5
TVET CERTIFICATE V In
TELECOMMUNICATION
CODE
TSVTLC5001 Kigali December, 2018
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TSVTLC5001-TVET CERTIFICATE V
Telecommunication
REQF Level 5 CURRICULUM
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© Rwanda Polytechnic, 2018
Copies available from:
Rwanda Polytechnic (RP)
Email: [email protected]
Web: www.rp.ac.rw
P.O. Box: 164 Kigali, Rwanda
Original published version updated:
December, 2018
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Copyright
The Competent Development Body of this Curriculum is © Rwanda Polytechnic (RP).
Reproduced with permission
The following copyright warning applies to the material from the Training Package:
All rights reserved. This work has been produced initially with RP. This work is copyright, but
permission is given to trainers and teachers to make copies by photocopying or other
duplicating processes for use with their own training organizations or in a workplace where the
training is being conducted. This permission does not extend to the making of copies for use
outside the immediate training environment for which they are made, nor the making of copies
for hire or resale to third parties. The views expressed in this version of the work do not
necessarily represent the views of RP. The competent Body does not give warranty nor accept
any liability.
The RP owns the copyright on all Curricula. Schools may reproduce this program in part or in
full for bona fide study or classroom purposes only. Acknowledgement of the RP copyright must
be included on any reproductions. Learners may copy reasonable portions of the curriculum for
the purpose of study. Any other use of this curriculum must be referred to the RP.
© Rwanda Polytechnic (RP) 2018
Published by
Rwanda Polytechnic (RP)
Internet: http://www.rp.ac.rw
P.O. Box: Kigali, Rwanda
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Table of Contents
C o p y r i g h t 2
T a b l e o f C o n t e n t s 3
A c k n o w l e d g m e n t s 9
1 . G E N E R A L I N T R O D U C T I O N 1 1
2.2 Minimum entry requirements 12
2.6 Information about competencies 16
2 . T R A I N I N G P A C K A G E 1 7
3.1 Course structure 17
3.2 Competencies chart 17
3.3 Flowchart 20
3 . A S S E S S M E N T G U I D E L I N E S 2 1
4.1 Assessment Methodology 21
C C M O L 0 0 1 - O C C U P A T I O N A N D L E A R N I N G P R O C E S S 2 5
LU 1: Participate as part of a team and respect the rules of the training environment 27
LU 2: Explain the occupation and learning process 30
LU 3: Respect the facilitation and apply learning methods 33
LU 4: Develop personal plans based on self-assessment practices 36
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 4 2
LU 1: Conduct OSH (occupational safety and health) monitoring 44
LU 2: Collect and analyze Occupational health, safety incidents report 49
LU 3: Train all staff on occupational health and safety matters 55
LU 1: Communicate with customers and colleagues from diverse backgrounds 63
LU 2: Address cross-cultural misunderstandings 67
LU 1: Apply human values 73
LU 2: Respect engineering ethics 79
LU 3: Apply safety 83
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 8 8
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LU 1: Identify activities to be accomplished for real business operations 90
LU 2: Create a productive working environment 96
LU 3: Run real business operation 103
LU 4: Monitor and evaluate the business 109
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 ) 1 1 4
LU 1: Demonstrate supervisory skills 116
LU 2: Get briefed on industrial attachment program 122
LU 3: Develop one’s competences on the workplace 126
G E N A M 5 0 1 - M A T H E M A T I C S 1 3 0
LU 1:Apply fundamentals of trigonometry 134
LU 2: Apply fundamentals of complex numbers 142
LU 3: Determine and analyze numerical functions 146
U 4:Apply fundamentals of differentiation 152
LU 5: Apply natural logarithmic functions 157
LU 6: Apply exponential functions 163
LU 7: Apply fundamentals of integrals 169
LU 8: Identify measures of dispersion and interpret bivariate data 173
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 1 7 8
LU 1: Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 181
LU 2: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gukemura amakimbirane
no gukoresha ibinyazina binyuranye. 188
LU 3 : Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 199
LU 4: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no
gukoresha ibinyazina binyuranye 209
LU 5: Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire
y’Ikinyarwanda. 219
C C M I W 5 0 1 - I C T A T W O R K P L A C E 2 3 0
LU 1:Prepare document Layout 232
LU 2: Apply basic computer operations 238
LU 3: Manage data 245
C C M U E 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 2 5 3
LU 1: Communicate orally in social and professional situations with ease 257
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LU 2: Read correctly a range of materials 262
LU 3: Listen to audio messages with different English accents to get the intended message 266
LU 4: Produce a variety of medium texts on professional and general topics 271
T L C A F 5 0 1 - A P P L I C A T I O N O F T E L E C O M T R A N S M I S S I O N F U N D A M E N T A L S 2 7 8
LU 1 Identification of Telecommunication regulatory authorities 280
LU 2:Describe telecommunication regulations authorities 284
LU 3:Describe transmission technologies 288
T L C T D 5 0 1 - T E C H N I C A L D R A W I N G 2 9 6
LU 1: Prepare drawing tools and materials 298
LU 2: Draw telecommunication diagram 304
LU 3: Read and Interpret 309
T L C C B 5 0 1 - C O N F I G U R A T I O N O F B R O A D C A S T I N G T R A N S M I S S I O N S Y S T E M 3 1 5
LU 1:Prepare tools and equipment 317
LU 1:Check Physical installation 322
LU 1:Set up streaming equipment parameters 328
LU 3: Set up terrestrial equipment parameters 334
LU Set up satellite equipment (uplink and downlink) parameters 341
LU 6:Perform testing and acceptance of transmission system 348
Summative Assessment 353
T L C M B 5 0 1 - M A I N T E N A N C E O F B R O A D C A S T I N G T R A N S M I S S I O N S Y S T E M 3 5 8
LU 1: Prepare tools and materials for maintenance 361
LU 2: Conduct regular maintenance 368
LU 3: Diagnose and correct abnormalities and malfunctions 374
Summative Assessment 381
LU 1: Manipulate measurement instruments used in transmission 389
LU 2: Perform routine transmission activities 394
LU 3: Inspect signal parameters 399
LU 4: Carry out inventory and Perform requisition needs of transmission site 404
TLCCG 501 Conf igure G SM t ransmi ss i on sys tem 4 1 0
LU 1: Prepare tools and equipment 414
Lu2: CHECK DESIGN LAYOUT PHYSICAL INSTALLATIO 423
LU3 Set up GSM streaming transmission equipment parameters 429
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LU 4: Set up GSM terrestrial Transmission equipment parameters 438
LU 5: Set up GSM satellite Transmission equipment parameters. 445
Summative Assessment 455
T L C M G 5 0 1 M a i n t a i n G S M T r a n s m i s s i o n S y s t e m 4 6 1
LU1: Prepare tools and materials for GSM Transmission maintenance 463
LU2: Conduct regular maintenance 472
LU3: Diagnose and correct abnormalities and malfunctions 478
G L O S S A R Y 4 9 0
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List of Abreviations
RP: Rwanda Polytechnic
N/A: Not applicable
ITU: International Telecommunication Union
ITU-R: ITU Radiocommunication Sector
ITU-T: ITU Telecommunication Standardization Sector
ITU-D: ITU Telecommunication Development Sector
ATU: African Telecommunication Union
EACO: East African Communications Organization
RURA: Rwanda Utilities Regulatory Authority
PPE: Personal Protecitive Equipment
RF: Radio Frequency
OTDR: Optical Time Domain Reflectometer
GSM: Global System for Mobile Communications
CD: Compact Disk
LOS: Line of Site
PAL: Phase Alternation Line
ISDB: Integrated Services Digital Broadcasting
ATSC: Advanced Television Systems Committee
SECAM: Système Électronique pour Couleur avec Mémoire
TCP/IP: Transmission Control Protocol/Internet Protocol
TCP: Transmission Control Protocol
IP: Internet Protocol
DHCP: Dynamic Host Configuration Protocol
UDP: User Datagram Protocol
RTP: Real-time Transport Protocol
RTSP: Real Time Streaming Protocol
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AM: Amplitude Modulation
FM: Frequency Modulation
PM: Phase Modulation
HPA: High Power Amplifiers
Ltd: Limited
IF: Intermediate Frequency
TX: Transmission
ESD: Electrostatic Discharge
LAN: Local Area Network
DNS: Domain Name System
TC: Telecommunications Closet
ID: Identity document
DCN: Dynamic Circuit Network
VLAN: Virtual Local Area Network
CAD: Computer Aided Design
RJ 45: Registered Jack 45 (RJ 45 Connector)
RJ 11: Registered Jack 11 (RJ 11 Connector)
VPN: Virtual Private Network
UPS: Uninterrupted Power Supply
AVR: Automatic Voltage Regulator
NTSC: National Television System Committee
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Acknowledgments
Rwanda Polytechnic wishes to thank the following persons who participated in the
development of this curriculum:
Coordination
RWAMASIRABO Aimable
Curriculum coordinator, RP
Facilitator
NIYONGABO Ezechiel, Facilitator/RBA
Curriculum Development Team
# Names Function Institution
1. NSHIMIYIMANA Telesphore TVET Trainer Nyanza TVET School
2. NIYONZIMA Emmanuel TVET Trainer Nyanza TVET School
3. NIZEYIMANA Clement Telecom Engineer Ihaha Technology Ltd
4. NYABYUNGO Joseph Telecom Engineer Solve IT Ltd
5. TWIZIHIRWE Donatien IT Manager Youth Solutions Ltd
6. NDAYISENGA Callixte Head of Transmission and Energy
RBA
7. SIMBI Claude Engineer EEE
PROMO Engineering
8. HABIMANA Theobard
Technical expert MINEDUC
9. IGIRANEZA Benjamin Data Manager and Format Editor
Digital Link
10. MUSAFIRI Ernest Instructor IPRC NGOMA
11. MUSONI Jean Claude Trainer Nyabihu TVET School
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12. UWERA Marceline Socio-linguistics Officer
RALC
13. MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara
14. MATATA Jean Bosco Teacher College Ami des Enfants
15. GASIMBA François Xavier Lecturer UR/College of Education
16. KAMBARI Vincent Teacher GS St Marcel/Kayonza
17. MUREGO Yves Quality Assurance Officer
WDA
18. BUCYENSENGE Vincent Instructor IPRC KARONGI
19. GASANA Vedaste Lecturer INES
20. FURAHA INEZA Jean Raymond Trainer Lycee de Gisenyi
21. NGEZAHAYO Emmanuel Maths Teacher/author
Rusumo High School
22. UWINEZA Patrice Sciences trainer Nyamata TVET School
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1. GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competencies
required to perform as a telecom transmission technician. It is designed with
an approach that takes into account the training needs, the work situation, as
well as the goals and the means to implement training.
The modules of the curriculum include a description of the expected results at the end of
training. They have a direct influence on the choice of the theoretical and practical learning
activities. The competencies are the targets of training: the acquisition of each is required for
certification.
The curriculum is the reference to carry out the assessment of learning. Assessment tools of
learning are developed on the basis of this document.
The curriculum consists of three parts. The first part is of general interest and shows the nature
and goals of a program and the key concepts and definitions used in the document. The second
part presents the qualification details including 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 credit values, and 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
1. QUALIFICATION DETAILS
2.1 Description
This qualification provides the skills, knowledge
and attitudes for a learner to be competent in
tasks and activities that require the application
of practical skills in a defined context. Work
would be undertaken in various technical
services sector/industries where configure
broadcasting and GSM transmission system,
operate broadcasting and GSM transmission
system, maintain broadcasting and GSM
transmission system, apply transmission
fundamentals are carried out. Learners may
work with minimum supervision.
At the end of this qualification, qualified
learners will be able to:
Apply mathematics
Describe the occupation and learning
process
Monitor occupational SHE at workplace
Maintain professional conversation in
upper-intermediate English
Gukoresha ikinyarwanda cy’intyoza
Work in a socially diverse environment
Use ICT at workplace
Organize a business
Apply professional ethics
Apply transmission fundamentals
Configure broadcasting transmission
system
Operate broadcasting transmission
system
Maintain broadcasting transmission
system
Configure GSM transmission system
Maintain GSM transmission system
Integrate workplace
2.2 Minimum entry requirements
TVET Certificate IV in telecommunication services or other relevant qualifications or through recognition of prior learning.
Title: TVET Certificate V in Telecommunication
Level: REQF Level 5
Credits: 120
Sector: Technical services
Sub-sector: Telecommunication
Issue date: December, 2018
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2.3 Information about pathways
2.4 Job related information
This qualification prepares individuals to integrate the technical services industry with the
professionalization of telecommunication services; this qualification again offers the opportunity to
execute the works as telecommunication service technician while ensuring that safety, security and
environmental regulations are respected.
Pathways into the qualification
Pathways from the qualification
Preferred pathways for candidates entering
this qualification include:
Candidates enter this qualification
after achieving TVET Certificate IV in
telecommunication services 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 telecommunication services.
Possible jobs related to this qualification
Broadcasting transmission technician
GSM transmission technician
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2.5 Employability skills and life skills
Through the generic modules, individuals with this qualification have acquired the life and
employability skills to meet the following industry or enterprise requirements:
Communication
Documenting technical work in plain English
Writing and presenting reports
Safety and security precautions
Working collaboratively with project team members
Health and environment
Health reproduction
Rwanda environmental protection, practices rules and regulations
Business Plan
Producing a small IT business plan
Planning and organizing
Preparing feasibility reports that take into account project scope, time, cost, quality,
communications and risk management
Self-management
Taking responsibility for own outputs in relation to specified quality standards
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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: 17 Core competencies : 8 Complementary competencies : 9 The total number of Credits: 119
2.6 Information about competencies
No Code Complementary competencies Credit
1 CCMOL001 Describe the occupation and learning process 3
2 CCMMS501 Monitor occupational SHE at workplace 3
3 CCMUE501 Maintain professional conversation in upper-intermediate English 3
4 CCMKN501 Gukoresha ikinyarwanda cy’intyoza 3
5 CCMSE501 Work in a socially diverse environment 3
6 CCMIW501 Use ICT at workplace 3
7 CCMBO501 Organize a business 3
8 CCMPE501 Apply professional ethics 3
9 CCMIA501 Integrate workplace 30
Total 54
No Code Core competencies Credit
GEN
ER
AL 1. GENAM501 Appy general Mathematics 7
2. TLCTD501 Apply technicall drawing 3
SP
ECIF
IC
3. TLCAT501 Apply transmission fundamentals 4
4. TLCCB501 Configure broadcasting transmission system 12
5. TLCOB501 Operate broadcasting transmission system 9
6. TLCMB501 Maintain broadcasting transmission system 9
7. TLCCG501 Configure GSM transmission system 12
8. TLCMG501 Maintain GSM transmission system 9
Total 65
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2. 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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BROADCASTING TRANSMISSION TECHNICIAN AND GSM TRANSMISSION TECHNICIAN
PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES
SPECIFIC COMPETENCIES D
ura
tio
n (
68
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a s
oci
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# 1
2
3
4
5
6
7
8
9
10
11
12
Duration (510Hrs)
30
30
30
30
30
30
30
30
30
0
70
40
30
1
Configure broadcasting transmission system
120 ▲ ▲ ▲ ▲ ∆ ▲ ○ ○ ○ ○ ○ ● ○ ○ ● ● ●
●
2
Maintain broadcasting transmission system
90 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ● ○ ○ ● ● ●
●
3
Operate broadcasting transmission system
90 ∆ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ● ○ ○ ● ● ●
●
4
Configure GSM transmission system
120 ▲ ▲ ▲ ▲ ∆ ▲ ○ ○ ○ ○ ○ ● ○ ○ ● ● ●
●
5
Maintain GSM transmission system
90 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ● ○ ○ ● ● ●
●
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Figure 1: Competencies chart
Between the process and particular competencies| between general and particular competencies
▲: Functional link application ●: Functional link application
∆: Functional link existence ο: Functional link existence
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3.3 Flowchart
The flowchart of sequencing of learning is a schematic representation of the order of
acquisition of the competencies. It provides an overall planning of the entire training
programme and shows the relationship between the modules. This type of planning is to ensure
consistency and progression of learning. For each module, the flowchart shows the learning
that is already in place, the learning that is to take in parallel or later. The positions defined will
have a decisive impact on all subsequent pedagogical choices. The flowchart of the sequence of
learning of the modules of the training programme is presented on the following page.
Figure 2: Flowchart
Occupation and learning process 3
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
Apply transmission fundamentals 4 Apply Technical drawing 3
Mathematics 7
Configure broadcasting transmissionsystem12
Maintain broadcasting transmission system9
Operate broadcasting transmission system9
Configure GSM transmission system 12
Maintain GSM transmission system 9
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3. 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.
Section
4
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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
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 assessor has the role of developing a customized assessment referring to
the task to be carried out in the integrated situation in accordance with the environment
and the context in which they operate, 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
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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%
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.
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- The school should organize visit for all trainees in the workplace or industry to
confirm and assist IAP especially in filling up the logbook.
- An interview to the trainee should be conducted in the school after the IAP has
been completed and should be documented in the trainee portfolio.
- All completed logbooks should be part of the trainee portfolio.
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C C M O L 0 0 1 - OCCUPATION AND LEARNING PROCESS
CCMOL001 Describe the occupation and learning process
RTQF Level: All Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: September, 2014
Purpose statement
This module is covered first in all qualifications. It allows the learner to get to know the other
participants to the training programme and to understand himself/herself as part of a team.
Also, the trainee will develop a comprehensive and clear vision of the occupation and the
training programme. The module will allow the participant to avoid mistakes of career guidance
and confirm or deny his/her choice from the start. The training and learning methods are
presented to the learner. This approach encourages greater motivation and, subsequently, a
better integration of various learning.
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Learning assumed to be in place
Not applicable
Elements of 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
Participate as part of a team and respect the rules of the training environment
1.1 Proper introduction of oneself 1.2 Appropriate integration in team 1.3 Appropriate participation in setting rules and adhere
to them
Explain the occupation and learning process
2.1 Proper description of the main/major elements of occupation
2.2 Adequate explanation about the one’s qualification
Respect the facilitation and apply learning methods
3.1Proper engagement in active and participatory learning methods
3.1 Adequate description of the assessment procedures
Develop personal plans based on self-assessment practices
4.1 Proper identification of values, skills and interests 4.2 Proper assessment of values, skills and interests 4.3 Correct Setting of goals 4.4 Proper development of plans in order to reach the set
goals 4.5 Proper assessment of one’s learning style 4.6 Adequate identification of learning strategies
27 | P a g e
LU 1: Participate as part of a team and respect the rules of the training environment
1
Learning Outcomes:
1. Introduce oneself and get to know one another 2. Integrate in team 3. Participate in setting rules and adhere to them
6 Hours
Learning Outcome1.1: Introduce oneself and get to know one another
Introductions
Expectations about the training
Introduction Game Presentation of trainees’
expectations
- Trainer manual
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
Content Learning activities
Resources
Performance criterion
Proper introduction of oneself
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Checklist Score
Yes No
Observation
Learning Outcome 1.2: Integrate in team
Working as a team
Building trust
Games Group discussions
- Trainer manual
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
Checklist Score
Yes No
Observation
Content Learning activities Resources
Performance criterion
Appropriate integration in team
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Learning Outcome 1.3: Participate in setting rules and adhere to them
Rules of the classroom
Group responsibilities
Brainstorming Discussions Assign class tasks
- Trainer manual
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
Checklist Score
Yes No
Observation
Content Learning activities Resources
Performance criterion
Appropriate participation in setting rules and adhere to them
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LU 2: Explain the occupation and learning process
2
Learning Outcomes:
1. Describe the main/major elements of occupation 2. Explain about the one’s qualification
12 Hours
Learning Outcome 2.1: Describe the main/major elements of occupation
Characteristics of the occupation
Place of the occupation in the sector
The impact/importance of the occupation in economic development
Working conditions
Group discussion Personal research Visit of a business in the
neighborhood
Pictures of people in working situation
Documents describing the occupation
Documents describing the sector
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
Content Learning activities
Resources
Performance criterion
Proper description of the main/major elements of occupation
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Checklist Score
Yes No
Observation
Learning Outcome 2.2: Explain about the one’s qualification
Rationale of the qualification
Content of the training programme (modules)
0. Duration 1. Flowchart
Pathways (exit level & further learning)
Presentation of the timetable
Presentation of the classrooms and workshops
Presentation by the teacher Research Visits of the premises of the
school.
Overview of the training programme
Testimonies of people performing the occupation
School year calendar
Timetable
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
Content Learning activities Resources
Performance criterion
Adequate explanation about the one’s qualification
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Checklist Score
Yes No
Observation
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LU 3: Respect the facilitation and apply learning methods
3
Learning Outcomes:
1. Engage in active and participatory learning methods 2. Describe the assessment procedures
2 Hours
Learning Outcome 3.1: Engage in active and participatory learning methods
Overview of the active and participatory teaching and learning methods
Experiential learning cycle
Experience sharing. Presentation by the trainer
0. Trainer manual
Formative Assessment 3.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved
.
Content Learning activities Resources
Performance criterion
Proper engagement in active and participatory learning methods
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.2: Describe the assessment procedures
Assessment procedures Timing Assessors/verifiers Assessment tools (portfolio
& integrated situation)
Presentation by the trainer 1. Assessment manual
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
Content Learning activities Resources
Performance criterion
Adequate description of the assessment procedures
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Checklist Score
Yes No
Observation
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LU 4: Develop personal plans based on self-assessment practices
4
Learning Outcomes:
1. Identify values, skills and interests 2. Assess values, skills and interests 3. Set goals 4. Develop plans 5. Assess one’s learning style
10 Hours
Learning Outcome 4.1: Identify values, skills and interests
Values, skills and interests
Relating values, skills and interests to the workplace
2.
Formative Assessment 4.1
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
Content Learning activities Resources
Performance criterion
Proper identification of values, skills and interests
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Checklist Score
Yes No
Observation
Learning Outcome 4.2: Assess values, skills and interests
Skills & qualities assessment
Acceptance of diversity, self-esteem & confidence
o Individual work o Exercise on we are all unique
- individual assessment checklist
Formative Assessment 4.2
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
Checklist Score
Yes No
Content Learning activities Resources
Performance criterion
Proper assessment of values, skills and interests
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Observation
Learning Outcome 4.3: Set goals
SMART goals
Identification of goals Short term Long term
Process for setting and achieving goals:
Identifying steps Time frame Resources
o Group work o Tree drawing & interpretation o Discussion about displayed
pictures on setting & achieving goals
o Exercises on developing SMART goals
o Practical exercises on developing personal plans
- Trainer manual
Formative Assessment 4.3
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
Checklist Score
Yes No
Observation
Content Learning activities Resources
Performance criterion
Correct Setting of goals
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Learning Outcome 4.4: Develop plans
SMART goals
Identification of goals Short term Long term
Process for setting and achieving goals:
Identifying steps Time frame Resources
o Group work o Tree drawing & interpretation o Discussion about displayed
pictures on setting & achieving goals
o Exercises on developing SMART goals
o Practical exercises on developing personal plans
- Trainer manual
Formative Assessment 4.4
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
Checklist Score
Yes No
Observation
Content Learning activities Resources
Performance criterion
Proper development of plans in order to reach the set goals
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Learning Outcome 4.5: Assess one’s learning style
Types of learning styles
Determining one’s preferred way of learning
Strategies for using one’s learning style in workplace/school
o Paper folding activities o Completing self-assessment
learning style o Scenario based activities
- Trainer manual
Formative Assessment 4.5
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
Checklist Score
Yes No
Observation
Learning Outcome 4.6: Identify learning strategies
Content Learning activities Resources
Performance criterion
Proper assessment of one’s learning style
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Formative Assessment 4.6
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
Checklist Score
Yes No
Observation
Reference books:
1. Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods Project.
2. Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth Livelihoods Project.
o -
Content Learning activities Resources
Performance criterion
Adequate identification of learning strategies
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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: November, 2017
Purpose statement
This module describes the skills, knowledge and attitudes required to perform OSHE monitoring
systems taken as instruments used for measurement and analysis in the area of occupational
safety and health. They are commonly used to inform and guide government policy. Typically,
these systems are used to give an indication of the number of work accidents or occupational
diseases, or they might record information about places of work, or about the activities of the
organizations involved in ensuring good working conditions. Moreover, the module describes
the skills, knowledge and attitudes required to monitor occupational safety, health and security
policies and procedures. Finally, the learner learns how to advice and train all employees on
health and safety matters.
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Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Conduct OSHE ( occupational safety
and health) monitoring
1.1 Proper checking of application of OSHE policies,
procedures and regulations
1.2 Proper monitoring of the use of PPEs
1.3 Proper monitoring the compliance of OSHE best
practice
2. Collect and analyze occupational
health, safety incidents report
2.1 Proper collection of data regarding OSHE incidents
2.2 proper analysis of OSHE data collected
2.3 Adequate elaboration of a compiled incident reports
2.4 Proper recommendation of safest way to do the job
3. Train all staff on occupational
health and safety matters
3.1 Appropriate provision of information and instructions
3.2 Appropriate training to all employees and supervisors
on OSHE standards/regulations
3.3 Proper evaluation of trained OSHE programs
44 | P a g e
LU 1: 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
Content Learning activities
Resources
45 | P a g e
Formative Assessment 1.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Checking if OSHE policies, procedures and regulations are
applied
Checklist Score
Yes No
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
Content Learning activities Resources
Performance criterion
Proper monitoring of the use of PPEs
47 | P a g e
Physical verification of PPEs is done
Cleaning and storage of materials, tools and equipments are checked
Observation
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
Content Learning activities Resources
Performance criterion
Proper monitoring the compliance of OSHE best practice
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Checklist Score
Yes No
OSHE best practices are checked
List of standards to be evaluated according to the specific trade is checked
Observation
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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
10 Hours
Learning Outcome 2.1: Collect data regarding OSHE incidents
Steps of data collection; Consulting of incident
report documents Talk to people involved
or witnesses to the event
Site visit
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
Formative Assessment 2.1
Content Learning activities
Resources
Performance criterion
Proper collection of data regarding OSHE incidents
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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: Collecting data regarding OSHE incidents in working area
Checklist Score
Yes No
Steps of data collection are followed
Categories of incidents are identified
Observation
Learning Outcome 2.2: Analyze OSHE data collected
Root and causes of incident; Poor management
laziness stupidity forgetfulness negligence ignorance
Influencing factors associated with the work
environment individual physical abilities,
organization and its management
system Overload Poor procedures Inadequate training Low motivation
Impact of incidents
o Small group discussions o Pair discussion o Brainstorming
Reference books
Internet
Hand-outs
Didactic materials
Content Learning activities Resources
51 | P a g e
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
Multiple choice True or false question Matching
Performance criterion
Proper analysis of OSHE data collected
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Performance
Sentence completion Ticking Expose (presentation) Task: Analyzing the OSHE data collected
Checklist Score
Yes No
Identification of root and causes of incident
Identification of impact of incidents
Observation
Learning Outcome 2. 3: Elaborate compiled incident reports
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.
