Education Development Fund - Egyptian cabinet of Ministers (2012-2013)

Integrated Technical Education Cluster

(0) A25a_11 EJT Program En- SA- 17-9-2012 of 21

Educational Program

and Course Specifications

for Years I-II-III

Fayoum Integrated Technical

Education Cluster (Junior Electrical Technician)

August 2012


A214_IeFP_program of Junior Technician in Electrical Technology_120716car16 (final version) of 21

Table of Contents

I- Overall Framework for IeFP* Program at Fayoum-ITEC Covering the First Three Years for the Title of "Junior Technician in Electrical Technology" II- Annexes

Italian Language Course Annex-2 Arabic** Language Course Annex-1 Mathematics Course Annex-4 English Language Course Annex-3 Physical Education Course Annex-6 Integrated Sciences Course Annex-5 Christian Religion Education Course Annex-8 Islamic Religion Education Course Annex-7 History Course Annex-10 Social Studies Course Annex-9 Economics Course Annex-11

Technical and Professional Courses (24 Units in School + 5 Units in Internship) Annex-12 Legal and Methodological Background to the Educational Model at Fayoum-ITEC Annex-13 List of Abbreviations Annex-14

* IeFP (Istruzione e Formazione Professionale) Education and Professional Training, it is the family name used in Italy for such type of programs.

** The IeFP program considers a Course as a series of Training Units with specific learning outcomes to be achieved at the end.



General Framework for

Years I-II-III

The IeFP programme Junior Electrical Technician

Fayoum-ITEC Integrated Technical Education

Cluster Established in Cooperation between

Egypt and Italy

Cairo, August 2012



Acknowledgements

This document and its annexes are a result of the coordinated effort made by the project team of the Integrated Technical Education Cluster (ITEC) at Fayoum, affiliated to the Education Development Fund EDF, as part of a cooperation program between Egypt and Italy. Many parties have contributed to the evolution of this document and annexes to its present state. The parties include: the Sector of Technical Education at the Egyptian Ministry of Education, Regiona Emilia Romagna, Italy (RER) Ministry of Education, Vocational Training, Universities, Research and Labour, External consultants and EDF staff, as well as a team of translators. In appreciation of the contribution of all envolved, their names are listed below.

Members of Fayoum ITEC project team: Dr. Ahmed El-Hewy Dr. Mohammad Al-Gamil Dr. Carlo Russo Dr. Mohammed Megahed Ing. Enzo Sciolla Ing. Raffaele Tozzi Fontana Dr. Mohamed H. Gadallah

Ministry of Education Staff:

Mr. Abdel wahab Abdel Monem Abdel Wahab Mrs. Manal Ali Mahmoud Ghaleb Maghraby Mr. Hafez Sabir Mrs. Nashwa Hamed Matar Mrs. Lobna Amin Dr. Mahmoud El-kady

Dr. Mahmoud Abou El-Nasr Assessore Scuola, formazione professionale, università e ricerca, lavoro RER: Proff. Patrizio Bianchi Ms. Monti Fabrizia Ms. Patrizia Vaccari Ms. Paola Armaroli EDF staff: Mr. Abdel Mageed Mohamed Ms. Nouran Alaa Hamed Eng. Mohamed Anas Ms. Samar Adel Abdallah External consultants: Eng. Islam Refaat Kamel Eng. Samir Abdallah Gaber Farghaly Dr. Mohamed Ali Hassan Ali Translators: Mr. Eslam Magdy Ahmed Mrs. Mai Mohamed Abdel Rahman Farag El Adly Ms. Gehad Mohamed Ezzat Mr. Mina Samir Mr. Hussein Mohamed Abdu el ela Ms. Shaimaa Nader Taha Mohamed Mr. Mahmoud Al- Bayomi Ragab Ms. Shery Abd-El Hady Mawad

Special thanks and appreciation goes to Dr. Mahmoud Abou El-Nasr, Head of the Sector of Technical Education at the Ministry of Education for his continuous support and encouragement during the course of preparing this document The project team also expresses deep appreciation for the support provided by Dr. Esam El Kordy, Secretary General of the Education Development Fund (EDF). Dr. Mohammad Megahed Fayoum ITEC Project Director August 2012



Executive summary The programme for the three-year pathways of IeFP, introduced in Fayoum ITEC, represents a novelty in the new Italian educational and vocational training scenario influenced by the adoption of the European framework on key competences for lifelong learning (2006) and the implementation of the European qualifications framework (2008).

The Italian Education and Vocational Training framework defines the so-called ‘essential levels of performances’ (LEPs). The LEPs represent a set of minimum criteria drawn up at a national level to ensure that all schools and training providers applying for IeFP courses are able to perform vocational training activities according to specific minimum requirements that should be guaranteed when designing IeFP course.

The ITEC IeFP programme

The IeFP proposed here for the ITEC in Fayoum is based on the model named ‘supplementary subsidiary offer’, within a joint education and vocational systems. his approach tries to align the Vocational Training IeFP programme to the Italian regulations of the Educational Professional Institute (Istituto Professionale) in terms of learning contents and total guided learning hours; the aim is to allow students granted a three-year vocational qualification to enter into the second stage of the proposed educational model for the ITEC in order to attend the fourth and fifth year; in which at its completion a secondary school leaving diploma (diploma di maturità) consonant with the Italian laws will be acquired.

IeFP Basic and Technical Competences

The design of IeFP course takes into account the Italian LEPs (essential levels of performance) and the standards related to the basic and technical-professional competences as well as the Egyptian National requirements. In details, the competences are:

Basic competences. The basic competences or key competences for citizenship1 as identified in the European recommendations are those that should be attained by students during the first two years in the training agencies or at school. The programme foresees the acquisition of these competences within the framework of the four 'cultural axes' of Linguistic; Mathematics; Scientific-Technological and Historic, Socio Economcic Competences.

Common technical and professional competences. These competences include safety and health in the work-place, respect of the environment and quality. They are considered ‘cross-sectional’ to all vocational qualifications related to each national professional profile.

Specific technical and professional competences. These competences are strictly connected with the Italian national professional profile and they vary from time-by-time according to each considered vocational qualification. In this case, the minimum requirements are respected and

1 the key competences for the citizenship: learning to learn; planning; communicating; collaborating and

participating; responsible and autonomous behaviour; problem solving; identifying links and relations; and

obtaining and interpreting information.



integrated with the requirements steamed from the skills needed by the local Egyptian economic enviroment.

The Fayoum ITEC IeFP programme framework

The Fayoum ITEC IeFP framework with 1,057 hours per year guarantees the essential levels of guided learning hours for the IeFP (requested at least 990 hours) and for the Italian education framework (requested 1,056 hours) in the Professional Institute.

The Fayoum ITEC IeFP (see following table: ITEC IeFP programme – timetable) is organised in 151 school days of 7 Guided Learning Hours a day and 5 days a week (35 learning hours a week). The Fayoum ITEC IeFP is subdivided in 29 class weeks in the first year and 28 in the second and third years, the remaining 6 days in the first year and 11 in the second, and third year are devoted to the internship as requested by the IeFP programme.

ITEC IeFP programme: Timetable

Competences Disciplines Annual Year

I II III

Linguistic Competences

Arabic Language 87 84 84

Italian Language 116 112 112

English Language 116 84 84

Mathematics, Scientific and Technological Competences

Mathematics 116 140 140

Integrated Sciences 58 56

Physical Education 29 28 28

Historic, socio-economic Competences

Religious Studies 29 28 28

Social Studies 29

History 58 56 28

Economy 28 56

Total 638 616 560

Technical and Professional Competences

Activities related to the professional path or to the professional profile

174 168 224

Laboratories / workshops 203 196 196

Internship 42 77 77

Total 419 441 497

Total Guided Learning Hours 1,057 1,057 1,057



Languages

Within the proposed framework ‘Italian Language’ is considered as a second language, whereas English as third language. The number of hours devoted to Italian is less than the ones foreseen by the Italian educational requirements (Literature and Italian Language). However, the competence to communicate in Italian (considered as foreign language) is covered by studying other subjects. Mathematics, Integrated Science and History shall be taught in Italian, as well as two other technical subjects (to be chosen later). The teaching language for each subject is indicated in the Table above: ITEC IeFP - Junior Electrical Tecnician - Timetable and languages.

ITEC IeFP - Junior Electrical Tecnician - Timetable and languages

Competences Disciplines/Subjects IeFP (Egypt)

I year II year III year


Arabic Language (mother tongue) 87 AR 84 AR 84 AR

Italian Language (second language) 116 IT 112 IT 112 IT

English Language (third language) 116 EN 84 EN 84 EN


Mathematics 116 IT 140 IT 140 IT

Integrated Sciences 58 IT 56 IT

Physical Education 29 AR 28 AR 28 AR

Historic, socio-economic

Competences

Religious Studies 29 AR 28 AR 28 AR

Social Studies 29 AR

Economy 28 IT 28 IT

History 58 IT 56 IT 28 IT

Total 638 (60%) 616 (58%) 560 (53%)


Planning and Organizing the own work

174* AR IT EN

168* AR IT EN

224* AR IT EN

Installation of electronic systems

Checking operation of electrical systems

Ordinary and extraordinary maintenance

Laboratories 203 AR 196 AR 196 AR

Internship 42 AR 77 AR 77 AR

Total 419 (40%) 441 (42%) 497 (47%)




The Fayoum ITEC IeFP for ‘Junior Technician in Electrical Technology’

The vocational qualification of ‘Junior Technician in Electrical Technology’ proposed here corresponds to the Italian qualification of ‘operatore elettrico’.

The adoption of the term ‘junior technician’, instead of ‘operator’, is based on a linguistic approach since this English term better match the Egyptian education system and the English meaning.

Content of this document

The perspectives from which the ITEC IeFP is proposed include a description of the curriculum (included Learning Outcomes and the Training Units), and analysis of the minimum requirements applied to design IeFP course consonant with the Italian regulations, disciplines and learning outcomes.

Chapter 1 describes the educational model and the framework for the IeFP programme at the ITEC in Fayoum.

The key elements of the IeFP course is given in chapter 2, focusing on the conceptual framework upon which the program lays. The attention to the Italian regulations and the Egyptian education system emphasizes the importance of matching both the systems in order to identify the proper framework to be applied within the developing ITEC.

Annexes 1 to 11 include for each subject the ILOs and the Training Units

Annex 12: The IeFP framework, describes the minimum level of performances (LEPs) laid down at the Italian national level to design IeFP course, underpinning its relation with training supply, competences, guided learning hours and assessment, progression and certification.

Annex 13: covers the Italian regulations relevant to the present document. Annex 14: provides a list of all abbreviations adopted in this document.



Table of Contents

Acknowledgements ....................................................................................................................... 4 Executive summary ....................................................................................................................... 5

The ITEC IeFP programme....................................................................................................... 5 IeFP Basic and Technical Competences ................................................................................... 5 The Fayoum ITEC IeFP programme framework ...................................................................... 6 Languages ................................................................................................................................. 7 The Fayoum ITEC IeFP for ‘Junior Technician in Electrical Technology’ ............................. 8

Content of this document .............................................................................................................. 8 Table of Contents .......................................................................................................................... 9 1 The IeFP three years programme at the ITEC .................................................................... 10

1.1 Background information ............................................................................................. 10 1.1.1 Education and Vocational Training .............................................................. 10 1.1.2 Egyptian vocational and technical education ................................................ 10 1.1.3 ITEC in Fayoum ........................................................................................... 11

1.2 The ITEC educational and vocational model .............................................................. 11 1.2.1 Awarded Degrees .......................................................................................... 12

2 The ITEC ‘Junior Technician in Electrical Technology’ IeFP ........................................... 13 2.1 The overall framework of the ITEC IeFP ................................................................... 13 2.2 The ITEC IeFP program for ‘Junior Technician in Electrical Technology’ ............... 15 2.3 The basic competences framework ............................................................................. 17 2.4 The technical and professional competences framework ........................................... 19 2.5 Interniship and practical activities .............................................................................. 19 2.6 Assessment, progression and certification .................................................................. 19 2.7 The Accreditation and Quality Assurance System (QAS) .......................................... 20

II- Annexes Annex 1 Arabic Language Course - ILOs and the Training Units Annex 2 Italian Language Course - ILOs and the Training Units Annex 3 English Language Course - ILOs and the Training Units Annex 4 Mathematics Course - ILOs and the Training Units Annex 5 Integrated Sciences Course - ILOs and the Training Units Annex 6 Physical Education Course - ILOs and the Training Units Annex 7 Islamic Religion Education Course - ILOs and the Training Units Annex 8 Christian Religion Education Course - ILOs and the Training Units Annex 9 Social Studies Course - ILOs and the Training Units Annex 10 History Course - ILOs and the Training Units Annex 11 Economics Course - ILOs and the Training Units Annex 12 Training Units for Technical and Professional Competencies Covering the First Three Years

at Fayoum ITEC for the Title "Junior Technician in Electrical Technology": 24 Units in School + 5 Units in Internship

Annex 13 Legal and Methodological Backgrounds to the Educational Model at Fayoum-ITEC Annex 14 List of Abbreviations III - Tables

Table 1– ITEC Awarded National and Parallel Italian Degrees Table 2 – ITEC IeFP Framework Table 3 – Teching Languages in ITEC IeFP for Junior Technician in Electrical Technology

Table 4 – Italian Minimum standard integrated with Egyptian national requiremen



1 The IeFP three years programme at the ITEC

1.1 Background information

1.1.1 Education and Vocational Training

Education and Vocational Training (VET) are facing nowadays a rapid transition towards a society based on ‘knowledge’, more close to the labour demand. The most important changes that affect the systems can be summarised as follows:

The opportunities to convert formerly very different education system structures and to bring them in line with international standards. This aspect reflects, for instance, the introduction of the European Qualification Framework (EQF);

New skills, abilities, competences required by the introduction of new technologies (skill gaps) or the matching between the labour demand and supply. Professions evolve with a pace that is strictly connected with the innovation technology and the labour market (skill shortage);

Continuous interchange between the three main systems (Education, Vocational Training and Labour market) with the final purpose of smoothing and streamlining the educational and training supply. This concept highlights the importance of the growing role of the enterprise as a key ‘partner’ of the educational and training process.

The recent reform of the educational system in Italy assumed the creation of an integrated education and vocational training mainly referring to European Union standards, enabling students the acquisition of vocational qualifications. To this end, IeFP courses are considered a spotlight and there is a clear and evident awareness of the role that IeFP can play in the policies reform and training students in order to allow them to enter the labour market.

One of the most important features of IeFP is its orientation towards the world of work and the emphasis of the curriculum on the acquisition of employable skills. The three-year training courses, leading to a job qualification (attestato di qualifica di operatore), are structured as a long cycle (IeFP). The courses act as a seamless system integrating education with vocational training modules. In fact, the courses are more closely related to jobs and it is designed to build effective links with the labour market.

1.1.2 Egyptian vocational and technical education

The Egyptian vocational and technical education is under profound rethinking and reorganisation and the Egyptian Education Development Fund (EDF) is playing a crucial role in the design and development of a new nationwide system providing technical and financial support to projects that target the development and enhancement of education across all levels.

In line with the findings about current skills demand in the country, EDF embarked on establishing various models of cooperation to implement Integrated Technical Education Clusters (ITECs), with the main purpose of meeting the national and international demand coming from industries. The new ITECs' geographical locations have been selected to best



serve the concerned industries and/or the student populations, also considering some areas where most of the physical facilities already existed.

The key feature of an ITEC is the integration between a number of educational entities in order to achieve the highest levels of quality and optimum utilization of material and human resources. A typical ITEC will include the following four educational entities that share human and material resources:

1. Stage 1 of the ITEC - Technical Secondary School (TS)

2. Stage 2 of the ITEC - Intermediate Technical College (ITC)

3. Stage 3 of the ITEC - Advanced Technical College (ATC)

4. Vocational Training Centre (VTC)

Such model realizes the integration between the different stages of technical education, starting from vocational training on one end to the advanced technical education leading to an equivalent bachelor degree of Technology at the other end.

1.1.3 ITEC in Fayoum

The ITEC in Fayoum aims at developing the network of ITECs, integrating the experiences already gained in the design and implementation of the ITEC in Al-Ameeria. The ITEC in Fayoum is developed and implemented with the support of the Italian Cooperation through the “Italian-Egyptian Debt Swap for development SWAP programme, tranch II”. The main objective is to design and implement a replicable model where the qualifications and degrees of a partner country (Italy) can be offered to Egyptian students enrolled at the ITEC. This aspect paves the way to job and professional possibilities offered by companies tied to the partner country, operating in Egypt and in the Gulf as well as potential job opportunities also offered in Italy. This approach will make easier the development of other ITECs with different partner countries (Germany, Austria and Korea in the near future), establishing a common model.

1.2 The ITEC educational and vocational model

The educational model for the ITEC in Fayoum will offer certificates according to the Italian education and training system requirements, in addition to the Egyptian certificates.

The educational model stems from the comparison between the Italian system and the Egyptian system already applied in the Egyptian context. The matching has been made bearing in mind the duration of studies leading to certificates, diplomas or degrees recognised in both the education and vocational training systems. The ITEC in Fayoum represents an evolution of the existing model already adopted for the first cluster in Al-Ameeria, where students at the successful completion of the programmes obtain two certificates/diplomas: one according to the Egyptian education system and another certificate according to the British BTEC-Edexcel.

The educational and vocational model caters for the educational provision by an Istituto Professionale (IP) through a full time cycle based upon:



1. 3-year courses leading to an ‘attestato di qualifica di operatore’; in our specific case the courses will be aiming at three kinds of qualifications (operatore delle autoriparazioni, operatore meccanico, operatore elettro-elettronico).

2. 2 additional year course leading to an upper school qualification ‘diploma di tecnico’.

Additionally, the model caters for the provision of:

3. Higher Education and Training (ITS) through full-time programmes based on a 2-year course leading to a "Diploma di tecnico superiore in manutenzione impianti industriali", (i.e. Maintenance of Industrial production facilities).

4. Vocational qualifications through full time training courses, leading to different vocational qualifications both of admittance (operatore) and specialization (tecnico, technologist) in specific professional area such as mechanic, electronic, automotive, and so on.

1.2.1 Awarded Degrees

Table (1) below summarizes the ITEC- Awarded National Degrees and the Parallel Italian Awarded Degrees:

Table 1: – ITEC Awarded National and Parallel Italian degrees

Technical Secondary School

First Stage - Years: 1, 2, 3

Italian Certificate: IeFP - Attestato di qualifica professionale from RER*

Egyptian Certificate: شهادة دبلوم التكنولوجيا فى التخصص من وزارة التربية والتعليم

Job title: Junior Technician

Professional Intermediate College

Second Stage - Years: 4, 5

Italian Certificate: IP - Diploma di istruzione secondaria superiore professionale from MIUR*

Egyptian Certificate: ى شهادة دبلوم التكنولوجيا العالى فى التخصص من وزارة التعليم العال

Job title: Senior Technician

Higher Technological Institute

Third Stage - Years: 6, 7

Italian Certificate: ITS - Diploma di tecnico superiore from MIUR*

Egyptian Certificate: لىشهادة دبلوم التكنولوجيا المتقدم فى التخصص من وزارة التعليم العا

Job title: Technologist

Vocational Training Centre (VTC)

Information: Offers training courses in Electro-Electronics, Mechanics, Technical Maintenance and others fields upon the request of the local business community. Certificates of the training courses are recognized in Italy and EU countries.

*RER: Emilia Romagna Region in Northern Italy will grant the Italian certificate of the first stage *MIUR: Ministry of Education University and Research will grant the Italian certificate of the second and third stage *MoE: Ministry of Education will grant the national certificate of the first stage *MoHE: Ministry of Higher Education will grant the national certificate of the second and third stage



2 The ITEC ‘Junior Technician in Electrical Technology’ IeFP

This chapter presents the overall program related to the Italian vocational qualification of 'Electrical Junior Tachnican'. The description takes into consideration not only the Italian regulations described in Annex 13 to this document, but also the Egyptian system with regards to the applied national requirements.

2.1 The overall framework of the ITEC IeFP

The overall framework proposed here specifies the annual number of Guided Learning Hours (GLH) that a student should receive, and the number and duration of annual internship GLH that he must attend outside the VET system. Likewise, the framework highlights the requirements to be satisfied in order to obtain a final vocational qualification. The requirements, as a minimum standard, include:

a) The standard of basic competence attainment;

b) The standards of technical and professional attainment. They refer to the technical skills and knowledge/understanding of the theoretical concepts specifically relating to the occupation or professional profile, together with knowledge and understanding of the industry;

c) The learning outcomes that a student must achieve at the completion of the three-year course. In order to be relevant across the full spectrum of awards within a given basic and technical standards system, the learning outcomes related to the disciplines are written at a high level of generality. However, since the programme or course leading to certified awards are invariably located within a particular field-of-study context (which may be single-discipline, inter-disciplinary or multi-disciplinary), in practice the provisions become meaningful and verifiable through the articulation of discipline-specific programme learning outcomes.

The requirements in terms of Guided Learning Hours (1056 GLH for professional Education) determine the number of school days and weeks:

a) with 7 hours a day and with 5 shool day a week, the learning hours of each subject should be designed considering having 151 school days, and 1.057 annual Guided Learning Hours.

The requirements in terms of Guided Learning Hours devoted to internship (approximatively 40 hours in the first year, 80 hours in each of the second year and third year) determine the number of school days allocated to internship.

b) With 7 hours a day, the number of days for internship will be 6 in the first year and 11 in the second and third year. Leaving 145 class days (29 school weeks) in the first year and 140 class days (28 school weeks) in the second and third years.

The reqirement in terms of number of teaching hours a week (integer number of hours) leads to have:



c) A minimum of 29 Guided Learning Hours (teaching hours) in the first year and 28 Guided Learning Hours (teaching hours) in the second and third year or integer multiples of these mnimum number of hours for each subjects.

The overall framework taking in consideration the Guided Learning Hours requirements mentioned above is presented in Table 2 below.

Table 2 – ITEC IeFP framework


I II III


Arabic Language 87 84 84

Italian Language 116 112 112

English Language 116 84 84


Mathematics 116 140 140


Physical Education 29 28 28

Historic, socio-economic Competences

Religious Studies 29 28 28

Social Studies 29

History 58 56 28

Economy 28 56

Total 638 616 560



174 168 224

Laboratories / workshops 203 196 196

Internship 42 77 77

Total 419 441 497


The framework given for the IeFP stems from the Italian regulations presented for the Professional Institute and contextualize to the Egyptian context. It represents an attempt of the subdivision of hours. Basically, the hour differences amid IeFP and Professional Institute framework reflect the principles of ‘autonomy’ and ‘flexibility’ stated within the Italian regulation even though they are not here completely applied since the proposed framework needs to take into consideration the Egyptian national constraints. To this end clarifications of the main elements are required.



The Linguistic competence (competenza linguistica) has been integrated with learning outcome related to the English Language and Arabic Language; this choice aims at reinforcing the communication in different Languages since a great emphasis on the communication in the mother tongue and in the foreign languages is given by the European recommendations on the key competences for lifelong learning. In the three years the total number of Guided Learning Hours of the ITEC IeFP is higher than the IeFP requirements by 186 hours due to the presence of the Arabic Language.

The Scientific competences (Mathematics, Integrated Sciences and Physical Education) cover almost the total amount of Guided Learning Hours for Math and Science in the Professional Institute. The difference between is given by the reduced number of hours for Physical Education.

The Historical, socio-economical competence (competenza storico, socio economico) has been integrated with the Egyptian national requirements of Religious Study and Social Studies. As the main contents of Social Studies cover the main elements of the Italian subject 'Economy' both disciplines will be considered as a unique subject within the proposed IeFP framework in developing learning outcomes. Social Studies will be taught the first year, whereas Economy the second and the third year. The reason why the guided learning hours devoted to the socio-economical competences are less (89 hours less) than the ones applied by the Italian regulations is due to the different socio-economic context.

Students of the ITEC IeFP shall study national subjects in Arabic language covering topics such as Arabic Language, Religious Studies, Physical Education and Social Studies since these subjects constitute Egyptian national requirements. Italina language, Mathematics, Integrated Sciences, History and Economy should be tought in Italian being part of the educational requirements.

2.2 The ITEC IeFP program for ‘Junior Technician in Electrical Technology’

The vocational qualification of ‘Junior Technician in Electrical Technology’ proposed here corresponds to the Italian qualification of ‘operatore elettrico’ defined in the ‘Figure di riferimento relative alle qualifiche professionali di cui al repertorio nazionale dell’offerta di istruzione e formazione professionale’.

The adoption of the term ‘junior technician’, instead of ‘operator’, is based on a linguistic approach since the term better matches the Egyptian education system and the English meaning.



Table 3 – Teaching languages in ITEC IeFP for ‘Junior Technician in Electrical Technology’

Competences Disciplines/Subjects IeFP (Egypt)

I year II year III year


Arabic Language (mother tongue) 87 AR 84 AR 84 AR

Italian Language (second language) 116 IT 112 IT 112 IT

English Language (third language) 116 EN 84 EN 84 EN


Mathematics 116 IT 140 IT 140 IT

Integrated Sciences 58 IT 56 IT

Physical Education 29 AR 28 AR 28 AR


Competences

Religious Studies 29 AR 28 AR 28 AR

Social Studies 29 AR

Economy 28 IT 28 IT

History 58 IT 56 IT 28 IT

Total 638 (60%) 616 (58%) 560 (53%)


Planning and Organizing the own work

174* AR IT EN

168* AR IT EN

224* AR IT EN

Installation of electronic systems

Checking operation of electrical systems Ordinary and extraordinary maintenance

Laboratories 203 AR 196 AR 196 AR

Internship 42 AR 77 AR 77 AR

Total 419 (40%) 441 (42%) 497 (47%)

Total Guided Learning Hours 1,057 1,057 1,057 Source: The project team

* Two subjects (to be chosen) shall be taught in Italian and two subjects shall be taught in English.

Table 3 gives the overall framework in terms of basic competences and technical and professional competences. The disciplines of the basic competences reflect the Italian regulations matched with the Egyptian national requirements. As for the technical and professional competences only a general description is presented below, having regard to the Italian national standard. A more detailed identification of subjects shall depend on the professional standards applied by the Italian Region that will release the final certification.

Within the proposed framework ‘Italian’ subject is considered as a second language, whereas English as third language. The number of hours devoted to Italian is less than for the ones foresaw by the Italian provision (Literature and Italian Language). However, the competence to communicate in Italian (considered as foreign language) is covered by studying other subjects



in Italian. In fact, Mathematics, Integrated Science, History and Economy shall be taught in Italian, as well as two technical subjects (to be chosen later).

2.3 The basic competences framework

Knowledge, skills and competences related to basic competences refer to the Italian given standards set at national level. The standards include a brief description of the competences, whereas skill and knowledge are described in a bullet form. They represent the overall minimum setting of knowledge, skill and competences (learning outcome) that student are expected to achieve at the completion of the three-year course.

There is a general consensus within the scientific community that the term ‘standard’ can be understood in a twofold way within the context of education and vocational training. First, ‘standard’ could refer to (precise) learning outcome established by a recognised authority (e.g. Public Institutions) and acting as reference yardsticks against which comparison can be done with all others competences that may differ. Second, a standard could also be seen as a harmonisation tool or process, composed by principles designed to add and uniform differentiated patterns to improve their coordination and/or efficiency in order to achieve common learning objectives (standardisation).

Likewise, standards can be ‘hard’ or ‘soft’, according to their legal status (compulsory or not) or their degree of precision (from very detailed to a simple and generalized set of knowledge, skill and competences). In the field of VET system, according to the best practices experimented on the field, the standard is generally used in a soft meaning to simple harmonisation of access on VET schemes.

Standards can also be ‘maximum’ or ‘minimum’. They can refer to ceiling values that have to be respected and thus not exceeded or on the contrary to floor values that could eventually be exceeded. Setting minimum standards of competences in VET system is understood as a move towards a more integration of the given standards with others schemes (knowledge or competences) developed or to be developed according to the different territorial needs or different national requirements.

Based on the above assumptions, by all means the basic competences framework proposed here guarantees the Italian minimum standards but at the same time they are integrated and adapted with the setting of knowledge and competences set by the Egyptian national requirements in order to identify the proper way and approach that matches the two different systems.



Table 4 – Italian minimum standard integrated with Egyptian national requirement

Competences Skills Knowledge Disciplines/Subjects


………………… ………………… Italian Language

………………… ………………… English Language

………………… ………………… Arabic Language


………………… ………………… Mathematics

………………… ………………… Integrated Sciences

………………… ………………… Sport


Competences

………………… ………………… Religious Studies

………………… ………………… Social Studies

………………… ………………… Economy

………………… ………………… History

Source: The project team

The disciplines highlighted in blank represent the attempt to integrate the Italian Framework with the Egyptian national requirements.

Table 4 proposes the overall basic competence framework. It is based on some key characteristics to be worth mentioning here:

a) In order to identify and develop specific learning outcomes to be achieved at the completion of each year, the minimum Italian three-years standards have been declined in a specific group of abilities and knowledge;

b) The same learning outcome (knowledge or skill) identified for a specific discipline can be acquired each year throughout an increasing level of complexity and depth;

c) The learning outcome entails an interdisciplinary approach in its acquisition: curricula are not organized based on academic disciplines, but according to the logic of competences;

d) The Linguistic Competence (competenza linguistica) has been integrated with learning outcomes related to the English Language and Arabic Language;

e) The Historical, socio-economical competence (competenza storico, socio-economica) has been integrated with the Egyptian national requirement of Religious Studies and Social Studies. It is important to highlight that the Egyptian subject 'Social studies' includes contents similar to the Italian discipline 'Economy'. To his end Economy and Social Studies are considered as part of unique subject.



2.4 The technical and professional competences framework

Technical and professional competences are composed of the know-how and the techniques linked to the practice of the operational activities required by the working processes where reference is made in the different professional environments. To be precise, they encompass skills related to functions, processes, and roles applied for the vocational qualification of ‘Junior Technician in Electrical Technology’.

The framework includes understanding and appropriately applying procedures, requirements, regulations, and policies related to specialized expertise. For the ‘Junior Technician in Electrical Technology’ the competences are related to those identified in the minimum standards and correspond to the following area:

a) Planning and organizing the own work (such as: planning the steps work assigned, preparing materials, tools and equipment, testing and ordinary maintenance of tools and equipments, preparation and caring of the working area);

b) Installation of electrical systems (laying pipes in wall and / or ceiling bars and pipes, firing and laying of electrical cables, mounting and wiring of electrical cable, etc.);

c) Checking operation of electrical systems (verification of the electrical system, compiling the audit report);

d) Ordinary and unscheduled maintenance (troubleshooting and fault, replacing defective components).

2.5 Interniship and practical activities

One of the main features of the IeFP course is the time devoted to internship and practical activities. The internship represents the capstone of IeFP since it involves the application, development, and integration of knowledge and abilities acquired at school in an intensive learning environment withing the enterprise. The structure of the internship program will be based on a developmental learning model. Learning is a developmental process and occurs through the practice of professional activities while receiving support, training, feedback, and the opportunity to observe professional role models and working processes. To this end the internship will be flexible and responsive to each individual. Basically, internship is thought here to guide interns through the transition from a student role to that of an entry level professional as they learn to balance multiple professional roles and demands while experiencing more challenging responsibilities. The ability to observe and interact with employees shall be a key element of the learning process.

2.6 Assessment, progression and certification

The IeFP program will release a final certificate of vocational qualification and credits for passing to the education system represented by the 4th and 5th year in the ITEC. Within IeFP program the subject teacher (for the basic competence) and the trainer (for the technical and professional competences) is responsible for the on going learning assessment. Learning assessment is carried out at the beginning, during and at the end of the pathway (qualification exams).



For the issue of the relevant certification, final assessments are carried out by specific boards of examiners made up of representatives of the ITEC as well as experts belonging to the world of work and representatives of the Italian Region that have been authorised to award the vocational qualification. The assessment is focused on each subject and also includes a practical test or a discussion on a product of the trainee developed during the course (e.g. project work).

The certification will be released by the Region which establishes how the boards of examiners are set up and gives general indications both for the final assessment of acquired competences and for the relevant certification, in order to make the certification obtained applicable both in Egyptian, Italian and in European level. Emilia Romagna Region (RER) is the region in partnership with EDF is building up the IeFP educational system and programs at Fayoum ITEC.

The 'formative credit' acquired in IeFP pathway is the whole of the knowledge and competences that can be recognised in further training, work experience or continuing in the Education system (fourth and fifth grade of Professional Institute). ITEC will carry out recognition of credits according to the Italian regulations.

In the Italian context, the field of vocational training is also increasingly using training booklet as a means of systematic collection of data on the skills and competences acquired by trainees throughout the work they submit, with documentation, analysis, interpretation and assessments. The booklet provides a means of assessing not only the trainee’s performance but also the learning processes, the strategies used by the trainees and the progress achieved. To this end, the introduction of the training booklet, in an experimental way, represents an element of the utmost of importance in the Egyptian education system.

2.7 The Accreditation and Quality Assurance System (QAS)

The Accreditation and Quality Assurance System (QAS) represents one of the main characteristics of EDF’s strategy in implementing a network of ITEC in different sectors. As a matter of a result the QAS becomes a component of the utmost of relevant importance in order to guarantee transparency, practicability, trust, credibility and legitimacy of the offered education and training supply, as well as providing the underlying trust needed for an effective recognition of the ‘certificate’ in the working world and/or in any of other educational institutions both in Egypt and abroad.

These aspects don't only imply the process of recruiting, selection and hiring of the qualified educational and teaching staff, but also others minimum requirements such as:

General management of the institution, including the need’s analysis process, forecasting processes and the supply of services;

The organisational structure and technology;

Financial status of the institution, intended as the organisation’s economic and financial accountability;

Efficiency, effectiveness and quality of outputs (drop-out rate, placement rate, etc.)

Strength of relationship with other institutional, social and economic organisations;



To this end the ITEC ensures that all the minimum requirements, consonant with the own QAS and the LEPs stated by the Italian framework, will be guaranteed in terms of:

‐ Qualifications of educational and teaching staff;

‐ Supervision of education and training;

‐ Orientation and training;

‐ Educational and teaching methods;

‐ Equipment, supplies, and learning resources. __________________________________________________________________________________________

Integrated Technical Education Cluster at Fayoum – Arabic Language

Page 1 of 44

Annex-1

Arabic Language Course ILOs and Training Units

for Years I-II-III

The IeFP Programme Junior Electrical Technician

Fayoum-ITEC


Established in Cooperation between Egypt and Italy

Cairo, August 2012


Page 2 of 44

INTRODUCTION

In name of Allah we introduce the curriculum of the Arabic language for the students of the three years of the technical secondary school (Electrical Junior Technician). This curriculum includes the branches of the Arabic language (reading, texts, literature, grammar, and dictation).

In the reading topics, we have focused on topics that interest young people, clarify the impact of the scientific progress, and discuss the most important social issues. Also they highlight the most important leading figures affecting in our society in various aspects and specializations.

In the texts and literature branches, the curriculum presents the history of Arab literature (poetry and prose), and the most famous poets and writers. Also it presents some of literary arts such as essay, presentation and rhetoric

In the grammar and dictation branches, we have been keen to present the grammatical rules in deductive manner, which highlights the rules through the text and meaning. On the other hand the exercises measure all the thinking levels through the various skills of the Arabic language

The Arabic language curriculum goes along with the level of professional education student, according to his technical study fields, and relates to his national Arabic language, his heritage and his contemporary life

We ask God that our sons and daughters benefit from what we did and may this curriculum will be an incentive for using their own language and priding in it

God is the Arbiter of Success


Page 3 of 44

Table of content

INTRODUCTION .............................................................................................................. 1

Learning Outcomes ............................................................................................................. 4

Teaching methods and learning strategies .......................................................................... 7

Training Units Framework .................................................................................................. 8

Training Units first year ...................................................................................................... 9

AR_1_01 Belonging and citizenship ............................................................................... 9

AR_1_02 Contemporary Issues..................................................................................... 12

AR_1_03 Leading figures ............................................................................................. 15

AR_1_04 The Soul nutrition ......................................................................................... 18

Training Units second year ............................................................................................... 21

AR_2_01 Element of high values ................................................................................. 21

AR_2_02 Science and Technology ............................................................................... 24

AR_2_03 Men who honoured Egypt............................................................................. 27

AR_2_04 Spiritual and physical sport ........................................................................... 30

Training Units third year ................................................................................................... 33

AR_3_01 Foundation of the real citizen ....................................................................... 33

AR_3_02 Impact of the scientific progress ................................................................... 36

AR_3_03 Remarkable figures ....................................................................................... 39

AR_3_04 Foundations of a fulfilling life ...................................................................... 42


Page 4 of 44

Learning Outcomes

The learning outcomes here proposed are presented hereinafter.

Table 1: Learning Outcomes of Arabic Language

Arabic Language

Competence Use the Arabic Language as an art in the fields of self-expression, culture, history and various aspects of life

by enhancing and applying techniques of understanding, speaking, reading and writing. Minimum standards at the completion of three years course

General Skills Detailed skills Knowledge Disc

AR.1.

Relate between readings and surrounding environment

AR.1.1 Use reading methods clearly and accurately

The value of Arabic language in communication

Reading styles (loud/ silent)

Proper Vocabulary for expression

Information about surrounding environment

Tourism Importance and societal awareness development

The impact of clean environment on society and individual

Leading figures in various fields

Life skills and related positive values

Bright era of Arabic writing

AR

AR.1.2 Analyze vocabulary and their different meanings versions in dialogue, discussion and writing

AR.1.3 Define the main and sub- headings to organize thoughts

AR.1.4. Paraphrase topics with high capability using acquired mental skills

AR.1.5 Discuss information with group confidently, and objectively to gain self-confidence and to express opinion freely

AR.1.6 Criticize positively to gain the experience of positive attitude

AR.1.7. Differentiate between subjective and articulate questions during exercise

AR.1.8 Utilize time properly

AR.1.9 Gain skills (reading silently/loudly) and tone/motion)

AR.1.10 Acquire positive values and recognize the effect of negative values on society and individual.

AR.2

Understand different poetry and prose text and their eras.

AR.2.1 Relate the poets, writers and their literary ages.

Different ages

Different extracts from Holy Quran

Poetry and prose differences

The environment impact on

AR

AR.2.2 Write correctly using literary, scientific and literary-scientific manner.

AR.2.3 Extract the literary figures of speech.

AR.2.4 Differentiate between various text styles


Page 5 of 44

for best use. poetry and prose writing

Literary works in the national, social and religious events, and their impact on the individual and society

AR.2.5 Define the role of poetry for better expression.

AR.2.6. Recognize the coherence of language and the importance of context and their effect on meaning

AR.2.7 Define the role of article, story and novel in our life to develop problem solving skills and to provide alternative solutions.

AR.2.8 Express opinion freely to develop skills of criticism and creativity.

AR.2.9 Innovate in literary writing to practice proper writing in various occasions.

AR.2.10 Include literary works' quotes, Hadith, Holy verses from Quran to provide evidence.

AR.2.11.

Use the literary figure of speech to enrich language

AR.2.12 Highlight the effect of citizenship in the writings of poets and writers to acquire positive values

AR.2.13 Imitate the Arab poets and writers in their literary

AR.2.14 Criticize literary styles and expressions constructively

AR.2.15 Acquire the technical, motor, verbal and written skills

AR.2.16 use the writing styles in the different writing kinds

AR.3.

Use Language composition and syntax principles accurately and correctly

AR.3.1 Use derivatives in the expression, clarification, confirmation and other rhetorical purposes.

Verbs and their proper use Verb forms and their text

significance Derivatives & different

meanings Prepositions and their

usages

Components of noun and verb sentences

Arabic Syntactic Parsing through paragraphs and phrases

different types of Arabic references

Arabic numeral system

AR

AR.3.2. Employ verbs in proper tense to clarify their purposes

AR.3.3. Use proper Arabic language diacritics

AR.3.4. Use the Arabic references to analyze words into their context and know their different meanings

AR.3.5 Diversify between noun and verbal sentences to enrich text.

AR.3.6 Choose the right words in expressing sentences dependent on the context.

AR.3.7 Write topics that contain a variety of


Page 6 of 44

syntactic methods to get used to literary and expressive writing.

AR.3.8 Distinguish between the “known” and “unknown” textual meanings.

AR.3.9 use the verb in his proper tense to determine its purpose

AR.3.10 Define Arabic diacritics for each word to determine the meaning

AR.3.11 write accurately Arabic diacritics to determine the intended meaning

AR.3.12 Use punctuation in paragraphs

AR.3.13 Compare between interrogation, exclamation and others.

AR.3.14.

Write Arabic numeral system correctly

AR.4.. Express themselves in different occasions to participate socially and establish the feeling of belonging

AR.4.1 Present ideas correctly and orderly through expressions.

- Oral and written expression

- Subject and functional written expression

- The importance of oral and written expression

- Vocal representation in oral expression

- Calligraphy in written expression

- Dictation rules and principles

AR

AR.4.2 Write topics in clear handwriting.

AR.4.3 Communicate on different issues to practice self confidence and freedom of expression.

AR.4.4. Express using the holy verses and poetry

AR.4.5 Design topics related to the functional topics (signs Advertisement – letter – telegraph).

AR.4.6 Summarize long sentences to short, expressive and understandable paragraphs

AR.4.7 Use spelling rules in writing.

AR.4.8 organize the ides properly to determinate the writing purpose

AR.4.9 use the grammatical roles for writing topics correctly

AR.4.10 Differentiate between the letter and telegraph for using after graduation

AR.4.11.