Content Learning activities Resources
Performance criterion
Adequate elaboration of a compiled incident reports
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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
Content Learning activities Resources
Performance criterion
Proper recommendation of safest way to do the job
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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
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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
10 Hours
Learning Outcome 3.1: Provide information and instructions
Brief description of:
An occupational health and safety
(OH&S) program
A policy statement
The program elements
Individual responsibility
Joint occupational health and
safety committee
Health and safety rules
Correct work procedures
Employee orientation
Training
Workplace inspections
Reporting and investigating
accidents/incidents
Emergency procedures
Medical and first aid
Health and safety promotion
Workplace specific items
Responsibilities of the staff:
o Brainstorming
o Group work
o Discussion
- Reference books
- Internet
- Hand-outs
- Stories and
pictures
Content Learning activities Resources
56 | P a g e
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
workplace.
Establishing and maintaining a
health and safety program.
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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
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
o Brainstorming
o Group work
o Discussion
- Reference
books
- Internet
- Hand-outs
- Stories and
pictures
Content Learning activities Resources
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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
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
Performance criterion
Appropriate training to all employees and supervisors on OSHE
standards/regulations
Content Learning activities Resources
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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
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
Performance criterion
Proper evaluation of trained OSHE programs
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C C M S E 5 0 1 - WORKING 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.
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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
Communicate with customers and colleagues from diverse backgrounds.
1.1 Adequate Valuing customers and colleagues from different cultural groups and treating them with respect and sensitivity.
1.2 Adequate Taking into consideration cultural differences in all verbal and non-verbal communication and overcoming language barriers.
1.3 Proper obtaining assistance from colleagues, reference books or outside organizations when required.
Address cross-cultural misunderstandings
2.3 Proper identification of issues that may cause conflict or misunderstanding in the workplace.
2.4 Adequate consideration of possible cultural differences when difficulties or misunderstandings occur.
2.5 Appropriate referring of problems and unresolved issues to the appropriate team leader or supervisor for follow-up.
63 | P a g e
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
Content Learning activities
Resources
Performance criterion
Adequate Valuing customers and colleagues from different cultural groups and
treating them with respect and sensitivity.
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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 Ticking Expose (presentation) Role play
Checklist Score
Yes No
Effective treatment of different groups
Observation
Learning Outcome 1.2: Take into consideration cultural differences in all verbal and non-
verbal communication and overcome language barriers.
Verbal and non-verbal communication:
varied cultural interpretation of non-verbal behaviour and gestures
personal grooming, including dress and hygiene habits
language spoken
language written
Overcoming language barriers:
meet, greet and farewell customers
give simple directions
give simple instructions
answer simple enquiries
o Brainstorming o Role play o Individual work
- Reference books - Role play scenario - Online materials
Content Learning activities Resources
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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
prepare for, serve and assist customers
describe goods and services
Partnerships for efficient communication
interpreter services
diplomatic services
local cultural
o Group discussion o Individual work o Large group discussion
- Reference books - Online materials - Specialised materials
Performance criterion
Adequate Taking into consideration cultural differences in all verbal and non-
verbal communication and overcoming language barriers.
Content Learning activities Resources
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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
organizations
appropriate government agencies
educational institutions
Disability advocacy groups.
Performance criterion
Proper obtaining assistance from colleagues, reference books or outside
organizations when required.
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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
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
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
Content Learning activities
Resources
Performance criterion
Proper identification of issues that may cause conflict or misunderstanding in the
workplace.
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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
Content Learning activities Resources
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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
Performance criterion
Adequate consideration of possible cultural differences when difficulties or
misunderstandings occur.
Content Learning activities Resources
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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:
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.
Performance criterion
Appropriate referring of problems and unresolved issues to the appropriate
team leader or supervisor for follow-up.
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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.
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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. Apply human values 1.1. Adequate valuation of human right.
1.2. Adequate promotion of integrity
1.3. Convenient valuation of time
1.4. Careful variety of moral issues
2. Respect engineering ethics 2.1. Appropriate application of rules and regulations of the work.
2.2. Adequate application of credible management of the work.
2.3. Adequate team spirit at the work.
3. Apply safety 3.1. Proper risk analysis
3.2. Convenient personal safety precautions
3.3. Adequate respect of hygienic rules
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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
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
LU 1: Apply human values
1
Learning Outcomes:
1. Valuate human right 2. Promote integrity 3. Valuate time 4. Analyse variety of moral issues
7 Hours
Content Learning activities
Resources
Performance criterion
Adequate valuation of human right.
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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
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
Content Learning activities Resources
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- 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
Checklist Score
Yes No
Tax Compliance
Environmental Protection
Self-reliance
Honesty
Observation
Performance criterion
Adequate promotion of integrity
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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
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
Content Learning activities Resources
Performance criterion
Convenient valuation of time
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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
Checklist Score
Yes No
Resource Crunch
Opportunity
Attitude
Observation
Content Learning activities Resources
Performance criterion
Careful analysis of variety of moral issues
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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
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities
Resources
Performance criterion
Appropriate application of rules and regulations of the work.
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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
Formative Assessment 2.2
Content Learning activities Resources
Performance criterion
Adequate application of credible management of the work
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written 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
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
Content Learning activities Resources
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written 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
Leveraging diversity
Political awareness
Observation
Performance criterion
Adequate team spirit at the work.
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LU 3: Apply safety
3
Learning Outcomes:
1. Analyse 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
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper risk analysis
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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
Content Learning activities Resources
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
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
Performance criterion
Convenient personal safety precautions
Content Learning activities Resources
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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
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Maintenance of Hygiene
Observation
Performance criterion
Adequate respect of hygienic rules
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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
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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 organise a business which is linked to
organisational 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.
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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
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LU 1: Identify activities to be accomplished for real business operations
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 finance
Brainstorming Questions and answers Story telling Problem solving Role play Practical exercise
Flipchart Marker pen Internet Reference books Case studies Scenarios Post note
Content Learning activities
Resources
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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
Steps of business requirements estimation
Business location
Raw materials for initial storage
Observation
Learning Outcome 1.2: Recruit employees in line with task requirements
Performance criterion
Proper verification of business start-up requirements
Content Learning activities Resources
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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 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.
Brainstorming Questions and answers Story telling Problem solving
Flipchart Marker pens Pens Internet Reference books Case studies Scenarios Employee recruitment template
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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
Oral evidence
Prodiuct evidence
Observation checklist Number of employees recruited
Checklist Score
Yes No
Functions of employees recruitment
Principles of strategic employee recruitment
Factors influencing employees recruitment
Recruitment process
Observation
Learning Outcome 1.3: Perform purchasing of business requirements in line with business plan
Performance criterion
Accurate recruiting of employees in line with task requirements
Content Learning activities Resources
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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
Brainstorming Questions and answers Story telling Problem solving
Flipchart Marker pens Pens Internet Reference books Case studies Scenarios Template of documents used in purchasing process
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 criterion
Effective performing purchasing of business requirements in line with business
plan
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Written evidence
Multiple choice exercises
Essay& Cases study
True or false questioning Sentence completion
Checklist Score
Yes No
Purpose of purchasing
Types of purchasing
Principles of purchasing
Purchasing procedures
Documents used in purchasing procedures
. Factors influencing choice of effective suppliers
Observation
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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
7 Hours
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
Oral presentation Brainstorming Questions and answers Practical exercise
Flipchart Marker pen Pen Internet Reference books Case studies Business plan templateIncluding questions that guiding trainee to write a business plan
Content Learning activities
Resources
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Ways to address address 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
Objectives of ethical conduct in a business
Rules and regulations of the business
Types of unethical behavior in a business
Techniques of encouraging a positive ethical behaviour in business
Ways to address unethical behaviour at the workplace
Methods of handling unethical conduct in business
Importance of positive ethical conduct in the business
Observation
Performance criterion
Accurate setting business ethical conduct
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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).
Oral presentation Brainstorming Questions and answers Practical exercise
Flipchart Marker pen Pen Internet Reference books Case studies Business plan templateIncluding questions that guiding trainee to write a business plan
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
Attribution of responsibilities
Content Learning activities Resources
Performance criterion
Effective assigning of responsibilities in accordance with organisation structure
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Responsibility assignment matrix
Observation
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
Oral presentation Brainstorming Questions and answers Practical exercise
Flipchart Marker pen Pen Internet Reference books Case studies Business plan templateIncluding questions that guiding trainee to write a business plan
Content Learning activities Resources
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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
Checklist Score
Yes No
Self assessment of time management practices
Self assessment in motivating employees practices
Self assessment in financial practices
Self assessment in inventory practices
Observation
Performance criterion
Permanent matching personal characteristics with business requirements
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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.
Types of evidence Portfolio assessment tools
Oral evidence Written evidence
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
Content Learning activities Resources
Performance criterion
Proper maintaining of good relationship with customers and suppliers
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Checklist Score
Yes No
Purpose of maintaining a good relationship with customers and suppliers
Methods used to Maintain good relationship
Importance of maintaining good customers and suppliers relationship
Ways to address: Customer complaints Suppliers complaints
Manual procedures for business operations as tool for maintain customer and suppliers relationship.
Observation
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LU 3: Run real business operation
3
Learning Outcomes:
1. Set of short-term business goals 2. Optimize the utilization of available resources 3. Employ targeted promotional and marketing campaigns
4 10 Hours
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
Oral presentation Brainstorming Questions and answers Practical exercise
Flipchart Marker pen Pen Internet Reference books Case studies Risk analysis template
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper setting of short-term business goals
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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
Categorization of business goals
Setting business: Long-term goals Medium goals Short-term goals
Observation
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:
Brainstorming on identifying meaning of key words Oral presentation Demonstration of contingency plan samples Group discussion Documentary research Internet research Practical exercise on identifying risk to be covered by a contingency plan
Flipchart Markers Pen Internet Reference books Case studies Business plan Computer
Content Learning activities Resources
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Procedures of using resources Targeted result Anticipated emergencies in
planning Inventory planed
Importance of optimizing available resources for: Employees Business owners Business stakeholders
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& Cases study
True or false questioning
Sentence completion Observation checklist
Checklist Score
Yes No
Types of business resources
Purpose of optimizing the utilisation of available resources
Methods to optimise utilisation of available resources
Methods used to control utilisation of resources:
Importance of optimizing available resources
Observation
Performance criterion
Accurate optimizing the utilization of available resources
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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 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
Brainstorming on identifying meaning of key words Oral presentation Demonstration of contingency plan samples Group discussion Documentary research Internet research Practical exercise on defining contingency plan
Flipchart Markers Pen Internet Reference books Case studies Role play scenarios Business plan Computer
Content Learning activities Resources
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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 True or false questioning
Sentence completion
Observation checklist
Checklist Score
Yes No
Product promotion:
Performance criterion
Regular employing targeted promotional and marketing campaigns
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Aspects of product promotion
Elements/tools/piece of promotional plan
Promotional strategies
Establishing promotional mix/plan of marketing campaign
Aspects of marketing campaign
Observation
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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
8 Hours
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
Brainstorming on present the business plan Demonstration on present the business plan Practical exercise on present the business plan
Flipchart Markers Pen Internet Reference books Case studies play scenarios Computer
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Clear preparation of a daily report of business activities
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Types of evidence Portfolio assessment tools
Written evidence -
Multiple choice exercises
Essay& Cases study
True or false questioning Sentence completion
Checklist Score
Yes No
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
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
Brainstorming on communication of business plan, strategy and outcomes Role play on communication of business plan, strategy and outcomes
Flipchart Markers Pen Internet Reference books Case studies scenarios Computer Internet
Content Learning activities Resources
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meeting more engaging Facilitate
brainstorming session Stand up Set meeting goals
together Offer incentives and
rewards Set a clear framework
in advance
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 evidence -
Multiple choice
exercises
Essay& Cases study
True or false questioning
Sentence completion Observation checklist
Checklist Score
Yes No
Meaning of customer inquiries and needs
Ways to make employee meeting more engaging
Purpose of employee’s meeting
Ways of gathering customer’s inquiries and needs
Steps of effective employee’s meeting
Observation
Performance criterion
Regular organization of employee’s meeting in accordance with customer’s
inquiries and needs
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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
Brainstorming on importance of presenting business plan. 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
Checklist Score
Yes No
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
Content Learning activities Resources
Performance criterion
Regular consultation of business plan
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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
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C C M I A 5 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)
CCMIA501 Integrate workplace
REQF Level: 5 Learning hours
Credits: 30 300
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module describes the skills, knowledge and attitudes required to integrate the
students/internee in workplace for an industrial attachment program or employment. The
module will allow the learner to demonstrate supervisory skills at the workplace get briefed on
industrial attachment program and develop one’s competences on the workplace.
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Learning assumed to be in place
All the modules covered
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
Demonstrate supervisory skills 1.4 Proper exploration of industrial attachment policy. 1.5 correct identification of labor contracts 1.6 Proper identification of supervisor’s roles and
responsibilities. 1.7 correct preparation of technical report as supervisor 1.8 Appropriate filing of work related documents.
Get briefed on industrial attachment program
2.6 Proper setting of industrial attachment goals. 2.7 Proper description of IAP documents 2.8 Clear explanation on how IAP assessment is
conducted.
Develop one’s competences on the workplace
3.2 Expected competencies are fully developed. 3.3 Trainee logbook is completely and well filled. 3.4 Proper description of gained work experience.
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LU 1: Demonstrate supervisory skills
1
Learning Outcomes:
1. Explore industrial attachment policy. 2. Identify labor contracts 3. Identify supervisor’s roles and responsibilities. 4. Prepare a technical report as supervisor 5. File work related documents.
10 Hours
Learning Outcome1.1: Explore industrial attachment policy
National workplace policies and procedures.
International workplace policies and procedures.
o Group work on national workplace policies and procedures.
o Research on workplace policies and procedures in different countries
o Asking questions o Large group discussion
Text books
Notebooks
Pens
Chalkboard
Hand out
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
Content Learning activities
Resources
Performance criterion
Proper exploration of industrial attachment policy.
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Written
Oral
Essay (short responses and extended responses) Expose (presentation)
Checklist Score
Yes No
Industrial attachment policies
Definitions of labor contract
Types of labor contract
Differences among labor contracts
Observation
Learning Outcome 1.2: Identify labor contracts
Utility of different embroidery material, equipment and tools
o Collection of materials and tool
o Observation of materials, tools, and equipment
o Group discussion on utility of different embroidery material, equipment and tools
See Learning Outcome 1.1
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 evidence Multiple choice
Content Learning activities Resources
Performance criterion
Correct identification of labor contracts
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Oral evidence
True or false question Matching Sentence completion Essay (short responses and extended responses
Expose (presentation)
Checklist Score
Yes No
Observation
Learning Outcome 1.3: Identify supervisor’s roles and responsibilities
Supervisor’s roles and responsibilities.
Coach Mentor Advocate for
organization Advocate for
employee
o Small group work o Individual work o Large group discussion o Pair work o Asking questions
Text books
Notebooks
Pens
Chalkboard
Hand out
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
Content Learning activities Resources
Performance criterion
Proper identification of supervisor’s roles and responsibilities.
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Written evidence
Oral evidence
Essay (short responses and extended responses) Multiple choice True or false question Matching Sentence completion Expose (presentation) Question and answer
Checklist Score
Yes No
Possible roles and responsibilities of supervisor
Observation
Learning Outcome 1.4: Prepare a technical report as supervisor
Steps in making technical report
Gather the necessary information about professional activities
Explain the work you have done
Mention any problems you encountered and explain how you solved them
Specify what you hope to accomplish next workday.
o Research on steps in making technical report
o Asking questions o Small group work o Large group discussion
Text books
Notebooks
Pens
Chalkboard
Hand out
Formative Assessment 1.4
Content Learning activities Resources
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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 evidence
Product evidence
(Check list)
Essay (short responses and extended responses)
Checklist Score
Yes No
Well prepared Technical report
Observation
Learning Outcome 1.5: File work related documents
Different ways to file documents in a filing cabinet Alphabetical Category Date Numerical Combination
Considerations in filing technics
o Group work on different ways to file documents
o Individual work o Large group discussion o Asking questions
Text books
Notebooks
Pens
Chalkboard
Hand out on different ways to file documents
Formative Assessment 1.5
Performance criterion
Correct preparation of technical report as supervisor
Content Learning activities Resources
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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 evidence
Product evidence
Essay (short responses and extended responses)
Checklist Score
Yes No
Completed checklist on documents filing
Different ways to file documents
Observation
Performance criterion
Appropriate filing of work related documents.
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LU 2: Get briefed on industrial attachment program
2
Learning Outcomes:
1. Set industrial attachment goals 2. Describe IAP documents 3. Explain how IAP assessment is conducted
5 Hours
Learning Outcome 2.1: Set industrial attachment goals
Goals of industrial attachment
o Group discussion on the IAP goal
o Research on the IAP goals o Asking questions o Individual work on the setting
of own IAP goals
Hand out on industrial attachment goals.
Text books
Notebooks
Pens
Chalkboard
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 evidence
Oral evidence
Essay (short responses /extended responses) Multiple choice True or false question
Content Learning activities
Resources
Performance criterion
Proper setting of industrial attachment goals
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Question and answer
Checklist Score
Yes No
List of possible industrial attachment goals
Observation
Learning Outcome 2.2: Describe IAP documents.
IAP Logbooks: IAP list of competencies to be
developed IAP attendance sheet IAP agreement IAP report form IAP Evaluation form IAP interview form
o Presentation by trainees and trainer
o Small group work on the interpretation of IAP logbooks
o Exercise on the completion of IAP logbooks
o Asking questions o Guided learning on how to
complete IAP logbooks
Logbooks
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 evidence Multiple choice True or false question
Content Learning activities Resources
Performance criterion
Proper description of IAP documents
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Performance evidence
Question and answer
Checklist Score
Yes No
Essential elements of IAP documents
Observation
Learning Outcome 2. 3: Explain how IAP assessment is conducted.
Written tests
Performance evidence(marked by company supervisor)
Respond to interview questions
o Presentation by trainees and trainer
o Discussion on IAP assessment is conducted
o Asking questions
Vocational tools
Task sheets
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 evidence
Oral evidence
Essay (short responses /extended responses) Expose (presentation)
Checklist Score
Content Learning activities Resources
Performance criterion
Clear explanation on how IAP assessment is conducted
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Yes No
Explanation of IAP procedures
Observation
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LU 3: Develop one’s competences on the workplace
3
Learning Outcomes:
1. Develop competencies related to one’s field. 2. Fill Trainee logbook. 3. Describe gained work experience
285 Hours
Learning Outcome 3.1: Develop competencies related to one’s field.
Various activities / tasks related to one’s field.
o Perform various activities / tasks related to one’s field.
- -Vocational tools related to one’ field
Formative Assessment 3.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Content Learning activities Resources
Performance criterion
Expected competencies are fully developed.
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Types of evidence Portfolio assessment tools
Written evidence
Product evidence
Checklist Score
Yes No
List of well performed activities/ tasks given by industry (checklist)
Observation
Learning Outcome 3.2: Fill Trainee logbook.
IAP reports
IAP Evaluation
IAP interview
o Complete trainee logbook
- -logbooks
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 evidence
Product evidence
Content Learning activities Resources
Performance criterion
Trainee logbook is completely and well filled
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Checklist Score
Yes No
List of well performed activities/ tasks given by industry (checklist)
Observation
Learning Outcome 3.3: Describe gained work experience
Work experience related to one’s field.
o Presentation
- Questionnaires containing questions related to work experience.
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 evidence
Oral evidence
Essay (short responses / extended responses) Expose (presentation)
Checklist Score
Yes No
Content Learning activities Resources
Performance criterion
Proper description of gained work experience.
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Brief presentation of experience gained during the industrial attachment period
Observation
Reference books:
1. http://www.differencebetween.net/business/difference-between-factory-and-industry/
2. https://www.capitalfm.co.ke/campus/students-5-things-you-need-to-do-to-secure-an-attachment/
3. http://smallbusiness.chron.com/purpose-organizational-structure-3812.html
4. http://iamanentrepreneur.in/guru-gyan/importance-mapping-organisation-structure/
5. https://www.edrawsoft.com/why-use-orgchart.php
6. http://open.lib.umn.edu/strategicmanagement/chapter/9-3-creating-an-organizational-structure/
7. http://www.differencebetween.com/difference-between-company-and-vs-industry/
8. https://hbr.org/2014/11/to-encourage-innovation-make-it-a-competition
9. http://www.innovationmanagement.se/2012/11/09/does-encouraging-creativity-in-the-workplace-
improve-innovation/
10. http://smallbusiness.chron.com/different-ways-file-documents-filing-cabinet-57513.html
11. https://www.thebalance.com/creating-a-document-management-system-2948084
12. http://www.wow.com/wiki/Technical_writing?s_chn=70&s_pt=source2&s_gl=US&v_t=content
13. https://bizfluent.com/how-5093085-write-daily-report.html
14. https://resources.workable.com/supervisor-job-description
15. https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-Industrial Attachment Program
(IAP)-challenges/
16. https://www.researchgate.net/profile/Frank_Twenefour/publication/272370787_Industrial_Trainin
g_Programmes_of_Polytechnics_in_Ghana_The_Pertinent_Issues/links/55056a6e0cf24cee3a046df8
/Industrial-Training-Programmes-of-Polytechnics-in-Ghana-The-Pertinent-Issues.pdf
17. https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-in-Industrial
Attachment Program (IAP)s
18. Adu peproh J., Frank.B.K Twenefour (2015) industrial training program of polytechnics in Ghana: the
pertinent issues, Ghana
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G E N A M 5 0 1 - MATHEMATICS
GENAM501 APPLY MATHEMATICS
REQF Level: 5 Learning hours
Credits: 7 70
Sector: All
Sub-sector: All
Issue date: November, 2018
Purpose
statement
This general module describes the knowledge, skills and attitude required to apply mathematics. At the
end of this module, the trainee of Level Fivewill be able to apply fundamentals oftrigonometry, complex
numbers and determine with analysis numerical functions. He/she will also be able to apply
fundamentals of differentiation, natural logarithmic and exponential functions, integration, measure of
dispersion and interpret bivariate data. As Mathematics is a tool of different fields, this module will be
useful to trainee as a means of both measuring and improving their understanding of Mathematics and
he/shewill be prepared to perform well in higher education or anywhere in any fields that require some
knowledge of mathematicsas well as working in design, maintenance of electricity work, financial and
economics,good performance in critical thinking, and so on.
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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. Apply fundamentals of trigonometry 1.1. Appropriate description of angles based on rotating an initial side, about a fixed point to terminal considered position.
1.2. Appropriate determination of trigonometric ratiosbased on isosceles rightangled triangle and equilateral triangle.
1.3. Appropriate description of trigonometric identities based on comparison of trigonometric ratios of two defined angles.
1.4. Perfect solving of trigonometric equationsbased ontrigonometric ratios.
1.5. Appropriate solving of agiven triangle based on Pythagorean Theorem and trigonometric ratios.
2. Apply fundamentals of complex numbers
1. Adequatedescriptionof complexnumbers based on calculation process.
2. Proper application of operations on complex numbersbased on calculationstheory.
3. Perfect calculation of complex numbers in polar form based on modulus and argument of given complex numbers.
3. Determine and analyze numerical functions
3.1. Accurate determination of the domain and range of numerical function based on existence condition.
3.2. Adequate identification of symmetry (parity) of numerical function based on definitions of key words (even and odd).
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3.3. Perfect determination of limits of a function based on theory of calculating limits.
3.4. Accurate determination of the asymptotes to the rational and polynomial functions based on limits calculation.
4. Apply fundamentals of differentiation
4.1. Proper determination of derivative from given definition.
4.2. Adequate interpretation of derivative of a function by illustrating a curve with its tangent and secant line.
4.3. Appropriate application of derivativebased on definitions and calculation of derivatives.
4.4. Accurate curve sketching of a numerical functionfrom the table of variation of the given function.
5. Apply natural logarithmic functions
5.1. Proper determination of the domain of natural logarithmic functions based on existence conditions.
5.2. Accurate calculation of limit of natural logarithmic functions based on logarithmic properties.
5.3. Appropriate solving ofequations involving logarithms based on domain of validity.
5.4. Perfect differentiation of natural logarithmic functions according to differentiation definition.
5.5. Accurate curve sketching of logarithmic functions based on table of variation.
6. Apply exponential functions
6.1. Accurate determination of the domain of definition of function based on existence condition.
6.2. Adequate calculation of limit of exponential functions based on properties of exponentials.
6.3. Appropriate determination of solutions of exponential equations according to domain of validity.
6.4. Perfect differentiation of exponential functions based on definition of derivative.
6.5. Adequate curve sketching of exponential functions
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according to the table of variation.