Distinguish between writing in imaginative and functional method

AR.4.12 express the oral topics to acquire Vocal and motor skills associated with the expression


Page 7 of 44

Teaching methods and learning strategies

The form of studies shall include different methods and learning strategies depending on the contents and the learning outcomes to be acquired.

Understanding: Face-to-face lessons, in order to systematise information;

Listening: - Lecture with discussion, in order to allow students to bridge conversation and develop argument.

Reading:

- Analyses and interpreting of textbooks, primary and secondary sources, Egyptian magazine and newspapers, technical manuals with the aim to identify and debunk competing views, acquire information, finding the main idea, summarizing, making generalizations, and drawing inferences and conclusions.

Speaking - Dialogues, lecture with discussion, experts, guest speakers, pair and working group, class discussion, oral presentation.

Writing - Online searching, writing summary, worksheets/surveys, report-back sessions, index-card exercise, interactive tests, exercises at home and school.


Page 8 of 44

Training Units Framework

Training Unit Denomination

Guided Learning Hours

1 y 2 y 3 y

AR_1_01 Belonging and citizenship 22

AR_1_02 Contemporary Issues 21

AR_1_03 Leading figures 22

AR_1_04 The Soul nutrition 22

AR_2_01 Element of high values 21

AR_2_02 Science and Technology 21

AR_2_03 Men who honoured Egypt 21

AR_2_04 Spiritual and physical sport 21

AR_3_01 Foundation of the real citizen 21

AR_3_02 Impact of the scientific progress 21

AR_3_03 Remarkable figures 21

AR_3_04 Foundations of a fulfilling life 21

Total Guided Learning Hours 87 84 84


Page 9 of 44

Training Units first year

Program Training Unit Training Unit Code Guided hours Electrical Junior Technician

Belonging and citizenship AR_1_01

Th. Pr. 16 6

AR_1_01 Belonging and citizenship

Training Unit Denomination/Title

AR_1_01 Belonging and citizenship

Subject Arabic Language

Brief description The lessons of this unit describe the enthusiasm impact on writing Arabic literature (poetry and prose). Also insure the foundations of building the society and the effect of good work in a refined style and a beautiful expression.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

AR.1 Relate between readings and surrounding environment AR.1.1 Use reading methods clearly and accurately AR.1.2 Analyze vocabulary and their different meanings versions in

dialogue, discussion and writing AR.1.3 Define the main and sub- headings to organize thoughts AR.1.5

Discuss information with group confidently and objectively to gain self-confidence and to express opinion freely

AR.2 Understand different poetry and prose text and their eras AR.2.3 Extract the literary figures of speech. AR.2.4 Differentiate between various text styles for best use. AR.2.8 Express opinion freely to develop skills of criticism and

creativity. AR.2.12 Highlight the effect of citizenship in the writings of poets and

writers to acquire positive values AR.3. Use Language composition and syntax principles accurately and

correctly AR.3.1 Use derivatives in the expression, clarification, confirmation and

other rhetorical purposes AR.3.3 Use proper Arabic language diacritics AR.3.10 Write Arabic numeral system correctly AR.4 Express themselves in different occasions to participate socially and

establish the feeling of belonging. AR.4.1 Present ideas correctly and orderly through expressions. AR.4.5 Express life situation clearly (oral/written). AR.4.8 Summarize long sentences to short, expressive and understandable

paragraphs. AR.4.12 Distinguish between writing in imaginative and functional method.

Knowledge

Information about surrounding environment

Poetry and prose differences

Components of noun and verb sentences

Dictation rules and principles


Page 10 of 44

Unit content

Literature: the enthusiastic Poetry in the pre-Islamic era - the enthusiastic Poetry in the era of Islam and the Umayyad period

Texts: Antara the lover knight - in the Battle of the Trench - praise the victory - the greatest conquest

Reading: Building the pillars of society - the Prophet's guidance - Signs of the divine power in marine phenomena - Technical Education and Human Development

Grammar : incomplete verbs

Rhetoric: types of topics - metaphor

Teaching staff

The Arabic language teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in life and/or in the working environment assisting the Italian and/or English and/or Arabic language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned.

Learning settings

The teaching methods must be dynamic and encourage active participation on the part of the students. Methods shall be based on interactive communication. Each student should have the possibility to develop his or her linguistic and grammatical knowledge partly by means of simulations of real-life situations, so that they can use the language in a confident and spontaneous way. The teaching methods will include some strategies that will help in the learning process: Discussions and dialogues: the teacher is considered a guide to organize the discussion circle to clarify difficult parts of the lessons. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of enhancing self-esteem and of developing an enjoyable and productive relationship with others in learning. Brainstorming: the teacher tries to extract all the information and experiences from the students to affirm what is right and correct the mistakes. To this end, students need to be introduced to specific concepts in ways which are developmentally appropriate and which stress understanding. Exploration of meaning is of fundamental importance in this learning area. "What do we mean by ....?" needs to be a recurring question. Many of the concepts have to do with that are of enduring concern for all people and can be linked with common human experiences. Students need to grow in their appreciation of the relevance of this learning area for the questions and issues that are of concern to them. Working in groups: the acquired information and lessons are discussed through a group of students to exchange thoughts and learn how to work in groups and listening to others' opinion. To this end, adequate time needs to be allowed for reflection by students both individually and in small groups. In addition, some assistance from teacher will need to be provided to students to help them with


Page 11 of 44

the reflective process. This assistance will enable students to frame basic questions that will encourage them to consider the implications of what they are learning for their daily living and decision-making. Prediction in using the topic title: develop the mental skills of the students in order to identify the content of the topic through the title. In this such a way it is important to facilitate a spirit of lively enquiry in relation to specific topics, and to foster a passion for understanding which probes below the surface. The teacher will pose questions and encourage them to explore those topics, to interrogate them and to make them their own opinion. An emphasis on intellectual rigour is as important in Arabic Language as in any other discipline. It will also be important, however, to foster an attitude of humility and to be aware of the limits of reasoning.

Learning resources Textbook- blackboard - educational board - technological laboratory (computer and CD-ROM)

Assessment modes

Assessment is based on the evaluation of the cognitive abilities, such as:

The usage of Arabic language;

The comprehension of sentence structure;

The ability to explain the acquired information to the teacher and/or other students.

It can take can take places in a variety of settings, including:

Individual and group oral presentation;

Grammar tests;

Interactive tests;

Written and oral summaries

Listening/Viewing. It is suggested to devote:

1 hours to written test to cover writing, reading and grammar

1 hour of oral test The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of the Italian Language (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied by students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.

Beneficiaries Students attending the 1st year of the IeFP Electrical Junior Technician program. Pre-requisites None

Guided learning hours

TU discipline Theoretical Practical Arabic Language (and ICT Laboratory) 14 6 Assessment 2 22 guided learning hours Total theoretical:

16 Total Practical:

6 Level Level 3 EQF


Page 12 of 44

Program Training Unit Training Unit Code Guided hours Electrical Junior

Technician Contemporary Issues AR_1_02

Th. Pr. 16 5

AR_1_02 Contemporary Issues


AR_1_02 Contemporary Issues


Brief description The lessons of this unit indicate the most important contemporary issues and how to reach a solution. These lessons exhibit, as well, the most important literary works, which lead the student to love the country and defend it.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

AR.1 Relate between readings and surrounding environment AR.1.2 Analyze vocabulary and their different meanings versions in

dialogue, discussion and writing AR.1.3 Define the main and sub- headings to organize thoughts AR.1.4 Paraphrase topics with high capability using acquired

mental skills. AR.1.6 Criticize positively to gain the experience of positive

attitude AR.1.9 Gain skills (reading silently/loudly) and tone/motion) AR.2 Understand different poetry and prose text and their eras. AR.2.1 Relate the poets, writers and their literary ages. AR.2.3 Extract the literary figures of speech AR.2.5 Define the role of poetry for better expression. AR.2.6 Recognize the coherence of language and the importance of

context and their effect on meaning. AR.2.16 Use the writing styles in the writing different kinds

AR.3. Use Language composition and syntax principles accurately and correctly

AR.3.2 Employ verbs in proper tense to clarify their purposes

AR.3.5 Diversify between noun and verbal sentences to enrich text.

AR.3.9 Compare between interrogation, exclamation and others.

AR.3.12 Use punctuation in paragraphs

AR.4. Express themselves in different occasions to participate socially and establish the feeling of belonging.

AR.4.2 Write topics in clear handwriting.

AR.4.3 Communicate on different issues to practice self confidence and freedom of expression.

AR.4.4 Express using the holy verses and poetry

AR.4.9 Use the grammatical roles for writing topics correctly

AR.4.10 Differentiate between the letter and telegraph for using after graduation

Knowledge Societal awareness


Page 13 of 44

Literary works in the national, social and religious events, and their impact on the individual and society

Verb forms and their text significance

Vocal representation in oral expression

Unit content

Literature: the enthusiastic poetry in the Abbasid era - the enthusiastic poetry in the modern era

Texts: Salahuddin's heroism - Palestine – the voice of peace – hero's mother - the great crossing

Reading: Contemporary Issues (the unemployment problem) - street children - human and the environment - the problem of Fisheries resources

Grammar: the present tense - the punctuation marks

Rhetoric: metaphor

Teaching staff


Learning settings

The teaching methods must be dynamic and encourage active participation on the part of the students. Methods shall be based on interactive communication. Each student should have the possibility to develop his or her linguistic and grammatical knowledge partly by means of simulations of real-life situations, so that they can use the language in a confident and spontaneous way. The teaching methods will include some strategies that will help in the learning process: Role-playing: in this strategy the student represents some of real and symbolic characters to clarify information. Discussions and dialogues: the teacher is considered a guide to organize the discussion circle to clarify difficult parts of the lessons. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of enhancing self-esteem and of developing an enjoyable and productive relationship with others in learning. Cooperative learning and group work: to prepare groups of students for expressing of opinions. The acquired information and lessons are discussed through a group of students to exchange thoughts and learn how to work in groups and listening to others' opinion. To this end, adequate time needs to be allowed for reflection by students both individually and in small groups. In addition, some assistance from teacher will need to be provided to students to help them with the reflective process. This assistance will enable students to frame basic questions that will encourage them to consider the implications of what they are learning for their daily living and decision-making. Prediction during the reading: this strategy depends on the reading


Page 14 of 44

comprehension, which helps in moving the mind of the student and getting used to the constructive criticism. An emphasis on intellectual rigour is as important in Arabic Language as in any other discipline. It will also be important, however, to foster an attitude of humility and to be aware of the limits of reasoning and thinking.

Learning resources Textbook - blackboard - visual models (Al konsrdina and windows) - Paintings Tutorial - technological laboratory (computer and CD-ROM)

Assessment modes







Grammar tests;

Interactive tests;





Beneficiaries Students attending the 1st year of the IeFP Electrical Junior Technician program.

Pre-requisites The student should be able to identify the negative aspects in the society, give advice for solving the problems orderly and clearly.



16 Total Practical: 5

Level Level 3 EQF


Page 15 of 44


Technician Leading figures AR_1_03

Th. Pr. 16 6

AR_1_03 Leading figures


AR_1_03 Leading figures


Brief description The lessons of this unit highlight information about leading figures that play a role in life

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

AR.1 Relate between readings and surrounding environment. AR.1.2 Analyze vocabulary and their different meanings versions in

dialogue, discussion and writing AR.1.6 Criticize positively to gain the experience of positive attitude AR.1.7 Differentiate between subjective and articulate questions during

exercise. AR.1.9 Gain skills (reading silently/loudly) and tone/motion) AR.1.10 Acquire positive values and recognize the effect of negative

values on society and individual. AR.2 Understand different poetry and prose text and their eras. AR.2.3 Extract the literary figures of speech. AR.2.6 Recognize the coherence of language and the importance of

context and their effect on meaning. AR.2.8 Express opinion freely to develop skills of criticism and

creativity. AR.2.14 Criticize literary styles and expressions constructively AR.2.16 Use the writing styles in the different writing kinds AR.3 Use Language composition and syntax principles accurately and

correctly AR.3.2 Employ verbs in proper tense to clarify their purposes. AR.3.3 Use proper Arabic language diacritics AR.3.9 use the verb in his proper tense to determine its purpose AR.3.6 Choose the right words in expressing sentences dependent on the

context. AR.3.13 Compare between interrogation, exclamation and others AR.4. Express themselves in different occasions to participate socially

and establish the feeling of belonging. AR.4.2 Write topics in clear handwriting. AR.4.5 Design topics related to the functional topics (signs -

Advertisement – letter – telegraph). AR.4.7 Use spelling rules in writing AR.4.9 Use the grammatical roles for writing topics correctly AR.4.11 Distinguish between writing in imaginative and functional method

Knowledge leading figures in various fields

The environment impact on writing story and short story


Page 16 of 44

the five verbs ( verbs with five special forms )

positions of Hamza in the words

Unit content

Literature: The story - short story

Texts: the lucrative trade ( Quran) – proverbs and sayings

Reading: of the leading figures: Akkad - Dr. Ali Mustafa Musharfah

Grammar : the assertion of the present tense – the five verbs

Rhetoric: metonymy

Teaching staff


Learning settings

The teaching methods must be dynamic and encourage active participation on the part of the students. Methods shall be based on interactive communication. Each student should have the possibility to develop his or her linguistic and grammatical knowledge partly by means of simulations of real-life situations, so that they can use the language in a confident and spontaneous way. The teaching methods will include some strategies that will help in the learning process: Discussions and dialogues: the teacher is considered a guide to organize the discussion circle to clarify difficult parts of the lessons. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of enhancing self-esteem and of developing an enjoyable and productive relationship with others in learning. Prediction in using the topic title: develop the mental skills of the students in order to identify the content of the topic through the title. In this such a way it is important to facilitate a spirit of lively enquiry in relation to specific topics, and to foster a passion for understanding which probes below the surface. The teacher will pose questions and encourage them to explore those topics, to interrogate them and to make them their own opinion. An emphasis on intellectual rigour is as important in Arabic Language as in any other discipline. It will also be important, however, to foster an attitude of humility and to be aware of the limits of reasoning. Simulation: the teacher will be guiding and assisting the students in preparing a real life characters to be simulated. The open questions strategy: the teacher poses a question with versatile answers and the students should determine the required part of the answer.

Learning resources Textbook - the board - three-dimensional models - Photos - technological laboratory (computer and CD-ROM)


Page 17 of 44

Assessment modes







Grammar tests;

Interactive tests;






Pre-requisites The student should be able to draw his character and determine his ambitions, by taking advantage of the leading figures and the positive social values for determining his tendencies


TU discipline Theoretical Practical Arabic Language (and ICT Laboratory) 14 6 Assessment 2

22 guided learning hours Total theoretical :16

Total Practical: 6

Level Level 3 EQF


Page 18 of 44


Technician The Soul nutrition AR_1_04

Th. Pr. 16 6

AR_1_04 The Soul nutrition


AR_1_04 The Soul nutrition


Brief description Lessons of this unit describe issues of human relationships and their impact on the society.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )


dialogue, discussion and writing AR.1.3 Define the main and sub- headings to organize thoughts AR.1.4 Paraphrase topics with high capability using acquired mental

skills. AR.1.6 Criticize positively to gain the experience of positive attitude AR.1.8 Utilize time properly AR.1.10 Acquire positive values and recognize the effect of negative

values on society and individual. AR.2 Understand different poetry and prose text and their eras AR.2.5 Define the role of poetry for better expression AR.2.7 Define the role of article, story and novel in our life to develop

problem solving skills and to provide alternative solutions. AR.2.11 Use the literary figure of speech to enrich language AR.2.12 Highlight the effect of citizenship in the writings of poets and

writers to acquire positive values AR.2.15 Acquire the technical, motor, verbal and written skills AR.3. Use Language composition and syntax principles accurately and

correctly AR.3.2 Employ verbs in proper tense to clarify their purposes AR.3.3 Use proper Arabic language diacritics AR.3.4 Use the Arabic references to analyze words into their context

and know their different meanings. AR.3.6 Choose the right words in expressing sentences dependent on

the context AR.3.9 Use the verb in his proper tense to determine its purpose AR.3.10 Define Arabic diacritics for each word to determine the

meaning AR.4 Express themselves in different occasions to participate socially

and establish the feeling of belonging. AR.4.2 Write topics in clear handwriting AR.4.6 Summarize long sentences to short, expressive and

understandable paragraphs

Knowledge Literary works in the social occasions


Page 19 of 44

Life Skills

Dictation

Unit content

Literature: the novel

Texts: key's Profile Arab boy

Reading: Egypt and the anniversary of arrival of Islam - human communication

Grammar: Places of writing Hamza

Rhetoric: Synecdoche

Teaching staff


Learning settings

The teaching methods must be dynamic and encourage active participation on the part of the students. Methods shall be based on interactive communication. Each student should have the possibility to develop his or her linguistic and grammatical knowledge partly by means of simulations of real-life situations, so that they can use the language in a confident and spontaneous way. The teaching methods will include some strategies that will help in the learning process: Brainstorming: the teacher tries to extract all the information and experiences from the students to affirm what is right and correct the mistakes. To this end, students need to be introduced to specific concepts in ways which are developmentally appropriate and which stress understanding. Exploration of meaning is of fundamental importance in this learning area. "What do we mean by ....?" needs to be a recurring question. Many of the concepts have to do with that are of enduring concern for all people and can be linked with common human experiences. Students need to grow in their appreciation of the relevance of this learning area for the questions and issues that are of concern to them. Problem Solving: The teacher presents a problem or situation to students, to come up with more than one solution offering alternative solutions. In this strategy the teacher is the guide. Working in groups: the acquired information and lessons are discussed through a group of students to exchange thoughts and learn how to work in groups and listening to others' opinion. To this end, adequate time needs to be allowed for reflection by students both individually and in small groups. In addition, some assistance from teacher will need to be provided to students to help them with the reflective process. This assistance will enable students to frame basic questions that will encourage them to consider the implications of what they are learning for their daily living and decision-


Page 20 of 44

making.


Assessment modes







Grammar tests;

Interactive tests;






Pre-requisites The student should be able to criticize literary writing and use derivations in his writings, as well as spelling rules


TU discipline Theoretical Practical Arabic Language (and ICT Laboratory) 14 6 Assessment 2 23 guided learning hours Total

theoretical: 16 Total Practical: 6

Level Level 3 EQF


Page 21 of 44

Training Units second year


Technician Element of high values AR_2_01

Th. Pr. 16 6

AR_2_01 Element of high values


AR_2_01 Element of high values


Brief description Lessons of this unit confirm the value of literary history and its impact on Arab poetry and prose. Also they emphasize clearly a set of morals and values

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

AR.1 Relate between readings and surrounding environment AR.1.1 Use reading methods clearly and accurately AR.1.2 Analyze vocabulary and their different meanings versions in

dialogue, discussion and writing AR.1.5 Discuss information with group confidently, and objectively to gain

self-confidence and to express opinion freely AR.1.10 Acquire positive values and recognize the effect of negative values

on society and individual. AR.2 Understand different poetry and prose text and their eras. AR.2.1 Relate the poets, writers and their literary ages AR.2.2 Write correctly using literary, scientific and literary- scientific

manner AR.2.3 Extract the literary figures of speech. AR.2.4 Differentiate between various text styles for best use AR.2.5 Define the role of poetry for better expression AR.3. Use Language composition and syntax principles accurately and


other rhetorical purposes. AR.3.3 Use proper Arabic language diacritics AR.3.4 Use the Arabic references to analyze words into their context and

know their different meanings. AR.3.11 write accurately Arabic diacritics to determine the intended

meaning AR.4 Express themselves in different occasions to participate socially and

establish the feeling of belonging. AR.4.2 Write topics in clear handwriting AR.4.4 Express using the holy verses and poetry AR.4.6 Summarize long sentences to short, expressive and understandable

paragraphs AR.4.8 Organize the ides properly to determinate the writing purpose AR.4.11 Distinguish between writing in imaginative and functional method


Page 22 of 44

Knowledge

The value of the Arabic language in communicating with others

literary ages

Derivatives

Oral and written expression and their types

Unit content

Literature: The Descriptive poetry in the pre-Islamic era - Descriptive poetry in the beginning-era of Islam and the Umayyad and Abbasid - Descriptive poetry of the modern era

Text: the Persians' Description of Imru 'al-Qais (poetry) - The battles of Islamic Jihad (poetry)

Reading: Guidance of the Prophet – Egypt the leader of human civilization - agriculture and its role in building the economy of Egypt

Grammar: 3 types of the object

Rhetoric: Exact opposite

Teaching staff


Learning settings

The teaching methods must be dynamic and encourage active participation on the part of the students. Methods shall be based on interactive communication. Each student should have the possibility to develop his or her linguistic and grammatical knowledge partly by means of simulations of real-life situations, so that they can use the language in a confident and spontaneous way. The teaching methods will include some strategies that will help in the learning process: Discussions and dialogues: the teacher is considered a guide to organize the discussion circle to clarify difficult parts of the lessons. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of enhancing self-esteem and of developing an enjoyable and productive relationship with others in learning. Brainstorming: the teacher tries to extract all the information and experiences from the students to affirm what is right and correct the mistakes. To this end, students need to be introduced to specific concepts in ways which are developmentally appropriate and which stress understanding. Exploration of meaning is of fundamental importance in this learning area. "What do we mean by ....?" needs to be a recurring question. Many of the concepts have to do with that are of enduring concern for all people and can be linked with common human experiences. Students need to grow in their appreciation of the relevance of this learning area for the questions and issues that are of concern to them. Working in groups: the acquired information and lessons are discussed through


Page 23 of 44

a group of students to exchange thoughts and learn how to work in groups and listening to others' opinion. To this end, adequate time needs to be allowed for reflection by students both individually and in small groups. In addition, some assistance from teacher will need to be provided to students to help them with the reflective process. This assistance will enable students to frame basic questions that will encourage them to consider the implications of what they are learning for their daily living and decision-making. Prediction in using the topic title: develop the mental skills of the students in order to identify the content of the topic through the title. In this such a way it is important to facilitate a spirit of lively enquiry in relation to specific topics, and to foster a passion for understanding which probes below the surface. The teacher will pose questions and encourage them to explore those topics, to interrogate them and to make them their own opinion. An emphasis on intellectual rigour is as important in Arabic Language as in any other discipline. It will also be important, however, to foster an attitude of humility and to be aware of the limits of reasoning.