7. Apply fundamentals of integrals
7.1. Proper determination of primitive functions based on definition.
7.2. Proper calculation of definite integrals based on definition.
7.3. Proper application of definite integrals through sketching and calculations.
8. Identify measures of dispersion and interpret bivariate data
8.1. Accurate determination of measures of dispersion according to definitions and calculations.
8.2. Appropriate identification of bivariate data measures based on definitions and calculations.
8.3. Appropriate determination of regression line based on calculations and plotting.
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LU 1:Apply fundamentals of trigonometry
1
Learning Outcomes:
1. Describe angle 2. Determine trigonometric ratios 3. Apply trigonometric identities 4. Solve trigonometric equations 5. Solve triangle
5 Hours
Learning Outcome 1.1: Describe angles
Angle definition Rotation
Angles measurement Radian Degree
Units conversion
Pythagorean theorem
o Practical exercises on rotation
o Group discussion on rotation
o Documentary Research
- Ruler - Compass - Protractor - Books - Hand-out notes - Internet
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Appropriate description of angles based on rotating an initial side, about a
fixed point to terminal considered position
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Types of evidence Portfolio assessment tools
Written evidence Open questions
Multiple questions
Checklist Score
Yes No
Indicator:Angle is well defined
Rotation of a point through a given angle is well done
Application of required direction orientation
Definition of radian is well given
Definition of degree is well given
Indicator:Angles are accurately measured
Measurements in radians are accurately done
Measurements in degrees are accurately done
Indicator: Units conversion is accurately done
Conversion of radians into degrees is accurately done
Conversion of degree into radians is accurately done
Indicator:Pythagorean theorem is well applied
Calculation of hypotenuse given the 2 sides of the right triangle is accurately done
Calculation of a side of the right triangle given hypotenuse and one of its other sides is accurately done
Observation
Learning Outcome1.2:Determine the trigonometric ratios
Definition of
trigonometric ratios
Sine
Cosine
Tangent
Cosecant
Secant
cotangent
Calculation of
trigonometric ratios of
o Group discussion on
trigonometric ratios
o Illustration of right triangle and
isosceles triangle
o Practical activity on trigonometric
ratiosfor special angles
o Documentary research
- Ruler - T-square - Protractor - Books - Hand-out notes - Internet
Content Learning activities
Resources
136 | P a g e
special angles
030
045
060
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
Open questions
Matching questions
Multiple questions
Short questions
Checklist Score
Yes No
Indicator:Trigonometric ratios are defined
Definition of sineis well given
Definition of cosineis well given
Definition of tangentis well given
Definition of cosecant is well given
Definition of secant is well given
Definition of cotangent is well given
Indicator:Calculation of trigonometric ratios of special angles is done
Calculation of Trigonometric ratios of 030 is accurately done
Calculation of Trigonometric ratios of 045 is accurately done
Performance criterion
Appropriate determination of trigonometric ratios based on isosceles right
angled triangle and equilateral triangle
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Calculation ofTrigonometric ratios of 060 is accurately done
Observation
Learning Outcome 1.3: Apply trigonometric identities
Relationship between
trigonometric ratios of some
angles
Complementary
angles
Supplementary angles
Trigonometric ratios of Sum or
difference of two angles
Sine
Cosine
Tangent
Trigonometric ratios of double
angle
Sine
Cosine
Tangent
o Brainstorming on trigonometric identities
o Practical exercises on trigonometric identities
o Internet research
- Ruler - T-square - Protractor - Scientific calculator - Books - Hand-out notes - Internet
Formative Assessment 1.3
Content Learning activities Resources
Performance criterion
Appropriate description of trigonometric identities based on comparison of
trigonometric ratios of two defined angles
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Open questions
Multiple questions
Short question
Checklist Score
Yes No
Indicator:Comparison between trigonometric ratios of complementary angles is done
Sine for Complementary anglesis properly determined
Cosine for Complementary anglesis properly determined
Tangent for Complementary angles is properly determined
Indicator: Comparison between trigonometric ratios of supplementary angles is done
Sine for supplementary anglesis properly determined
Cosine for supplementary anglesis properly determined
Tangent for supplementary anglesis properly determined
Indicator:Trigonometric ratios of Sum of two angles are identified
Sine of sum of two anglesis properly determined
Cosine of sum of two anglesis properly determined
Tangent of sum of two anglesis properly determined
Indicator:Trigonometric ratios of difference of two angles are identified
Sine of difference of two anglesis properly determined
Cosine of difference of two anglesis properly determined
Tangent of difference of two anglesis properly determined
Indicator:Trigonometric ratios of double angle are identified
Sine of double angleis properly determined
Cosine of double angleis properly determined
Tangent of double angleis properly determined
Observation
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Learning Outcome 1.4: Solve trigonometric equations
Solution of equations reducible to the form
sin , 1x k k
cos , 1x k k
tan x b
sin nx k
cosnx k
Solution of equation of the
form sin cosa x b x c
o Brainstorming on different forms of trigonometric equations
o Practical exercises on different forms of trigonometric equations
o Documentary Research
- Mathematics books - Scientific calculator - Internet
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
Open questions
Multiple questions
Short questions
Checklist Score
Yes No
Indicator:The given equation is correctly solved
Solution of Equation reducible to the form sin , 1x k k is accurately
found
Solution of Equation reducible to the form cos , 1x k k is accurately
found
Solution of Equation reducible to the form tan x b is accurately found
Content Learning activities Resources
Performance criterion
Perfect solving of trigonometric equations based on trigonometric ratios
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Solution of Equation reducible to the form sin nx k is accuratelyfound
Solution of Equation reducible to the form cosnx k is accurately found
Solution of Equationsof the form sin cosa x b x c is accurately found
Observation
Learning Outcome 1.5: Solve triangle
Methods of solving triangle
Sine law Cosine law
o Brainstorming on trigonometric ratios and Pythagorean theorem
o Practical exercises on different forms of triangle equations
o Documentary Research
- Mathematics books - Scientific calculator - Internet
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
Open questions
Short questions
Content Learning activities Resources
Performance criterion
Appropriate solving of a given triangle based on Pythagorean Theorem and
trigonometric ratios
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Checklist Score
Yes No
Indicator:Sine law is well applied
Determination of a side of a triangle given one of its sides and two of its corresponding anglesis accurately done
Determination of angles of a triangle given its three corresponding sides and one of its angleappropriately done
Indicator:Cosine law is well applied
Determination of a side of a triangle given its opposite angle and two of its other sides accurately done
Determinationof angles of a triangle given its three sides is appropriately done
Observation
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LU 2: Apply fundamentals of complex numbers
2
Learning Outcomes:
1. Conceptualize complex numbers 2. Operate on complex numbers 3. Perform calculations of complex numbers in polar form
5 Hours
Learning Outcome 2.1 :Conceptualize complex numbers
Description of complex numbers
Definition and properties of ' 'i Real part Imaginary part
Set of complex number
Geometric representation of a complex number
Argand diagram
o Group discussion on imaginary number
o Practical exercises on representation of a complex number
o Documentary Research
- Books - Internet - Hand-out notes
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities
Resources
Performance criterion
Adequate description of complex numbers based on calculation process
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Types of evidence Portfolio assessment tools
o Written evidence Multiple choice questions Open questions
Checklist Score
Yes No
Indicator:Concept of a complex number is achieved
Definition of imaginary number ' 'i is well given
Application of properties of ' 'i is appropriately done
Identification of real part of a complex number is appropriately given
Identification of imaginary part of a complex numberis appropriately given
Definition of a set of complex numbersis well given
Indicator:Geometric representation of a complex number is done
Location of a point in Argand diagram is appropriately done
Location of a vector in Argand diagramis appropriately done
Observation
Learning Outcome 2.2:Operate on complex numbers
Calculations in , ,
Addition Subtraction Multiplication Division Modulus of a complex number Square roots of a complex
number
Solving equations in Quadratic equations
o Group discussion on operations on complex numbers
o Practical exercises on solving equation in
o Documentary Research
- Books - Internet - Hand-out notes
Formative Assessment 2.2
Content Learning activities Resources
Performance criterion
Proper application of operations on complex numbers based on calculations
theory
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Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
o Written evidence o
Short question on calculation Open questionson calculations in the field of complex number
Checklist Score
Yes No
Indicator:Calculations in , , is well performed
Addition is well done
Subtractionis well done
Multiplicationis well done
Divisionis well done
Modulus of a complex numberis accurately determined
Square roots of a complex number is accurately determined
Indicator:Solutions of given equations are properly found
Solving quadratic equations in is well done
Observation
Learning Outcome 2.3 :Perform calculations of complex numbers in polar form
Definitions Argument of a complex number Polar form of a complex number
Calculations Polar form of product and
quotient of two complex numbers Power of complex number in
polar form De Moivre’s theorem Changing a complex number from
polar form to algebraic form and
o Group discussion on set of complex number
o Practical exercises o Documentary Research
- Books - Internet - Hand-out notes
Content Learning activities Resources
145 | P a g e
vice versa
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
o Written evidence o
Multiple questions on determination of argument of a complex number
Open questions on determination of complex number’s polar form
Checklist Score
Yes No
Indicator:Argument is defined
Determination of argument of a complex number is appropriately done
Indicator:Polar form is accurately indicated
Polar form of a given complex number is properly determined
Indicator:Calculation is performed
Determination of polar form of a product of two complex numbersis appropriately done
Determination of polar form of a quotient of two complex numbers is appropriately done
Calculation of a power of complex numbers in polar form is accurately done
Application of DeMoivre’s formulais properly done
Change from polar form to algebraic form is properly done
Change from algebraic form to polar form is properly done
Observation
Performance criterion
Perfect calculation of complex numbers in polar form based on modulus and argument of given complex numbers
146 | P a g e
LU 3: Determine and analyze numerical functions
3
Learning Outcomes:
1. Determine the domain and range of numerical function
2. Identify thesymmetry of numerical function
3. Determine limits of a function
4. Determine the asymptotes to the rational and polynomial functions
10 Hours
Learning Outcome 3.1: Determine the domain and range of numerical function
Definitions Existence
condition Domain of
definition of a function
Range of a function
Calculations Domain of
definition of a function
Range of a function
o Group discussion on existence condition
o Practical exercises determination of domain and range of a function
o Documentary Research
- Books - Internet - Hand-out notes
Formative Assessment 3.1
Content Learning activities
Resources
147 | P a g e
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 Short questions Open questions Matching
Checklist Score
Yes No
Indicator:Definition is well given
Concept of domain of definition (all allowed inputs)is properly given
Concept of range (all possible outcomes) is properly given
Indicator:Calculation is accurately done
Determination of domain of definition is appropriately done
Determination of range is appropriately done
Observation
Learning Outcome 3.2:Identify the symmetry of numerical function
Performance criterion
Accurate determination of the domain and range of numerical function based on
existence condition
148 | P a g e
Even function
Odd function
o Group discussion symmetry of
numerical function
o Pairing work
o Practical exercises o Documentary Research
- Books - Internet - Hand-out notes
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 Open questions Short questions
Checklist Score
Yes No
Indicator:Parameters that influence symmetry are well identified
Identification of even function
Identification of odd function
Observation
Learning Outcome 3.3:Determine limits of a function
Content Learning activities Resources
Performance criterion
Adequate identification of symmetry (parity) of numerical function based on
definitions of key words (even and odd)
149 | P a g e
Finite limits
Infinite limits
Limit at infinity
Indeterminate case
0
0
0
o Group discussion on
calculation of limits
o Pairing work
o Practical exercises on calculation of limits
o Documentary Research
- Books - Internet - Hand-out notes
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
Open questions Short questions
Checklist Score
Yes No
Indicator:Determination of limit is well done
Finite limits are accurately determined
Infinite limitsare accurately determined
Limit at infinityare accurately determined
Indeterminate caseare accurately determined
Indicator:Determination of limit for indeterminate case is accurately performed
0
0
0
Content Learning activities Resources
Performance criterion
Perfect determination of limits of a function based on theory of calculating limits
150 | P a g e
Observation
Learning Outcome 3.4: Determine the asymptotes to the rational and polynomial functions
Definitions
Boundaries of
domain of
definition
Horizontal
asymptote
Vertical asymptote
Oblique
asymptote
Calculations
Horizontal
asymptote
Vertical asymptote
Oblique
asymptote
o Pairing work on boundaries of
domain of definition
o Practical exercises on different
types of asymptotes
o Documentary Research
- Books - Internet - Hand-out notes
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Accurate determination of the asymptotes to the rational and polynomial
functions based on limits calculation
151 | P a g e
Types of evidence Portfolio assessment tools
Written evidence
Open questions
Short questions
Checklist Score
Yes No
Indicator:Definition is well given
Definition of Boundaries of domain of definition is properly given
Definition of Horizontal asymptote is perfectly given
Definition of Vertical asymptoteis perfectly given
Definition of Oblique asymptoteis perfectly given
Indicator:Calculation is accurately done
Determination of Horizontal asymptote is appropriately done
Determination of Vertical asymptoteis appropriately done
Determination of Oblique asymptoteis appropriately done
Observation
152 | P a g e
U 4:Apply fundamentals of differentiation
4
Learning Outcomes:
1. Determine derivative of a function 2. Interpret derivative of a function 3. Apply derivative 4. Sketch an accurate curve of a function
15 Hours
Learning Outcome 4.1:Determine derivative of a function
Definition of derivative
Calculation of derivatives Derivative of function at a given point
Derivative of a polynomial function
Derivative of a rational function
Derivative of an irrational function
Successive derivatives
o Group discussion on derivative of function
o Practical exercises o Documentary Research
- Books - Internet - Hand-out notes
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Content Learning activities
Resources
Performance criterion
Proper determination of derivative from given definition
153 | P a g e
Types of evidence Portfolio assessment tools
o Written evidence o
Open questions Short questions
Checklist Score
Yes No
Indicator:Definition is given
Definition of derivative is well given
Indicator : Calculation is well performed
Calculation of derivative of a function at a given point is accurately done
Calculation of derivative of a polynomial functionis accurately done
Calculation of derivative of a rational functionis accurately done
Calculation of derivative of an irrational functionis accurately done
Calculation of successive derivativeis accurately done
Observation
Learning Outcome 4.2 :Interpret derivative of a function
Geometric interpretation of a derivative of a function at a point
Kinematical meaning of a derivative
o Group discussion on derivative function
o Practical exercises o Documentary Research
- Books - Internet - Hand-out notes
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
o Written evidence o
Short questions Open questions
Content Learning activities Resources
Performance criterion
Adequate interpretation of derivative of a function by illustrating a curve with its
tangent and secant line
154 | P a g e
Checklist Score
Yes No
Indicator: Interpretation of derivative is correctly given
Geometricinterpretation of a derivative is correctly given
Kinematical meaning of a derivativeis correctly given
Observation
Learning Outcome 4.3:Apply derivative
Tangent and normal at a point of a function
Increasing and decreasing function
Maximum and minimum points of a function
Concavity, inflection point on a curve
o Group discussion on differentiation of function
o Practical exercises on different applications of derivative
o Documentary Research
- Books - Internet - Hand-out notes
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
o Written evidence o
Short questions Open questions
Content Learning activities Resources
Performance criterion
Appropriate application of derivative based on definitions and calculation of
derivatives
155 | P a g e
Checklist Score
Yes No
Indicator : Application of derivative is accuratelydone
Determination of tangent at a point of a functionis properly done
Determination of increasing interval is appropriately done
Determination of decreasing intervalis appropriately done
Calculation of Minimum point of a function is accurately done
Calculation of Maximum point of a function is accurately done
Determination of concavity of a curveis appropriately done
Determination of inflexion point on a curveis accurately done
Observation
Learning Outcome 4.4:Sketch an accurate curve of a given function
Parameters required Variation table Additional points
Curve sketching Curve sketching of
polynomial function Curve sketching of rational
function Curve sketching of
irrational function
o Group discussion on different types of function
o Practical exercises on curves sketching
o Documentary Research
- Ruler - Scientific
calculator - Pencil - Books - Internet - Hand-out notes
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
o Written evidence o
Short questions Open questions
Content Learning activities Resources
Performance criterion
Accurate curve sketching of a numerical function from the table of variation of
the given function
156 | P a g e
Curve sketched
Checklist Score
Yes No
Indicator : Parameters that influence curve skecthing are well established
Construction of table of variation is appropriately done
Choice of additional points is appropriately done
Indicator : Curve sketching is accurately done
Curve sketching of polynomial function is properly done
Curve sketching of rational functionis properly done
Curve sketching of irrational functionis properly done
Observation
157 | P a g e
Learning Outcome 5.1: Determine the domain of definition of natural logarithmic functions
Existence conditions
Boundaries
Domain of definition
o Brainstorming on existence condition
o Pairing in determining the boundaries of domain of definition
o Group workon determination of domain of definition
Hand-out notes Reference books - Internet
Formative Assessment 5.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
LU 5: Apply natural logarithmic functions
5
Learning Outcomes:
1. Determine the domain of definition of natural logarithmic
functions
2. Calculate limit of natural logarithmic functions
3. Solve equations involving logarithms
4. Perfect differentiation of natural logarithmic functions
5. Sketch the curve of logarithmic functions
10 Hours
Content Learning activities Resources
Performance criterion
Proper determination of the domain of natural logarithmic functions based on
existence conditions
158 | P a g e
Types of evidence Portfolio assessment tools
o Written evidence o
o Short questions o Open questions
Checklist Score
Yes No
Indicator:Existence condition is appropriate to the given function
Determination of existence conditions is well given
Indicator:Determination of domain is accurate
Determination of boundaries of domain of definition is perfectly done
Deduction of domain of definition is correctly done
Observation
Learning Outcome 5.2: Calculate limit of natural logarithmic functions
Properties of logarithms
Finite limits
Limits at infinity
Deduction of Asymptotes
Brainstorming on calculation of limits
Documentary Research Group work in determining
asymptotes equations
Reference books Internet Hand-out notes
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
Content Learning activities Resources
Performance criterion
Accurate calculation of limit of natural logarithmic functions based on
logarithmic properties
159 | P a g e
o Written evidence o
o Short questions o Open questions
Checklist Score
Yes No
Indicator:Calculation is perfectly done
Finite limitsare accurately determined
Limits at infinity are well identified
Indicator:Deduction/ Calculation of asymptotes is appropriately done
Vertical asymptotes is appropriately determined
Horizontal asymptotesis appropriately determined
Oblique asymptotesis appropriately determined
Observation
Learning Outcome 5.3: Solve equations involving logarithms
Domain of validity
Solving logarithmic equations
Set of solutions
o Brainstorming on domain of validity and solution set of logarithmic equation
o Group discussion on solving logarithmic equations
o Documentary Research
Reference books Internet Hand-out notes
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
o Written evidence
Short questions
Open questions
Content Learning activities Resources
Performance criterion
Appropriate solving of equations involving logarithms based on domain of
validity
160 | P a g e
o Solving equations
Checklist Score
Yes No
Indicator:Application of properties of logarithms is well performed
Application of properties of logarithms is properly done
Indicator: Domain of validity is accurately mentioned
Determination of domain of validity is accurately done
Indicator: Solving logarithmic equation is well done
Solutions of logarithmic equationsare accurately given
Identification of domain of validity and set of solutionsis accurately done
Observation
Learning Outcome 5.4: Differentiate natural logarithmic functions
Differentiation
Increasing and decreasing intervals
Concavity
o Brainstorming on differentiation o Group discussion on
differentiating natural logarithmic functions
o Pairing work on increasing or decreasing intervals and concavity for logarithmic functions.
Reference books Internet Hand-out notes
Formative Assessment 5.4
Content Learning activities Resources
Performance criterion
Perfect differentiation of natural logarithmic functions according to
differentiation definition
161 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
o Written evidence o
Short questions
Open question
Checklist Score
Yes No
Indicator:Determination/ calculation is well performed
Calculation of First derivative
Identification of increasing intervals
Identification of decreasing intervals
Determination of maximum points
Determination of minimum points
Calculation of second derivative
Identification of concavity
Determination of inflection points
Observation
Learning Outcome 5.5: Sketch the curve of logarithmic functions
Parameters required Variation table Additional points
Curve sketching
o Brainstorming variation table o Group discussion on how to
choose additional points o Pairing work on curve sketching o Documentary Research
Ruler Hand-out notes Reference books Internet
Formative Assessment 5.5
Content Learning activities Resources
162 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
o Written evidence o
Short questions
Open questions
Curve sketched
Checklist Score
Yes No
Indicator:Parameters that influence curve sketching are well identified
Presentation of variation tableis properly done
Selection of additional points is properly done
Indicator:Curve sketched is accurate
Presentation of asymptotes if any is properly done
Plotting the curve is properly done
Observation
Performance criterion
Accurate curve sketching of logarithmic functions based on table of variation
163 | P a g e
Learning Outcome 6.1: Determine the domain of exponential functions
Existence conditions
Boundaries
Domain of definition
Brainstorming domain and range of exponential function
Group work on determination of domain of definition of exponential function
Documentary Research
Reference books - Internet - Hand-out notes
Formative Assessment 6.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
o Written evidence o
o Short questions o Open questions
LU 6: Apply exponential functions
6
Learning Outcomes:
1. Determine the domain of exponential functions
2. Calculate limit of exponential functions
3. Solve equations involving exponentials
4. Perfect differentiation of exponential functions
5. Sketch the curve of exponential functions
5 Hours
Content Learning activities Resources
Performance criterion
Accurate determination of the domain of definition of function based on
existence condition
164 | P a g e
Checklist Score
Yes No
Indicator: Existence condition is appropriate to the given function
Existence conditionsare appropriately indicated
Indicator:Determined domain is appropriate
Determination of boundaries of domain of definition is properly done
Deduction of domain of definition is perfectly done
Observation
Learning Outcome 6.2: Calculate limit of exponential functions
Finite limits
Limits at infinity
Deduction/ calculation of Asymptotes
Brainstorming on calculating limits
Documentary Research Group work on determination
of asymptotes
Hand-out notes Reference books Internet
Formative Assessment 6.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
o Written evidence o
o Short questions o Open questions
Content Learning activities Resources
Performance criterion
Adequate calculation of limit of exponential functions based on properties of
exponentials
165 | P a g e
Checklist Score
Yes No
Indicator:Limits calculation is perfectly done
Finite limits are accurately determined
Limits at infinity are properly found
Indicator:Deduction/ Calculation of asymptotes is appropriate
Horizontal asymptotes are appropriately determined
Vertical asymptotesare appropriately determined
Oblique asymptotesare accurately determined
Observation
Learning Outcome 6.3: Solve equations involving exponentials
Properties of exponentials
Domain of validity
Solving equations involving exponentials
Set of solutions
o Discussion on domain of validity o Group work on solving
exponential equations o Documentary Research
Hand-out notes
Reference books
Internet
Formative Assessment 6.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
o Written evidence o
Short questions
Open questions
Solving equations
Content Learning activities Resources
Performance criterion
Appropriate determination of solutions of exponential equations according to
domain of validity
166 | P a g e
Checklist Score
Yes No
Indicator:Application of properties of exponentials is well performed
Application of properties of exponentials is properly done
Indicator: Domain of validity is accurately mentioned
Determination of domain of validity is appropriately done
Indicator: Solving exponential equation is well done
Solutions of exponential equations are appropriatelyfound
Identification of domain of validity and set of solutions is properly done
Observation
Learning Outcome 6.4: Differentiate exponentials functions
Differentiation
Increasing and decreasing intervals
Concavity
o Brainstorming differentiation o Group discussionon increasing
and decreasing intervals o Pairing work on concavity o Documentary Research
Hand-out notes
Reference books
Internet
Formative Assessment 6.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
o Written evidence o
Short questions
Open questions
Content Learning activities Resources
Performance criterion
Perfect differentiation of exponential functions based on definition of derivative
167 | P a g e
Checklist Score
Yes No
Indicator:Determination/ calculation is well performed
First derivative
Increasing and decreasing intervals
Maximum or minimum points
Second derivative
Concavity
Inflection points
Observation
Learning Outcome 6.5: Sketch the curve of exponential functions
Parameters required Variation table Additional points
Curve sketching
o Brainstorming on variation table o Group discussion on curve
sketching o Documentary Research
Hand-out notes
Reference books
Internet
Formative Assessment 6.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
o Written evidence o
Open questions
Sketching curve
Content Learning activities Resources
Performance criterion
Adequate curve sketching of exponential functions according to the table of
variation
168 | P a g e
Checklist Score
Yes No
Indicator:Parameters that influence curve sketching are well identified
Presentation of variation table
Selection of additional points
Indicator:Curve sketched is accurate
Presentation of asymptotes if any
Plotting the curve
Observation
169 | P a g e
LU 7: Apply fundamentals of integrals
7
Learning Outcomes:
1. Calculate the primitive functions 2. Calculate definite integrals 3. Apply definite integrals
15 Hours
Learning Outcome 7.1:Calculate the primitive functions
Definition
Properties Continuity of primitive function Set of primitive functions Immediate primitive
Techniques of integration Integration by decomposition Integration by change of variable Integration by parts
o Group discussion on primitive function
o Practical exercises o Documentary Research
- Books - Internet - Hand-out notes
Formative Assessment 7.1
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper determination of primitive functions based on definition
170 | P a g e
Types of evidence Portfolio assessment tools
o Written evidence o
Short questions Open questions
Checklist Score
Yes No
Indicator:Definition of primitive function is given
Definition of primitive function is well given
Indicator: Properties of primitive functions are applied
Calculation of integrals by using properties of primitive functions is accurately done
Indicator:Tecnique of integration is appropriately used
Integrals calculation by Immediate primitive
Integrals calculation by change of variable
Integrals calculation by decomposition
Integrals calculation by parts
Observation
Learning Outcome 7.2:Calculate definite integrals
Definition
Methods of integration Integration of definite integrals by
change of variable Integration of definite integrals by
decomposition Integration of definite integrals by
parts
o Group discussion on definite integral
o Practical exercises o Documentary Research
- Books - Internet - Hand-out notes
Formative Assessment 7.2
Content Learning activities Resources
Performance criterion
Proper calculation of definite integrals based on definition
171 | P a g e
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
o Written evidence
Multiple choice questions Open questions
Checklist Score
Yes No
Indicator : Definition of definite integral is given
Definition of definite integral is well given
Indicator:Tecnique of integration is appropriately applied
Integration of definite integrals by parts is perfectly done
Integration of definite integrals by decompositionis perfectly done
Integration of definite integrals by change of variableis perfectly done
Observation
Learning Outcome 7.3:Apply definite integrals
Calculation of area
Calculation of volume
Calculation of the length of curved surface
o Group discussion on definite integral and its application
o Practical exercises o Documentary Research
- Books - Internet - Hand-out notes
Formative Assessment 7.3
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper application of definite integrals through sketching and calculations
172 | P a g e
Types of evidence Portfolio assessment tools
o Written evidence o
Short questions Open questions Curve sketching
Checklist Score
Yes No
Indicator: Application of definite integrals is conveniently performed
Calculation of area using definite integrals is properly done
Calculation of volume using definite integralsis properly done
Calculation of curved surface using definite integralsis properly done
Observation
173 | P a g e
Learning Outcome 8.1:Identifythe measures of dispersion
Variance
Standard deviation
Coefficient of variation
o Group discussion on measures of dispersion
o Practical exercises standard deviation and coefficient of variation
o Documentary Research
- Books - Internet - Hand-out notes
Formative Assessment 8.1
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
o Written evidence Short questions
LU 8: Identify measures of dispersion and interpret bivariate data
8
Learning Outcomes:
1. Identify the measures of dispersion 2. Describe the measures of the bivariate data 3. Determine the regression line
5 Hours
Content Learning activities Resources
Performance criterion
Accurate determination of measures of dispersion according to definitions and calculations
174 | P a g e
Open questions
Checklist Score
Yes No
Indicator : Definition of a measure of dispersion is well given
Definition of Variance is well given
Definition of Standard deviation is well given
Indicator : Calculation of a given measure of dispersion is perfectly done
Calculation of Variance is accurately done
Calculation of Standard deviation is accurately done
Calculation of Coefficient of variationis accurately done
Observation
Learning Outcome 8.2:Describe the measures of the bivariate data
Correlation
Covariance
Coefficient of correlation
o Group discussion on correlation
o Practical exercises on covariance and coefficient of correlation
o Documentary Research
- Books - Internet - Hand-out notes
Formative Assessment 8.2
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Appropriate identification of bivariate data measures based on definitions and
calculations
175 | P a g e
Types of evidence Portfolio assessment tools
o Written evidence o
Short questions Open questions
Checklist Score
Yes No
Indicator : Definitionof a given measure of bivariate data is well given
Definition of Correlation is well done
Definition of Covariance is well done
Indicator : Calculation of a given measur of bivarriate data is correctly done
Calculation of Covarianceis accurately done
Calculation of Coefficient of correlationis accurately done
Observation
Learning Outcome 8.3:Determine the regression line
Definitions Scatter diagram Regression line
Calculation and plotting of regression line
o Group discussion on scatter diagram
o Practical exercises on equation of regression line
o Documentary Research
- Books - Internet - Hand-out notes
Formative Assessment 8.3
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Appropriate determination of regression line based on calculations and plotting
176 | P a g e
Types of evidence Portfolio assessment tools
o Written evidence o
Short question Open questions
Checklist Score
Yes No
Indicator : Definition is given
Scatter diagram is properly defined
Regression line is properly defined
Indicator : Graphical presentation is accurate
Presentation of scatter diagram is properly done
Plotting regression line on scatter diagram is appropriately done
Observation
177 | P a g e
Reference books:
19. Ngezahayo, E. P. (2015). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Four. Kigali: Fountain.
20. Ngezahayo, E. P. (2016). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Five. Kigali: Fountain.
21. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Six. Kigali: Fountain.