Learning resources Textbook- blackboard - educational Motherboard - technological laboratory (computer and CD-ROM)

Assessment modes







Grammar tests;

Interactive tests;





Beneficiaries Students attending the 2nd year of the IeFP Electrical Junior Technician program.

Pre-requisites Have positively attended and passed all the Training Units delivered for the first year




Level Level 3 EQF


Page 24 of 44


Technician Science and Technology AR_2_02

Th. Pr. 16 5

AR_2_02 Science and Technology


AR_2_02 Science and Technology


Brief description The lessons of this unit describe the science's impact on the Arabic literature and scientific and technological progress, which opened the way for a bright future and a deep awareness within accurate framework

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )



skills AR.1.10 Acquire positive values and recognize the effect of negative

values on society and individual. AR.2 Understand different poetry and prose text and their eras AR.2.4 Differentiate between various text styles for best use. AR.2.6 Recognize the coherence of language and the importance of

context and their effect on meaning. AR.2.11 Use the literary figure of speech to enrich language AR.2.14 Criticize literary styles and expressions constructively AR.2.16 use the writing styles in the different writing kinds AR.3 Use Language composition and syntax principles accurately and


other rhetorical purposes AR.3.3 Use proper Arabic language diacritics. AR.3.7 Write topics that contain a variety of syntactic methods to get

used to literary and expressive writing. AR.3.10 Define Arabic diacritics for each word to determine the meaning AR.4. Express themselves in different occasions to participate socially

and establish the feeling of belonging.

Knowledge

Work on the development of societal awareness

literary works in various occasions

Derivatives

oral and written expression

Unit content

Literature: The Description art in the Andalusia era - Description in Egyptian literature - the evolution of the description art in modern Arabic literature - oratory

Texts: Description of the walk between the gardens after the rain - welcome spring - Egypt and the Nile – bough of Roses - Abu Hamza El-shary's


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speech

Reading: Science as a mean of prosperity and peace - addiction and smoking – Computer

Grammar: 2 types of the object - gerund

Retorica: Alliteration

Teaching staff


Learning settings

The teaching methods must be dynamic and encourage active participation on the part of the students. Methods shall be based on interactive communication. Each student should have the possibility to develop his or her linguistic and grammatical knowledge partly by means of simulations of real-life situations, so that they can use the language in a confident and spontaneous way. The teaching methods will include some strategies that will help in the learning process: Role-playing: in this strategy the student represents some of real and symbolic characters to clarify information. Discussions and dialogues: the teacher is considered a guide to organize the discussion circle to clarify difficult parts of the lessons. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of enhancing self-esteem and of developing an enjoyable and productive relationship with others in learning. Cooperative learning and group work: to prepare groups of students for expressing of opinions. The acquired information and lessons are discussed through a group of students to exchange thoughts and learn how to work in groups and listening to others' opinion. To this end, adequate time needs to be allowed for reflection by students both individually and in small groups. In addition, some assistance from teacher will need to be provided to students to help them with the reflective process. This assistance will enable students to frame basic questions that will encourage them to consider the implications of what they are learning for their daily living and decision-making. Prediction during the reading: this strategy depends on the reading comprehension, which helps in moving the mind of the student and getting used to the constructive criticism. An emphasis on intellectual rigour is as important in Arabic Language as in any other discipline. It will also be important, however, to foster an attitude of humility and to be aware of the


Page 26 of 44

limits of reasoning and thinking.


Assessment modes







Grammar tests;

Interactive tests;




1 hour of oral test

The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of the Italian Language (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied by students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.


Pre-requisites The student should be able to criticize constructively, update his expertise towards the history of Arabic literature and gain the ability to read correctly.




Level Level 3 EQF


Page 27 of 44


Technician Men who honoured

Egypt AR_2_03 Th. Pr. 16 6

AR_2_03 Men who honoured Egypt


AR_2_03 Men who honoured Egypt


Brief description The lessons of this unit highlight information about leading figures and their role in life. Also they highlight the children's value in the parent's hearts.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )


dialogue, discussion and writing AR.1.3 Define the main and sub- headings to organize thoughts AR.1.4 Paraphrase topics with high capability using acquired mental skills. AR.1.6 Criticize positively to gain the experience of positive attitude AR.1.8 Utilize time properly AR.2 Understand different poetry and prose text and their eras AR.2.5 Define the role of poetry for better expression AR.2.7 Define the role of article, story and novel in our life to develop

problem solving skills and to provide alternative solutions. AR.2.11 Use the literary figure of speech to enrich language AR.2.12 Highlight the effect of citizenship in the writings of poets and

writers to acquire positive values AR.2.15 Acquire the technical, motor, verbal and written skills AR.3 Use Language composition and syntax principles accurately and

correctly AR.3.2 Employ verbs in proper tense to clarify their purposes AR.3.3 Use proper Arabic language diacritics AR.3.4 Use the Arabic references to analyze words into their context and

know their different meanings. AR.3.6 Choose the right words in expressing sentences dependent on the

context. AR.3.9 Use the verb in his proper tense to determine its purpose AR.3.10 Define Arabic diacritics for each word to determine the meaning AR.4 Express themselves in different occasions to participate socially and

establish the feeling of belonging. AR.4.2 Write topics in clear handwriting AR.4.6 Summarize long sentences to short, expressive and understandable

paragraphs AR.4.7 Use spelling rules in writing. AR.4.11 Distinguish between writing in imaginative and functional method.

Knowledge leading figures in various fields

The environment's impact of on writers' writing

El - Mansobat


Page 28 of 44

Calligraphy and its role in the written expressions

Unit content

Literature: letters

Texts: the value of our children - the Egypt Description - the palm description - the Sun Description

Reading: leading figures - dr. Mohamed Kamel Hussein – the writer Gamal Ghitani

Grammar: the distinction – how many

Rhetoric: rhyme

Teaching staff


Learning settings

The teaching methods must be dynamic and encourage active participation on the part of the students. Methods shall be based on interactive communication. Each student should have the possibility to develop his or her linguistic and grammatical knowledge partly by means of simulations of real-life situations, so that they can use the language in a confident and spontaneous way. The teaching methods will include some strategies that will help in the learning process: Discussions and dialogues: the teacher is considered a guide to organize the discussion circle to clarify difficult parts of the lessons. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of enhancing self-esteem and of developing an enjoyable and productive relationship with others in learning. Prediction in using the topic title: develop the mental skills of the students in order to identify the content of the topic through the title. In this such a way it is important to facilitate a spirit of lively enquiry in relation to specific topics, and to foster a passion for understanding which probes below the surface. The teacher will pose questions and encourage them to explore those topics, to interrogate them and to make them their own opinion. An emphasis on intellectual rigour is as important in Arabic Language as in any other discipline. It will also be important, however, to foster an attitude of humility and to be aware of the limits of reasoning. Simulation: the teacher will be guiding and assisting the students in preparing a real life characters to be simulated. The open questions strategy: the teacher poses a question with versatile answers and the students should determine the required part of the answer.


Assessment modes Assessment is based on the evaluation of the cognitive abilities, such as:


Page 29 of 44






Grammar tests;

Interactive tests;






Pre-requisites The student should be able to draw a his character and determine his ambitions, by taking advantage of the leading figures and the positive social values for determining the his tendencies




Level Level 3 EQF


Page 30 of 44


Technician Spiritual and physical sport AR_2_04

Th. Pr. 16 5

AR_2_04 Spiritual and physical sport


AR_2_04 Spiritual and physical sport


Brief description The lessons of this unit describe the sport impact on improving the health, spreading goodness, Also they describe how to take advantage of nature

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )



skills AR.1.5 Discuss information with group confidently, and objectively to

gain self-confidence and to express opinion freely AR.1.8 Utilize time properly AR.1.10 Acquire positive values and recognize the effect of negative

values on society and individual AR.2 Understand different poetry and prose text and their eras AR.2.2 Write correctly using literary, scientific and literary- scientific

manner. AR.2.3 Extract the literary figures of speech AR.2.4 Differentiate between various text styles for best use AR.2.5 Define the role of poetry for better expression AR.2.8 Express opinion freely to develop skills of criticism and creativity AR.2.11 Use the literary figure of speech to enrich language AR.3 Use Language composition and syntax principles accurately and

correctly AR.3.2 Employ verbs in proper tense to clarify their purposes AR.3.3 Use proper Arabic language diacritics AR.3.4 Use the Arabic references to analyze words into their context and

know their different meanings AR.3.6 Choose the right words in expressing sentences dependent on the

context AR.3.9 Use the verb in his proper tense to determine its purpose AR.4 Express themselves in different occasions to participate socially

and establish the feeling of belonging. AR.4.1 Present ideas correctly and orderly through expressions AR.4.2 Write topics in clear handwriting AR.4.3 Communicate on different issues to practice self confidence and

freedom of expression AR.4.4 Express using the holy verses and poetry


Page 31 of 44

Knowledge

Literary works in the social occasions

Life Skills

The Syntax

Dictation

Unit content

Literature: The art of Theatre

Texts: the farmer - frozen river – the Flowers

Reading: the importance of sport - I'll be back (short story)

Grammar: the exception

Rhetoric: Wordplay

Teaching staff


Learning settings

The teaching methods must be dynamic and encourage active participation on the part of the students. Methods shall be based on interactive communication. Each student should have the possibility to develop his or her linguistic and grammatical knowledge partly by means of simulations of real-life situations, so that they can use the language in a confident and spontaneous way. The teaching methods will include some strategies that will help in the learning process: Brainstorming: the teacher tries to extract all the information and experiences from the students to affirm what is right and correct the mistakes. To this end, students need to be introduced to specific concepts in ways which are developmentally appropriate and which stress understanding. Exploration of meaning is of fundamental importance in this learning area. "What do we mean by ....?" needs to be a recurring question. Many of the concepts have to do with that are of enduring concern for all people and can be linked with common human experiences. Students need to grow in their appreciation of the relevance of this learning area for the questions and issues that are of concern to them. Problem Solving: The teacher presents a problem or situation to students, for thinking in more than one solution with the development of alternative solutions. In this strategy the teacher is the guide. Working in groups: the acquired information and lessons are discussed through a group of students to exchange thoughts and learn how to work in groups and listening to others' opinion. To this end, adequate time needs to be allowed for reflection by students both individually and in small groups. In addition, some assistance from teacher will need to be provided to students to help them with the reflective process. This assistance will enable students to frame basic questions that will encourage them to consider the implications of


Page 32 of 44

what they are learning for their daily living and decision-making.


Assessment modes







Grammar tests;

Interactive tests;






Pre-requisites The student should be able to criticize literary writing and use derivations in his writings, as well as spelling rules




Level Level 3 EQF


Page 33 of 44

Training Units third year

Program Training Unit Training Unit Code Guided hours

Electrical Junior Technician

Foundation of the real citizen AR_3_01

Th. Pr. 16 5

AR_3_01 Foundation of the real citizen


AR_3_01 Foundation of the real citizen


Brief description The lessons of this unit are about Arabic literary currents and the impact of each literary current on literature writing. Also emphasize on Citizen's sense of citizenship and belonging

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

AR.1 Relate between readings and surrounding environment

AR.1.1 Use reading methods clearly and accurately



AR.1.4 Paraphrase topics with high capability using acquired mental skills

AR.1.5 Discuss information with group confidently, and objectively to gain self-confidence and to express opinion freely

AR.2 Understand different poetry and prose text and their eras

AR.2.1 Relate the poets, writers and their literary ages

AR.2.3 Extract the literary figures of speech

AR.2.5 Define the role of poetry for better expression


AR.3. Use Language composition and syntax principles accurately and correctly

AR.3.4 Use the Arabic references to analyze words into their context and know their different meanings

AR.3.6 Choose the right words in expressing sentences dependent on the context.

AR.3.7 Write topics that contain a variety of syntactic methods to get used to literary and expressive writing.

AR.3.9 Use the verb in his proper tense to determine its purpose

AR.3.13 Compare between interrogation, exclamation, and others

AR.4 Express themselves in different occasions to participate socially and establish the feeling of belonging.

AR.4.1 Present ideas correctly and orderly through expressions

AR.4.2 Write topics in clear handwriting

AR.4.3 Communicate on different issues to practice self confidence and freedom of expression

AR.4.5 Design topics related to the functional topics (signs - Advertisement – letter – telegraph).

AR.4.7 Use spelling rules in writing



Page 34 of 44

Knowledge

The value of the Arabic language in communicating with others

literary currents

Grammatical forms

Oral and written expressions

2 ways to write taa تـ ة

Unit content

Literature: The literary current of Resurrection and rebirth - Romance literary current - the evolution of poetry by Khalil Mutran

Text: Days of my youth and my delight - the evening

Reading: donating money for the sake of Allah (Holy Quran) - Citizenship and belonging - friendship and friends

Grammar: exclamation- Appeal

Rhetoric: The concept of poetic experience

Teaching staff


Learning settings

The teaching methods must be dynamic and encourage active participation on the part of the students. Methods shall be based on interactive communication. Each student should have the possibility to develop his or her linguistic and grammatical knowledge partly by means of simulations of real-life situations, so that they can use the language in a confident and spontaneous way. The teaching methods will include some strategies that will help in the learning process: Discussions and dialogues: the teacher is considered a guide to organize the discussion circle to clarify difficult parts of the lessons. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of enhancing self-esteem and of developing an enjoyable and productive relationship with others in learning. Brainstorming: the teacher tries to extract all the information and experiences from the students to affirm what is right and correct the mistakes. To this end, students need to be introduced to specific concepts in ways which are developmentally appropriate and which stress understanding. Exploration of meaning is of fundamental importance in this learning area. "What do we mean by ....?" needs to be a recurring question. Many of the concepts have to do with that are of enduring concern for all people and can be linked with common human experiences. Students need to grow in their appreciation of the relevance of this learning area for the questions and issues that are of concern to them. Working in groups: the acquired information and lessons are discussed through a


Page 35 of 44

group of students to exchange thoughts and learn how to work in groups and listening to others' opinion. To this end, adequate time needs to be allowed for reflection by students both individually and in small groups. In addition, some assistance from teacher will need to be provided to students to help them with the reflective process. This assistance will enable students to frame basic questions that will encourage them to consider the implications of what they are learning for their daily living and decision-making. Prediction in using the topic title: develop the mental skills of the students in order to identify the content of the topic through the title. In this such a way it is important to facilitate a spirit of lively enquiry in relation to specific topics, and to foster a passion for understanding which probes below the surface. The teacher will pose questions and encourage them to explore those topics, to interrogate them and to make them their own opinion. An emphasis on intellectual rigour is as important in Arabic Language as in any other discipline. It will also be important, however, to foster an attitude of humility and to be aware of the limits of reasoning.

Learning resources Text book- blackboard – teaching panels - technological laboratory (computer and CDs)

Assessment modes

Assessment is based on the evaluation of the cognitive abilities, such as: The usage of Arabic language;



It can take can take places in a variety of settings, including: Individual and group oral presentation;

Grammar tests;

Interactive tests;


Listening/Viewing.

It is suggested to devote: 1 hours to written test to cover writing, reading and grammar

1 hour of oral test


Beneficiaries Students attending the 3rd year of the IeFP Electrical Junior Technician program.

Pre-requisites Have positively attended and passed all the Training Units delivered for the first year and the second year.


TU discipline Theoretical Practical

Arabic Language (and ICT Laboratory) 14 5

Assessment 2

21 guided learning hours Total theoretical: 16

Total Practical: 5

Level Level 3 EQF


Page 36 of 44


Impact of the scientific progress AR_3_02

Th. Pr. 16 5

AR_3_02 Impact of the scientific progress


AR_3_02 Impact of the scientific progress


Brief description The lessons of this unit discuss some literary currents and their impact on Arabic writing, also Illustrate impact of scientific progress on the individual and on the society.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

AR.1 Relate between readings and surrounding environment.



AR.1.4 Paraphrase topics with high capability using acquired mental skills

AR.1.6 Criticize positively to gain the experience of positive attitude

AR.1.9 Gain skills (reading silently/loudly) and tone/motion)

AR.2 Understand different poetry and prose text and their eras

AR.2.3 Extract the literary figures of speech.

AR.2.5 Define the role of poetry for better expression

AR.2.8 Express opinion freely to develop skills of criticism and creativity.


AR.2.15 Acquire the technical, motor, verbal and written skills

AR.2.16 Use the writing styles in the different writing kinds

AR.3 Use Language composition and syntax principles accurately and correctly

AR.3.7 Write topics that contain a variety of syntactic methods to get used to literary and expressive writing.

AR.3.10 Define Arabic diacritics for each word to determine the meaning

AR.3.11 Write accurately Arabic diacritics to determine the intended meaning

AR.3.13 Compare between interrogation, exclamation and others

AR.4 Express themselves in different occasions to participate socially and establish the feeling of belonging.

AR.4.7 Use spelling rules in writing

AR.4.8 Organize the ides properly to determinate the writing purpose


Knowledge

The impact of clean environment on society and the individual

Literary currents

The vocal representation through oral expression

The cancelled letters while writing dictation

Unit content

Literature: The literary current of Apollo - The literary current of El- Diwan

Texts: bird of Paradise – the Return – complaint of goods shops

Reading: How water hyacinths become fodder? - the revolution of


Page 37 of 44

communication and community - the prophetic guidance – the future of earth between hopes and reality - the High Dam

Grammar: Specialization- Praise and Satire

Rhetoric: The elements of poetic experience

Teaching staff


Learning settings

The teaching methods must be dynamic and encourage active participation on the part of the students. Methods shall be based on interactive communication. Each student should have the possibility to develop his or her linguistic and grammatical knowledge partly by means of simulations of real-life situations, so that they can use the language in a confident and spontaneous way. The teaching methods will include some strategies that will help in the learning process: Discussions and dialogues: to exchange information and discussions between the students and the teacher. Cooperative learning and group work: to prepare groups of students for expressing of opinions. The acquired information and lessons are discussed through a group of students to exchange thoughts and learn how to work in groups and listening to others' opinion. To this end, adequate time needs to be allowed for reflection by students both individually and in small groups. In addition, some assistance from teacher will need to be provided to students to help them with the reflective process. This assistance will enable students to frame basic questions that will encourage them to consider the implications of what they are learning for their daily living and decision-making. Prediction during the reading: this strategy depends on the reading comprehension, which helps in moving the mind of the student and getting used to the constructive criticism. An emphasis on intellectual rigour is as important in Arabic Language as in any other discipline. It will also be important, however, to foster an attitude of humility and to be aware of the limits of reasoning and thinking. Guided exploration (seeking knowledge): In this strategy, the teacher guides the student step by step, as the student plans to find solutions under the teacher's guidance. This strategy is very useful in explaining the roles and relations


Assessment modes

Assessment is based on the evaluation of the cognitive abilities, such as: The usage of Arabic language;


The ability to explain the acquired information to the teacher and/or other


Page 38 of 44

students.

It can take can take places in a variety of settings, including: Individual and group oral presentation;

Grammar tests;

Interactive tests;


Listening/Viewing.

It is suggested to devote: 1 hours to written test to cover writing, reading and grammar

1 hour of oral test



Pre-requisites The student should be able to criticize constructively, update his expertise towards the history of Arabic literature and gain the ability to read correctly



Arabic Language (and ICT Laboratory) 14 5

Assessment 2

21 guided learning hours Total theoretical 16 Total Practical: 5

Level Level 3 EQF


Page 39 of 44


Technician Remarkable figures AR_3_03

Th. Pr. 16 5

AR_3_03 Remarkable figures


AR_3_03 Remarkable figures


Brief description The lessons of this unit highlight information about leading figures and their role in life, also illustrate some literary currents

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )



exercise. AR.1.9 Gain skills (reading silently/loudly) and tone/motion) AR.1.10 Acquire positive values and recognize the effect of negative values

on society and individual. AR.2 Understand different poetry and prose text and their eras AR.2.3 Extract the literary figures of speech. AR.2.6 Recognize the coherence of language and the importance of

context and their effect on meaning. AR.2.8 Express opinion freely to develop skills of criticism and creativity AR.2.14 Criticize literary styles and expressions constructively AR.2.16 Use the writing styles in the different writing kinds AR.3 Use Language composition and syntax principles accurately and

correctly AR.3.7 Write topics that contain a variety of syntactic methods to get used

to literary and expressive writing. AR.3.10 Define Arabic diacritics for each word to determine the meaning AR.3.13 Compare between interrogation, exclamation, and others AR.3.11 write accurately Arabic diacritics to determine the intended

meaning AR.4 Express themselves in different occasions to participate socially

and establish the feeling of belonging. AR.4.2 Write topics in clear handwriting AR.4.5 Design topics related to the functional topics (signs -

Advertisement – letter – telegraph). AR.4.7 Use spelling rules in writing. AR.4.9 Use the grammatical roles for writing topics correctly AR.4.11 Distinguish between writing in imaginative and functional method

Knowledge Leading figures in various fields

The environment's impact on writers' writings

Some grammatical forms


Page 40 of 44

Unspoken letters

Unit content

Literature: literary current of EL-Mahjar - literary current of Realism

Texts: the occupied territories - to the first Egyptian combatant who has kissed the Sinai dust.

Reading: Dr. Aisha Abdul Rahman – Dr. Mohamed Eqbal

Grammar: The assertion- The preference

Rhetoric: Topics of the sentimental experience

Teaching staff


Learning settings

The teaching methods must be dynamic and encourage active participation on the part of the students. Methods shall be based on interactive communication. Each student should have the possibility to develop his or her linguistic and grammatical knowledge partly by means of simulations of real-life situations, so that they can use the language in a confident and spontaneous way. The teaching methods will include some strategies that will help in the learning process: Discussions and dialogues: the teacher is considered a guide to organize the discussion circle to clarify difficult parts of the lessons. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of enhancing self-esteem and of developing an enjoyable and productive relationship with others in learning. Prediction in using the topic title: develop the mental skills of the students in order to identify the content of the topic through the title. In this such a way it is important to facilitate a spirit of lively enquiry in relation to specific topics, and to foster a passion for understanding which probes below the surface. The teacher will pose questions and encourage them to explore those topics, to interrogate them and to make them their own opinion. An emphasis on intellectual rigour is as important in Arabic Language as in any other discipline. It will also be important, however, to foster an attitude of humility and to be aware of the limits of reasoning. Simulation: the teacher will be guiding and assisting the students in preparing a real life characters to be simulated. The open questions strategy: the teacher poses a question with versatile answers and the students should determine the required part of the answer. The free exploration (seeking knowledge): In this strategy, the teacher directs the student after finishing his search through the internet and references and environmental observations.


Page 41 of 44


Assessment modes







Grammar tests;

Interactive tests;






Pre-requisites The student should be able to draw his character and determine his ambitions, by taking advantage of the leading figures and the positive social values for determining his tendencies



16 Total Practical:5

Level Level 3 EQF


Page 42 of 44


Technician Foundations of a fulfilling

life AR_3_04 Th. Pr. 16 5

AR_3_04 Foundations of a fulfilling life Training Unit

Denomination/Title AR_3_04 Foundations of a fulfilling life


Brief description The lessons of this unit discuss the positive role that must be performed by an individual in order to please himself and the others around him. Also discuss the prose impact on Arabic literature

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )



exercise. AR.1.9 Gain skills (reading silently/loudly) and tone/motion) AR.1.10 Acquire positive values and recognize the effect of negative

values on society and individual AR.2 Understand different poetry and prose text and their eras AR.2.3 Extract the literary figures of speech AR.2.6 Recognize the coherence of language and the importance of

context and their effect on meaning. AR.2.8 Express opinion freely to develop skills of criticism and creativity AR.2.14 Criticize literary styles and expressions constructively AR.2.16 Use the writing styles in the different writing kinds AR.3 Use Language composition and syntax principles accurately and

correctly AR.3.7 Write topics that contain a variety of syntactic methods to get

used to literary and expressive writing AR.3.10 Define Arabic diacritics for each word to determine the meaning AR.3.11 Write accurately Arabic diacritics to determine the intended

meaning AR.3.13 Compare between interrogation, exclamation, an others AR.4. Express themselves in different occasions to participate socially

and establish the feeling of belonging. AR.4.2 Write topics in clear handwriting. AR.4.5 Design topics related to the functional topics (signs -

Advertisement – letter – telegraph) AR.4.7 Use spelling rules in writing. AR.4.9 Use the grammatical roles for writing topics correctly AR.4.11 Distinguish between writing in imaginative and functional

method.

Knowledge Literary works in the national occasions

The poetry form and the prose form


Page 43 of 44

The grammatical forms

Dictation

Unit content

Literature: The prose evolution in the modern era - the article

Texts: Glory - the dignity of thought - The virtue of women - the most prominent features of the Arab nation

Reading: From the foundations of the good life - Culture ... peace

Grammar: the negation - the temptation and the warning

Rhetoric: Types of sentimental experience

Teaching staff


Learning settings

The teaching methods must be dynamic and encourage active participation on the part of the students. Methods shall be based on interactive communication. Each student should have the possibility to develop his or her linguistic and grammatical knowledge partly by means of simulations of real-life situations, so that they can use the language in a confident and spontaneous way. The teaching methods will include some strategies that will help in the learning process: Brainstorming: the teacher tries to extract all the information and experiences from the students to affirm what is right and correct the mistakes. To this end, students need to be introduced to specific concepts in ways which are developmentally appropriate and which stress understanding. Exploration of meaning is of fundamental importance in this learning area. "What do we mean by ....?" needs to be a recurring question. Many of the concepts have to do with that are of enduring concern for all people and can be linked with common human experiences. Students need to grow in their appreciation of the relevance of this learning area for the questions and issues that are of concern to them. Problem Solving: The teacher presents a problem or situation to students, to come up with more than one solution providing alternative solutions. In this strategy the teacher is the guide. Work in groups: the acquired information and lessons are discussed through a group of students to exchange thoughts and learn how to work in groups and listening to others' opinion. To this end, adequate time needs to be allowed for reflection by students both individually and in small groups. In addition, some assistance from teacher will need to be provided to students to help them with the reflective process. This assistance will enable students to frame basic questions that will encourage them to consider the implications of what they are learning for their daily living and decision-making.



Page 44 of 44

Assessment modes







Grammar tests;

Interactive tests;






Pre-requisites The student should be able to criticize literary writing and use derivations in his writings, as well as spelling rules.




Level Level 3 EQF

Integrated Technical Education Cluster at Fayoum – Italian Language

(02) A25a_11 EJT TU Italian Language En - SA -120927 Page 1 of 76

Annex-2

Italian Language Course ILOs and Training Units

for Years I-II-III


Fayoum-ITEC



Cairo, August 2012


Page 2 of 76

INTRODUCTION

Teaching Italian as a second language (L2) is placed in the broader framework of linguistic education, which involves all verbal and non-verbal languages.

Teaching how to read and write Italian requires a special attention and in some cases the drawing up of differentiated learning pathways in order to make student more confident about the sounds and signs of the new language. Some difficulties experienced by students when reading and writing a second language may be due to the following reasons:

Possible phonological interference of the mother tongue;

Abstractness of the alphabetic system;

Development of phonological competence;

Development of lexical competence;

Personal psychological and emotional factors that can interfere and involve with learning process of the L2.

The above-mentioned statements are even truer when the study of Italian language takes place in the context of vocational education in which traditional methods and pedagogical models are challenged by requesting the shift from teaching content to a competence based approach.

The study of Italian language, here proposed, involves the skills laid down by the Common European Framework Reference for languages (CEFR): speaking, reading, writing, listening with gradual acquisition level throughout the three-year course: A2 (first year), B1 (second year), B2 (third year).



Table 1: Common European Framework Reference for languages Level Listening Reading Speaking Writing

A2

Student can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). Student can catch the main points in short, clear, simple messages and announcements

Student can read very short, simple texts. Student can find specific, predictable information in everyday simple material such as advertisements, prospectuses, menus and timetables and can understand short simple personal letters

Student can communicate in simple and routine tasks that require a simple and direct exchange of information on familiar topics and activities. Student can handle very short social exchanges, even though he can't usually be able to understand enough how to keep the conversation going by itself. Student can use a series of phrases and sentences to describe, in simple terms, his family and other people, living conditions, his educational background and his present or most recent job.

Student can write short, simple notes and messages. Student can write a very simple personal letter, for example thanking someone for something.

B1

Student can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. Student can understand the main points of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.

Student can understand texts that consist mainly of high frequency everyday or job-related language. Student can understand the description of events, feelings and wishes in personal letters.

Student can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Student can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). Student can connect phrases in a simple way in order to describe experiences and events, his dreams, hopes and ambitions. He can briefly give reasons and explanations for opinions and plans. Student can narrate a story or relate the plot of a book or film and describe his reactions.

Student can write simple connected text on topics which are familiar or of personal interest. Student can write personal letters describing experiences and impressions.

B2

Student can understand extended speech and lectures and follow even complex lines of argument providing the topic which is reasonably familiar. Student can understand most TV news and current affairs programmes. He can understand the majority of films in standard dialect.

Student can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. Student can understand contemporary literary prose.

Student can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. He can take an active part in discussion in familiar contexts, accounting for and sustaining his views. Student can present clear, detailed descriptions on a wide range of subjects related to his field of interest. He can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

Student can write clear, detailed text on a wide range of subjects related to his interests. Student can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. Student can write letters highlighting the personal significance of events and experiences.



Although each school year will be focused on the acquisition of specific learning outcomes, it is important to highlight that the study of Italian grammar will have a cross-sectional dimension. This study shall involve the following topics: alphabet, gender and number of names, gender and number of adjectives, the use of indefinite and definite article, verbs: present tense, future tense and compound past tense, past tense, past participle; the use of auxiliary, modal verbs (should, can, want), demonstrative adjectives and pronouns, adjectives and possessive pronouns, grade adjectives, adverbs of time and frequency, ordinal and cardinal numbers, interrogative forms


Page 5 of 76

Table of content

INTRODUCTION .............................................................................................................. 1


Teaching methods and learning strategies ........................................................................ 11

Training Units Framework ................................................................................................ 12

Training Units first year ................................................................................................. 13

IT_1_01 What language do you speak? ........................................................................ 13

IT_1_02 Moving towards the Italian Language step by step ........................................ 16

IT_1_03 Travelling and shopping ................................................................................. 20

IT_1_04 Describing people, things and jobs ................................................................. 24

IT_1_05 What do you think about it? ........................................................................... 27

IT_1_06 How it works .................................................................................................. 30

Training Units second year ........................................................................................... 34

IT_2_01 The daily routine ............................................................................................. 34

IT_2_02 Italy and Egypt ................................................................................................ 37

IT_2_03 The world around us ....................................................................................... 40

IT_2_04 Communication and mass media .................................................................... 43

IT_2_05 Debating on …................................................................................................ 46

Training Units third year ............................................................................................... 49

IT_3_01 The images of Italy ......................................................................................... 49

IT_3_02 The business letter .......................................................................................... 52

IT_3_03 The definition of a budget on the basis of a job order .................................... 56

IT_3_04 Work meeting: the art of negotiation .............................................................. 60

IT_3_05 Team work and Problem solving .................................................................... 66

IT_3_06 From school to the labour market ................................................................... 72


Page 6 of 76

Learning Outcomes

LEARNING OUTCOMES EXPECTED TO BE ACHIEVED BY STUDENTS AT THE COMPLETION OF

THE FIRST AND SECOND SCHOOL YEAR

LINGUISTIC SKILLS

The development of linguistic skills is strictly connected with specific practical and word-life activities that students must carry out at everyday situations.

For the reception and oral skills these activities involve:

• Practice different modes of communication, such as: conversation, discussion, debate, interview, or free exposure on the basis of notes and steps, describing themselves, objects, places, tools and equipment, ask and providing information, explaining events;

• Record the oral work done by themselves and other students when involved in extracurricular situations;

• Apply in a conscious way the structural and textual characteristics related to speaking practice making it functional to the context according to the purpose and the recipient of communication.

The contents related to reading refer to the further development of specific skills not only affects the working context but also personal and social life. Problem solving will make the foreign language seem more real to students. The activities related to the analysis and understanding of texts shall involve:

• Read a sufficient variety of texts, based on different topics and themes: literary texts, scientific and technical documentations, magazine, newspapers, simple notes, webs, graphs, stories, essays, novels, etc.;

• Identify styles and format and their influence on meaning, and allow students to develop knowledge of interrelationship concepts.

The contents affecting the writing are related to the drafting of various texts, in order to develop writing applied in the word-life and that contains ordered, related, well-developed paragraphs with sentences of varied lengths and patterns. The contents involve:

• Give, record and ask for information in written forms such as conference reports and notes for discussion, private and public announcements and notices, etc..;

• Give written instructions to perform operations or regular activities; • Describe in objective or subjective terms, places, objects, people and events; • Develop arguments on the given subject, according to the received instructions; • Use writing process to clarify personal thinking and knowledge by applying criteria for

selection and development of topic • Apply writing strategies in order to re-write paragraphs, notes, etc, in a different way

according to the purpose of the communication • Re-elaborate in creative way personal experiences, objective information in the form of

diaries, dialogues, stories, etc.


Page 7 of 76

REFLECTION ON ITALIAN LANGUAGE

The contents refer to the structure of the Italian Language. This structure, in part already known to students, must now have more clearness and completeness and so far it should cover all the major topics:

• Key features of a text: subject-verb agreement, parallel construction, pronoun reference, punctuation, capitalization, sentence structure, etc.;

• Variety of texts: literary, technical, scientific, magazines, etc.; • The relationship between semantics and syntax in sentence structure: the relations

between the constituents, regencies, concordances, modal and temporal verbs; • Difference between the social and work-related Italian language.

LEARNING OUTCOMES EXPECTED TO BE ACHIEVED BY STUDENTS AT THE COMPLETION OF

THE THIRD SCHOOL YEAR

The third school year is characterized by being from one hand a final year for students who wish to enter the labour market on the basis of the vocational qualification achieved; and on the other hand it constitutes a preparatory year for those who choose to enrol in the fourth grade of Professional Institute.

Students can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. They can deal with most situations likely to arise whilst travelling in an area where the Italian Language is spoken. In addition students can produce connected text on topics which are familiar or of personal interest, can describe experiences and events, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

Studying Italian Language includes a broad range of grammatical contents and its consolidation. The third school year aims at further developing the student's practical communicative abilities as well as building up the relevant vocabulary of working world. The form of studies includes lectures, seminars, self-study tasks and work in lab and virtual environment (on-line work, synchronous and asynchronous conversations and discussion forums, interactive tests and exercises).

On the basis of the working processes that characterize the occupation of Electrical Junior Technician a professionalizing approach will be developed throughout the third school year. Students will draft oral and written reports related to professional activities, projects and researches. In the outlook to have students more familiar with the technical language and the professional field they want to enter to, the training units will be based on different topics and issues related to the working activities that the Electrical Junior Technician is expected to perform in his career; technical instructions, business information, interviews and questionnaires, meeting's notes, formal letters, job applications, filling the curriculum, etc. There are some of the topics that will be developed.

The Learning Outcomes here proposed are presented in the table below.



Table: Learning Outcome for the Italian Language

Linguistic competence

Communicate in Italian Language within the professional contexts and life

Minimum standards at the completion of three years course

Declination

General skills Detailed skills knowledge Disc

IT 1 Apply mode of communicative interaction

IT 1.1 Ask questions and request information about described contents in order to fully understand the communication

Structure of the verbal communication and construction phase of a verbal communication (planning, elaboration, controlling, etc.)

Different modalities of the verbal communication: chatting, dialogue, interview, discussion, etc.

Parts of a speech

Languages and non- verbal communication codes

Techniques of listening

Techniques of recording information (notes, schemes, etc.)

Techniques to synthesize verbal information

IT

IT 1.2 Activate listening strategies by identifying key words, connectives and sequences to reconstruct the overall meaning of short and simple messages, advertisements, dialogues, instructions

IT 1.3 Express the own opinions and assessments on the basis of conscious judgment

IT 1.4

Take part in a group communication activities (debates, negotiations, cooperative/collaborative learning) by using information and arguments to support thesis, formulate hypotheses, refuting or understand conflicting opinions

IT 2

Explain information and arguments in different

IT 2.1 Making use of codes and different linguistic tools in relation to the objects, characteristics and purposes of communication

The morph-syntactic elements (parts of speech)

The logical structure of the sentence

The paragraph structure

Punctuation

IT

IT 2.2 Organize notes and ideas for speaking (e.g. cause-effect, chronological, exemplification, etc.)


Page 9 of 76

communicative situations IT 2.3

Assess needs of audience, and adjust language ad presentation according to the own knowledge

Technical and professional language and terminology

Communicative situations (personal, private, public, professional)

Communicative functions (description, objects, places, tools and equipment, ask and give information, narrating events)

IT 2.4 Extend value of reading, writing, speaking, viewing and listening by pursuing, through reading, new concept and interests as a result of these activities

IT 2.5 Recognize the specific characteristics and details of short and simple messages, advertisements, dialogues, instructions

IT 2.6 Use written and verbal expression for constructing and representing meaning in communication

IT 3

Understand texts of varying type and complexity

IT 3.1 Read expressively highlighting key points and meaningful values embedded within the text

Communication principles, functions and elements

Technical texts and differences with other typologies of written texts

Technical language, figurative language, etc.

The connection amid language and oral communication structure

Reading techniques aimed at understanding and interpreting texts

IT

IT 3.2 Read and recognize various literary (e.g. metaphor, simile, personification, etc.) and technical texts and devices

IT 3.3 Use reading as a possible problem-solving strategy to clarify personal thinking and knowledge

IT 3.4 Develop and use an increasingly vocabulary gained through social and professional context

IT 3.5 Engage in self-selected reading activities.

IT 4

Apply techniques of writing texts of various types and complexity

IT 4.1

Organize notes (ladders, maps, etc.) necessary to draft a written text by locating and correcting errors in usage, spelling and mechanics (e.g. subject-verb agreement, pronoun reference, punctuation, capitalization, sentence structure, etc.)

Structure and characteristics of Italian Language

Grammar, semantics and syntax of Italian Language

Structure and characteristics of some typologies of texts: newspaper articles, scientific papers, instruction sheet, technical manual

Consultation modes of vocabularies and encyclopaedias

Different modalities of composition of written texts

IT

IT 4.2 Construct sentences and periods of raising complexity through the proper use of orthographical, morph-syntactic and lexical elements

IT 4.3 Use dictionaries and / or consultation tools or paper-based media to acquire information necessary to understand and write texts

IT 4.4 Synthesize information from a variety of sources to construct


Page 10 of 76

meaning

IT 4.5. Elaborate written texts using: analysis, synthesis, description, definition, list, classification, etc

ICT 5

Use technological tools and computer systems to manage communication

ICT 5.1 Create and edit documents, letters, and texts using word processors

Computer structure;

Structure of the Internet;

General structure and common operations to various application packages (Type of menu, editing operations, creation and archive of documents, etc.);

Basic operations of some common software applications

ICT

ICT 5.2 Develop presentations using text, clips, photos, videos

ICT 5.3 Gather information, communicate, and share resources on the web

ICT 5.4 Elaborate and display data using tables and spread sheet

ICT 5.5

Communicate technical information utilizing IT applications to create, elaborate, modify and display technical documentation




The teaching methods must be dynamic and encourage active participation on the part of the students. Methods and learning strategies shall be based on interactive communication. Each student should have the possibility to develop his or her linguistic and grammatical knowledge partly by means of simulations of real-life situations, so that they can use the language in a confident and spontaneous way.

Students must actively exercise the receptive skills such as understanding, listening and reading, as well as productive skills, such as writing, speaking and interacting in Italian. Particular attention, however, is given to conversation, to develop in the student an increasing capacity to express himself/herself and communicate in Italian from the very beginning of the IeFP course. Naturally this method includes the study of the rules of Italian syntax and grammar, which are essential to language learning, but, alone, are not sufficient for gaining a real command of the Italian language. Grammar shall not be dealt with in a rigid manner, but as a useful reference system for comprehending the linguistic structures, which then will be used knowingly in a correct manner.