22. Shampiona, A. (2005). Mathématique 6. Kigali: Rwanda Education Board 23. A. J. Sadler, D. W. S. Thorning (1987).Understanding Pure Mathematics, Oxford University
Press. 4. Arthur Adam, Freddy Goossens and Francis Lousberg(1991).Mathematisons 65, DeBoeck, 3rd
edition. 5. David Rayner (2000). Higher GCSE Mathematics, Oxford University Press.
6. DPES- RWANDA (1990).Complexes 5th, Livre de l’élève. IMPRISCO-Kigali.
7. Frank Ebos, Dennis Hamaguchi, Barbana Morrison & John Klassen (1990), Mathematics Principles & Process, Nelson Canada A Division of International Thomson Limited .
8. George B. Thomas, Maurice D. Weir & Joel R. Hass (2010), Thomas’ Calculus Twelfth Edition, Pearson Education.
9. J CRAWSHAW, J CHAMBERS(1984).A concise course in A-Level statistics with worked examples, Stanley Thornes (Publishers) LTD.
10. Peter Smythe (2005).Mathematics HL & SL with HL options, Revised Edition, Mathematics Publishing Pty. Limited.
178 | P a g e
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.
179 | P a g e
Ubushobozi fatizo
Ubushobozi mu Kinyarwanda cy'umunyamwuga
Ingingo n’ibipimo by’ubushobozi
Ingingo z’ubushobozi zisobanura umusaruro w’ibanze ugomba kugerwaho.
Ibipimo by’ubushobozi bisobanura ubushobozi busabwa mu kugaragaza ko intego zikubiye mu mbumbe
zagezweho.
Ingingo z’Ubushobozi Ibipimo by’Ubushobozi
1. Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi.
1.1 Gukoresha 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
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
180 | P a g e
gukoresha ibinyazina binyuranye.
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.
181 | P a g e
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
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
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
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
182 | P a g e
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 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
Ubushobozi busuzumwa
Uwiga yakoresheje neza Ikinyarwanda k'intyoza agaragaza ko yumva
inkurushusho abinyujije mu ngiro zitandukanye
183 | P a g e
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
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
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
184 | P a g e
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
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;
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;
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Ubushobozi busuzumwa
Yasomye neza inkurushusho yubahiriza uturango n’isesekaza.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
185 | P a g e
ingingo z’umuco n’amateka;
Inshamake y’inkurushusho;
inshoza n’uturango by’inkurushusho;
isomo ry’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;
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
Insanganyamatsiko;
Inyunguramagambo;
Ingingo z’umuco n’amateka;
Uturango by’inkurushusho;
Isomo ry’ingenzi;
Ubushobozi busuzumwa
Yashubije ibibazo ku nkurushusho mu mvugo iboneye
186 | P a g e
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.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Umukoro mu matsinda
Inyandiko y'udukino dufatiye ku nkurushusho
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yahinduye inkurushusho mo agakino akurikiranya neza ingingo
187 | P a g e
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
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yahimbye anandika inkurushusho akurikiranya neza ingingo.
188 | P a g e
Amajwi n’amashusho
Inyandiko
Uwiga ahimba inkurushusho
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
LU 2: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo 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
189 | P a g e
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 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 umwandiko.
o Kumurika mu ruhame ibyavuye mu matsinda.
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda ibitekerezo ku kamaro ko
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
190 | P a g e
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;
Isomo ry’ingenzi;
Isesekaza n’utwatuzo.
Umwanzuro
Ubushobozi busuzumwa
Yakoresheje Ikinyarwanda k'intyoza, agaragaza ko yumva umwandiko ku
nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro
zitandukanye.
.
191 | P a g e
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;
Isesekaza;
Utwatuzo.
Umwanzuro
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
192 | P a g e
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 umwandiko.
o Kumurika mu ruhame
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
193 | P a g e
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 2.3
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;
Ubushobozi busuzumwa
Yashubije ibibazo ku mwandiko mu mvugo ikwiye.
194 | P a g e
Nsanganyamatsiko y’umwandiko;
Ngingo z’umuco ;
Ngingo z’amateka ( gusasa inzobe, Gacaca, Imimaro,..);
Buryo bufatika bwo gukemura amakimbirane mu muryango;
Ndangagaciro y’ubworoherane.
Umwanzuro
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.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
195 | P a g e
Isuzuma Mbonezanyigisho 2.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
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.
o Gusoma no gusesengura umwandiko ujyanye no gukemura amakimbirane.
o Gukora ubushakashatsi ku
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ;
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
196 | P a g e
Imurikamwandiko
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.
˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
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
197 | P a g e
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
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yakoresheje ibinyazina binyuranye ku buryo bukwiye
198 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
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
199 | P a g e
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:
˗ 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.
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
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
200 | P a g e
isuku n’isukura;
Ihangamwandiko ku isuku n’isukura.
-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.
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;
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda k'intyoza agaragaza ko yumva umwandiko ku
kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.
201 | P a g e
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
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
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
202 | P a g e
Umukoro mu matsinda
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
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
˗ 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.
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho : Gusoma neza umwandiko
Ibyiyumviro by’uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Isesekaza;
Utwatuzo.
Umwanzuro
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
203 | P a g e
nsanganyamatsiko y’ isuku n’isukura;
Ihangamwandiko ku isuku n’isukura.
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.
Isuzuma Mbonezanyigisho 3.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku mwandiko ku 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
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.
204 | P a g e
Umusaruro w’inyigisho 3.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.
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
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
205 | P a g e
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
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.
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
206 | P a g e
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
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;
Ubushobozi busuzumwa
Yamuritse ingero zifatika zihamya akamaro k’isuku n’isukura
207 | P a g e
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; ˗ 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
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
208 | P a g e
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
209 | P a g e
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
1. Umusaruro w’inyigisho 4.1: Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva
umwandiko ku mitunganyirize y’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;
Ingero zifatika zihamya imitunganyirize;
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
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD);
˗ Disiketi ;
˗ Ikibaho;
˗ Marikeri;
˗ Murandasi;
˗ Inkoranyamagambo;
˗ Itangazo Mpuzamahanga
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
210 | P a g e
Ihinamwandiko.
isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.
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.
ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ 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.
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda k'intyoza agaragaza ko yumva umwandiko ku
mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye
211 | P a g e
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
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.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
212 | P a g e
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;
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;
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
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD);
˗ Disiketi ;
˗ Ikibaho;
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
213 | P a g e
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Indangangakiro na kirazira;
Ingingo z’amateka n’umuco;
Ingero zifatika zihamya imitunganyirize y'ubutaka ikwiye;
Ihimbamwandiko.
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;
˗ 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 4.3
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
Ubushobozi busuzumwa
Yashubije neza ibibazo ku mwandiko mu mvugo ikwiye.
214 | P a g e
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
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;
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
215 | P a g e
˗ 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
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
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo
216 | P a g e
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.
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Kumurika mu ruhame
˗ 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.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
217 | P a g e
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.
Ubushobozi busuzumwa
Yamuritse ingero zifatika zihamya imitunganyirize iboneye y’ubutaka
218 | P a g e
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
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yakoresheje ibinyazina binyuranye ku buryo bukwiye
219 | P a g e
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku mikoreshereze y'ibinyazina
Ikitabwaho:Gukoresha neza ibinyazina binyuranye
Ibinyazina bitandukanye: Mbaza, Mboneranteko na Nyamubaro;
Isesengura ku mikoreshereze y'ibinyazina bitandukanye;
Imikoreshereze ikwiye y'ibinyazina binyuranye mu mwandiko.
LU 5: Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire y’Ikinyarwanda.
5
Umusaruro w’inyigisho:
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
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ Ibitabo
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
220 | P a g e
amatwi atarogoya.
Inyunguramagambo ku ngeri y’ikinamico;
Ingingo z’umuco n’amateka;
Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
Isesekaza n’utwatuzo.
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.
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 5.1
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
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda k'intyoza agaragaza ko yumva, mu ngiro
zitandukanye, ikinamico ku nsanganyamatsiko yerekeye ubwumvane
221 | P a g e
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
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
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
222 | P a g e
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
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
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; ˗ Inkoranyamagambo; ˗ Amabwiriza ya Minisitiri
Ubushobozi busuzumwa
Yasomye neza ikinamico yubahiriza uturango twayo
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
223 | P a g e
ishingiye ku bwumvane;
Isesekaza n’utwatuzo.
mu ikinamico.
o Gusoma bucece ikinamico.
o Gusoma bakuramwa, baranguruye bigana, abakinankuru.
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
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.
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.
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo ikwiye ku ikinamico
224 | P a g e
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;
Isesekaza n’utwatuzo.
Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
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.
˗ 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 5.4
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
225 | P a g e
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
Umusaruro w’inyigisho 5.5: Gukoresha neza inzego z’ururimi.
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ Ibitabo by’ikibonezamvugo ;
˗ SEDE (CD); ˗ Disiketi ;
Ubushobozi busuzumwa
Yahimbye anakina ikinamico ahuza imvugo n’ingiro.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
226 | P a g e
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 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.
˗ 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
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ubushobozi busuzumwa
Yakoresheje neza inzego z’ururimi
227 | P a g e
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
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.
˗ 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.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
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y’abantu n’ahantu y’amavamahanga y’idini yari asanzweho
o Kujya impaka ku kamaro k'imyandikire ikwiye 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
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Ibitabo n’inyandiko byifashishijwe:
1. BIZIMANA S, KAYUMBA C., (2011), Inkoranya y’Ikinyarwanda mu Kinyarwanda, IRST, 2ème, Edition
2. BIZIMANA, S., RWABUKUMBA, G., (2011), Inkoranya y’Ikinyarwanda mu Kinyarwanda, IRST, 1ère Edition
3. CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris. 4. CONFÉRENCE DES MINISTRES DE L’EDUCATION DES ETATS D’EXPRESSION FRANÇAISE, (1986),
Promotion et intégration des langues nationales dans les systèmes éducatifs, Librairie Honoré Champion, Paris.
5. COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura 6. Dictionnaire Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB. 7. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4, Fountain
Publishers, Kigali 8. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain
Publishers, Kigali 9. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain
Publishers, Kigali 10. GAGNÉ, G., PAGÉ, M. na ARRAB, E, (2002), Didactique des langues maternelles. Questions
actuelles dans différentes régions du monde, De Boeck Universitégions du monde, De Boeck Université, Bruxelles.
11. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima 12. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC), (2013), Indangagaciro z’Umuco w’u Rwanda,
Imfashanyigisho ibanza, Kigali Rwanda 13. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS 14. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986) Ikinyarwanda: Ikibonezamvugo cyo mu
Cyiciro cya Gatatu, Kigali 15. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo
Nyarwanda, Kigali. 16. VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.
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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, 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.
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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. 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
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LU 1:Prepare document Layout
1
Learning Outcomes:
4. Set up a grid structure 5. Arrange text zones and non-textual ones 6. 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
Content Learning activities
Resources
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written 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 marginsare well described
Observation
Performance criterion
Proper set up of a grid structure
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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
Content Learning activities Resources
Performance criterion
Proper arrangement of text zones and non-textual ones in their correct reading
order
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Expose (presentation)
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
o Practical exercise on adding special effects in a given document
Computer Applications Trainer manual Flipcharts Markers Flipcharts stand
Content Learning activities Resources
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Overlay Drop Shadow
Runaround and intrusions, or bleeding an image over the page margin
Computer Lab Sample of journal
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
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
Performance criterion
Proper use of special effects
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Indicator: Runaround and intrusionsis well detected
Observation
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LU 2: Apply basic computer operations
2
Learning Outcomes:
3. Import, Export, and Convert Data Files 4. Use storage media 5. Apply printer settings 6. Connect computer to the network
10 Hours
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.
Content Learning activities
Resources
Performance criterion
Appropriate Conversion, Export and Import of files
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Written 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
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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
Written evidence Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Content Learning activities Resources
Performance criterion
Appropriate use of storage media
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Checklist Score
Yes No
Indicator:Different types of storageare well identified
External removable hard drive
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
Formative Assessment 2.3
Content Learning activities Resources
Performance criterion
Appropriate application of Printer settings
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Written evidence Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Checklist Score
Yes No
Indicator: Page setupare well identified
Print preview
Print dialog box
Indicator:Selecting printer nameis well detected
Printer options
Printing one or more copies
Printing in black/white or color
Printing in black/white or color
Observation
Learning Outcome 2.4: Connect computer to the network
Content Learning activities
Resources
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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.
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 connect computer to the network
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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 internetare well described
Fixed internet
Mobile internet
Observation
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LU 3: Manage data
3
Learning Outcomes:
3. Manage data types 4. Apply data validation 5. Apply logical functions 6. Analyse data 7. Apply data protection
10 Hours
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 o
Computer Lab Projector
Formative Assessment 3.1
Content Learning activities Resources
Performance criterion
Proper management of data types
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Written 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
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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
o
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
Written 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
Content Learning activities Resources
Performance criterion
Proper application of data validation
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Observation
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
Written evidence Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Content Learning activities Resources
Performance criterion
Adequate application of Logical functions
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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
Content Learning activities Resources
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written 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
Performance criterion
Adequate performance of data analysis, duplication removal and Conditional
formatting
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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
Checklist Score
Yes No
Content Learning activities Resources
Performance criterion
Appropriate application of data protection
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Indicator:Data protection principlesare well identified
Fair and lawful
Purposes
Adequacy
Accuracy
Retention
Rights
Security
Observation
Reference books:
1. http://msdn.microsoft.com/en-us/library/bb687869.aspx Data type in Microsoft Excel
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C C M U E 5 0 1 - UPPER INTERMEDIATE WORKPLACE ENGLISH
CCMUE501 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, Adaptation of
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
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different common accents, Steps of speech preparation and delivery, Important tips on speech delivery,
Requirements to properly articulate information, Analyse trade-related texts, Summarise texts
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Learning assumed to be in place
Oral Basic English Communication Oral Basic English Communication Intermediate Workplace English Use intermediate English at the workplace
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
Communicate orally in social and
professional situations with ease
1.1 Acceptable preparation and delivery of speeches on different social and professional occasions
1.2 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
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
2.4 Effective use of knowledge of events’ sequence to describe a situation when rephrasing information from the texts
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
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)
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4.3 Appropriate writing of business documents 4.4 Appropriate use of writing style applicable to each
type of business document
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LU 1: Communicate orally in social and professional situations with ease
1
Learning Outcomes:
7. Prepare speeches for different social and professional occasions 8. Deliver speeches to an audience 9. Ask questions to clarify, extend and follow up ideas according to
question forms
10 Hours
Learning Outcome 1.1: Prepare speeches for different social and professional occasions
Steps for speech preparation and delivery Step 1: Research and
Preparation Step 2: Writing Your
Speech Step 3: Practicing Step 4: Putting
Together Visual Aids Step 5: Handling the
Q&A
Important tips for speech delivery
Dos and Don’ts on speech delivery
Requirements to articulate message Pronunciation Speed Tone
Identification of
o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays
Flip charts
White/chalk Board
Markers
Microphones
Reference books
Scenarios
Stationeries
Scenarios
Projector
Lesson plan
Trainee manual
Reference books
Content Learning activities
Resources
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categories of audience Familiar audience Non-familiar
audience Adaptation of the
message to the audience
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
Understanding steps for speech preparation
Language use
Observation
Learning Outcome 1.2: Deliver speeches to an audience
Performance criterion
Acceptable preparation and delivery of speeches on different social and professional occasions
Content Learning activities Resources
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Steps for speech preparation and delivery Step 1: Research and
Preparation Step 2: Writing Your
Speech Step 3: Practicing Step 4: Putting Together
Visual Aids Step 5: Handling the
Q&A
Important tips for speech delivery
Dos and Don’ts on speech delivery
Requirements to articulate message Pronunciation Speed Tone
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
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
Audible and clear articulation of messages addressed to an audience using pronunciation, segmental and Suprasegmental phonology
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Checklist Score
Yes No
Understanding steps for speech preparation
Language use
Tips for speech delivery
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
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 Discussions
Content Learning activities Resources
Performance criterion
Asking relevant questions to clarify, extend and follow up ideas according to
question forms
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Performance evidence
Presentations
Task: Answer at least 3 questions from the audience on your 5-minute speech.
Checklist Score
Yes No
Question formulation
Understanding the audience
Message articulation
Observation
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LU 2: Read correctly a range of materials
2
Learning Outcomes:
7. Read different trade-related texts adequately 8. Analyse trade-related texts 9. 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
Formative Assessment 2.1
Content Learning activities
Resources
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written 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
Types of texts
Application of reading texts
Answering comprehension questions
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 Roleplay o Group discussion
Scenarios
White/blackboard
Reference books
Markers
Flip charts
Paper
Stationeries
Performance criterion
Adequate reading of different trade-related texts
Content Learning activities Resources
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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 teacher and explain its purpose
Checklist Score
Yes No
Types of texts
Application of reading texts
Answering comprehension questions
Identification of text purpose
Observation
Learning Outcome 2. 3: Summarize key ideas in trade-related texts
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)
Content Learning activities Resources
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Steps to summarize: Keep the most
important ideas
Get rid of the less important details
Write 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.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Reading practice Writing practice Presentations
Task: Summarize the text given by the teacher
Checklist Score
Yes No
Understanding of summary writing steps
Observation
Performance criterion
Effective summary of key ideas in trade-related texts
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LU 3: Listen to audio messages with different English accents to get the intended message
3
Learning Outcomes:
8. Listen and respond to others correctly 9. Identify differences between common English accents clearly 10. Report information listened to in different accents accurately
10 Hours
Learning Outcome 3.1: Listen and respond to others correctly
Application of active listening strategies to different accents Listening for General information Listening for Specific information
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
Formative Assessment 3.1
Content Learning activities Resources
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Listening practice Discussions True or false questions
Task: Following your teacher’s instructions, listen and respond to what you hear.
Checklist Score
Yes No
Application of active listening strategies
Responding to audio messages
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
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
Performance criterion
Appropriate listening and responding to others
Content Learning activities Resources
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Change of stress Changes in articulation
- Lesson plan
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
Oral evidence
Performance evidence
Listening practice Discussions True or false questions Note taking
Task: Listen to two different recordings played by the teacher and identify
the differences between the accents of both speakers
Checklist Score
Yes No
Understanding of Differences between American and British accents
Observation
Learning Outcome 3.3: Report information listened to in different accents accurately
Performance criterion
Clear identification of differences between common English accents
Content Learning activities Resources
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Types of listening Informative listening Discriminative listening Relationship listening Appreciative listening
Reporting information General information Specific information
o Practical exercise o Presentation o Drilling/ o Modelling
Scenarios White/blackb
oard 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 teacher
Checklist Score
Yes No
Listening strategies
Understanding of Differences between American and British accents
Types of listening
Reporting information accurately
Observation
Performance criterion
Accurate reporting of information listened to in different accents
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LU 4: Produce a variety of medium texts on professional and general topics
4
Learning Outcomes:
6. Write about a wide range of trade-related subjects clearly 7. Differentiate business documents effectively 8. Write business documents perfectly 9. 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 Making global
revisions and revising sentences
Building effective paragraphs
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
Formative Assessment 4.1
Content Learning activities Resources
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
o Written evidence o Performance
Writing practice Presentations
Task: Write a short text analysing an important issue affecting your career
Checklist Score
Yes No
Understanding of varieties of writing
Writing processes
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
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
Performance criterion
Clear and detailed writing about a wide range of trade-related subjects
Content Learning activities Resources
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Purchase order Goods delivery note Requisition
Customer service documents
Business reports Annual reports Term reports Quarterly report Activity/Operation
reports Operational documents
Contracts Business letters Memorandum of
Understanding
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
o Written evidence o Oral o Performance o
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
Identification of business documents
Performance criterion
Effective differentiation of business documents (inventory, memos,letters, handovers, receipts, minutes)
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Awareness of characteristics of business documents
Observation
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Learning Outcome 4.3: Write business documents perfectly
Steps to write business documents Identifying the
audience Identifying the
document’s purpose
Organizing your writing
Proofreading the business document
Editing the business document
o Practical exercise o Documentary research o Presentation o Group work
- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson plan
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
o Written evidence o Performance evidence o
Writing practice Presentation
Task:
Write a business of a project you would implements upon graduation
Checklist Score
Yes No
Awareness of steps to write a business documents
Structure of business documents
Content Learning activities Resources
Performance criterion
Appropriate writing of business documents
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Observation
Learning Outcome 4.4: Use writing style applicable to each type of business document
Tips to business writing style
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
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
o Written evidence o Performance evidence o
Writing practice Presentation Matching
Task:
Using the appropriate writing style for each business document, write a memo and business letter on a topic of your choice.
Checklist Score
Yes No
Application business document writing styles
Layout of business documents by type
Content Learning activities Resources
Performance criterion
Appropriate use of writing style applicable to each type of business document
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Language use
Observation
Reference books:
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T L C A F 5 0 1 - APPLICATION OF TELECOM TRANSMISSION FUNDAMENTALS
TLCAF501 Apply Telecom transmission fundamentals
REQF Level: 5 Learning hours
Credits: 4 40
Sector: Technical services
Sub-sector: Telecommunication services
Issue date: December, 2018
Purpose statement
This is a core module which describes the performance outcomes, skills, knowledge and attitude
required to apply telecommunication transmission fundamentals.
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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.
At the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify Telecommunication regulatory authorities
1.1. Proper identification of international
telecommunication authority
1.2. Proper identification of regional
telecommunication authorities
1.3. Proper identification of local telecommunication
regulation authority
2. Describe telecommunication regulations authorities
2.1. Proper description of international
telecommunication authority
2.2. Proper description of regional telecommunication
authorities
2.3. Proper description of local telecommunication regulation authority
3. Describe transmission technologies 3.1. Proper description of terrestrial technology 3.2. Proper description of satellite technology 3.3. Proper description of streaming technology
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LU 1 Identification of Telecommunication regulatory authorities
1
Learning Outcomes:
1. Identify international telecommunication union sectors 2. Identify of regional telecommunication authorities
3. Identify local telecommunication regulation authority
6 Hours
Learning Outcome 1.1: Identify international telecommunication union sectors
ITU Sectors
Radio communication(ITU-R)
Standardization(ITU-T)
Development (ITU-D)
ITU-telecom
o Presentation o Brainstorming o Discussions o Asking questions o Assignments
- Book - Notebook - Pen - Whiteboard/ Black
board - Marker pen - Chalks - Projector - Computer - Internet
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper identification of international telecommunication authority
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple Choice questions
True – False questions
Matching
Checklist Score
Yes No
Indicator:International telecommunication authority sectors are well identified
Radio communication(ITU-R)
Standardization(ITU-T)
Development (ITU-D)
ITU-telecom
Observation
Learning Outcome1.2: Identify regional telecommunication authorities
ATU
EACO
o Presentation o Brainstorming o Discussions o Asking questions o Assignments
- Book - Notebook - Pen - Whiteboard/ Black
board - Marker pen - Chalks - Projector - Computer - Internet
Formative Assessment 1.2
Content Learning activities
Resources
Performance criterion
Proper identification of regional telecommunication authorities
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple Choice questions
True – False questions
Matching
Checklist Score
Yes No
Indicator:Regional telecommunication authorities are well identified
ATU
EACO
Observation
Learning Outcome 1.3: Identify local telecommunication regulation authority
RURA
o Presentation o Brainstorming o Discussions o Asking questions o Assignments
- Book - Notebook - Pen - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Internet
Formative Assessment 1.3
Content Learning activities Resources
Performance criterion
Proper identification of local telecommunication regulation authority
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Open questions
Multiple questions
Short questions
Task: Select embroidery material, tools and equipment.