Time must be devoted either to lessons where students concentrate on learning and applying linguistic structures and functions in Italian, or conversation and aspects of Italian language.


Understanding:

- Face-to-face lessons, in order to comprehend how the Italian Language works compared with the mother tongue;

- Situational Method, based on structural syllabus in which language is taught by association with characteristics of surrounding pictures, gestures, etc.

Listening

Linguistic laboratory, watching movies, video and TV, radio excerpts, audio feedback, audio-lingual, lecture with discussion, to allow students to be more confident and familiar to the new sounds, phonetics, etc.

Reading:

Analyses and interpreting of textbooks, Italian magazine and newspapers, technical manuals, job offers, advertising, etc.

Speaking:

Dialogues, lecture with discussion, former students, experts, guest speakers, pair and working group, class discussion, cooperative learning, oral presentation, simulation and Role Play.

Writing:

Online searching, dictation, writing summary, worksheets/surveys, translation from Arabic into Italian, report-back sessions, index-card exercise, interactive tests, phonetic transcription, exercises at home and school.


Page 12 of 76




1 y 2 y 3 y

IT_1_01 What language do you speak? 20

IT_1_02 Moving towards the Italian Language step by step 20

IT_1_03 Travelling and shopping 20

IT_1_04 Describing people, things and jobs 20

IT_1_05 What do you think about it? 20

IT_1_06 How it works 16

IT_2_01 The daily routine 24

IT_2_02 Italy and Egypt 22

IT_2_03 The world around us 22

IT_2_04 Communication and mass media 22

IT_2_05 Debating on… 22

IT_3_01 The images of Italy 18

IT_3_02 The business letter 16

IT_3_03 Then definition of a budget on the basis of a job order 18

IT_3_04 Working meeting: the art of negotiation 18

IT_3_05 Team work and Problem Solving 18

IT_3_06 From school to the labour market 24



Page 13 of 76



Technician What language do you speak? IT_1_01

Th. Pr. 12 8

IT_1_01 What language do you speak? Training Unit

Denomination/Title IT_1_01 What language do you speak?

Subject Italian Language

Brief description

The Training Unit includes the introduction and the presentation of the basic structures and morphology of Italian Language, with particular regard to practical communication issues such as interacts in common and single situations. It also aims at setting the basis for understanding how the Italian language works along with building up the beginner level vocabulary. At the completion of this Unit, students can recognize familiar words and every basic statement concerning themselves, the family and immediate concrete surroundings. They can use single phrases and sentences in areas of immediate need, can write a short postcard, fill in form with personal details, can ask and answer simple questions about personal details such as where they live, people they know and things they have. They can interact in a simple way provided that the other person speaks slowly and clearly and is prepared to help.

Ability / Capacity / Detailed skill

(to be able to .. )

IT 1.1

Ask questions and request information about described contents in order to fully understand the communication

Demonstrate an understanding of the sounds of Italian and the main points of contrast with Arabic Language

Formulate basic phrases and expressions used to satisfy concrete basic needs

IT 2.5

Recognize the specific characteristics and details of short and simple messages, advertisements, dialogues, instructions

Demonstrate a basic knowledge of linguistic concepts and apply them to the analysis of Italian

IT 4.2

Construct sentences and periods of simple complexity through the proper use of orthographical, morph-syntactic and lexical elements

Use a range of different tenses and the basic grammatical forms, both orally and in writing

Introduce himself/herself, greet people, excuse himself/herself and carry out simple conversation topics

IT 3.1

Read expressively highlighting key points and meaningful values embedded within the text and according to the Italian Language

Read aloud a short passage of Italian messages, with regard to correct pronunciation and the meaning of the text

Complete a short conversation in Italian on simple topics relating to the own personal experience

Knowledge Structure and characteristics of the Italian Language

The Italian alphabet (vowels, consonants) and the main differences with the Arabic


Page 14 of 76

Language

Grammar, semantics and the morph-syntax elements of Italian Language

Parts of a speech (subject, verb and specification)

Punctuation (point, double points, comma, semicolon, exclamation mark, question mark, brackets, etc.)

The logical structure of a sentence


Communicative situations (personal, private and public)

Communicative functions (description, objects, places, tools and equipment, ask and give information, narrative events)

Unit content

Part A: Starting from scratch The Italian alphabet (vowels, consonants), closed vowels, 'ch' and 'gh', 'gl', 'sc', 'sch'. The accent and the pronunciation Ordinal and Cardinal Numbers (from 1 to 100) Weights (gram, pound, kilogram, ton) Measures: Length (millimetres, centimetres, decimetres, meters, kilometres), Area (square meter, hectare, square kilometre), Capacity and volume (litre, hectolitre, cubic centimetre, cubic decimetre, cubic meter). Part B: Hello, my name is... How to introduce yourself and ask about names How to describe the own family How to describe the place where you live How to ask for the email address Describing an object or an animal in Italian is relatively easy, but things are a bit more complicated when you are trying to describe a person or a place. When talking about a person it is not just appearance you have to worry about, but describing other factors like character, temperament, behavior and so on. It may be useful to use adjectives, colours, etc. Part C: Greetings How greeting in a formal and informal way: differences between 'tu' and 'lei'. Typical expression used in a formal and informal way. The name of Countries and nationality Some characteristics of the Italian pronunciations (stress, etc.) Grammar Personal pronouns (singular and plural) Definite article (il, lo, la, i, gli, le) and indefinite articles (un, uno, una, dei degli, della, delle) Direct personal pronoun (singular and plurals) The verb To Be and To Have (present form) Verbs regular and irregular in the present tense The sentence construction: affirmative phrase (subject + verb) and negative phrase (subject + not + verb) Some prepositions Female and Male Nouns Adjectives Colours (eyes, hair, mouth, nose, height, body)

The possessive (female and male, singular and plurals).

Teaching staff The Italian language teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned.


Page 15 of 76

Learning settings

The learning settings are comprised of grammar, reading comprehension, simple sentence, and vocabulary acquisition. It is suggested to split the three weekly hours as follows:

Class Hours 1: Grammar acquisition

Class Hour 2: Phonetic transcription Class Hour 3: Speaking and listening practice The form of studies shall include:

Face-to-face lessons, in order to comprehend how the Italian Language works compared with the mother tongue (understanding);

Situational Method, based on structural syllabus in which Italian is taught by association with characteristics of surrounding pictures, gestures, etc. (understanding);

Dictation in order to allow students to be familiar with the writing of the new language;

Linguistic laboratory (listening), to introduce students within the new sounds, phonetics, etc.;

Simple dialogues and role play (speaking);

Interactive tests and exercises at home, at school (writing). Once a month, students should watch a movie in Italian Language

Learning resources Various authentic materials must be carefully collected by the teacher and shall be used throughout the courses: Classroom with projector and linguistic laboratory, slides, CDs, DVDs, radio excerpts, texts, songs, etc. These materials also expose the student to Italian culture.

Assessment modes


The usage of Italian language (syntax, etc.);

The comprehension of sentence structure; The ability to explain the acquired information to the teacher and/or other students. It can take can take places in a variety of settings, including:


Grammar tests; Translation from Arabic into Italian of simple sentences based on words acquired

within this Training Unit. It is suggested to devote:

1 hour written test to cover writing, reading and grammar

1 hour of oral test The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of the Italian Language (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied by students when performing tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.


Pre-requisites None


TU discipline Theoretical Practical Italian Language 11 7 Assessment 1 1

20 guided learning hours Total theoretical: 12 Total practical: 8

Level Level 3 EQF


Page 16 of 76


Technician Moving towards the Italian

Language step by step IT_1_02

Th. Pr. 12 8

IT_1_02 Moving towards the Italian Language step by step Training Unit

Denomination/Title IT_1_02 Moving towards the Italian Language step by step


Brief description

The Training Unit's aims are more consolidation of the grammatical knowledge of Italian, the acquisition and increase of lexicon and the improvement of comprehension and expression in both written and oral forms. At the end of this Training Unit, students will have enhanced, step by step, their ability to communicate in Italian, in a major clear and structured manner on different topics. In addition, students should be able to complete simple and routine tasks requiring an exchange of information on familiar matters, to describe their background and issues related to everyday life such as asking simple questions, reading and writing basic sentences. By the end of this Training Units, students will be able to talk about people, to describe themselves, in term of physical appearance and character, to recognize the name of foods and drinks, to ask and give information.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

IT 1.1


Become aware of the Italian language through listening and viewing a variety of words

Enquire and answer questions about personal details, such as where do you live, people you know and things you like and dislike




Gather and assess information for speaking

IT 4.2

Construct sentences and periods of raising complexity through the proper use of orthographical, morph-syntactic and lexical elements

Sustain short conversation using mainly the present tense, along with some standard phrases for the past

IT 4.3 Use dictionaries and / or consultation tools or paper-based media to acquire information necessary to understand and write texts

Select basic and common words suitable to audience

Knowledge

Structure and characteristics of the Italian Language

The Italian alphabet (vowels, consonants) and the main differences with the Arabic Language

Grammar, semantics and the morph-syntax elements of Italian Language


Punctuation (point, double points, comma, semicolon, exclamation point, question mark, brackets, etc.)



Page 17 of 76


Communicative situations (personal, private and public)




Unit content

Part A: Personal information How to describe what you have? Describing the house where you live How to describe and express what you like and dislike? How to describe your leisure time? How to give general information? Asking and giving the time The names of days, weeks and months Part B: Hobbies Names to describe personal hobbies Asking about/Discussing activities Asking/Talking about leisure activities Asking/Providing details The vocabulary to describe leisure activities How often? Part C: Eating out The names of drinks and foods How to order a drink or something to eat? How to make a table reservation at the restaurant? Inviting someone Asking about/Expressing preferences Asking for/Making preferences (Egyptian Pounds and Euros currency) The vocabulary to describe foods and drinks Grammar The questions (che, quale) Expressing a desire, preference, need Stating a preference (for objects, persons, courses of action) The present tense of regular verb There is, there are (c’e’, ci sono) Some prepositions Adjectives and nouns at the plural Indefinites: niente di buono, qualcosa da mangiare Possessive pronouns Present perfect (passato prossimo): ho mangiato, l’ho mangiata Adverbs of frequency: spesso, mai Reflexive verbs Focus on the verb piacere: Mi piace versus mi piacciono Preposition after 'andare' and 'venire'


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Potere/dovere/volere Introduction to the past tense The different use of bene and buono Polite language: Prego Introduction of direct and indirect pronouns.


Learning settings


Class Hours 1: Grammar acquisition and Phonetic transcription

Class Hour 2: Listening and writing practise

Class Hour 3: Speaking practice Typical classroom activities shall include:

Face-to-face lessons and presentations in order to comprehend how the Italian Language works compared with the mother tongue (understanding);


Pair and group work, activities in which students mingle with the whole class and improve their speaking skills without feeling observed, and at the same time allow them to know the other classmates (speaking);

Linguistic laboratory, watching video and listening to audio clips, etc. (listening);


Interactive tests and grammar exercises in class to a minimum in order to make the lesson as dynamic as possible. Most of the grammar practice and phonetic transcription shall be set as homework (writing);

Once a month, students should watch a movie in Italian Language.

Learning resources

Various authentic materials must be carefully collected by the teacher and shall be used throughout the courses: Classroom with projector and linguistic laboratory, slides, CDs, DVDs, radio excerpts, texts, songs, etc. These materials also expose the student to Italian culture.

Assessment modes




The ability to explain the acquired information to the teacher and/or other students. It can take can take places in a variety of settings, including:


Grammar tests;

Short written sentences

Listening/Viewing

Translation from Arabic into Italian of simple sentences based on words acquired within this Training Unit.

It is suggested to devote:

1 hour and 30’ to written test to cover writing, reading and grammar

1 hour of oral test


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Beneficiaries Students attending the 1st year of the IeFP Electrical Junior Technician program. Pre-requisites IT_1_01


TU discipline Theoretical Practical Italian Language 11 7 Assessment 1 1 20 guided learning hours Total theoretical: 12 Total practical: 8

Level Level 3 EQF


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Technician Travelling and

shopping IT_1_03

Th. Pr. 10 10

IT_1_03 Travelling and shopping Training Unit

Denomination/Title IT_1_03 Travelling and shopping


Brief description

This Training Unit represents a continuation of the TUs IT_01_01, IT 01_1_02 and focuses on the other fundamental elements of the Italian language within a cultural context. Emphasis is on the progressive development of listening, speaking, reading, and writing skills. Upon completion, students will be able to comprehend and respond with a more grammatical accuracy to spoken and written Italian and demonstrate cultural awareness.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

IT 1.1


Deal with situation necessary to survive in an environment where the target language is spoken: travel, accommodation, socialising

IT 1.2

Activate listening strategies by identifying key words, connectives and sequences to reconstruct the overall meaning of short and simple messages, advertisements, dialogues, instructions

Sustain short conversation using mainly some standard phrases on a routine tasks

IT 2.1

Making use of codes and different linguistic tools in relation to the objects, characteristics and purposes of communication

Apply correct and appropriate grammar, diction and syntax, including different tenses and word’s order

IT 4.2


Communicate in simple and routine tasks requiring a clear and direct exchange of information on habitual matters

IT 4.4 Synthesize information from a variety of sources to construct meaning

Have a quite range of vocabulary to carry out simple conversations RELATED LEARNING OUTCOMES ICT Laboratory

ICT 5.1

Create and edit documents, letters, and texts using word processors

Use the main features of the operating systems (first steps, using window) and apply the main concept of the file management (cope, move, delete, restore, searching)

Prepare and edit small-sized word documents that will be ready and to share and distribute

Knowledge

Structure and characteristics of the Italian Language






Page 21 of 76



Unit content

Part A: Travelling and holidays Travelling and transports. Expressions used about travelling (by train, by bus and by flight) Attracting attention Asking for and giving directions and locations Expressing a question about needs Making travel arrangement Expressing notions of availability, time, place and cost Describing situations, activities, places Weather forecast How to make comparison (comparatives and superlatives)? Expression when travelling Suggesting arrangements for holidays and outings Part B: Accommodation Making accommodation arrangements Asking about/Booking accommodation Asking/Telling cost (Euros currency) Complaining and complimenting Providing reasons and explanations Asking for permission and making a request Part C: Shopping Asking for and giving information about goods Negotiating prices Describing or indicating something Describing things Talking about availability Expressing preferences Talking about size, quantity, etc. Grammar Revision of Passato Prossimo Preposistions (a, con, da, di, fra, in, per, su, tra) Combined prepositions (al, dal, del, nel, sul) Superlative adjectives Indicator of place Interrogative adverbs Imperfetto tense Time connectors Comparative and diminutives Usage of simple past to express a request or intention: volevamo passare due giorni a… Expression of time with Simple past: Normalmente la mattina andavamo al mare Farcela


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Cominciare and finire as transitive and intransitive verbs Indefinite adjectives (alcuni, dei/delle, qualche) Indefinite pronouns (qualcuno, qualcosa)

Teaching staff

The Italian language teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in life and in the working environment assisting the Italian and/or English and/or Arabic language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned.

Learning settings


Class Hours 1: Grammar acquisition and practice

Class Hour 2: Listening and speaking practise

Class Hour 3: writing practice Typical classroom activities shall include:

Face-to-face lessons and presentations in order to comprehend how the Italian Language works;




Writing short sentences and simple translation from Arabic into Italian (writing);

ICT Laboratory;


Interactive tests and grammar exercises in class to a minimum in order to make the lesson as dynamic as possible. Most of the grammar practice, writing exercise or translation shall be set as homework (writing);


Learning resources


Assessment modes







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Grammar tests;

Short written summaries

Listening/Viewing





Beneficiaries Students attending the 1st year of the IeFP Electrical Junior Technician program. Pre-requisites IT_1_01 - IT_1_02


TU discipline Theoretical Practical Italian Language (and ICT Laboratory) 9 9 Assessment 1 1

20 guided learning hours Total theoretical: 10 Total practical: 10 Level Level 3 EQF


Page 24 of 76


Technician Describing people, things

and jobs IT_1_04

Th. Pr. 10 10

IT_1_04 Describing people, things and jobs Training Unit Denomination/Title

IT_1_04 Describing people, things and jobs

Subject Italian Language Brief description By the end of this Training Unit, students will be able to talk more in Italian about the

private, social and professional life; they will be able to talk about job by making a quite proper use of the Italian linguistic structure, and write messages of a raising complexity; they will also have a reasonable feel for the main patterns of the Italian language.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

IT 2.1


Possess a good understanding of all the essential structures and can use them with a reasonable degree of precision


Apply idiomatic expressions and other stylistic resources

IT 3.4

Develop and use an increasingly vocabulary gained through social and professional context.

Communicate appropriately in different situations, including the discussion of unfamiliar topics

RELATED LEARNING OUTCOMES ICT Laboratory

ICT 5.1




Knowledge Technical and professional language and terminology Communicative situations (personal, private, public, professional) Communicative functions (description, objects, places, tools and equipment, ask and

give information, narrating events) Communication principles, functions and elements Technical texts and differences with other typologies of written texts Technical language, figurative language, etc. Reading techniques aimed at understanding and interpreting texts

Unit content Part A: My family and the house where I live Describing or indicating someone or something Speaking about one’s family and house Describing a photograph Expressing possession Providing reasons Discussing events occurring in the present moment


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Talking about something happening at a precise moment Idiomatic expressions to describe someone or something Part B: People Describing people physically, what they do, where they live. Comparing two people Discussing a person’s character Asking for something courteously Making assumptions Making propositions Giving advice Part C: The job How to describe the occupation of Electrical Junior Technician How to describe other jobs Expressing desires and intentions Technical vocabulary of the Electrical Field Grammar Indefinite pronouns (qualcuno/nessuno) Stare + gerund Use of direct object pronouns with Passato Prossimo Adverbs of time and duration Relative pronouns (che/cui) Forms and usage of Progressive tence: Mario sta scrivendo una mail Relative pronouns chi and cui: Il ragazzo che abita con me, il ragazzo con cui abito Sapere and Conoscere in the Imperfetto Using Imperfetto and Passato Prossimo together Use of Volerci to express duration and distance Imperative verbs (familiar form), Imperative verbs (courtesy form) Pronominal verbs farcela and andarsene: Non ce la faccio più!; Me ne vado alle sei. Transitive and intransitive use of cominciare and finire verbs: Ho cominciato a leggere il romanzo; Il concerto è cominciato tardi. Revision of comparatives come and quanto: Marco è alto come/quanto me. Use of pronouns qualcuno and nessuno: Hai visto qualcuno? Forms and usage of Conditional Mode: Vorrei andare al mare Present perfect of modal verbs: Ho dovuto accompagnare mio fratello in ufficio.

Teaching staff The Italian language teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in life and in the working environment assisting the Italian and/or English and/or Arabic language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned.

Learning settings The learning settings are comprised of grammar, reading comprehension, simple sentence, and vocabulary acquisition. It is suggested to split the three weekly hours as follows:





Situational Method, based on structural syllabus in which Italian is taught by association


Page 26 of 76

with characteristics of surrounding pictures, gestures, etc. (understanding);




ICT Laboratory;

Interactive tests and grammar exercises in class to a minimum in order to make the lesson as dynamic as possible. Most of the grammar practice and writing or translation shall be set as homework (writing);

Once a month, students should watch a movie in Italian Language. Learning resources Various authentic materials must be carefully collected by the teacher and shall be used

throughout the courses: Classroom with projector and linguistic laboratory, slides, CDs, DVDs, radio excerpts, texts, songs, etc. These materials also expose the student to Italian culture.






Grammar tests;


Listening/Viewing





Beneficiaries Students attending the 1st year of the IeFP Electrical Junior Technician program. Pre-requisites IT_1_01 - IT_1_02 - IT_1_03 Guided learning hours

TU discipline Theoretical Practical Italian Language (and ICT Laboratory) 9 9 Assessment 1 1 20 guided learning hours Total theoretical: 10 Total practical: 10

Level Level 3 EQF


Page 27 of 76


Technician What do you think about it? IT_1_05

Th. Pr. 12 8

IT_1_05 What do you think about it? Training Unit

Denomination/Title IT_1_05 What do you think about it?


Brief description

The Training Unit will integrate detailed study of aspects of life, such as social issues, current events or topics of current interest with the study of Italian. There will be a particular emphasis on grammar and vocabulary. By the end of this Training Unit, students will be able to talk in Italian about different topic; generally, they will be handling most everyday situations and also understanding native speakers in these contexts.


(to be able to .. )

IT 2.1


Deal with more complex grammatical structure and read different texts without particular attention

IT 2.2

Organize notes and ideas for speaking (e.g. cause-effect, chronological, exemplification, etc.)