Checklist Score
Yes No
Indicator: local authority is well identified
RURA
Observation
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LU 2:Describe telecommunication regulations authorities
2
Learning Outcomes:
1. Describe international telecommunication authority 2. Describe regional telecommunication authorities 3. Describe local telecommunication regulation authority
10Hours
Learning Outcome 2.1: Describe international telecommunication authority
Definition
History
Telecom services
Scope
o Presentation o Asking questions o Assignments o Group research
- Book - Notebook - Pen - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Internet
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities
Resources
Performance criterion
Proper description of international telecommunication authority
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple Choice questions
True – False questions
Matching
Checklist Score
Yes No
Indicator:International telecommunication authority is well described
Definition
History
Telecom services
Scope
Observation
Learning Outcome 2.2:Describe regional telecommunication authority
Definition
History
Telecom services
Scope
o Presentation o Asking questions o Assignments o Group research
- Book - Notebook - Pen - Whiteboard/ Black
board - Marker pen - Chalks - Projector - Computer - Internet
Formative Assessment 2.2
Content Learning activities Resources
Performance criterion
Proper description of regional telecommunication authorities
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple Choice questions
True – False questions
Matching
Checklist Score
Yes No
Indicator:Regional telecommunication authorities are well described
Definition
History
Telecom services
Scope
Observation
Learning Outcome 2.3:Describe local telecommunication regulation authority
Definition
History
Telecom services
Scope
o Presentation o Asking questions o Assignments o Group research
- Book - Notebook - Pen - Whiteboard/ Black
board - Marker pen - Chalks - Projector - Computer - Internet
Content Learning activities Resources
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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 questions
True – False questions
Matching
Checklist Score
Yes No
Indicator:Local telecommunication regulation authority are well described
Definition
History
Telecom services
Scope
Observation
Performance criterion
Proper description of local telecommunication regulation authority
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LU 3:Describe transmission technologies
3
Learning Outcomes:
1. Describe terrestrial technology
2. Describe satellite technology
3. Describe streaming technology
24 Hours
Learning Outcome 3.1: Describe terrestrial technology
Definition
Application
Advantages/Disadvantages
Requirements for terrestrial
technology:
Terrestrial Antennas
Terrestrial frequencies
Terrestrial bandwidth
Terrestrial Media
Terrestrial rack
equipment
Presentation Asking questions Assignments Group research Physical demonstration
Book Notebook Pen Whiteboard/ Black
board Marker pen Chalks Projector Computer Internet
Content Learning activities Resources
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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
Oral evidence
Multiple Choice questions True – False questions Matching
Checklist Score
Yes No
Indicator:Terrestrial technology is propery described
Definition
Application
Advantages
Disadvantages
Requirements for terrestrial technology:
- Terrestrial Antennas
- Terrestrial frequencies
- Terrestrial bandwidth
Performance criterion
Proper description of terrestrial technology
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- Terrestrial Media
- Terrestrial rack equipment
Observation
Learning Outcome 3.2:Describe satellite technology
Definition
Application
Advantages/Disadvantages
Requirements
Satellite Antennas
Satellite frequencies
Satellite bandwidth
Satellite Media
Satellite rack
equipment
Presentation Asking questions Assignments Group research Physical demonstration
Book Notebook Pen Whiteboard/ Black
board Marker pen Chalks Projector Computer Internet
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper description of satellite technology
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple Choice questions
True – False questions
Matching
Checklist Score
Yes No
Indicator:Satellite technology is well described
Definition
Application
Advantages
Disadvantages
Requirements for satellite technology:
- Satellite Antennas
- Satellite frequencies
- Satellite bandwidth
- Satellite Media
- Satellite rack equipment
Observation
Learning Outcome 3.3:Describe streaming technology
Definition
Application
Advantages/Disadvantages
Presentation Asking questions Assignments Group research Physical demonstration
Book Notebook Pen Whiteboard/ Black
board Marker pen
Content Learning activities Resources
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Requirements
Streaming IP
Streaming encoder and
decoder
Streaming Media
Chalks Projector Computer Internet
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 questions
True – False questions
Matching
Checklist Score
Yes No
Indicator:Streaming technology is well described
Definition
Application
Advantages
Disadvantages
Requirements for streaming technology:
Performance criterion
Proper description of streaming technology
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˗ Streaming IP
˗ Streaming encoder and decoder
˗ Streaming Media
Observation
REFERENCES:
https://www2.deloitte.com/.../technology-media-telecommunication./ Media Telecom Tech.pdf
https://www.education.nh.gov/career/career/.../pc_arts_rtvb.pdf/
Radio and Television Broadcasting Technology/Technician
http://www.education.vic.gov.au/safe@work/modules/general/protect.asp http://www.worksafe.vic.gov.au/wps/wcm/connect/WorkSafe/Home/Forms+and+Publi
cations/Tools/import_Personal+Protection+Checklist+for+Builders+and+Building+Trades+Contractors
https://www.indeed.com/q-Broadcast-Technician-jobs.html/
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T L C T D 5 0 1 - TECHNICAL DRAWING
TLCTD501 Apply technical drawing
REQF Level: 5 Learning hours
Credits: 6 60
Sector: Technical services
Sub-sector: Telecommunication
Issue date: June, 2018
Purpose statement
This module describes the skills and knowledge required to draw telecommunication system
installation. This competence is intended for illiterate and literate. At the end of this
competence, learners will be able to prepare drawing tools and materials, draw
telecommunication system diagram, read and interpret drawing.
.
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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. Prepare drawing tools and
materials
1.1 Proper selection of drawing tools and materials
1.2 Appropriate identification of drawing types
1.3 Correct presentation of drawing sheets
2. Draw Telecommunication
diagram
2.1 Taking measurement of drawing according to the
size of paper
2.2 Proper drawing of telecommunication diagram
2.3 Effective verification of final telecommunication
diagram
3. Read and interpret drawing 3.1 Proper differentiation of drawing symbols
3.2 Proper interpretation of the scale
3.3 Appropriate lettering
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LU 1: Prepare drawing tools and materials
1
Learning Outcomes:
10. Select drawing tools and materials 11. Identify drawing types 12. Present drawing sheets
20 Hours
Learning Outcome 1.1: Select drawing tools and materials
Different types of drawing
instruments:
Drawing board
Ruler
Set square 60 o and 45 o
Protractor
Compass
French curves
Pencils
Drawing sheet
set of scale
templates
Brainstorming on how to identify
drawing instrument and their
application.
Demonstration of drawing tools
and materials.
Group discussion on their
applications.
Exercises on how to draw with
drawing instruments and their
applications.
- Books
- Handouts
notes
- Drawing board
- Ruler
- Set square 60 o
and 45 o
- Protractor
- Compass
- French curves
- Pencils
- Drawing sheet
- set of scale
- templates
Formative Assessment 1.1
Content Learning activities Resources
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Open questions
Multiple questions
Task: Demonstrate function of tools and equipment
Checklist Score
Yes No
Indicator: Tools and materials of drawing are selected
Drawing board
Ruler
Set square 600 and 450
Protractor
Compass
French curves
Pencils
Drawing sheet
Set of scale
templates
Indicator: Drawing types are identified
Schematic diagram
Circuit diagram
Wiring diagram
Indicator: Drawing sheets are presented
Margin line
Title block
Legend
Observation
Performance criterion
Prepare drawing tools and materials
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Learning Outcome 1.2: Identify drawing types
Types of telecommunication
drawings:
Wiring diagram
Circuit diagram
Schematic diagram
Site diagram
o Group discussion on
telecommunication diagrams
Schematic
Wiring
Circuit
o Brainstorming on
telecommunication diagrams
o Demonstration of
telecommunication diagrams
Schematic
Wiring
Circuit
o Practical exercises on Drawing
telecommunication diagrams
Schematic
Wiring
Circuit
o Practical Exercises on
telecommunication diagrams
with material used in
telecommunication drawings.
- Different types of
food materials,
- Pictures
- Video,
- Projector
- Computer
Formative Assessment 1.2
Content Learning activities
Resources
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Matching questions
Multiple questions
Short questions
Task: Pick raw materials with good quality based on their physical
properties.
Checklist Score
Yes No
Indicator:
Indicator:
Indicator:
Observation
Performance criterion
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Learning Outcome 1.3: Present drawing sheets
Use standard lettering:
Lettering type A: Vertical
and Sloped at 75 o
Lettering type B: i) Vertical
and ii) sloped at 75 o to the
horizontal
Prepare Sheet lay out
Margin line Title block
Use of scale (plain,
diagonal):
Full scale drawing
Reduced scale drawing
Enlarged scale drawing
Brainstorming on
standard lettering
Group discussion of
types of lettering
Exercises on how to use
a good standard.
Exercises on how to
present drawing sheet.
Brainstorming on how
to present drawing
sheets.
Group discussion on
how to prepare sheet
layout.
o Pencil (HP,2H), eraser,
erasing shield, graduated
ruler, divider, set squares,
compass, T-square, French
curves, clinograph
(adjustable set
square),tracing paper,
drawing ink.
- Drawing room, drawing
table.
- Standard sheets A4, A3, A2,
A1, A0.
- Corresponding sheet
dimensions 297x219,
297x420, 594x420,
594x841, 1189x841.
o Handout notes
Books Pictures
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 Open questions
Multiple questions
Content Learning activities Resources
Performance criterion
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Performance evidence
Short questions
Task: Select embroidery material, tools and equipment.
Checklist Score
Yes No
Indicator:
Indicator: Impurity is well detected
Observation
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LU 2: Draw telecommunication diagram
2
Learning Outcomes:
1. Take measurement of drawing according to the size of paper 2. Draw telecommunication installation diagram 3. Verify of telecommunication installation diagram
20 Hours
Learning Outcome 2.1: Take measurement of drawing according to the size of paper
Application of paper
standards
A0 sheet
A1 sheet
A3 sheet
A4 sheet
A5 sheet
Brainstorming on
standard papers
Group discussion on
standard papers
Exercises on how to use on
standard papers
Demonstration of
standardized papers
Books
Hand outs notes
A0 sheet
A1 sheet
A3 sheet
A4 sheet
A5 sheet
Formative Assessment 2.1
Content Learning activities
Resources
Performance criterion
Draw telecommunication diagram
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Open questions
Short questions
Task: Use different hand embroidery tools
Checklist Score
Yes No
Indicator: Measurement is taken
Indicator: Telecommunication diagrams are drawn
Telecommunication symbols
Telecommunication diagram
Gloss is considered
State is considered
Result is well presented
Indicator: Final telecommunication diagram is verified
Interpretation
Observation
Learning Outcome 2.2: Draw telecommunication diagram
Practice freehand sketching:
Free hand detailing
Material for free hand drawing
Thick and thin line technique
Applying telecommunication
symbols and diagram in site
Practical exercises on
drawing circuit diagrams
and corresponding
symbols applied in site
plans
Brainstorming on
telecommunication
hand-out notes
Books
Clutch pencil
Rules
Rubber
Content Learning activities Resources
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plan (Circuit diagrams and
corresponding symbols)
Make architectural drawing
symbols
Demonstration on
telecommunication
symbols
Basics symbols used
in site plans
Telecommunication
symbols and diagrams
used in site plan
Drawing papers
o Pencil (HP,2H),
eraser, erasing
shield, graduated
ruler, divider, set
squares, compass, T-
square, French
curves, clinograph
(adjustable set
square),tracing
paper, drawing ink.
- Standard sheets A4,
A3, A2, A1, A0
- Corresponding
sheet
dimensions297x219,
297x420, 594x420,
594x841, 1189x841.
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
Open questions
Short questions
Task: Set embroidery machine in work place and put their
accessories
Checklist Score
Yes No
Indicator:
Performance criterion
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Learning Outcome 2. 3: Verify telecommunication installation diagram
Interpretation of
telecommunication
drawings
Interpretation of
architectural plans
Brainstorming on
telecommunicationdra
wings and architectural
plans.
Practical exercises on
telecommunication drawings
and architectural plans
interpretation
Group discussion on
telecommunication drawings
and architectural plans
hand out notes
Books
telecommunication
drawings
Architectural plans
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 Open questions
Observation
Content Learning activities Resources
Performance criterion
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Performance evidence
Short questions
Task: Make stitches on fabric by using embroidery machine for
Checklist Score
Yes No
Indicator:
Observation
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LU 3: Read and Interpret
3
Learning Outcomes:
11. Identify drawing symbols 12. Perform drawing scale 13. Perform lettering
45 Hours
Learning Outcome 3.1: Identify drawing symbols
Drawing symbols
Practical demonstration on
different types of lines
o Pencil (HP,2H), eraser,
erasing shield,
graduated ruler,
divider, set squares,
compass, T-square,
French curves,
clinograph (adjustable
set square),tracing
paper, drawing ink.
- Drawing room,
drawing table.
- Standard sheets A4,
A3, A2, A1, A0.
- Corresponding sheet
dimensions297x219,
297x420, 594 x 420,
594 x 841, 1189x841.
Content Learning activities Resources
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- Books
o Handout notes
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
Performance evidence
Open questions
Short questions
Task: Test the machine which has following problems
- Breaking needle
- Skipping stitch
- Upper thread breaking
Checklist Score
Yes No
Indicator:
Appearance is stated
Texture is stated
Gloss is stated
Observation
Performance criterion
Read and interpret drawing
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Learning Outcome 3.2: Perform drawing scale
Interpretation of drawing
Type of scale
Full scale,
Reducing scale and
Enlarging scales
o Physical demonstration of scale
drawing
o Hands on Practices
o Pencil (HP,2H), eraser,
erasing shield,
graduated ruler,
divider, set squares,
compass, T-square,
French curves,
clinograph (adjustable
set square),tracing
paper, drawing ink.
- Drawing room,
drawing table.
- Standard sheets A4,
A3, A2, A1, A0.
- Corresponding sheet
dimensions297x219,
297x420, 594 x 420,
594 x 841, 1189x841.
- Books
- Handout notes
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 questions
Content Learning activities Resources
Performance criterion
Accurate selection of cleaning materials and products
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Performance evidence
Open questions
Task: Differentiate cleaning material and product
Checklist Score
Yes No
Indicator: Parameters that influence quality are well identified
Appearance is stated
Texture is stated
Gloss is stated
State is stated
Indicator: Impurity is well detected
Appearance is considered
Texture is considered
Gloss is considered
State is considered
Result is well presented
Indicator: Factors that affect quality are well described
Temperature is well discussed
Age is well discussed
Spoilage is well discussed
Maturity is well discussed
Density is well discussed
Abnormality is well discussed
Observation
Learning Outcome 3.3: Perform lettering
Lettering
Gothic lettering
Roman lettering
Italic
o Physical demonstration of scale
drawing
o Hands on Practices
o Pencil (HP,2H),
eraser, erasing
shield, graduated
ruler, divider, set
squares, compass, T-
square, French
Content Learning activities Resources
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Text lettering types curves, clinograph
(adjustable set
square),tracing
paper, drawing ink.
- Drawing room,
drawing table.
- Standard sheets A4,
A3, A2, A1, A0.
- Corresponding
sheet
dimensions297x219,
297x420, 594 x 420,
594 x 841,
1189x841.
- Books
o Handout notes
- Drawing room,
drawing table
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 application of basic maintenance of equipment and tools
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Types of evidence Portfolio assessment tools
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T L C C B 5 0 1 - CONFIGURATION OF BROADCASTING TRANSMISSION SYSTEM
TLCCB501 Configure Broadcasting Transmission System
REQF Level: 5 Learning hours
Credits: 12 120
Sector: Technical services
Sub-sector: Telecommunication
Issue date: December, 2018
Purpose statement
This module describes the skills, knowledge and attitudes required to configure Broadcasting
transmission system. At the end of this module, participants will be able to set signal
parameters by using streaming, satellite and terrestrial technologies; perform testing and
acceptance of transmission system.
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Learning assumed to be in place
Apply telecommunication transmission fundamentals.
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 participants will be able to:
Elements of competence Performance criteria
1. Prepare tools and equipment. 1.1. Proper Identification of the required equipment according to the service to be delivered
1.2. Proper Selection and verification of the tools according to the task to be done
1.3. Proper selection of PPE (personal protective
equipment)
2. Check physical installation. 2.1. Proper site layout design of broadcasting transmission equipment according to
equipment to be installed. 2.2. Proper Manipulation of measurement
instruments
2.3. Proper Checking of logical interconnection of equipment
3. Set up streaming equipment
parameters
3.1. Proper setting of audio parameters according to the system requirement
3.2. Proper setting of video parameters according to the system requirement
3.3. Proper setting of IP parameters according to the
system requirement
4. Set up terrestrial equipment
parameters
4.1. Proper setting of audio parameters according to the system requirement
4.2. Proper setting of video parameters according to the system requirement
4.3. Proper setting of RF parameters according to the system requirement
5. Set up satellite equipment 5.1. Proper setting of audio parameters according to the system requirement
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parameters 5.2. Proper setting of video parameters according to the system requirement
5.3. Proper setting of RF parameters according to the system requirement
5.4. Proper Alignment of uplink and downlink antenna according to the service to be delivered
6. Perform testing and acceptance of
transmission system
6.1. Verify feedback of signal delivery to end users using appropriate equipment.
6.2. Appropriate eleboration of acceptance documents according to the service delivered
6.3. Adequate technical reporting
LU 1:Prepare tools and equipment
15 Hours
Learning Outcomes:
1. Identify the required equipment 2. Select and verify the tools
3.Select PPE (personal protective equipment)
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Learning Outcome 1.1: Identify the required equipment used in broadcasting transmission
Identification of transmission equipment RF Exciter RF Power amplifiers RF Filters RF Transmission line RF Combiner Antennas and
accessories RF Splitters RF Jumpers RF Feeder
o Physical demonstration
o Brain storm
o Discussion
o Individual research
o Group research
- Internet - Books - CDs - Markers - Videos - Catalog - RF Exciter - RF Power
amplifiers - RF Filters - RF Transmission
line - RF Combiner - Antennas and
accessories - RF Splitters - RF Jumpers - RF Feeder
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 questions True – False questions Matching
Checklist Score
Content Learning activities Resources
Performance criterion
Proper Identification of the required equipment and accessories/consumables
according to the service to be delivered
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Yes No
Indicator:Equipment and accessories/consumables are well identified
RF Exciter
RF Power amplifiers
RF Filters
RF Transmission line
RF Combiner
RF Splitters
RF feeder Jumpers
RF Feeder
RF Combiner
Antennas and accessories
Observation
Learning Outcome1.2:Select and verify tools
Selection and verification of transmission tools:
Electrical and Electronics measuring tools
RF measuring tools Spectrum
analyzer Phase tester Signal tester
Cable tester OTDR
Electrical and electronics toolkit
Testing tools Digital
Multimeter Power meter
o Physical demonstration,
o Demonstration by pictures and videos
o Brainstorming
o Personal research
o Group discussion
o Practical exercise
- Reference books - Internet - Digital Multimeter - Power meter - Spectrum analyzer - Phase tester - Signal tester - Continuity tester - Oscilloscope - Cable tester - OTDR - Computer - Videos - Pictures - Screwdrivers - Allan keys - Spanners
Content Learning activities
Resources
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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 questions True – False questions Matching Checking list
Concept / mind map
Checklist Score
Yes No
Indicator:Transmission tools are well selected
Digital Multimeter
Power meter
Spectrum analyzer
Phase tester
Signal tester
Continuity tester
Oscilloscope
Cable tester
OTDR
Observation
Learning Outcome 1.3: Select and verify PPE
Performance criterion
Proper Selection and verification of tools according to the task to be done
Content Learning activities Resources
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Hearing protective devices: Ear muffs Ear plugs.
Respiratory protective equipment Eye and face protection:
safety glasses Face shields.
Safety helmets.
Fall arrest harnesses for working at heights.
Skin protection Gloves, Gauntlets Sunscreen. Overall
o Physical demonstration,
o Demonstration by pictures and videos
o Brainstorming
o Personal research
o Group discussion
o Practical exercise
- Reference books - Internet - Projector - Computer - Ear muffs - Ear plugs. - safety glasses - Face shields. - Safety helmets. - Gloves, - Gauntlets - Sunscreen. - Overall
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 questions True – False questions Matching Checking list
Concept / mind map
Checklist Score
Yes No
Indicator:Personal protective equipment are properly selected
Ear muffs
Performance criterion
Proper selection of PPE (personal protective equipment)
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Ear plugs.
safety glasses
Face shields.
Safety helmets
Gloves,
Gauntlets
Sunscreen.
Overall
Observation
LU 1:Check Physical installation
2
Learning Outcomes:
1. Check positions of RF transmission equipment 2. Manipulate measurement instruments 3. Check logical interconnection of equipment
10Hours
Learning Outcome 2.1: Design site layout of broadcasting transmission equipment according
to equipment to be installed.
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Checking the antennas position
Azimuth Elevation LOS Cable Routing On
The Tower and in the cabinet
Check position of transmission node in the cabinet
Checking power equipment position
Power back up Voltage regulator
Brainstorming Group discussion Demonstration using video/audio Individual research
Reference books Internet Computer CD White board Markers Pens Projector Screwdrivers Allan keys Wrenches
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 questions True – False questions Matching Checking list
Content
Learning activities Resources
Performance criterion
Proper checking positions of broadcasting transmission equipment
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Essay (short responses/ extended responses Concept / mind map
Checklist Score
Yes No
Indicator:Positions of broadcasting transmission equipment is properly checked
Antennas position Azimuth Elevation LOS Cable Routing On The Tower and in the cabinet
Position of transmission node in the cabinet
Power equipment position Power back up Voltage regulator
Observation
Learning Outcome 2.2: Manipulate measurement instrument
Manipulate power
measurement instrument:
Multimeters
Power meter
Phase tester
Ohmmeter
Manipulate IF
measurement instruments :
Spectrum
analyzer
OTDR
o Brainstorming o Demonstration o Individual research o Group work o Individual practice
- Reference books - Internet - Tutorials - Computer
- Millimeters
- Power meter
- Phase tester
- Ohmmeter - Oscilloscope - Spectrum analyzer - OTDR - Continuity Tester - SIGNAL GENERATOR - RF attenuator - Bandwidth tester - Frequency counter - Microwave power meter
Content Learning activities
Resources
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Continuity
Tester
SIGNAL GENERATOR
IF attenuator
Bandwidth
tester
Frequency
counter
Microwave
power meter
Manipulate cable tester
instruments.
Cable tester
OTDR
Formative Assessment 2.2:
Assessor may collect among the following evidences and makejudgments on whether the
performance criterion hasbeen achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Oral evidence
Product evidence
Observation check list
Physical end product with assessor’s completed checklist
Performance criterion
Proper Manipulation of measurement instrument
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Checklist Score
Yes
No
Indicator: Measurement instrument is properly manipulated Multimeters Power meter Phase tester
Ohmmeter Oscilloscope Spectrum analyzer OTDR Continuity tester Signal generator RF attenuator Bandwidth tester Frequency counter Microwave power meter
Observation
Learning Outcome 2.3: Check logical interconnection of equipment.
Logical connections
testing techniques
Pinging technique
Network scanning
Remote control.
o Brainstorming
o Demonstration
o Individual research
o Group work
o Individual practice
- Reference books
- Internet
- White board - Markers
Content Learning activities Resources
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Formative Assessment 2.3
Assessor may collect among the following evidences and make judgments on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Oral evidence
Product Evidence
Multiple Choice questions True – False questions Matching Checking list
Checklist Score
Yes No
Indicator: Logical connections testing techniques are properly applied
Pinging technique
Network scanning
Remote control
Observation
Performance criterion
Proper Checking of logical interconnection of equipment
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LU 1:Set up streaming equipment parameters
3 Learning Outcomes:
1. Set audio parameters 2. Set video parameters 3. Set IP parameters
35 Hours
Learning Outcome 3.1:Set audio parameters
Audio bandwidth
Audio nominal level
Audio power level
in decibels
Audio voltage level
Audio impedance
Audio codec
Audio bitrates
o Demonstration by pictures and videos
o Brainstorming
o Personal research
o Group discussion
o Practical exercise
- Reference books - User manual - Internet - Computer - Encoder - Software application - Projector - Video - Pictures
Formative Assessment 3.1
Content Learning activities
Resources
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Product evidence
Multiple Choice questions True – False questions Matching Checking list Report with assessor’s completed quality checklist
Checklist Score
Yes No
Indicator:Audio parameters are properly set
Audio bandwidth
Audio nominal level
Audio power level in decibels
Audio voltage level
Audio impedance
Audio codec
Audio bitrates
Observation
Learning Outcome 3.2:Set video parameters
Performance criterion
Proper setting of audio parameters
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- Video codec
- Video file format
- Video dimension (resolution)
- Video frame rate
- Video bitrates
- Video standard:
PAL ISDB ATSC ISDB-Tb SECAM
o Demonstration by pictures and videos
o Brainstorming
o Personal research
o Group discussion
Practical exercise
- Reference books - User manual - Internet - Computer - Encoder - Software application - Projector - Video - Pictures
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
Multiple Choice questions True – False questions Matching Checking list
Report with assessor’s completed quality checklist
Content Learning activities Resources
Performance criterion
Proper setting of video parameters according to the system requirements
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Checklist Score
Yes No
Indicator:Video parameters are properly set
Video codec
Video file format
Video dimension (resolution)
Video frame rate
Video bitrates
Video standard PAL ISDB ATSC ISDB-Tb SECAM
Observation
Learning Outcome 3.3: Set IP parameters
TCP/IP parameters Host name.
DHCP client.
Domain name.
IP address.
Subnet mask.
Broadcast
address.
Default router.
UDP parameters UDP Uncast
UDP Multicast
UDP Protocols
o Demonstration by pictures and videos
o Brainstorming
o Personal research
o Group discussion
o Practical exercise
o Presentation
- Reference books - User manual - Internet - Computer - Encoder - Software application - Projector - Video - Pictures - Router - Switch
Content Learning activities Resources
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RTP RTSP
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
Oral evidence
Product evidence
Multiple Choice questions True – False questions Matching Checking list Report with assessor’s completed quality checklist
Checklist Score
Yes No
Indicator:IP parameters are properly set
TCP/IP parameters
Host name.
DHCP client.
Domain name.
IP address.
Performance criterion
Proper Setting of IP parameters according to the service to be deliverly
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Subnet mask.
Broadcast address
Default router
UDP parameters
UDP Uncast
UDP Multicast
UDP Protocols
RTP
RTSP
Observation
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LU 3: Set up terrestrial equipment parameters
4
Learning Outcomes:
4.1 Set audio parameters
4.2 Set video parameters
4.3 Set RF parameters
4.4 Polarize antenna
35 Hours
Learning Outcome 4.1: Set audio parameters
Audio bandwidth
Audio nominal level
Audio power level
in decibels
Audio voltage level
Audio impedance
Audio codec
Audio bitrates
o Demonstration by pictures and videos
o Brainstorming
o Personal research
o Group discussion
o Practical exercise
- Reference books - User manual - Internet - Computer - Encoder - Software application - Projector - Video - Pictures
Formative Assessment 4.1
Content Learning activities Resources
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Product evidence
Multiple choice questions
True-False questions
Matching
Observation check list
Physical end product with assessor’s completed checklist
Checklist Score
Yes No
Indicator:Audio parameters are properly set
Audio bandwidth
Audio nominal level
Audio power level in decibels
Audio voltage level
Audio impedance
Audio codec
Audio bitrates
Observation
Learning Outcome 4.2:Set video parameters
Video codec
Video file format
Video dimension
o Demonstration by pictures and
videos
o Brainstorming
o Personal research
o Group discussion
- Reference books
- User manual
- Internet
Performance criterion
Proper setting of audio parameters according to the system requirements
Content Learning activities Resources
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(resolution)
Video frame rate
Video bitrates
Video standard:
PAL ISDB ATSC ISDB-Tb SECAM
o Practical exercise - Computer
- Encoder
- Software
application
- Projector
- Video
- Pictures
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 evidence
Performance evidence
Multiple Choice questions True – False questions Matching
Checking list Report with assessor’s completed quality checklist/ extended
responses) Concept / mind map
Checklist Score
Yes No
Indicator:Video parameters are properly set
Video codec
Video file format
Video dimension (resolution)
Video frame rate
Performance criterion
Proper setting of video parameters according to the service to be delivered
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Video bitrates
Video standard: PAL ISDB ATSC ISDB-Tb
SECAM
Observation
Learning Outcome 4.3:Set RF parameters
Frequency configuration
Carrier frequency
bandwidth
Power calibration
Output power
Forward power
Reflected power
Modulation schemes
Amplitude Modulation
(AM) Count
Frequency Modulation
(FM) Deliver
Phase Modulation
o Brainstorming
o Personal research
o Group discussion
o Practical exercise o Presentation
- Reference books - Internet - Computer - Vector Network
Analyzers - Spectrum Analyzers - Signal Generators
Forms - RF Power Meters - Oscilloscopes - Transceiver - Receiver - antenna with
mounting support - RF High power
amplifier(s) (HPA) - Up converter - Modulator - Signal monitoring - Baseband signal
processing.
Content Learning activities Resources
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(PM)
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
Oral evidence
Performance evidence
Multiple Choice questions
True – False questions
Matching
Checking list
Report with assessor’s completed quality checklist/ extended
responses)
Concept / mind map
Checklist Score
Yes No
Indicator:RF parameters are properly set
Frequency configuration:
- Carrier frequency
- Bandwidth
Power calibration
Output power
Modulation schemes:
- Amplitude Modulation (AM) Count
- Frequency Modulation (FM) Deliver
- Phase Modulation (PM)
Observation
Performance criterion
Proper setting of RF parameters
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Learning Outcome 4.4:Polarization of antenna
Antenna calibration:
- Power
- Azimuth
- elevation
Polarization of Antennas
Linear Polarization
Circular Polarization
Elliptical Polarization
o Brainstorming
o Personal research
o Group discussion
o Practical exercise o Presentation
- Reference books - Internet - Computer - Vector Network
AnalyzersSpectrum Analyzers
- Signal Generators Forms
- RF Power Meters - Oscilloscopes - Function and
Arbitrary Waveform Generators
- Transmitter - Transceiver - Receiver
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
Oral evidence
Multiple Choice questions
True – False questions
Content Learning activities Resources
Performance criterion
Proper Polarization of antennas according to the service delivery
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Performance evidence
Matching
Checking list
Report with assessor’s completed quality checklist/ extended
responses)
Concept / mind map
Checklist Score
Yes No
Indicator:Antenna calibration and Polarization are well done
Linear Polarization
Circular Polarization
Elliptical Polarization
Observation
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LU Set up satellite equipment (uplink and downlink) parameters
5
Learning Outcomes:
1. Set audio parameters 2. Set video parameters 3. Set RF parameters 4. Align of uplink and downlink antenna
30 Hours
Learning Outcome 5.1: Set audio parameters
Audio bandwidth
Audio nominal level
Audio power level
in decibels
Audio voltage level
Audio impedance
Audio codec
Audio bitrates
o Demonstration by pictures and videos
o Brainstorming
o Personal research
o Group discussion
o Practical exercise
- Reference books - User manual - Internet - Computer - Encoder - Software application - Projector - Video - Pictures
Formative Assessment 5.1
Content Learning activities Resources
Performance criterion
Proper Setting of audio parameters according to the system requirements
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Oral evidence
Performance evidence
Product evidence
Multiple Choice questions True – False questions Matching Checking list Report with assessor’s completed quality checklist/ extended
responses) Concept / mind map
Checklist Score
Yes No
Indicator:Audio parameters are properly set
Audio bandwidth
Audio nominal level
Audio power level in decibels
Audio voltage level
Audio impedance
Audio codec
Audio bitrates
Observation
Learning Outcome 5.2: Set video parameters
Video codec
Video file format
Video dimension
(resolution)
Video frame rate
Video bitrates
o Demonstration by pictures and videos
o Brainstorming
o Personal research
o Group discussion
o Practical exercise
- Reference books - User manual - Internet - Computer - Encoder - Software application - Projector - Video - Pictures
Content Learning activities Resources
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Video standard:
PAL ISDB ATSC ISDB-Tb SECAM
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
Performance evidence
Oral evidence
Performance evidence
Product evidence
Multiple Choice questions True – False questions Matching Checking list Report with assessor’s completed quality checklist/ extended
responses) Concept / mind map
Checklist Score
Yes No
Indicator:Video parameters are properly set
Video codec
Video file format
Video dimension (resolution)
Video frame rate
Video bitrates
Video standard: - PAL - ISDB - ATSC - ISDB-Tb
- SECAM
Observation
Performance criterion
Proper setting of video parameters according to the system requirements
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Learning Outcome 5.3: Set RF parameters
Frequency configuration
Power calibration
Output power
Forward power
Reflected power
Modulation schemes
Amplitude Modulation
(AM) Count
Frequency Modulation
(FM) Deliver
Phase Modulation (PM)
o Brainstorming
o Personal research
o Group discussion
o Practical exercise o Presentation
- Reference books - Internet - Computer - Vector Network
AnalyzersSpectrum Analyzers
- Signal Generators Forms - RF Power Meters - Oscilloscopes - Transceiver - Receiver - antenna with mounting
support - RF High power amplifier(s)
(HPA) - Up converter - Modulator - Signal monitoring - Baseband signal
processing.
Formative Assessment 5.3
Content Learning activities Resources
Performance criterion
Proper Setting of RF parameters according to the system requirements
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Oral performance
Product evidence
Multiple Choice questions
True – False questions
Matching
Checking list
Report with assessor’s completed quality checklist/ extended responses)
Concept / mind map
Checklist Score
Yes No
Indicator:RF parameters are properly set
Frequency configuration
Power calibration
Output power
Modulation
Observation
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Learning Outcome 5.4:Align of uplink and downlink antenna
Antenna mounting
Elevation angle
Azimuth angle
Inclination parameter
Polarization
Vertical polarization
Horizontal polarization
Circular polarization
o Brainstorming
o Personal research
o Group discussion
o Practical exercise o Presentation
- Reference books - Internet - Computer - Vector Network
AnalyzersSpectrum Analyzers
- Signal Generators Forms - RF Power Meters - Oscilloscopes - HPA - Receiver - Antenna with mounting
support - RF high power amplifier(s)
(HPA) - up converter - Modulator - Signal monitoring - Baseband signal
processing
Formative Assessment 5.4
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
Oral evidence
Multiple Choice questions True – False questions Matching Checking list Report with assessor’s completed quality checklist/ extended
responses) Concept / mind map
Content Learning activities Resources
Performance criterion
Appropriate Alignment of uplink and downlink antenna according to the system
requirements
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Checklist Score
Yes No
Indicator:Uplink and downlink antenna are properly aligned
Antenna mounting
Elevation angle
Azimuth angle
Inclination parameter
Polarization
Observation
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Learning Outcome 6.1: Verify feedback of signal delivery to end users using appropriate
equipment
Signal level
Signal strength
Signal quality
Power output
o Demonstration by pictures and videos
o Brainstorming
o Personal research
o Group discussion
o Practical exercise
o Presentation
- Reference books - User manual - Internet - Computer - Software application - Projector - Video - Pictures - Receivers
Formative Assessment 6.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
LU 6:Perform testing and acceptance of transmission system
6
Learning Outcomes:
1. Verify feedback of signal delivery to end users using appropriate equipment.
2. Create acceptance documents 3. Perform technical reporting
5 Hours
Content Learning activities Resources
Performance criterion
Proper verification of feedback of signal delivery to end users using appropriate
equipment.
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple Choice questions
True – False questions
Matching
Concept / mind map
Checklist Score
Yes No
Indicator:Feedback of signal delivery to end users is well tested
Signal level
Signal strength
Signal quality
Power output
Observation
Learning Outcome 6.2: Create acceptance documents
Quantity acceptance
document as per bill
of quantity
Quality acceptance
document as per
contract
o Demonstration by pictures and videos
o Brainstorming
o Personal research
o Group discussion
o Practical exercise
o Presentation
- Reference books - Catalog - Contract - Computer - Offer documents - Projector
Content Learning activities Resources
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Formative Assessment 6.2
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 questions True – False questions Matching Concept / mind map
Checklist Score
Yes No
Indicator:Acceptance documents
User acceptance testing document
Operational acceptance testing document
Contract and regulation acceptance testing document
Alpha and Beta testing document
Observation
Learning Outcome 6.3: Perform technical reporting
Technical status report
Instruction report
Feasibility and recommendation
o Brainstorming
o Personal research
o Group discussion
- Reference books - Computer - Internet - Projector
Performance criterion
Proper elaboration of acceptance documents according to the work done
Content Learning activities Resources
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report
Primary research report
Technical specifications report
Report length proposal
Business prospectus report
o Presentation
Formative Assessment 6.3
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 questions True – False questions Matching Concept / mind map
Checklist Score
Yes No
Indicator: technical reporting is well done
Technical status report
Instruction report
Feasibility and recommendation report
Primary research report
Technical specifications report
Report length proposal
Business prospectus report
Observation
Performance criterion
Proper elaboration of adequate technical reporting.
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Summative Assessment
Integrated situation Resources
Southern Company Ltd for Broadcasting Transmission has installed a terrestrial FM radio broadcasting transmission equipment at NDIZA Site. Unfortunately, the Technician in charge of configuration was imprisoned. The detailed report of planer showing implementation feasibility; the Company needs a broadcasting transmission technician to configure mounted FM radio broadcasting transmission equipment at NDIZA site. The site has the following equipment to be configured: one Audio processor, one Exciter and one power amplifier. The following Parameters need to be configured on FM radio Transmission equipment: Frequency Modulation delivery of 91.1MHZ, bandwidth of 200 KHz, audio nominal level of -1.3decibels, Forward power of 600W and audio bitrates of 192kbit/s. As competent broadcasting transmission Technician you are required to carry out the following activities in 5 hours:
Select Appropriate tools, consumables/accessories and measurement instruments to use for radio broadcasting transmission equipment
Check physical installation of radio broadcasting transmission equipment following the drawing design
Configure radio broadcasting transmission equipment by using given parameters
Perform testing and acceptance report for the installed FM radio broadcasting system.
Needed resources are available on site shelter
Tools: -
Equipment: -
Materials -
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Appropriate tools, consumables/ accessories are well selected
Screwdrivers
Allen keys
Spanners
CDs of software
Catalog
Computer
Digital Multimeter
RF Power meter
OTDR
Spectrum analyzer
Phase tester
Signal tester
Continuity tester
Oscilloscope
Cable tester
Screwdrivers
Allen keys
Spanners
Indicator: Physical installation of radio broadcasting is well checked
Antennas Elevation
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Antennas LOS
Cable Routing On The Tower and in the cabinet
Position of transmission node in the cabinet
Position of Voltage regulator
Position of Power back up
Antennas Elevation
Indicator: Terrestrial FM Radio broadcasting Transmission equipment parameters are well configured
Audio bandwidth
Audio nominal level
Audio bitrates
Indicator: Testing, acceptance and Technical report are well done
Testing report
Acceptance Report
Technical report
Observation
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Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Transmission equipment are well configured
Exciter
Audio processor
Power amplifier
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: The signal quality is well tested
The minimum audio nominal level of 90% is respected
Bitrates of 192kbit/s is set up
The frequency bandwidth of 200KHZ is set up
Forward power of 600W is set up
Frequency modulation delivery of 91.1MHz is set up
Indicator: Time keeping
5 hours are respected
Observation
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Reference books:
https://www2.deloitte.com/.../technology-media-telecommunication./ Media Telecom Tech.pdf
https://www.education.nh.gov/career/career/.../pc_arts_rtvb.pdf/
Radio and Television Broadcasting Technology/Technician
http://www.education.vic.gov.au/safe@work/modules/general/protect.asp http://www.worksafe.vic.gov.au/wps/wcm/connect/WorkSafe/Home/Forms+and+Publi
cations/Tools/import_Personal+Protection+Checklist+for+Builders+and+Building+Trades+Contractors
https://www.indeed.com/q-Broadcast-Technician-jobs.html/
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T L C M B 5 0 1 - MAINTENANCE OF BROADCASTING TRANSMISSION SYSTEM
TLCMB501 Maintain Broadcasting Transmission System
REQF Level: 5 Learning hours
Credits: 9 90
Sector: Technical services
Sub-sector: Telecommunication services
Issue date: December 2018
Purpose statement
This is a core module which describes the performance outcomes, skills knowledge and attitude
required to maintain broadcasting transmission system. At the end of this module, the
participants will be able to conduct regular preventive maintenance; Identify faults and repair
abnormalities and malfunctions in transmission equipment.
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Learning assumed to be in place
Apply Telecom Transmission fundamentals
Apply technical drawing
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
tools and materials for maintenance.
1.1. Proper Selection and
verification of equipment and accessories/consumables
related to the maintenance
1.2. Proper Selection and
verification of tools related to maintenance
1.3. Proper identification of
required spares according to the maintenance work
1.4. Proper selection of PPE
2. Conduct
regular preventive maintenance
2.1. Proper elaboration of
Preventive Maintenance Schedules
2.2. Proper performance of the
routine and Predictive maintenance based on the
manufacturer's instructions
2.3. Proper performance of the
hardware maintenance
2.4. Proper performance of the
software maintenance
3. Diagnose
and correct abnormalities and
malfunctions
3.1. Proper interpretation of the
system alarms/indicators
3.2. Proper location of the faulty
components/section based on the system alarms,
indicators or user Manuel
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3.3. Proper detection and
interpretation of abnormalities and malfunctions
3.4. Proper proposition and
implementation of solutions according to different
existing techniques and Report activities
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Learning Outcome 1.1: Identify Broadcasting transmission equipments and tools.
Broadcasting transmission equipment
Reflector dish Feed horn Antenna mounting Pole Splitter Waveguide Dish Brackets IF Cable IF Connector Antenna brackets Network cable Fiber Antenna tilting arm (up-down
direction) Pigtail
Tools Electrical and Electronics
measuring tools Tx measuring tools Cable tester Electrical and electronic
toolkit
o Brain storm
o Discussion
o Individual research
o Group Research
o Physical demonstration
o Study visit
- Computers - Internet - Books - CDs - Markers - Videos - chalk - Reflector dish - Feed horn - Antenna mounting
Pole - Splitter - Waveguide - Dish Brackets - IF Cable - IF Connector - Antenna brackets - Antenna tilting arm
(up-down direction)
- Antenna panning arm (left-right direction)
- Fiber cables - Pigtails - Jumpers - Feeders - Fiber
LU 1: Prepare tools and materials for maintenance
1
Learning Outcomes:
1. Identify equipment
2. Select and verify tools
3. Select spares, accessories and consumables
4. Select Carefully PPE
20 Hours
Content Learning activities Resources
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- Network cable - RJ 45 - RJ 11
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 evidence
Multiple Choice questions
True – False questions
Observation check list
Checklist Score
Yes No
Indicator: Equipment are well selected
Reflector dish
Antenna mounting Pole
Feed horn
Types of Splitter
Dish Brackets
Types of IF Cable and connectors
Antenna tilting arm (up-down direction)
Network cable
IF cable
IF connector
Fiber
Antenna Brackets
Waveguide
Splitter
Observation
Performance criterion
Proper identification of required equipment according to the service to be
delivered
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Learning Outcome 1.2: Select and verify tools related to maintenance
Selection and verification of transmission tools:
Electrical and Electronics measuring tools
RF measuring tools
Cable tester
Electrical and electronics toolkit
Testing tools
o Physical demonstration,
o Demonstration by pictures and videos
o Brainstorming
o Personal research
o Group discussion
o Practical exercise
- Reference books - Internet - Digital Multi meter - RF Power meter - Spectrum analyzer - Phase tester - Signal tester - Continuity tester - Oscilloscope - Cable tester - OTDR - Computer - Videos - Pictures - Screwdrivers - Allan keys - Spanners
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 questions
True – False questions
Matching
Essay (short responses / extended responses)
Observation check list
Checklist Score
Content Learning activities
Resources
Performance criterion
Proper Selection and verification of tools according to the task to be done
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Yes No
Indicator: Transmission tools are well selected
Electrical and Electronics measuring tools
RF measuring tools
Cable tester
Electrical and electronics toolkit
Testing tools
Observation
Learning Outcome 1.3: Select spares, accessories and consumables
Spare-parts, accessories and consumables
Air filter Different hardware materials Miscellaneous electrical and
electronics equipment Security element Foam cleaner Oil Labeling tapes
o Brainstorming
o Personal research
o Individual practice
o Group discussion
o Physical demonstration
- Reference books - Internet - Projector - Computer - Ear muffs - Ear plugs. - safety glasses - Face shields. - Safety helmets. - Gloves, - Gauntlets - Sunscreen. - Overall
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper Selection of spares, accessories and consumables according to the task to
be done
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Types of evidence Portfolio assessment tools
Performance evidence
Product evidenceProduct
evidence
Observation check list
Report with assessor’s completed quality checklist
Checklist Score
Yes No
Indicator: Spare, accessories and consumables are well selected
Air filter
Different hardware materials
Miscellaneous electrical and electronics equipment
Security element
Foam cleaner
Oils
Labeling tapes
Observation
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Learning Outcome 1.4: Select carefully PPE
Selection of needed PPE Overall Security shoes /boots Gloves ESD tools Helmet Harnesses Eye protection glasses
o Brainstorming
o Personal research
o Individual practice
o Group discussion
o Physical demonstration
Internet Overall
Security shoes /boots
Gloves
ESD(electrostatic
discharge) tools
Helmet
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
Observation check list
Content Learning activities Resources
Performance criterion
Careful selection of PPE according to the work to be done
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Checklist Score
Yes
No
PPE: Overall Security shoes /boots Gloves ESD tools Helmet Harnesses eye protection glasses
Observation
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Learning Outcome 2.1: Elaborate Preventive Maintenance Schedules
Preventive maintenance Schedules Create a plan Inventory facility
equipment/ assets Status of equipment Physical protection Software protection Regular replacement of
single use parts as per recommendation
Brainstorming
Group work
Presentations
Individual research
Physical presentation
- Reference books - Internet - Computer - Projector - Samples
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether
the performance criterion has been achieved.
LU 2: Conduct regular maintenance
2
Learning Outcomes:
1. Elaborate preventive maintenance schedules
2. Perform routine and predictive maintenance
3. Perform hardware maintenance
4. Perform software maintenance
35 Hours
Content Learning activities Resources
Performance criterion
Proper elaboration of Preventive Maintenance Schedules according
to the work to be done
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Types of evidence Portfolio assessment tools
Written evidence
Product evidence
Multiple choice questions True-False questions Matching Observation check list
Checklist Score
Yes
No
Indicator: Preventive maintenance plan is well scheduled
Create a plan
Inventory of facility equipment/assets
Status of equipment
Physical protection
Software protection
Regular replacement of single use parts as per recommendation
Observation
Learning Outcome 2.2: Perform the routine and Predictive maintenance
Perform the routine maintenance Physical checking of equipment Checking equipment ‘status Interpret the alarms and
indicators Labeling according to status Cleaning as per requirement
o Brainstorming o Individual research o Group work o Demonstration o Individual practice o Physical demonstration
- Reference books - Internet - tutorials - Computer - Catalogue
Formative Assessment 2.2
Content Learning activities Resources
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Assessor may collect among the following evidences and make judgements on whether
the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Observation check list
Physical end product with assessor’s completed checklist
Checklist Score
Yes No
Indicator: Routine and predictive maintenance is well done Physical checking of equipment Checking equipment ‘status Interpret the alarms and indicators Labeling according to status Cleaning as per requirement
Observation
Learning Outcome 2.3: Perform hardware maintenance
Performance criterion
Strategical performance of routine and Predictive maintenance according to the service deliverly
Content Learning activities Resources
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hardware
maintenance hardware cleaning
hardware replacing
hardware repair
o Brainstorming o Individual research o Demonstration o Individual practice
- Reference books - Internet - Computer - catalogue
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
Performance evidence
Product evidence
Observation check list
Physical end product with assessor’s completed checklist
Checklist Score
Yes No
Indicator: hardware Maintenance is well done
hardware cleaning
hardware replacing
hardware repair
Observation
Performance criterion
Proper performance of hardware maintenance according to the equipment functionality
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Learning Outcome 2.4: Perform the software maintenance
Software maintenance Software update
Software upgrade
Software protection
o Brainstorming o Individual research o Demonstration o Individual practice
- Reference books - Internet - Computer - catalogue
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
Observation check list
Physical end product with assessor’s completed checklist
Checklist Score
Yes No
Software maintenance is well done
Software update
Software upgrade
Software protection
Observation
Content Learning activities Resources
Performance criterion
Proper performance of software maintenance
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Learning Outcome 3.1:Interpret the system alarms, snags and indicators
system alarms, snags and
indicators Error alarms Error indicator Power alarms Power Indicator Good connectivity alarms Good connectivity indicator Identify the snags
o Brainstorming o Presentations o Individual research o Individual practice o Physical presentation
- Reference books - Internet - Computer - Video - Audio - Projector - Sound system - catalogues
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
LU 3: Diagnose and correct abnormalities and malfunctions
3
Learning Outcomes:
1. Interpret system alarms, snags and indicators
2. Locate faulty components/section
3. Detect and interpret abnormalities and malfunctions
4. Propose and implement solutions
35 Hours
Content Learning activities Resources
Performance criterion
Appropriate Interpretation of the system’s alarms, snags and indicators
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Types of evidence Portfolio assessment tools
Written evidence
Product evidence
Multiple choice questions
True-False questions
Matching
Checklist Score
Yes
No
Alarms, indicators and snags are well interpreted
Error alarms
Error indicator
Power alarms
Power Indicator
Good connectivity alarms
Good connectivity indicator
Identify the snags
Observation
Learning Outcome 3.2: Locate faulty components/section
faulty
components/section Physical location
Components status
Cause of fault
Brainstorming
Demonstration
Individual research
Individual practice
Physical presentation
- Reference books - Internet - Tutorials - Computer - Sketch books - user Manuel - study visit
Formative Assessment 3.2
Content Learning activities Resources
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Observation check list
Physical end product with assessor’s completed checklist
Checklist Score
Yes
No
Faulty components/section is well located
Physical location
Components status
Cause of fault
Observation
Learning Outcome 3.3: Detect and interpret abnormalities and malfunctions.
Performance criterion
Proper Location of the faulty components/section based on the system
alarms, indicators or user Manuel
Content Learning activities Resources
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Abnormalities and malfunctions.
error alarms Error indicator Power alarms Power Indicator Physical checking
Brainstorming
Group work
Presentations
Individual research
Physical presentation
- Reference books - Internet - Computer - Projector - Samples - catalogue
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
Observation check list Physical end product with assessor’s completed checklist
Checklist Score
Yes
No
Abnormalities and malfunctions are properly identified
Error alarms
Error indicators
Power alarms
Power Indicators
Physical checking
Performance criterion
Proper detection and interpretation of abnormalities and malfunctions.
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Observation
Learning Outcome 3.4 Propose and implement solutions
solutions proposals equipment Repair equipment replacement system upgrade
solutions implementation equipment Repair equipment replacement system upgrade
possible logs:
instrument's log maintenance logs
troubleshooting log
inventory logs
acceptance forms preparation or filling
technical report
o Brainstorming o Individual research o Group work o Demonstration o Individual practice o Physical demonstration
- Reference books - Internet - tutorials - Computer - Catalogue - instrument's log
sheet
- maintenance log
sheet
- troubleshooting
log sheet
Content Learning activities Resources
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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
Performance evidence
Product evidence
Written evidence
Observation check list
Physical end product with assessor’s completed checklist
Checklist Score
Yes No
Solutions and Report are well done
solutions proposals
equipment Repair
equipment replacement
system upgrade
solutions implementation
equipment Repair
equipment replacement
system upgrade
logs:
instrument's log
maintenance logs
troubleshooting log
inventory logs
acceptance forms preparation or filling
Observation
Performance criterion
Proper proposition and implementation of solutions according to different
existing techniques and Reporting of activities
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Summative Assessment
Integrated situation Resources
Rwinyagamburiro Management has outsourced a competent company to install a transmission site at Muhabura mount to extend the coverage of Bahumurize Radio to operate on 94.5MHz. After six months from the end of warrant period, the coverage capacity decreased due to the damages of site equipment where the capacity of transmitter decreased from 2000 Watts to 900 watts. Therefore the management of Rwinyagamburiro is recruiting experienced and qualified maintenance technician to maintain the site equipment for normal working conditions. The main duties and responsibilities of the maintenance technician will focus on the maintenance of the following site equipment: electrical equipment (UPS, Generator, AVR and related accessories). Transmission equipment: Audio processor, exciter, power amplifier, combiner, antennas transmission line, feeders and other related accessories (cables, connectors and consumable materials). On the maintenance schedule, first of all, you are required to perform the maintenance of the following equipment: TX antennas, power amplifier, combiner, feeders and other related accessories.
As Maintenance technician you are required to carry out the following activities in 4hours:
Prepare the maintenance plan
Prepare tools, materials and equipment for maintenance.
Conduct required maintenance
Identify faults, repair abnormalities and malfunctions in transmission equipment
Elaborate the maintenance report
Tools: -
Equipment: -
Materials -
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Maintenance plan is well prepared
Previous records are interpreted
Draft of the system status
Maintenance time estimation
Communicate the maintenance plan.
Technical report
Indicator: Tools, materials and equipment for maintenance are well prepared
RF power meters
Spanners
Screwdrivers
Digital Multi meter
RF Power meter
Spectrum analyzer
Phase tester
Signal tester
Continuity tester
Oscilloscope
Cable tester
OTDR
Cable ties
Binoculars
Insulating tapes
Screws and nuts
Allan keys
Labeling tapes
Respiratory protective equipment
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Eye protection
Safety helmets.