Generate a quite structured simple letter, showing controlled use of the organisational patterns and organized procedures

IT 3.3

Use reading as a possible problem-solving strategy to clarify personal thinking and knowledge

Produce written text on a wide range of subjects and explain different viewpoint of a topical issue giving the advantages and disadvantages of various options

Knowledge


Communication functions (description, objects, places, tools and equipment, ask and give information, narrating events)



Unit content

Part A: Childhood Speaking about childhood, life in the past Arguing for and against an opinion/an idea Expressing a wish in common, everyday situations. Colours and clothes Part B: Italian people and pizza: the perfect match! Accepting and refusing advice, giving reasons. Asking for a favour, and for clarification. Expressing surprise or sadness in conversation. Expressing feelings and intentions in the past. Offering advice.


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Part C: Weddings Main differences and similarities between Italian and Egyptian weddings How often? How do you feel about it? Making assumptions Making propositions Making a comparison Expressing equality Expressing one’s opinion on it Grammar Position of pronouns with imperative verbs Expressing function and need with Servire Usege of mentre and durante Expressions ‘non sopporto’ and ‘mi da fastidio’ + subjunctive or indicative: Non sopporto che si guardi la TV a tavola; Mi da fastidio quando si dice che; Mi da fastidio quando si fuma al ristorante Irregular comparative and superlative of adjectives and adverbs Direct pronouns and the other verbs: Ce l’hai presente? Terms of comparison: più’, meno di/che, tanto quanto, così come Future tense Indirect object pronouns Present subjunctive (imperative in the courtesy form) Present conditional


Learning settings




Class Hour 3: Writing practice Typical classroom activities shall include:







Learning resources Various authentic materials must be carefully collected by the teacher and shall be used throughout the courses: Classroom with projector and linguistic laboratory, slides, CDs,


Page 29 of 76

DVDs, radio excerpts, texts, songs, etc. These materials also expose the student to Italian culture.

Assessment modes






Grammar tests;


Listening/Viewing





Beneficiaries Students attending the 1st year of the IeFP Electrical Junior Technician program. Pre-requisites IT_1_01 - IT_1_02 - IT_1_03 - IT_1_04



Level Level 3 EQF


Page 30 of 76


Electrical Junior Technician How it works IT_1_06 Th. Pr. 10 6

IT_1_06 How it works Training Unit Denomination/Title

IT_1_06 How it works

Subject Italian Language Brief description By the end of this Training Course, students will have mastered the basics of the Italian

language, both grammar and vocabulary; they will have learnt enough either to go off to a country where Italian is spoken or pick it up there, or possibly to embark upon more formal study.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

IT 1.1 Ask questions and request information about described contents in order to fully understand the communication

Express himself/herself spontaneously without much strain of expressions

IT 2.1


Review information from different spoken and written sources, reconstructing arguments and accounts in a consistent presentation

IT 2.3


Take part in any conversation or discussion by saying and recognising colloquial expressions


Comprehend different read and write in a suitable style with a logical structure

IT 3.4 Develop and use an increasingly vocabulary gained through social and professional context

Communicate precisely on defined topics with least words defect RELATED LEARNING OUTCOMES ICT Laboratory

ICT 5.1




ICT 5.5


Format numbers and text context in a spreadsheet

Insert table and drawn object into documents

Choose and formats charts to communicate information meaningfully Knowledge Parts of a speech

Languages and non verbal communication codes




Page 31 of 76



Technical texts and differences with other typologies of written texts Unit content Part A: A telephone call

Telephoning Expression to be used when a telephone call occur Addressing people in formal situations Expressing preferences and annoyance Asking permission Asking about possibilities Asking about ability Making a polite request Part B: Health body and mind Talking about health Describing symptoms The human body Giving advice and indications Expressions used to express health feelings Relating Health problems Asking about physical fitness and expressing one’s opinion on it Part C: The job I would like to do Making suppositions about the future Talking about future plans Expressing hopes, intentions Expressing probability Technical vocabulary applied to the own work Grammar Omission of potere in certain situation/contexts Present tense used to express future Future perfect tense Verb and infinitive: spero di, penso di, ho intenzione di Present conditional of some verbs Using conditional to express polite request Specifying time: time at which, time from which, time until when Expressing repetition and frequency Usage of Imperative Mood (Lei and voi forms): Prenda un’aspirina!; Scegliete lo sport adatto! Negative Imperative usage (Lei and voi forms): Non esagerate! Positioning of pronouns with Imperative (Lei and voi forms): Fermatevi! Comparatives and Superlatives of buono and bene: buono-migliore-ottimo; bene-meglio-benissimo.



Page 32 of 76

The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in life and in the working environment assisting the Italian and/or English and/or Arabic language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned.

Learning settings The learning settings are comprised of grammar, reading comprehension, simple sentence, and vocabulary acquisition. It is suggested to split the three weekly hours as follows:








ICT Laboratory;









Grammar tests;


Listening/Viewing




1 hour of oral test The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of the Italian Language (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied by students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning


Page 33 of 76

outcomes. Beneficiaries Students attending the 1st year of the IeFP Electrical Junior Technician program. Pre-requisites IT_1_01 - IT_1_02 - IT_1_03 - IT_1_04 - IT_1_05 Guided learning hours


Level Level 3 EQF


Page 34 of 76



Technician The daily routine IT_2_01 Th. Pr. 14 10

IT_2_01 The daily routine


IT_2_01 The daily routine


Brief description

The Training Unit includes the review of all the grammatical content acquired in the previous level. In addition, it aims at expanding the knowledge of grammar and vocabulary by developing general communicative abilities. Students can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. at the bank, at the post office). Can communicate in routine tasks requiring a more complex and direct exchange of information on different matters. Can describe aspects of his/her background, immediate environment and matters in areas of immediate need.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

IT 1.1


Understand the gist of most spoken language delivered as normal speed in a familiar accent

IT 2.1


Engage with a satisfactory grammatical correctness and some spontaneity in conversations

IT 2.6

Use written and verbal expression for constructing and representing meaning in communication

Extract data and ideas from written texts of general interest with the support of reference materials

IT 4.1


Write coherent texts in a quote range of registers on every days topics


Extract data and information that consist mainly of frequency everyday or job-related language

Knowledge







Consultation modes of vocabularies and encyclopedias

Different modalities of composition of written texts Unit content Part A: At the bank and at the post office


Page 35 of 76

Making transactions Using an ATM (Bancomat) The main services Useful phrases and expressions Corresponding vocabulary Setting up a Bank account Asking about cheques Making a deposit, making a withdrawal Transferring money Asking and paying fees Credit card Balance requirements How to send a letter or a box Post office box Deliver mail Postal money order Part B: At the airport Identity card (Carta di identita’) Passport Question you will hear at the check-in counter Problems you may hear Commands and questions at the Security Checkpoint Questions you may need to ask Word checker Part C: Shall we go to the cinema? Expressing pleasure and satisfaction Expressing regret, doubt, hope and fair Expressing other emotions Grammar Pluperfect Revision of:

Prima di + infinitive

Indefinite adjectives

Relative pronouns

Combined pronouns

In- as a negative prefix

Metterci in expressions of time

Revision of the Conditional mood

Revision of Passato remoto

Possessive pronouns

Subjunctive mood – introduction Usage of vorrei and mi piacerebbe



Page 36 of 76

Learning settings





Face-to-face lessons and presentations in order to comprehend how the Italian Language works (understanding);

Report-back Session, to give students change to reflect on experience (understanding);


Watching video and listening to audio clips based on typical situations at the bank, the airport, etc. (listening);



Learning resources


Assessment modes






Grammar tests;


Listening/Viewing





Beneficiaries Students attending the 2nd year of the IeFP Electrical Junior Technician program. Pre-requisites Have positively passed the Training Units delivered at the first year



Level Level 3 EQF


Page 37 of 76


Electrical Junior Technician Italy and Egypt IT_2_02 Th. Pr. 12 10

IT_2_02 Italy and Egypt Training Unit

Denomination/Title IT_2_02 Italy and Egypt


Brief description

The Training Unit is aimed at developing in students the abilities to express opinions and beliefs in Italian, making comparisons, as well as to discuss values in a safe environment. By the end of this Unit students are able to speak more in Italian about cultural life, to make suggestions, express a condition and understand cultural meanings,


(to be able to .. )

IT 1.1



IT 2.3


Express spontaneously and quite precisely, differentiating fine shades of meaning

IT 3.1 Read expressively highlighting key points and meaningful values embedded within the text

Engage confidently and accurately in reading related to specialised topics

IT 3.2

Read and recognize various literary (e.g. metaphor, simile, personification, etc.) and technical texts and devices

Read and understand the main ideas and most details in a variety of authentic genres (including textbooks and literature) without too much effort

IT 3.5

Engage in self-selected reading activities

Produce clear, detailed text on a wide range of subjects and explain different viewpoints of a topical issue giving the advantages and disadvantages of various opinions


ICT 5.1




ICT 5.5


Work with presentation and choose different slide layouts and design, as well as insert and edit pictures, images, and drawn objects

Choose, create and format charts to communicate information meaningfully

Knowledge Different modalities of the verbal communication: chatting, dialogue, interview,

discussion, etc.


Page 38 of 76








Unit content

Part A: Differences and similarities Talking about the geographical position of a place Making suggestions Expressing a condition Admitting blunder Comparing cultures Part B: Literature and artistic heritage Exploring authors, artist, and writers of Italy and Egypt Understanding cultural meanings Discussing style, characters, relevance Expressing yourself using a wider range of features, including synonyms, expressions, opposites etc.

Note: As far as the Part B is concerned, the Teacher is free to choose an Italian and Egyptian writer or a literature work in order to make comparison amid different stylistic approach (icons, movies, books, etc.). To this end, students, individually or in pair, will do an on line searching and will deliver a presentation.

Grammar Revision of Adverbs of frequency (mai, quasi mai, raramente, ogni tanto, qualche volta, a volte, di solito, abitualmente, molto spesso, sempre). Tense agreement when using the subjunctive I verbi dichiarativi Past conditional to express future in the past Periodo ipotetico (1) Periodo ipotetico (2) Pluperfect subjunctive Passive form using andare Affinché/perché + subjunctive

Teaching staff

The Italian language teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in life and in the working environment assisting the Italian and/or English and/or Arabic language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned.

Learning settings





Page 39 of 76



Pair and group work, by using index-card exercises in order to explore difficult and complex issues (speaking);

Lecture with discussion (speaking);

Analysing and interpreting textbooks, Italian newspaper (reading);

Watching video and listening to songs, audio clips based on contents included in this Training Unit (listening);

Online searching, writing short summaries and simple translation from Arabic into Italian (writing);


Learning resources


Assessment modes


The usage of Italian language;


The ability to explain the acquired information to the teacher and/or other students. It can take places in a variety of settings, including:


Grammar tests;

Interactive tests


Listening/Viewing

Translation into Italian. It is suggested to devote:


1 hour and 30’ of oral test The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of the Italian Language (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied by students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.

Beneficiaries Students attending the 2nd year of the IeFP Electrical Junior Technician program. Pre-requisites IT_02_01



Level Level 3 EQF


Page 40 of 76


Technician The world around us IT_2_03

Th. Pr. 10 12

IT_2_03 The world around us Training Unit

Denomination/Title IT_2_03 The world around us


Brief description By the end of this Training Unit, students will be able to refer to different events and describe some of these in sequence: the range of Italian vocabulary will have increased to include some areas outside the daily life.


(to be able to .. )

IT 1.2


Engage confidently in conversations related to everyday topics or specialised ones.


Use a more complex grammatical structures and appropriate vocabulary

IT 2.3

Assess needs of audience, and adjust language and presentation according to the own knowledge

Understand the gist and detail of most spoken Italian Language in a range of registers, delivered at normal speed

Knowledge







Unit content

Part A: Environment and Pollution Agreeing and disagreeing Taking position in a discussion Reasoning Expressing / Defending a point of view Developing arguments Part B: Healthy eating Expressing and discussing an opinion about food and eating habits. Good manners Giving advice Expressing needs Healthy eating Traditional Italian cooking: la pizza


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Part C: The smart cities The definition of a smart city Urbanisation and environment Inclusive and sustainable city Expressing / Defending a point of view Developing arguments Expressing greater or lesser extent Expressing equality Grammar Expressing function and need with Servire Irregular comparative and superlative of adjectives and adverbs Usage of Imperative Mood (2e p. sing.): Mangia meno dolci! [mangiare] Negative Imperative usage (2e p. sing.): Non mangiare troppi dolci! Pronomi aggettivi e dimostrativi Avverbi di modo Articolo partitivo Transitive verbs used as reflexive verbs Use of compound future Special uses of ci The Subjunctive after a patto che/purché/a condizione che The Subjunctive after Superlativo relativo Passive verbs with essere and venire Nonostante/ sebbene/ benché/ malgrado followed by Subjunctive -bile at the end of an adjective Impersonal form of a reflexive verb Gerund and pronouns Past gerund Dopo + past infinitive Reporting direct and indirect speech Relative adjective cui


Learning settings








Analysing and interpreting textbooks, Italian newspaper (reading);


Page 42 of 76

Watching video and listening to audio clips based on contents included in this Training Unit (listening);

Online searching, writing short summaries and more complex translation from Arabic into Italian (writing);


Learning resources


Assessment modes






Grammar tests;


Listening/Viewing



3 hours of oral test The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of the Italian Language (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied by students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.

Beneficiaries Students attending the 2nd year of the IeFP Electrical Junior Technician program. Pre-requisites IT_02_01 - IT_02_02





Page 43 of 76


Technician Communication and mass

media IT_2_04

Th. Pr. 10 12

IT_2_04 Communication and mass media Training Unit

Denomination/Title IT_2_04 Communication and mass media


Brief description By the end of this Training Unit, students will have mastered more of the Italian language, both grammar and vocabulary, they will have learnt enough to possibly embark upon more formal study.

Ability / C

apacity / D

etailed sk

ill (to be ab

le to .. )

IT 1.3

Express the own opinions and assessments on the basis of conscious judgment

Apply complex grammatical structures and appropriate vocabulary, with some first language interference

Talk about books and newspapers articles, apply passages of written Italian, and make intelligent guesses about meanings

IT 2.1

Make use of codes and different linguistic tools in relation to the objects, characteristics and purposes of communication

Engage confidently and accurately in conversations related to media and ICT using a range of specialised words

IT 2.4

Extend value of reading, writing, speaking, viewing and listening by pursuing, through reading, new concept and interests as a result of these activities

Write accurately in a variety of common genres in order to communicate information, ideas, concepts and opinions related to a variety of situation and topics

IT 3.2


Extract the main ideas and most of the details in authentic Italian texts in a variety of genres (including magazine, newspaper, textbook)

Knowledge






Unit content

Part A: Media Advertising Watching a television debate Watching a movie Festivals and celebrations Expressing intention of purpose Expressing results of action Part B: Magazine and newspaper Reading, articles (newspapers, magazines)


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Viewing, interpreting and summarising online news, current affairs Analysing media language, expressions and cultural aspects Expressing intention of purpose Expressing results of action Part C: Internet, I phone and I pad Understanding internet, I phone and I pad Discussing relevance Expressing yourself using a wider range of features, including synonyms, expressions, opposites etc. Agreeing and disagreeing Taking position in a discussion Reasoning Expressing / Defending a point of view Developing arguments Grammar Connettori testuali: nessi per preposizioni esplicite Quale soggetto: egli/ella, loro Periodo ipotetico: il terzo periodo I verbi dichiarativi Passato e trapassato remoto: quando si usa Combined pronouns Subjunctive of the main verbs in: -are, -ere, -ire Conjunctions and phrases expressing purpose Conjunctions and phrases expressing purpose


Learning settings








Analysing and interpreting textbooks, Italian newspaper and magazines (reading);


Online searching, writing short summaries and more complex translation from Arabic into Italian (writing).

Learning resources Various authentic materials must be carefully collected by the teacher and shall be used throughout the courses: Classroom with projector and linguistic laboratory, slides, CDs,


Page 45 of 76

DVDs, radio excerpts, texts, songs, etc. These materials also expose the student to Italian culture.

Assessment modes






Grammar tests;

Interactive tests;


Listening/Viewing




Beneficiaries Students attending the 2nd year of the IeFP Electrical Junior Technician program. Pre-requisites IT_02_01 - IT_02_02 - IT_02_03



Level Level 3 EQF


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Electrical Junior Technician Debating on … IT_2_05 Th. Pr. 12 10

IT_2_05 Debating on … Training Unit

Denomination/Title IT_2_05 Debating on …


Brief description

The Training Unit will be based on reading and speaking activities in which students may embark upon different topics (friendship, sport, social problems, …), dealing with more complex grammatical structure, showing controlled use of organisational patterns and organized procedures. By the end of this Unit will have learnt enough to go off the country where Italian is spoken and pick up there.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )



IT 2.4


Write accurately on the topics developed within this Unit in order to communicate information, ideas, concepts and opinions

IT 3.2


Extract the main ideas and most detail in authentic Italian texts in a variety of genres (including magazine, newspaper, textbook)

IT 3.4

Develop and use an increasingly vocabulary gained through social and professional context

Apply complex sentence structure and appropriate vocabulary, without first language interference

IT 3.5

Engage in self-selected reading activities


IT 4.2


Engage in conversation of raising complexity and to speculate on what you have learnt


Extract the main ideas from authentic Italian texts (including magazine, newspaper, textbook) and give details, both written and orally

Knowledge





Structure and characteristics of some typologies of texts: newspaper articles, scientific


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papers, instruction sheet, technical manual



Unit content

Part A: Friendship Expressing hopes and intentions Expressing probability Part B: Sport Reading newspaper articles Reading more complex texts Part C: Social Problems Reading the press Express certainty and uncertainty Expressing conjecture, hearsay Note: It is suggested to develop the contents, both written and oral, according to the following structure:

Giving account of recent events

Sequencing events; determining what happened before and after

Predicting and hypothesising; Grammar Revision of the grammar developed throughout the second school year. Focus on the main points such as: Conditional mode, Past historic, pluperfect, comparative adjectives, comparative adverbs, terms of comparison (più, meno di/che, tanto quanto, così come); verb and infinitive (spero di, penso di, ho intenzione di), future and perfect used to express probability, prepositional phrases (prima di, dopo di, fino a, da).


Learning settings







Dialogues, Lecture with discussion (speaking);

Analysing and interpreting textbooks, Italian newspaper and magazines (reading);


Online searching, writing short summaries and more complex translation from Arabic into Italian (writing);



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Assessment modes






Grammar tests;

Interactive tests;


Listening/Viewing




Beneficiaries Students attending the 2nd year of the IeFP Electrical Junior Technician program. Pre-requisites IT_02_01 - IT_02_02 - IT_02_03 - IT_02_04



Level Level 3 EQF


Page 49 of 76

Training Units third year Program Training Unit Training Unit Code Guided hours

Electrical Junior Technician The images of Italy IT_3_01 Th. Pr. 5 13

IT_3_01 The images of Italy Training Unit

Denomination/Title IT_3_01 The images of Italy


Brief description

The Training Unit will be based on reading and speaking activities in which students may embark upon an Italian literary work of a famous writer dealing with a more complex linguistic codes and register. By the end of this Unit students will be able to produce clear and detailed viewpoint, both orally and writing, expressing themselves spontaneously without much strain of expression.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )


Talk about an Italian writer, apply passages of written Italian, and make intelligent guesses about meanings

IT 2.4


Write accurately on an essay developed by an Italian in order to communicate information, ideas, concepts and opinions

IT 3.2 Read and recognize various literary (e.g. metaphor, simile, personification, etc.) and technical texts and devices

Extract the main ideas and most detail in authentic Italian literary work

IT 3.4



IT 4.2




Extract the main ideas from authentic Italian texts and give details, both written and orally

Knowledge







Different modalities of composition of written texts Unit content Reading Italian literary passages


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Reading more complex texts Note: the Teacher is free to choose an Italian writer in order to make students more confident with the Italian literary work. Students will be engaged in doing online searching and deliver a written an oral presentation. Grammar Revision of the grammar developed throughout the second school year. Focus on the main points such as: conditional to express hearsay; passive: focus on action; si impersonale: si dice che…..


Learning settings


Class Hour 1: Listening practise

Class Hour 2: Speaking practise

Class Hour 3: Reading and Writing practice Typical classroom activities shall include:

Face-to-face lessons and presentations of on Italian writer (understanding);


Dialogues, Lecture with discussion (speaking);

Analysing and interpreting literary work (reading);

Watching video and listening to DVD, CDs based on contents included in this Training Unit (listening);

Online searching, writing summaries (writing).

Learning resources


Assessment modes






Grammar tests;

Interactive tests;


Listening/Viewing



2 hour of oral test The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of the Italian Language (cognitive evaluation), but also


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other abilities, as a cross-sectional dimension, to be applied by students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.