Fall arrest harnesses for working at heights.
Overall
Face shields.
Foams cleaners
Indicator: Maintenance preliminaries are properly applied
Interpretation of of alarms and indicator faulty logs are consulted
Antennas is checked
RF Power amplifier is checked
RF Combiner is checked
RF parameter are measured
RF Power parameters are checked
The faulty equipment is located
Indicator: The fault is properly rectified
TX antennas is fixed
TX antennas is re polarized
RF jumpers and feeder are fixed
RF combiner is repaired or replaced
RF power amplifier is repaired or replaced
RF cables are re- arranged
LOS parameter are measured and tested
RF power parameters are tested
RF parameters are tested and measured
Indicator: The preventive maintenance is well conducted
Cabinet is cleaned
Snags are cleared
Nuts and bolts are tightened
Power cables are checked
Ground cables are verified
LOS obstacles are removed if any
Indicator: Technical report, maintenance report, requisition document and inventory documents are well done
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Technical report
Inventory document
Maintenance report
Requisition document
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Bahumurize Radio coverage is properly extended
TX antennas are working properly
combiners works properly
feeder and jumpers are fixed and routed properly
The exciter works properly
Power amplifiers work well
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: The coverage of uncovered area is provided as required
100% of coverage of Rwinyagamburiro
Indicator: Transmission power is boosted
2000 Watts
Indicator: Time keeping
4hours are kept
Indicator: Operating frequency is maintained
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92.1MHz
Observation
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Reference books:
https://www2.deloitte.com/.../technology-media-telecommunication./ Media Telecom Tech.pdf
https://www.education.nh.gov/career/career/.../pc_arts_rtvb.pdf/
Radio and Television Broadcasting Technology/Technician
http://www.education.vic.gov.au/safe@work/modules/general/protect.asp http://www.worksafe.vic.gov.au/wps/wcm/connect/WorkSafe/Home/Forms+and+Publi
cations/Tools/import_Personal+Protection+Checklist+for+Builders+and+Building+Trades+Contractors
https://www.indeed.com/q-Broadcast-Technician-jobs.html/
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T L C O B 5 0 1 - OPERATION OF BROADCASTING TRANSMISSION SYSTEM
TLCOB501
Operate broadcasting transmission system
REQF Level: 5 Learning hours
Credits: 9 90
Sector: Technical services
Sub-sector: Telecommunication services
Issue date: December 2018
Purpose statement
This is a core module which describes the performance outcomes, skills knowledge and attitude
required to operate broadcasting transmission system
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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
2. Manipulate measurement
instruments used in transmission
2.1. Proper manipulation of physical connections testing instruments.
2.2. Proper manipulation of RF measurement instrument
2.3. Proper manipulation of signal quality testing instruments.
2.4. Proper manipulation of line-of sight measurement instrument
7. Perform routine transmission
activities
7.1. Proper Monitoring of broadcasting operations to ensure proper functioning.
7.2. Proper Selection of different signal sources to be transmitted according to the techniques to be used.
7.3. Proper reporting of operations on transmission system status
8. Inspection of signal parameters 8.1. Proper inspection of audio parameters 8.2. Proper inspection of video parameters 8.3. Proper inspection of radio frequency parameters 8.4. Proper inspection of streaming parameters 8.5. Proper inspection of line-of sight
9. Carry out inventory and Perform
requisition needs of transmission
site
9.1. Proper identification and listing of transmission equipment
9.2. Proper identification of physical and working status
9.3. Proper request of needs for normal working of transmission system
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Learning Outcome 1.1: Manipulate physical connections testing instruments
Manipulate electrical testing
measurement instrument
Voltage detector
Analog and digital
multi meter
Clamp type meter
Solenoid voltage
meter
Manipulate network cable
testing instrument
Toner and probe
combination
Mod taps
Presentation Brainstorming Demonstration Discussions Practical work Asking questions
- Book - Pen - Workshop - Whiteboard/ Black
board - Marker pen - Chalks - Projector - Computer - Voltage detector - Analog and digital
multi meter - Clamp type meter - Solenoid voltage
meter - Toner and probe
combination
- Mod taps
Formative Assessment 1.1
LU 1: Manipulate measurement instruments used in transmission
1
Learning Outcomes:
1. Manipulate physical connections testing instruments. 2. Manipulation of RF and signal quality measurement instrument 3. Manipulation of line-of sight testing instruments
20 Hours
Content Learning activities Resources
Performance criterion
Proper manipulation of physical connections testing instruments according to
measurements required
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple Choice questions
True – False questions
Matching
Essay (short responses / extended responses)
Observation check list
Checklist Score
Yes No
Indicator: Electrical testing instruments are well manipulated
Voltage detector
Analog and digital multi meter
Clamp type meter
Solenoid voltage meter
Indicator: Network cable testing is well done
Toner and probe combination
Mod taps
Observation
Learning Outcome 1.2: Manipulation of RF, signal quality and signal strength measurement
instrument
Content
Learning activities Resources
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RF measurement instrument
RF power meters
RF spectrum or RF signal
analyzer
Network analyzer
Receivers
Presentation Brainstorming Demonstration Discussions Practical work Asking questions
- Book - Pen - Workshop - Whiteboard/ Black
board - Marker pen - Chalks - Projector - Computer - RF power meters - RF spectrum or RF
signal analyzer - Network analyzer - Receivers
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
Multiple Choice questions
True – False questions
Matching
Essay (short responses / extended responses)
Observation check list.
Checklist Score
Yes No
Indicator: RF measurement instruments are well manipulated
RF power meters
RF spectrum or
RF signal analyzer
Performance criterion
Proper manipulation of RF, signal quality and signal strength measurement
instrument
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Network analyzer
Receivers
Observation
Learning Outcome 1.3: Manipulation of line-of sight testing instruments
Line-of sight measurement
instrument:
Binoculars
Inclinometer
Spectrum compact
signal generator
Spectrum compact
analyzer
Presentation Brainstorming Demonstration Discussions Practical work Asking questions Assignments
- Book - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer - Binoculars - Inclinometer - Spectrum compact signal
generator - Spectrum compact analyzer
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 questions
True – False questions
Matching
Essay (short responses / extended responses)
Content Learning activities Resources
Performance criterion
Proper manipulation of line-of sight measurement instrument according to the
result required
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Observation check list
Checklist Score
Yes No
Indicator: Line-of site measurement instruments are well manipulated
Binoculars
Inclinometer
Spectrum compact signal generator
Spectrum compact analyzer
Observation
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Learning Outcome 2.1: Monitor broadcasting operations
Output Power
Power in a band
Unwanted signals
Phase noise
Modulation quality
Signal quality
Signal strength
Presentation Brainstorming Demonstration Discussions Practical work Asking questions
Book Pen Workshop Whiteboard/ Black board Marker pen Chalks Projector Computer Internet RF power meters RF spectrum or RF signal
analyzer Network analyzer Receivers
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
LU 2: Perform routine transmission activities
2
Learning Outcomes:
1. Monitor broadcasting operations 2. Select different signal sources to be transmitted 3. Report operations on transmission system status
20 Hours
Content Learning activities
Resources
Performance criterion
Proper Monitoring of broadcasting operations parameters to ensure proper
functioning
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple Choice questions
True – False questions
Matching
Essay (short responses / extended responses)
Observation check list
Checklist Score
Yes No
Indicator: Operations parameters are well measured
Output Power
Power in a Band
Unwanted Signals
Phase Noise
Modulation Quality
Signal quality
Signal strength
Observation
Learning Outcome 2.2: Select different signal sources to be transmitted
Microwave link system
Off-air receivers
Satellite (downlink)
Recorded signal
Streaming
VPN (Virtual Private network)
Web streaming
Presentation Brainstorming Demonstration Discussions Practical work Asking questions
Book Pen Workshop Whiteboard/ Black
board Marker pen Projector Computer
Off-air receivers
Microwave system Receiving satellite kit Internet Encoder CD, flash disk,
memory cards
Content Learning activities Resources
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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 questions
True – False questions
Matching
Essay (short responses / extended responses)
Observation check list
Checklist Score
Yes No
Indicator: different signal sources are well selected
Microwave link system
Off-air receivers
Satellite (downlink)
Recorded signal
Streaming
VPN (Virtual Private network)
Web streaming
Observation
Performance criterion
Proper selection of different signal sources to be transmitted according to the
techniques to be used.
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Learning Outcome 2. 3: Report operations on transmission system status
System Operations Reports
Electrical equipment
status report
RF equipment status
report
Cooling equipment
status report
Operational problem
reporting
Presentation Brainstorming Demonstration Discussions Asking questions Assignments
Book Pen Whiteboard/ Black
board Marker pen Chalks Projector Computer Internet Sample of reports
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 questions
True – False questions
Matching
Essay (short responses / extended responses)
Content Learning activities Resources
Performance criterion
Proper reporting of operations on transmission system status
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Observation check list
Checklist Score
Yes No
Indicator: System operations reports are well done
Electrical equipment status report
RF equipment status report
Cooling equipment status report
Observation
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Learning Outcome 3.1: Inspect audio parameters
Audio bandwidth Audio nominal level Audio power level in decibels Audio voltage level Audio impedance Audio codec Audio bitrates Audio gain Audio format Audio mode
Mono Right and Right Stereo
Frequency response Total Harmonic Distortion plus
Noise Signal-to-Noise Ratio Inter-modulation Distortion
o Presentation o Brainstorming o Demonstration o Discussions o Practical work o Asking questions o Assignments
Book Pen Workshop Whiteboard/ Black
board Marker pen Chalks Projector Computer Internet Spectrum analyzer Network analyzer Audio generator Oscilloscope
Formative Assessment 3.1
LU 3: Inspect signal parameters
3
Learning Outcomes:
5. Inspect audio parameters 6. Inspect video parameters 7. Inspect RF parameters
45 Hours
Content Learning activities Resources
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple Choice questions
True – False questions
Matching
Essay (short responses / extended responses)
Observation check list
Checklist Score
Yes No
Indicator: audio parameters are well inspected
Audio bandwidth
Audio nominal level
Audio power level in decibels
Audio voltage level
Audio impedance
Audio codec
Audio bitrates
Audio gain
Audio format
Audio mode
Frequency response
Total Harmonic Distortion plus Noise
Signal-to-Noise Ratio
Inter-modulation Distortion
Observation
Learning Outcome 3.2: Inspect video parameters
Performance criterion
Proper inspection of audio parameters according to system functionality
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- Video codec
- Video file format
- Video dimension
(resolution)
- Video frame rate
- Video bitrates
- Video format
- Video standard:
PAL ISDB ATSC ISDB-Tb SECAM
Presentation Brainstorming Demonstration Discussions Practical work Asking questions Assignments
Book Pen Workshop Whiteboard/ Black
board Marker pen Chalks Projector Internet Computer Application software Video analyzer Spectrum analyzer Network analyzer Oscilloscope
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 questions
True – False questions
Matching
Essay (short responses / extended responses)
Observation check list
Content Learning activities Resources
Performance criterion
Proper inspection of video parameters according to the system functionality
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Checklist Score
Yes No
Indicator: video parameters are inspected
Video codec
Video file format
Video dimension (resolution)
Video frame rate
Video bitrates
Video standard
Observation
Learning Outcome 3.3: Inspect RF parameters
RF Output Power
Unwanted Signals
Phase Noise
Modulation Quality
Frequency modulation
Amplitude modulation
o Presentation o Brainstorming o Demonstration o Discussions o Practical work o Asking questions o Assignments
Book Pen Workshop Whiteboard/ Black
board Marker pen Chalks Projector Internet Computer RF power meters RF spectrum or RF
signal analyzer Network analyzer Receivers Oscilloscope
Formative Assessment 3.3
Content Learning activities Resources
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple Choice questions
True – False questions
Matching
Essay (short responses / extended responses)
Observation check list
Checklist Score
Yes No
Indicator: RF parameters are well inspected
Output Power
Unwanted Signals
Phase Noise
Modulation Quality
Frequency modulation
Amplitude modulation
Output Power
Observation
Performance criterion
Proper inspection of radio frequency parameters according to the system
functionality
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Learning Outcome 4.1: Identify and listing of transmission equipment
Identification of transmission equipment RF Exciter Audio processor RF Power
amplifiers RF Filters RF Transmission
line RF Combiner Antennas and
accessories RF Splitters RF Feeder Jumpers RF Feeder
Presentation Brainstorming Demonstration Discussions Practical work Asking questions Assignments
o Computers o Internet o Books o CDs o Markers o Videos o Catalog o Exciter o Power amplifiers o Filters o Transmission line o Combiner o Antennas and
accessories o Splitters o Jumpers o Feeder
LU 4: Carry out inventory and Perform requisition needs of transmission site
4
Learning Outcomes:
1. Identify and listing of transmission equipment 2. List transmission equipment working status 3. Interpret installation procedures
20 Hours
Content Learning activities Resources
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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
Oral evidence
Performance evidence
Multiple Choice questions True – False questions Matching Essay (short responses / extended responses) Observation check list
Checklist Score
Yes No
Indicator: Transmission equipment are well selected
RF Exciter
Audio processor
RF Power amplifiers
RF Filters
RF Transmission line
RF Combiner
Antennas and accessories
RF Splitters
RF Jumpers
RF Feeder
Observation
Performance criterion
Proper identification and listing of transmission equipment according to the
work to be done
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Learning Outcome 4.2: List transmission equipment working status
Asset list and tags
Checking working status
Inventory Results and
Reports
Disposal
Missing assets
Presentation Brainstorming Demonstration Discussions Practical work Asking questions Assignments
Book Pen Whiteboard/ Black board Marker pen Chalks Projector Computer Asset register machines
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 evidence
Performance evidence
Multiple Choice questions True – False questions Matching Essay (short responses / extended responses) Observation check list
Checklist Score
Yes No
Indicator: inventory of transmission equipment is well done
Disposal assets
Missing assets
Working in normal conditions asset
Content Learning activities Resources
Performance criterion
Proper identification of physical and working status
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Asset to be repaired
Asset to be upgraded
Observation
Learning Outcome 4.3: Interpret installation procedures
Tools and equipment
Placement steps
Maintenance
Presentation Brainstorming Demonstration Discussions Practical work Asking questions
Book Notebook Pen Workshop Whiteboard/ Black board Marker pen Chalks Projector Computer Timber Ceiling materials
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
Oral evidence
Performance evidence
Multiple Choice questions
True – False questions
Matching
Essay (short responses / extended responses)
Observation check list
Content Learning activities Resources
Performance criterion
Proper request of needs for normal working of transmission system
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Checklist Score
Yes No
Indicator: needed materials are well identified
materials in the store
materials to be purchased
material requisition form
requisition documents
Observation
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Reference books:
https://www2.deloitte.com/.../technology-media-telecommunication./ Media Telecom Tech.pdf
https://www.education.nh.gov/career/career/.../pc_arts_rtvb.pdf/
Radio and Television Broadcasting Technology/Technician
http://www.education.vic.gov.au/safe@work/modules/general/protect.asp http://www.worksafe.vic.gov.au/wps/wcm/connect/WorkSafe/Home/Forms+and+Publi
cations/Tools/import_Personal+Protection+Checklist+for+Builders+and+Building+Trades+Contractors
https://www.indeed.com/q-Broadcast-Technician-jobs.html/
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CONFIGURATION OF GSM TRANSMISSION SYSTEM
TLCCG501 Configure GSM transmission system
REQF Level: 5 Learning hours
Credits: 12 120
Sector: Technical services
Sub-sector: Telecommunication
Issue date: December, 2018
Purpose statement
This module describes the skills, knowledge and attitudes required to configure GSM
transmission equipment. At the end of this module, participants will be able to configure GSM
equipment used in terrestrial, streaming and satellite communication
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Learning assumed to be in place
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.
At the end of the module, the trainee will be able to:
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Elements of competence Performance criteria
1. Prepare tools and equipment 1.1 Proper identification of required equipment according to
the service to be delivered
1.2 Proper Selection and verification of tools according to
the task to be done.
1.3 Proper Selection of accessories/consumables according
to the task to be done.
1.4 Careful selection of PPE.
2. Check physical installation 2.1 Adequate checking positions of each equipment
according to the design
2.2 Proper manipulation of measurement instruments
according to the service required
2.3 Check logical interconnection of equipment according to
the network design using appropriate software
2.4 Proper verification of wiring diagram according the
technical drawing
3. Set up GSM streaming
transmission equipment
parameters.
3.1 Proper selection of streaming transmission media
according to the service delivery
3.2 Proper set up of GSM Tx node parameters according to
the service delivery
3.3 Appropriate verification of the feedback signal delivered
from one end to another using appropriate equipment
3.4 Proper filling of the acceptance documents and
Adequate technical reporting
4. Set up GSM satellite
Transmission equipment
parameters.
4.1 Proper selection of satellite transmission media
according to the service delivery
4.2 Proper set up of GSM Tx node parameters according to
the service delivery
4.3 Proper setting of Uplink and down link according to the
service delivery
4.4 Proper verification of feedback signal delivered from one
end to another using appropriate equipment
4.5 Proper filling of acceptance documents and technical
reporting
5. Set up GSM terrestrial
Transmission equipment
parameters.
5.1 Proper setting of terrestrial transmission media
according to the service delivery
5.2 Proper set up of GSM Tx node parameters according to
the service delivery
5.3 Appropriate verification of the feedback signal delivered
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from one end to another using appropriate equipment
5.4 Proper filling of the acceptance documents and
Adequate technical reporting
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LU 1: Prepare tools and equipment
1 Learning Outcomes:
1. Identify the required equipment according to the service to be delivered
2. Select and verify tools according to the task to be done.
3. Select the accessories/consumables according to the task to be done.
4. Careful selection of PPE.
5 Hours
Learning Outcome 1.1: Identify the required equipment
Identification of GSM
transmission equipment
Reflector dish
Feed horn
Antenna mounting Pole
Splitter
Waveguide
Dish Brackets
IF Cable
IF Connector
Antenna brackets
Antenna tilting arm (up-
o Physical demonstration
o Brain storm
o Discussion
o Individual research
o Group research
- Computers
- Internet
- Books
- CDs
- Markers
- Videos
- chalk
- Reflector dish
- Feed horn
- Antenna mounting Pole
- Splitter
- Waveguide
Content Learning activities Resources
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down direction)
Antenna panning arm
(left-right direction)
Fiber cables
Pigtails
Jumpers
Feeders
- Dish Brackets
- IF Cable
- IF Connector
- Antenna brackets
- Antenna tilting arm
(up-down direction)
- Antenna panning arm
(left-right direction)
- Fiber cables
- Pigtails
- Jumpers
- Feeders
Formative Assessment 1.1
Performance criterion
Assessor may collect among the following evidences and make judgment on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Proper identification of required equipment according to the service to be
delivered
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Written evidence
Performance evidence
Multiple choice questions
True/ False questions
Observation check list
Checklist Score
Yes No
Equipment are identified:
Reflector
Feed horn
Antenna mounting Poles
Splitters
Types of Waveguide
IF Cable
Dish Brackets
IF Connectors
Antenna brackets
Antenna panning arm
Antenna tilting arm
Jumpers and feeders
Observation
Learning Outcome 1.2: Select and verify tools
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Select and verify required
tools:
Electrical and Electronics
measuring tools
TX measuring tools
Cable tester
Electrical and electronics
toolkit
Brainstorming
Group work
Presentations
Individual research
Reference books
Internet
Digital Multimeter
Power meter
Spectrum analyzer
Phase tester
Signal tester
Continuity tester
Cable tester
Computer
Videos
Screwdrivers
Allan keys
Wrenches
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgments on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper Selection and verification of tools according to the task to be done
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Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice questions
True/ False questions
Observation check list
Checklist Score
Yes No
Tools are well selected:
Digital Multimeter
Power meter
Spectrum analyzer
Phase tester
Signal tester
Continuity tester
Cable tester
Screwdrivers
Allan keys
Wrenches
Observation
Learning Outcome 1.2: Select accessories/consumables
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Select
accessories/consumables
cable ties
insulating tapes
water proofing tapes
marking set
cable clamps
cable connectors
Brainstorming
Group work
Individual research
Reference books
Internet
cable ties
insulating tapes
water proofing tapes
marking set
cable clamps
- cable connectors
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgment on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice questions
True/ False questions
Observation check list
Content Learning activities Resources
Proper Selection of accessories/consumables according to the task to be done
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Checklist Score
Yes No
Accessories and consumable:
cable ties
insulating tapes
water proofing tapes
marking set
cable clamps
cable connectors
Observation
Learning Outcome 1.3: Careful selection of PPE.
Selection of needed PPE
Hearing protective devices:
Ear muffs
Ear plugs.
Respiratory protective equipm
ent
. Eye and face protection:
safety glasses
Physical demonstration,
Demonstration by pictures and
videos
Brainstorming
Personal research
Group discussion
Reference books
Internet
Overall
Security shoes /boots
Gloves
ESD(electrostatic discharge)
tools
Helmet
Harnesses
Content Learning activities Resources
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Face shields.
Safety helmets.
Fall arrest harnesses for
working at heights.
Skin protection
Gloves,
Gauntlets
Sunscreen.
Overall
Sun glasses
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgments on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice questions
True/ False questions
Observation check list
Checklist Score
Careful selection of PPE.
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Yes No
PPE are selected:
Eye and face protection
Hearing protective devices
Skin protection
Respiratory protective equipment
Ear protective devices
Observation
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Learning Outcome 2.1: Check design layout of GSM transmission equipment
Checking the antennas position
Azimuth
Elevation
LOS
Cable Routing On The Tower
and in the cabinet
Check position of transmission
node in the cabinet
Checking power equipment
position
Power back up
Brainstorming
Group discussion
Demonstration using video/audio
Individual research
Reference books
Internet
Computer
CD
White board
Markers
Pens
Projector
Screwdrivers
Lu2: CHECK DESIGN LAYOUT PHYSICAL INSTALLATIO
2 Learning Outcomes:
1. Check positions of GSM transmission equipment according to
the design
2. Manipulate measurement instruments
3. Check logical interconnection of equipment
10 Hours
Content Learning activities Resources
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Voltage regulator Allan keys
Wrenches
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgments on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
. performance evidence
. oral evidence
Multiple choice questions
True-False questions
Matching
Observation check list
Checklist Score
Yes No
Equipment positions are well checked:
Antennas( azimuth and elevation)
TX node
Performance criterion
Adequate checking of the positions of each equipment according to the
design
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Power equipments
Cable routing
Observation
Learning Outcome 2.2: Manipulate measurement instrument
Manipulate power
measurement instrument:
Multimeters
Power meter
Phase tester
Ohmmeter
Manipulate IF measurement
instruments :
Spectrum analyzer
OTDR
Continuity Tester
SIGNAL GENERATOR
IF attenuator
Bandwidth tester
Frequency counter
Microwave power meter
Manipulate cable tester
instruments.
Brainstorming
Demonstration
Individual research
Group work
Individual practice
Reference books
Internet
Tutorials
Computer
Millimeters
Power meter
Phase tester
Ohmmeter
Oscilloscope
Spectrum analyzer
OTDR
Continuity Tester
SIGNAL GENERATOR
RF attenuator
Bandwidth tester
Frequency counter
Microwave power meter
Content Learning activities Resources
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Cable tester
OTDR
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
Observation check list
Checklist Score
Yes No
Instruments are well manipulated:
Power measuring instruments
IF measuring instruments
Cable tester measuring instruments
Observation
Performance criterion
Proper manipulation of measurement instruments according to the
service required
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Learning Outcome 2.3: Check logical interconnection of equipment.
Logical connections testing
techniques
Pinging technique
Network scanning
Remote control.
Brainstorming
Demonstration
Individual research
Group work
Individual practice
Reference books
Internet
White board
Markers
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
Content Learning activities Resources
Performance criterion
Adequate Checking of logical interconnection of equipments
according to the network design using appropriate software
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Performance evidence
written evidence
oral evidence
Observation check list
multiple choice
true or false
Checklist Score
Yes No
Logical interconnection techniques are well applied
Pinging
Remote control
Scanning
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Learning Outcome 3.1: Select the Streaming transmission media
Types of streaming media
Ethernet cables
Fiber optic cables.
Physical demonstration
Brainstorming
Group work
Presentations
Individual research
Reference books
Internet
Computer
LAN cable
Fiber optic cable
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
LU3 Set up GSM streaming transmission equipment parameters
3 Learning Outcomes
1. Select the Streaming transmission media
2. Set up of GSM Tx node parameters
3. Verify feedback signal delivered from one end to another using
appropriate equipment
4. Fill acceptance documents and technical reporting 35 Hours
Content Learning activities Resources
Performance criterion
Proper selection of streaming transmission media
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Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
oral evidence
Multiple choice questions
True-False questions
Matching
Observation check list
Checklist Score
Yes No
Streaming medium:
Fiber optic cable
Ethernet cable
Observation
Learning Outcome 3.2: Set up Tx node parameters
Classification of IP Classes
Class A
Class B
Class C
Private IP address
Elements of IP address
Brainstorming
Individual research
Group discussions
Group work
Individual practice
Reference books
Internet
Computer
Chalk
Markers
Projector
Content Learning activities Resources
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Host IP address
Subnet mask
Default gate way
Preferred DNS
Alternate DNS
Configure streaming Tx Equipment
parameters:
Log in parameters
DHCP
IP address
Protocols(UDP/TC/IP)
Configure the channel parameters
Frequency
Power
Bandwidth
Protocol type
Type of encryption
RATE
Clock Source
Line Loop back
Line and Section Overhead
Media type Controller
Data format
Flip chart
White board
Black board
Router
Switch
LAN cables
Clipping tool
Network cable tester
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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
Performance evidence
written evidence
Multiple choice questions
True-False questions
Matching
Observation check list
Checklist Score
Yes No
IP are properly configured:
CLASS A
CLASS B
CLASS C
Elements of IP address :
Host IP address
Subnet mask
Performance criterion
Proper set up of GSM Tx node parameters
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Default gate way
Preferred DNS
Alternate DNS
Streaming Tx Equipment parameters:
Log in parameters
DHCP
IP address
Protocols(UDP/TC/IP)
IF parameter:
Frequency
Power
Bandwidth
Protocol type
Type of encryption
RATE
Clock Source
Line Loop back
Line and Section Overhead
Media type Controller
IF Parameters:
Frequency
Power
Bandwidth
Protocol type
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Type of encryption
RATE
Clock Source
Media type Controller
Media type Controller
Data format
Line Loop back
Data format
Observation
Learning Outcome 3.3: Verify the feedback signal
Verify the feedback signal
delivered from one end to
another
Perform drive test using test
phone
Verify the data quality ( audio,
video, text)
Verify the link stability
Physical demonstration
Brainstorming
Group work
Presentations
Individual research
Reference books
Internet
Computer
Test phone
Formative Assessment 3.3
Content Learning activities Resources
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
oral evidence
Multiple choice questions
True-False questions
Matching
Observation check list
Checklist Score
Yes No
Verify:
drive test using test phone
data quality :
Audio
Video
Text
link stability
Observation
Performance criterion
proper Verification of the feedback signal delivered from one end to
another using appropriate equipment
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Learning Outcome 3.5: Fill the acceptance documents and adequate technical reporting.
Fill the logs:
Instrument's log
Maintenance logs
Troubleshooting log
Complete the inventory logs
Prepare or fill the acceptance forms
Prepare technical report
Brainstorming
Individual research
Group discussions
Group work
Individual practice
demonstration using
video/pictures
Reference books
Internet
Computer
Chalk
Markers
Projector
Flip chart
White board
Black board
instrument logs
maintenance logs
inventory logs
Formative Assessment 3.5
Content Learning activities Resources
Performance criterion
adequate Filling of the acceptance documents and technical reporting
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Observation check list
Physical end product
Checklist Score
Yes No
Logs:
Maintenance
Troubleshooting
Equipment
Reports:
Acceptance forms
technical report
Observation
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LU 4: Set up GSM terrestrial Transmission equipment parameters
4 Learning Outcomes:
1. Select terrestrial transmission media
2. Set GSM TX node parameters
3. Verify feedback signal delivered from one end to another using appropriate
equipment
4. Fill acceptance documents and technical reporting
Hours
Learning Outcome 4.1: Select terrestrial transmission media
Select the transmission media.
IF Cables and accessories
Jumpers and accessories
Feeder and accessories
Physical demonstration
Brainstorming
Group work
Individual research
Group research
Reference books
Internet
Computer
IF Cables and accessories
Jumpers and accessories
Feeder and accessories
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper Selection of terrestrial transmission media
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Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
oral evidence
Multiple choice questions
True-False questions
Matching
Observation check list
Checklist Score
Yes No
terrestrial transmission media are well identified
IF Cable
IF Connectors
Observation
Learning Outcome 4.2: Set the TX node parameters.
Set GSM TX node
parameters:
Software upgrade or
downgrade
Node ID
Carrier frequency
Brainstorming
Individual research
Group discussions
Group work
Individual practice
Demonstration by video/pictures
Reference books
Internet
Computer
Chalk
Markers
Projector
Content Learning activities Resources
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Tx power
Propagation mode
Bandwidth
DCN/VLAN
Simulation
Flip chart
White board
Black board
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
oral evidence
written evidence
Multiple choice questions
True-False questions
Matching
Observation check list
Checklist Score
Yes No
Performance criterion
proper Setting of GSM TX node parameters according to service delivery
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Tx node Parameters are well set:
Software upgrade or downgrade
Node ID
Carrier frequency
Tx power
Propagation mode
Bandwidth
DCN/VLAN
Observation
Learning Outcome 4.4: Verify the feedback signal
Verify the feedback signal
delivered from one end to
another
Perform drive test using test
phone
Verify the data quality ( audio,
video, text)
Verify the link stability
Physical demonstration
Brainstorming
Group work
Presentations
Individual research
Reference books
Internet
Computer
Test phone
Formative Assessment 3.4
Content Learning activities Resources
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Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
oral evidence
Multiple choice questions
True-False questions
Matching
Observation check list
Checklist Score
Yes No
feedback signal is well tested:
drive test using test phone
data quality :
audio
video
text
link stability
Observation
Performance criterion
Proper verification of the feedback signal delivered from one end to
another using appropriate equipment
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Learning Outcome 4.5: Fill the acceptance documents and adequate technical reporting.
Fill the logs:
Instrument's log
Maintenance logs
Troubleshooting log
Complete the inventory logs
Prepare or fill the
acceptance forms
Prepare technical report
Brainstorming
Individual research
Group discussions
Group work
Individual practice
demonstration using
video/pictures
Reference books
Internet
Computer
Chalk
Markers
Projector
Flip chart
White board
Black board
instrument logs
maintenance logs
inventory logs
Formative Assessment 4.5
Content Learning activities Resources
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Observation check list
Physical end product
Checklist Score
Yes No
Logs:
Maintenance
Troubleshooting
Equipment
Reports are available:
Acceptance forms
technical report
Observation
Performance criterion
adequate Filling of the acceptance documents and technical reporting
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Learning Outcome 5.1: Select satellite transmission media
Select the transmission media.
IF Cables and accessories
Jumpers and accessories
Feeder and accessories
Physical demonstration
Brainstorming
Group work
Individual research
Demonstration using video/pictures
Reference books
Internet
Computer
IF Cables and accessories
Jumpers and accessories
Feeder and accessories
Formative Assessment 5.1
LU 5: Set up GSM satellite Transmission equipment parameters.
5 Learning Outcomes:
1. Select satellite transmission media
2. Set GSM TX node parameters
3. Proper setting of Uplink and down link
4. Verify feedback signal delivered from one end to another using
appropriate equipment
5. Fill acceptance documents and technical reporting 30 Hours
Content Learning activities Resources
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Assessor may collect among the following evidences and make judgments on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
oral evidence
Multiple choice questions
True-False questions
Matching
Observation check list
Checklist Score
Yes No
Accessories and consumables are well prepared
IF Cables and accessories
Jumpers and accessories
Feeder and accessories
Observation
Learning Outcome 5.2: Set GSM TX node parameters
Performance criterion
Proper selection of satellite transmission media
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Set GSM TX node
parameters:
Software upgrade or
downgrade
Node ID
Carrier frequency
Tx power
Propagation mode
Bandwidth
DCN/VLAN
Brainstorming
Individual research
Group discussions
Group work
Individual practice
Reference books
Internet
Computer
Chalk
Markers
Projector
Flip chart
White board
Black board
Formative Assessment 5.2
Assessor may collect among the following evidences and make judgments on whether the performance
criterion has been achieved.
Content Learning activities Resources
Performance criterion
Proper setting of TX node parameters
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Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
oral evidence
Multiple choice questions
True-False questions
Matching
Observation check list
Checklist Score
Yes No
Parameters are well set:
Software upgrade or downgrade
Node ID
Carrier frequency
Tx power
Propagation mode
Bandwidth
DCN/VLAN
Observation
Learning Outcome 5.3: verify Uplink and down link
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Verification of the
up/down link
up/down link power
up/down link
frequency
Brainstorming
Individual research
Group discussions
Group work
Individual practice
Reference books
Internet
Computer
Chalk
Markers
Projector
Flip chart
White board
Black board
satellite receiver
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
Content Learning activities Resources
Performance criterion
Proper setting of Uplink and down link according to the service delivery
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Performance
evidence
Product evidence
Observation check list
Physical end product with assessor’s completed checklist
Checklist Score
Yes No
Parameters are well verified:
Up link power
Down link power
Up link frequency
Down link frequency
Observation \
Learning Outcome 5.4: Verify the feedback signal
Verify the feedback
signal delivered from
one end to another
Perform drive test
using test phone
Verify the data quality (
audio, video, text)
Physical demonstration
Brainstorming
Group work
Presentations
Individual research
Reference books
Internet
Computer
Test phone
Content Learning activities Resources
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Verify the link stability
Formative Assessment 5.4
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
oral evidence
Multiple choice questions
True-False questions
Matching
Observation check list
Checklist Score
Yes No
Parameters are well verified
drive test using test phone
data quality :
Performance criterion
Proper verification of the feedback signal delivered from one end to
another using appropriate equipment
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Audio
Video
Text
link stability
Observation
Learning Outcome 5.5: Fill the acceptance documents and adequate technical reporting.
Fill the logs:
Instrument's log
Maintenance logs
Troubleshooting log
Complete the inventory logs
Prepare or fill the
acceptance forms
Prepare technical report
Brainstorming
Individual research
Group discussions
Group work
Individual practice
demonstration using
video/pictures
Reference books
Internet
Computer
Chalk
Markers
Projector
Flip chart
White board
Black board
instrument logs
maintenance logs
inventory logs
Content Learning activities Resources
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Formative Assessment 5.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Observation check list
Physical end product
Checklist Score
Yes No
Logs:
Maintenance
Troubleshooting
Equipment
Reports:
Performance criterion
Adequate Filling of the acceptance documents and technical reporting
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Acceptance forms
technical report
Observation
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Summative Assessment
Integrated situation Resources
"TELESOFT company" is a company dealing with GSM installations as
well as GSM equipment sales.
TELESOFT have got a contract for supplying, install and configure GSM
transmission systems for "WORLD-COM” an operator company
operating all over the world. WORLD-COM Company has a GSM
transmission system site located at Byangabo in western province.
WORLD-COM wants TELESOFT to configure a transmission Node for
Byangabo streaming transmission link with the following parameters:
Parameters Site A
Transmission power 18 dB
Site name Rwanda Tx 128
Site ID RTx128
Latitude 01 56 23.14 S
Longitude 029 57 51.88 E
Azimuth 106 degree
Antenna height 28 m
Tx frequency 17810 MHz
Polarization Vertical
Internet protocol TCP/IP
IP address 192.168.0.14
Subnet mask 255.255.255.0
Default gateway 192.168.0.1
Preferred DNS 192.168.0.13
Alternate DNS 192.168.0.12
As TELESOFT GSM transmission technician you are required to perform
the following activities i perform the following activities in 4 hours.
Prepare tools, materials, consumables and equipments
Check physical installation of GSM transmission link
Configuration the required parameters of GSM transmission
link
Perform the testing and acceptance report
Tools: -
Equipment: -
Materials -
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Tools, materials, consumables and equipments are well prepared
Laptop machine with configuration software
Network cable
Over all
Wrist strap
Pigtail
Digital multi meter
Power meter
Ohmmeter
Helmet
Continuity tester
Cable tester
Electrical and electronic toolkit
Cable tie
Safety shoes
CDs of software
Catalog
Labeling tapes
Indicator: PPEs are properly used
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Over all
Safety shoes
Wrist strap
Helmet
Indicator: Transmission equipment are properly interconnected
Transmission node is connected and powered
signal cable are connected
Power cable are connected
Transmission node is connected
Dish antennas are well fixed
Indicator: Transmission equipment parameters are properly configured
Appropriate ip address
Subnet mask
Default gateway
Default dns server
Alternative dns server
Login parameters
Bandwidth
Protocol(tcp/ip)
Site name
Latitude
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Longitude
Antenna
Polarization
Indicator: Testing, acceptance and Technical report are well done
Testing report
Acceptance report
Technical report
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Byangabo streaming transmission link is properly configured
Transmission node configuration
Observation
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Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: The TX node parameters are properly configured
Transmission power 18 dB
Site name Rwanda Tx 128
Site ID RTx128
Latitude 01 56 23.14 S
Longitude 029 57 51.88 E
Azimuth 106 degree
Antenna height 28 m
Transmission frequency 17810 MHz
Polarization Vertical
Internet protocol
TCP/IP
IP address 192.168.0.14
Subnet mask 255.255.255.0
Default gateway 192.168.0.1
Preferred DNS 192.168.0.13
Indicator: Time keeping
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4 hours respected
Observation
REFERENCES:
https://www2.deloitte.com/.../technology-media-telecommunication./ Media Telecom Tech.pdf
https://www.education.nh.gov/career/career/.../pc_arts_rtvb.pdf/
Radio and Television Broadcasting Technology/Technician
http://www.education.vic.gov.au/safe@work/modules/general/protect.asp http://www.worksafe.vic.gov.au/wps/wcm/connect/WorkSafe/Home/Forms+and+Publi
cations/Tools/import_Personal+Protection+Checklist+for+Builders+and+Building+Trades+Contractors
https://www.indeed.com/q-Broadcast-Technician-jobs.html/
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-
MAINTAINANCE OF GSM TRANSMISSION SYSTEM
TLCMG501 Maintain GSM Transmission System
RTQF Level: 5 Learning hours
Credits: 9 90hours
Sector: Technical services
Sub-sector: Telecommunication
Issue date: December, 2018
Purpose statement
This is a core module which describes the performance outcomes, skills knowledge and attitude
required to maintain GSM transmission system. At the end of this module, the participants will be able
to Conduct regular preventive maintenance; Identify faults and repair abnormalities and malfunctions
in transmission equipment.
Learning assumed to be in place
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Apply Telecom Transmission fundamentals
Apply technical drawing
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 tools and
materials for
maintenance
1.1. Proper identification of required equipment according to the service to be
delivered
1.2. Proper Selection and verification of tools according to the task to be done.
1.3. Proper Selection of spares, accessories and consumables according to the task
to be done.
1.4. Careful selection of PPE.
2. Conduct regular
maintenance
2.1. Proper elaboration of Preventive Maintenance Schedules
2.2. Proper performance of the routine and Predictive maintenance based on the
manufacturer's instructions
2.3. Proper performance of the hardware maintenance
2.4. Proper performance of the software maintenance
3. Diagnose and correct
abnormalities and
malfunctions
3.1. Proper interpretation of the system’s alarms, snags and indicators
3.2. Proper location of the faulty components/section based on the system alarms,
indicators or user Manuel.
3.3. Proper detection and interpretation of abnormalities and malfunctions.
3.4. Proper proposition and implementation of solutions according to different
existing techniques and Report activities
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LU1: Prepare tools and materials for GSM Transmission maintenance
1 Learning Outcomes:
Identify equipments.
20 Hours Select and verify tools.
Select spares, accessories and consumables
Select Carefully PPE.
Learning Outcome 1.1: Identify GSM transmission equipments and tools.
GSM transmission
equipment
Reflector dish
Feed horn
Antenna mounting
Pole
Splitter
Waveguide
Dish Brackets
IF Cable
IF Connector
Brain storm
Discussion
Individual research
Group Research
Physical demonstration
Study visit
Computers
Internet
Books
CDs
Markers
Videos
chalk
Reflector dish
Feed horn
Antenna mounting Pole
Content Learning activities Resources
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Antenna brackets
Network cable
Fiber
Antenna tilting arm
(up-down direction)
Pigtail
Tools
Electrical and
Electronics measuring
tools
Tx measuring tools
Cable tester
Electrical and
electronic toolkit
Splitter
Waveguide
Dish Brackets
IF Cable
IF Connector
Antenna brackets
Antenna tilting arm (up-down
direction)
Antenna panning arm (left-
right direction)
Fiber cables
Pigtails
Jumpers
Feeders
Fiber
Network cable
RJ 45
RJ 11
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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
Multiple choice questions
True/ False questions
Observation check list
Checklist Score
Yes No
Equipment are well identified:
Reflector dish
Antenna mounting Pole
Feed horn
Types of Splitter
Dish Brackets
Types of IF Cable and connectors
Performance criterion
Proper identification of required equipment according to the service to be
delivered
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Antenna tilting arm (up-down direction)
Network cable
IF cable
IF connector
Fiber optics
Antenna Brackets
waveguide
Splitter
Observation
Learning Outcome 1.2 Select and verify tools
Specific tools for maintenance
Electrical and Electronics
measuring tools
Transmission measuring tools
Cable tester
Electrical and electronics toolkit
Brain storm
Discussion
Physical demonstration
Study visit
Reference books
Internet
Digital Multimeter
Power meter
Phase tester
Signal tester
Continuity tester
Cable tester
Computer
Videos
Content Learning activities Resources
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Screwdrivers
Allan keys
Wrenches
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
Multiple choice questions
True/ False questions
Observation check list
Checklist Score
Yes No
Tools are well identified
Electrical and Electronics measuring tools
Transmission measuring tools
Cable tester
Electrical and electronics toolkit
Performance criterion
Proper Selection and verification of tools according to the task to be done
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Observation
Learning Outcome 1.3: Select spares, accessories and consumables
Spare-parts,
accessories and
consumables
Air filter
Different hardware
materials
Miscellaneous
electrical and
electronics equipment
Security element
Foam cleaner
Lubricant Oil
Labeling tapes
Brainstorming
Personal research
Individual practice
Group discussion
Physical demonstration
- Reference books
- Internet
- tutorials
- Computer
- Data socket
- Power outlet socket
- Cable ties
- Connectors
- Foam cleaner
- Oil
- Labeling tapes
- Rocker
Formative Assessment 1.3
Content Learning activities Resources
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Observation check list
Report with assessor’s completed quality checklist
Checklist Score
Yes No
Spare, accessories and consumables are properly selected:
Air filter
Different hardware materials
Miscellaneous electrical and electronics equipment
Security element
Foam cleaner
Lubricant Oils
Labeling tapes
Observation
Performance criterion
Proper Selection of spares, accessories and consumables according to the task to
be done.
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Learning Outcome 1.4: Select Carefully PPE
Selection of needed PPE
Overall
Security shoes /boots
Gloves
ESD tools
Helmet
Harnesses
Eye protection glasses
Brainstorming
Personal research
Individual practice
Group discussion
Physical demonstration
Internet
Overall
Security shoes /boots
Gloves
ESD(electrostatic discharge)
tools
Helmet
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 Observation check list
Content Learning activities Resources
Performance criterion
Careful selection of PPE
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Checklist Score
Yes No
PPE are well selected
Overall
Security shoes /boots
Gloves
ESD tools
Helmet
Harnesses
eye protection glasses
Observation
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L earning Outcome 2.1: Elaborate Preventive Maintenance Schedules
Preventive maintenance
Schedules
Create a plan
Inventory facility equipment/
assets
Status of equipment
Physical protection
Software protection
Regular replacement of single use
parts as per recommendation
Brainstorming
Group work
Presentations
Individual research
Physical presentation
Reference books
Internet
Computer
Projector
Samples
Formative Assessment 2.1
LU2: Conduct regular maintenance
2 Learning Outcomes:
6. elaborate Preventive Maintenance Schedules
7. perform routine and Predictive maintenance
8. perform hardware maintenance
9. perform software maintenance 35 Hours
Content Learning activities Resources
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Product evidence
Multiple choice questions
True-False questions
Matching
Observation check list
Checklist Score
Yes No
Preventive maintenance plan is well done:
Create a plan
Inventory of facility equipment/assets
Status of equipment
Physical protection
Software protection
Regular replacement of single use parts as per recommendation
Observation
Performance criterion
Proper elaboration of Preventive Maintenance Schedules
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Learning Outcome 2.2: Perform the routine and Predictive maintenance
Perform the routine
maintenance
Physical checking of equipment
Checking equipment ‘status
Interpret the alarms and
indicators
Labeling according to status
Cleaning as per requirement
Brainstorming
Individual research
Group work
Demonstration
Individual practice
Physical demonstration
Reference books
Internet
tutorials
Computer
Catalogue
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 Observation check list
Content Learning activities Resources
Performance criterion
Perform routine and Predictive maintenance
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Product evidence
Physical end product with assessor’s completed checklist
Checklist Score
Yes No
Routine and predictive maintenance is well done
Physical checking of equipment
Checking equipment ‘status
Interpret the alarms and indicators
Labeling according to status
Cleaning as per requirement
Observation
Learning Outcome 2.3: Perform hardware maintenance
hardware maintenance
hardware cleaning
hardware replacing
hardware repair
Brainstorming
Individual research
Demonstration
Individual practice
Reference books
Internet
Computer
catalogue
Formative Assessment 2.3
Content Learning activities Resources
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Observation check list
Physical end product with assessor’s completed checklist
Checklist Score
Yes No
Hardware Maintenance is done:
hardware cleaning
hardware replacing
hardware repair
Observation
Performance criterion
Proper performance of hardware maintenance
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Learning Outcome 2.4: Perform the software maintenance
software maintenance
Software update
Software upgrade
Software protection
Brainstorming
Individual research
Demonstration
Individual practice
Reference books
Internet
Computer
catalogue
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
Observation check list
Physical end product with assessor’s completed checklist
Checklist Score
Yes No
Software maintenance is well done:
Software update
Software upgrade
Software protection
Observation
Content Learning activities Resources
Performance criterion
Proper performance of software maintenance
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Learning Outcome 3.1: Interpret the system alarms, snags and indicators
system alarms, snags and
indicators
Error alarms
Error indicator
Power alarms
Power Indicator
Good connectivity alarms
Good connectivity indicator
Identify the snags
Brainstorming
Presentations
Individual research
Individual practice
Physical presentation
Reference books
Internet
Computer
Video
Audio
Projector
Sound system
catalogues
Formative Assessment 3.1
LU3: Diagnose and correct abnormalities and malfunctions
3 Learning Outcomes:
1. Interprete System Alarms, Snags and Indicators
2. Locate Faulty Components/Section
3. Detect and Interprete Abnormalities and Malfunctions
4. Propose and implement solutionsperform software maintenance 35 Hours
Content Learning activities Resources
Performance criterion
Interpretation of the system’s alarms, snags and indicators
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Product evidence
Multiple choice questions
True-False questions
Matching
Checklist Score
Yes No
Alarms, indicators and snags are well detected
Error alarms
Error indicator
Power alarms
Power Indicator
Good connectivity alarms
Good connectivity indicator
Identify the snags
Observation
Learning Outcome 3.2: Locate faulty components/section
Content Learning activities Resources
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faulty
components/section
Physical location
Components status
Cause of fault
Brainstorming
Demonstration
Individual research
Individual practice
Physical presentation
Reference books
Internet
Tutorials
Computer
Sketch books
user Manuel
study visit
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
Performance evidence
Product evidence
Observation check list
Physical end product with assessor’s completed checklist
Checklist Score
Yes No
Faulty components/section are well located
Physical location
Components status
Performance criterion
Proper Location of the faulty components/section based on the system alarms,
indicators or user Manuel
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Cause of fault
Observation
Learning Outcome 3.3:Detect and interpret abnormalities and malfunctions.
abnormalities and malfunctions.
error alarms
Error indicator
Power alarms
Power Indicator
Physical checking
Brainstorming
Group work
Presentations
Individual research
Physical presentation
Reference books
Internet
Computer
Projector
Samples
catalogue
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
Content Learning activities Resources
Performance criterion
Proper detection and interpretation of abnormalities and malfunctions.
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Written evidence
Performance evidence
Product evidence
Observation check list
Physical end product with assessor’s completed checklist
Checklist Score
Yes No
Abnormalities and malfunctions are properly detected:
Error alarms
Error indicators
Power alarms
Power Indicators
Physical checking
Observation
Learning Outcome 3.4 Propose and implement solutions
solutions proposals
equipment Repair
equipment replacement
system upgrade
Brainstorming
Individual research
Group work
Demonstration
Reference books
Internet
tutorials
Computer
Content Learning activities Resources
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solutions implementation
possible logs:
instrument's log
maintenance logs
troubleshooting log
inventory logs
acceptance forms preparation
or filling
technical report
Individual practice
Physical demonstration
Catalogue
instrument's log sheet
maintenance log
sheet
troubleshooting log
sheet
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
Performance criterion
Proper proposition and implementation of solutions according to different
existing techniques and Reporting of activities
484 | P a g e
Performance evidence
Product evidence
Written evidence
Observation check list
Physical end product with assessor’s completed checklist
Checklist Score
Yes No
Solutions and Report are well scheduled
solutions proposals
equipment Repair
equipment replacement
system upgrade
solutions implementation
equipment Repair
equipment replacement
system upgrade
logs:
instrument's log
maintenance logs
troubleshooting log
inventory logs
acceptance forms preparation or filling
Observation
Assessment Package
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Summative Assessment
Integrated situation Resources
BEST COMPANY Ltd is a company specialised in GSM TRANSMISSION
SYSTEM installations and maintenance.
The company is a contractor to AFRI GSM Ltd, an operator company
covering all Africa with telecom services. AFRI GSM Ltd has a GSM
TRANSIMISSION SYSTEM site located in western province and it is
reported, in the monitoring system, to have alarm indicating that the
system node is not working due to unknown cause.
The basic node configurations are as follow:
Carrier frequency: 18200 MHz
Carrier power: 50 dB
Bandwidth: 200 MHz
Node ID: RTx128
Propagation mode: Horizontal
Transmission rate: 500 mbps
As BEST COMPANY Ltd’s Transmission technician you are required to
maintain the system and to re-establish the service in 4 hours.
The proposed maintenance activities are as follow:
Make a maintenance plan
Prepare maintenance tools and materials for maintenance
Interpret alarms and indicators
Rectifier the fault
Conduct regular maintenance
Elaborate the maintenance report
Reflector dish & accessories
˗ IF Cable
˗ IF Connectors
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˗ Antenna brackets
˗ Network cable
˗ Fiber cable
˗ Pigtail
˗ Digital multimeter
˗ Power meter
˗ Spectrum analyser
˗ Cable tester
˗ Electrical and
electronic toolkit
˗ Cable ties
˗ Electrical connectors
˗ Safety belt
˗ Safety shoes
˗ Helmet
˗ Overall
˗ Gloves
˗ Foam cleaner
˗ Oil
˗ Labeling tapes
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: The maintenance plan is well done
Previous maintenance report is interpreted
Draft system status is well done
Maintenance time is estimated
Maintenance manual is referred
Indicator: Tools, materials, consumables and spares are prepared
Reflector dish & accessories
Antenna brackets
Network cable
Fiber cable
Pigtail
Digital multimeter
Power meter
Spectrum analyser
Cable tester
Electrical and electronic toolkit
Cable ties
Indicator: Maintenance preliminaries are properly applied
Alarms and indicator are checked
Alarms and indicator are interpreted
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Transmission node is checked
The faulty component is located
Indicator: The fault is properly rectified
Carrier frequency is reconfigured
Carrier power is set
Bandwidth is set
Indicator: The preventive maintenance is well conducted
Work place is cleaned
Snags are cleared
Nuts and bolts are tightened
Power cables checked
Ground cables are verified
Los obstacles are removed if any
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: The equipment is performing well
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No alarm
No error in the system log
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Maintenance is time is respected
4 hours
Indicator: The node parameters are configured and The service is re-established
Carrier frequency: 18200 MHz
Carrier power: 50 dB
Bandwidth: 200 MHz
Transmission rate: 500 mbps
Observation
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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
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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
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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.
RWANDA POLYTECHNIC – RP Kigali-Rwanda E [email protected] I www.RP.gov.rw
P.O. Box 164 Kigali, Rwanda
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