Beneficiaries Students attending the 3rd year of the IeFP Electrical Junior Technician program. Pre-requisites Have positively passed the Training Units delivered at the second year


TU discipline Theoretical Practical Italian Language 5 9 Assessment 4 18 guided learning hours Total theoretical: 5 Total practical: 13

Level Level 3 EQF


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Technician The business letter IT_3_02

Th. Pr. 2 17

T_3_02 The business letter Training Unit

Denomination/Title IT_3_02 The business letter


Brief description

A business letter is a formal means of communication between two people, a person and a corporation, or two corporations. Business letters differ from personal letters because they follow very strictly rules set for composition. Many people are intimidated by the prospect of writing to strict guidelines; however business letters are nothing to be afraid of. The Training Unit's purpose is to equip students with knowledge and abilities of the main principles and techniques of effective business letter writing. In this task, students learn how to structure letters for success, produce a more professional document, maximize comprehension and create a good impression.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

IT 4.1


Write effective business letters for use in the Electrical field

IT 4.3

Use dictionaries and / or consultation tools or paper-based media to acquire information necessary to understand and write texts

Demonstrate a broad knowledge of Italian linguistic concepts and a wide range of technical words related to the electrical field

IT 4.4

Synthesize information from a variety of sources to construct meaning

Identify the needs and concerns of the readers of business letters

Communicate information and ideas creatively and effectively through writing

IT 4.5

Elaborate written texts using: analysis, synthesis, description, definition, list, classification, etc.

Use a range of grammatical structures and vocabulary to write letters in a professional context, using appropriate tone and style

RELATED LEARNING OUTCOMES: ICT Laboratory

ICT 5.1


Apply advanced text, paragraph, watermarks, end section, column and table formatting

Reference features like footnotes, endnotes, and captions

ICT 5.5


Work with presentation and choose different slide layouts and design as well as insert and edit pictures, images, and drawn objects

Use functions such as those associated with logical, statistical, financial and mathematical operations


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Mathematics

MAT 2.1

Use mental computation when computer and calculator are inappropriate

Apply the techniques of memorising numbers

Practice mental computation with simple operations

Practice mental computation with proportions

MAT 5.2 Make oral and written statements on mathematical contents based on reasoning, justifications and evaluation

Apply mathematical expressions representing electrical data Technical and Professional Competences

TPC1.3 Identify materials, equipment and tools

Perform a correct dimensioning and choose the right device (PLC, Sensors, Actuators) and verify the suitability of their installation

TPC1.4

Estimate time and costs

Estimate the time of material supply, the timing for the installation of individual components and their integration

Analyse and estimate the economic convenience about the put on stock of spare parts to reduce the machine/production line downtime

TPC2.1 Use electrical and not electrical data

Measure the power supply of each sensors and of each actuator (temperature, speed, torque, pressure)

TPC2.4 Use instructions and procedures for assembling panels and cabinets

Verify the right requirements (IP, segregation, mechanical features) of the electrical cabinet before proceed to install devices inside it

TPC3.1 Select and adopt appropriate commissioning techniques

Install the completed cabinet on a client's site and realize a test functioning and guarantee the maintenance for the all life of the system

Knowledge









Simple analysis of tabular and graphical representations

Unit content

Definition of a business letter and differences amongst other typologies of letters

Purpose of a business letter

Common types of business letter (acknowledgment letter, adjustment letter, complaint letter, inquiry letter, order letter, response letter)

The important points when writing a business letter (subject, audience, purpose, style)

The format of a business letter:

Letterhead

Date

Recipient (company name, person's name, title, address)


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Salutation

The body of a letter: first part (state the purpose of the letter), second part (state you point, explain what you want to happen, explain the information you have), third part (call for action and request some form of action. Thank the reader for this)

Closing

Signature

Name and contact information

Enclosures

Writing check list before sending the business letter (e.g.: What is my purpose in writing this letter/memo/report? What does my reader want or need to know to understand my message? Have I answered important questions and provided the necessary information for the reader? Did I accomplish my purpose?)

Ways to organize the information (active and passive verbs, emphasizing the positive, verbs versus nouns, guidance for tabulation, avoiding ambiguity, check the spelling and grammar)

Common phrases for business letter Sample topics Helpful hints for business letter Grammar Grammar taught in the first two years school will be revised according to the needs of students.

Teaching staff

The Italian language teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in life and in the working environment assisting the Italian and/or the English and/or the Arabic language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical/practical teacher of residential or industrial electrical installation or automation and PLC should guide the development of understanding and of applying the electrical engineering and good manufacturing principles (GMP) when working on electrical installations (industrial electrical installation, automation and PLC). He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings

The integrated weekly hours shall develop and consolidate skills in reading and writing (reading comprehension, composition, grammar and vocabulary acquisition). Students will work both individually and in small groups. The emphasis is on creating a supportive environment that is student centred. The Training Unit delivery shall include: a) Grammar revision, Reading (vocabulary and comprehension), writing (work on syntax

and accuracy); the work will be based on the textbook chosen by teacher


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supplemented with texts from other sources such as Italian, Egyptian and international newspapers.

b) Translation from and to Italian; the work will be based on a wide range of texts. Lectures, ICT laboratories, individual and group work, class active searching for information in the websites are some of the main suggested teaching methods to be used. It is very useful that students become familiar with topic related to the qualifications of Electrical Junior Technician. To this end the business letters should be focused on different topics: how to order electrical material, how to complain for mistakes, how to ask for information, how to inquiry or to respond to a letter, etc. Participants might be divided into groups, each of them works in turn on one typology of letter. Each member shall work either individually or as group's member. After the completion, the different groups present and discuss each other the different results.

Learning resources Various authentic materials must be carefully collected by the teacher and shall be used throughout the courses: flipchart, slides, sample of business letter, newspaper and magazines, texts.

Assessment modes





Translation from Arabic into Italian of sentences based on words acquired within this Training Unit;

Written letters and oral presentation It is suggested to devote:

1 hour written test to cover writing and reading

1 hour of oral test The assessment modes comprise not only the evaluation of demonstrating knowledge and applying the fundamentals techniques and abilities related to the topics developed (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied buy students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.

Beneficiaries Students attending the 3rd year of the IeFP Electrical Junior Technician program. Pre-requisites IT_3_01


TU discipline Theoretical Practical Italian Language (and ICT Laboratory) 2 12 Assessment 2 Subtotal hours: 2 14 Related disciplines Theoretical Practical Mathematics 1 Technical and Professional Competences 2 19 guided learning hours Total theoretical: 2 Total practical: 17

Level Level 3 EQF


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The definition of a budget on the basis of a job order IT_3_03

Th. Pr. 2 17

IT_3_03 The definition of a budget on the basis of a job order Training Unit

Denomination/Title IT_3_03 The definition of a budget on the basis of a job order


Brief description

Electrical Material represents the parts or the elements that are used in order to make each and every electrical structure from a house circuit to a big factory. Electrical materials can be the electrical fittings, the lugs, electrical circuit breakers, the motor control, the electrical conduit, the lighting or the enclosures. In order to be a successful Electrical Junior Technician it is essential to master the art of electrical estimating which means to know the exact cost of labour, materials, and expenses to complete a given project or job order. Electrical estimating is not a rocket science, but it requires methods and business tools. The Training Unit is aimed at developing the basic knowledge and skills on how to estimate costs, according to a given project or a job order, knowing all about the labour and material costs with the final purpose of arriving a 'bid price'.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

IT 2.4 Extend value of reading, writing, speaking, viewing and listening by pursuing, through reading, new concept and interests as a result of these activities

Deal competently with demanding comprehension instructions

IT 2.6

Use written and verbal expression for constructing and representing meaning in communication.

Use estimation techniques to check quantities, ratios, speed and other required data estimates

Record calculations and measurement information accurately according to workplace information

IT 3.5 Engage in self-selected reading activities.

Use a bilingual or learner's monolingual technical dictionary to glean information about meaning

IT 4.4 Synthesize information from a variety of sources to construct meaning.

Mount a technical argument in sound written Italian by using different and textual evidence

IT 4.5


Assimilate, select and organize material in order to produce, to a deadline, a written and oral argument


ICT 5.1

Create and edit documents, letters, and texts using word processors Apply advanced text, paragraph, watermarks, end section, column and table

formatting Reference features like footnotes, endnotes, and captions

ICT 5.4 Elaborate and display data using tables and spreadsheet Use tables by applying arithmetic formulas and functions

ICT 5.5 Communicate technical information utilizing IT applications to create,


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elaborate, modify and display technical documentation Work with presentation and choose different slide layouts and design Use functions such as those associated with logical, statistical, financial and

mathematical operations Mathematics

MAT 2.2

Use estimation to determine soundness of problematic situations in a wide variety of applications Estimate current value and compliance with technical specifications Estimate power values to assure compliance with ratings of components and

materials

MAT 4.1 Identify, collect, organize and interpret relevant data Collect and organise data to interpret quadratic phenomena


TPC1.3 Identify materials, equipment and tools Perform a correct dimensioning and choose the right device (PLC, Sensors,

Actuators) and verify the suitability of their installation

TPC1.4

Estimate time and costs Estimate the time of material supply, the timing for the installation of

individual components and their integration Analyse and estimate the economic convenience about the put on stock of

spare parts to reduce the machine/production line downtime

TPC2.4 Use instructions and procedures for assembling panels and cabinets Verify the right requirements (IP, segregation, mechanical features) of the

electrical cabinet before proceed to install devices inside it

TPC3.1 Select and adopt appropriate commissioning techniques Install the completed cabinet on a client's site and realize a test functioning

and guarantee the maintenance for the all life of the system

Knowledge

Techniques of listening Techniques of recording information (notes, schemes, etc.) Technical texts and differences with other typologies of written texts Technical language, figurative language, etc.

Unit content

How to make a budget The items to be considered when defining a budget How to estimate costs How to evaluate and make comparisons between different alternatives How to read the General Conditions in a technical manual/book Schedule showing how much material will be required for production and how much material must be bought to meet this production requirement. The purchase depends on both expected usage of materials and inventory levels. Grammar Grammar taught in the first two years school will be revised according to the needs of students.

Teaching staff

The Italian language teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in life and in the working environment assisting the Italian and/or the English and/or the Arabic language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above


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mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical/practical teacher of residential or industrial electrical installation or automation and PLC should guide the development of understanding and of applying the electrical engineering and good manufacturing principles (GMP) when working on electrical installations (industrial electrical installation, automation and PLC). He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings

The Unit Contents should be based on a real work situation related to the professional profile of Electrical Junior Technician. E.g. how to determine or estimate costs on the basis of a given project. The delivery of this Training Unit requires a strict cooperation with the technician involved in teaching the Technical and Professional competences. An example on how to deliver the Training Unit is given below. a) Teacher in cooperation with the technician of technical and professional competences

should define an installation project. b) Each student must start by reviewing the entire set of building plans before he begins.

Electrical drawings are often crowded with symbols and wiring information. By viewing the architectural plans first, students will gain a better understanding of the intended function of the space. This will allow them to create a more accurate estimate.

c) Students review the electrical plans. They perform a material take-off for each electrical system. This involves counting the amount and type of each material needed. With the building power, for example, they will need to count the number and type of electrical panels, number of breakers, lengths of wiring and conduit, and number and location of power outlets.

d) Students are invited to do an online search or to go to a supplier to obtain unit pricing. They have to repeat this process for all systems, including lighting, mechanical connections, and any other work applicable to the job.

e) Students now calculate labour costs. They determine how many hours they will need to perform each type of installation, then they multiply this number by the average wage of the employees, included supervision, technicians, and labourers as needed.

f) Students now determine if there are any outdoor or underground electrical tasks on the job. This work may be shown on the civil plans or landscaping drawings, and is easy to miss when electrical technician are used to working off of the electrical plans. They look for electrical service expansion requirements and outdoor lighting, and will add the cost for this work to determine the price.

g) Students now request pricing from 'subcontractors' for any specialty work. This includes temperature controls, fire alarm, and communication systems. They will send a copy of the relevant drawings and specifications to 'companies', making sure to get pricing for any work they do not plan to perform using the own staff.

h) Students include costs for electrical permits, if need be. Permit fees are based on the number of breakers or circuits being added to the job. On larger projects, this can add thousands of EGP to the cost of the project. They have to use permit rates in their city or country to calculate this cost.

i) In order to better determine the costs it is very important to read the General Conditions


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in the Specifications Book and in the Bidding Instructions, if applicable. These often contain information that can greatly affect the price. They may look for information on scale wages, night work, work in occupied spaces, and bond premiums or requirements. The cost of these items shall be included in the price.

j) Now students are able to prepare their estimate. It includes all costs they calculated from steps b) to i), as well as a fee or percentage for overhead and profit. They have to specify on their estimate what work is included or excluded, and indicate whether sales tax is included in their numbers.

k) Students in turn present the own work results. The form of studies includes:

Face-to-face lessons (understanding);

On line searching and watching video (listening);

Pair and working group (writing);

Individual or group presentations (writing).

Learning resources Various authentic materials must be carefully collected by the teacher and shall be used throughout the courses: flipchart, slides, DVDs, video projector, stimulus cards, newspaper and magazine articles, texts, technical manual, etc.

Assessment modes







Written technical proposal and oral presentation It is suggested to devote:

2 hour written test to cover writing and reading

1 hour of oral test The assessment modes comprise not only the evaluation of demonstrating knowledge and applying the fundamentals techniques and abilities related to the topics developed (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied buy students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.

Beneficiaries Students attending the 3rd year of the IeFP Electrical Junior Technician program. Pre-requisites Have positively passed the Training Units attended the previous years


TU discipline Theoretical Practical Italian language (and ICT Laboratory) 3 12 Assessment 3

Subtotal hours: 3 15 Related disciplines Theoretical Practical Mathematics 1 Electrical installations, materials and components 1



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Work meeting: the art of negotiation IT_3_04

Th. Pr. 4 17

IT_3_04 Work meeting: the art of negotiation Training Unit

Denomination/Title IT_3_04 Work meeting: the art of negotiation


Brief description

Business negotiation is the process by which typically two or more parties come together to try to create a mutually agreeable contractual decision. It is understood as the process to reach an understanding, resolve point of difference, or gain advantage in outcome of dialogue, to produce an agreement upon courses of action, to bargain for individual or collective advantage, to craft outcomes to satisfy various interests of two people/parties involved in the negotiation process. The Training Unit's aim is for students to develop knowledge and understanding of negotiation skills and techniques, in particular the meaning and nature of negotiation tactics, including coercive, win-win, the opportunities and risks of each approach.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

IT 1.3

Express the own opinions and assessments on the basis of conscious judgment

Distinguish between content (what) and process (how)

Capitalise on differences between content (what) and process (how)

IT 1.4


Appreciate the influence of culture on negotiation, the art of cross-cultural communication, and how to succeed in international negotiations

Understand what drives the other party


Prepare in a structured way for a negotiation

IT 4.1


Plan and implement strategies that subtly influence other parties

Plan and conduct negotiations/influencing scenarios

IT 4.3

Use dictionaries and / or consultation tools or paper-based media to acquire information necessary to understand and write texts.



ICT 5.1



Reference features like footnotes, endnotes, and captions


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Work with presentation and choose different slide layouts and design


Search on line information and copy web content into a document Mathematics

MAT 2.5

Analyse and solve simple problems by using geometric figures or the properties transformation

Solve the calculation of surfaces decomposing complex shapes into elementary figures

MAT 5.3

Develop, select strategies and methods for describing and solving problems related to electrical, electronic, mechanic and chemistry phenomena based on mathematical conceptual models

Solve problems related to power, voltage and current applying second degree equations

Represent current and voltage in power circuits

MAT 5.4 Develop, select strategies and methods for describing and solving problems based on knowledge, skills and conceptual models




TPC1.4





Measure the power supply of each sensors and each actuator (temperature, speed, torque, pressure)

TPC2.2

Apply assembling and wiring techniques

Choose the most appropriate wiring method (wire, structured cabling, bus-bars system) and know how to dimensioning it

Interconnect different electrical cabinets trough wires or bars and prepare the singular units for the transportation and the assembly on client’s site

TPC2.3 Adopt setting up procedures

Wire using rules to ensure proper wiring for the safety of the operator

TPC2.4

Use instructions and procedures for assembling panels and cabinets

Create a different typology of power center using manufacturer's specifications and ensure the integrity of the structure




Knowledge Structure of the verbal communication and construction phase of a verbal communication

(planning, elaboration, controlling, etc.)


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The main physical quantities of S.I. and their measurement's units

The main scale (units of measurements, formulas, calculations and conversion): length, area, capacity, volume, mass, angle, duration, speed, density, number of revolutions per second

Measurement using instruments, taking into account uncertainty relating to measuring

General structure and common operations to various application packages (Type of menu, editing operations, creation and archive of documents, etc.)

Unit content

Part A The eight–stage negotiation process: 1. Prepare: Know what you want (understand needs, know your priorities, identify your

boundaries, count in yours resources, set up the meeting) 2. Open: Put your case (the importance of opening, state your case, listen to their case,

understand the needs and find what they really want) 3. Argue: Support your case (erode their position, manage their needs, strengthen your

argument, maximize the benefit for them,...) 4. Explore: Seek understanding and possibility (discover areas of agreement and

difference, explore ways to reach an agreement, feel your way forward,...) 5. Signal: Indicate your readiness to work together (show readiness to move, wait for their

signal, move towards concession). 6. Package: Assemble potential trades (identify agreeable trades, make conditional

proposals, if you...then I,...). 7. Close: Reach final agreement (move to a close, agree the details, confirm the

agreement,...). 8. Sustain: Make sure what is agreed happens (confirm their commitment, keep your

promise, renegotiate if necessary). Part B Expressions for making and changing arrangements about the own work Expressions used to make provisions Technical language used within the Electrical field. Formal and informal ways of greeting colleagues and people in a work situations Expression used when receiving foreign guests at work How to ask permission and obligations Expression used in a work meeting Expressions for giving your opinions Expressions for agreeing and disagreeing How to describe hypothetical situations Grammar Grammar taught in the first two years school will be revised according to the needs of students.


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Teaching staff

The Italian language teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in life and in the working environment assisting the Italian and/or the English and/or the Arabic language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical/practical teacher of residential or industrial electrical installation or automation and PLC should guide the development of understanding and of applying the electrical engineering and good manufacturing principles (GMP) when working on electrical installations (industrial electrical installation, automation and PLC). He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings

The integrated hour weekly/monthly shall develop and consolidate skills in speaking, listening, reading and writing (reading comprehension, composition, grammar and vocabulary acquisition). Students will work both individually and in small groups. The emphasis is on creating a supportive environment that is student centred. The Training Unit delivery shall include: a) Grammar consolidation, Reading (technical vocabulary and comprehension), writing

(work on syntax and accuracy); the work will be based on the textbook chosen by teacher supplemented with technical texts from other sources such as Italian, Egyptian and international newspapers.

b) Translation from and to Italian; the work will be based on a wide range of texts. c) C): Speaking and listening practice focusing on aspects of Electrical field. The learning settings may include:

Face-to-face lessons, in order to systematize the conceptual framework.

Simulation, with the aim to provide students with participation and involvement in the learning process. This technique allows students to experience a real life situation in a protected environment as well as to receive objective feedback about one's performance. In addition, this technique may be useful to diagnose interactive skills, to provide models and practice, and to motivate each student to pay more attention to the interpersonal impact.

An example on how to deliver the Training Unit based on the Simulation is given below. This simulation may be useful to illustrate some of the concepts and techniques that may be used in successful negotiations. Participants take part in a simulated negotiation allowing them to explore different approaches and then discuss and review their performances. a) Participants are divided into 4 groups that take either the buyer's role (2 groups) or

the seller's role (2 groups). b) Teacher prepares a worksheet including some instructions in a bullet form (e.g. a

idea on how to make an electrical industrial installation for a small enterprise producing nails). It will help students to make a technical proposal. The topic should be based on a subject strictly connected to the Technical and Professional


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competences. c) Teacher distributes the work sheet to students in the class. Students should follow

each of the instructions carefully. d) Besides playing the roles of buyer and seller, each group has access to a computer to

help them to define the technical proposal. e) Each group, separately, shall work in order to become familiar with the situation,

define individual responsibilities, considerer objectives and determine what information is needed from the other group. When defining goals it may be useful to do this in terms of what is acceptable, reasonable and desirable. When considering options this should be done based on their probable financial impact.

f) The two sides meet (2 groups playing respectively the role of buyer and seller) present and discuss the initial proposal. Both groups should be prepared to negotiate and suggest acceptable terms.

g) After the first meeting each group (buyer and seller) review notes taken in order to investigate and modify their proposals. This will involve further analysis of the implications of the proposals and the definition of goals and acceptance criteria.

h) Final negotiation involves the groups returning to the negotiation to finalise agreement. During this step it may be necessary for short adjournments to allow individual groups to discuss proposals privately.

i) Review and Discussion involves the groups reconvening to report on and discuss the negotiation. This should involve a discussion on goals, how these were progressed towards and an evaluation of the other group. To help with this session each groups should ensure that they record their progress during the negotiation.

As a follow up activity, particular attention shall be given to conversation, to develop in the student an increasing capacity to express him/herself and communicate in the proper way.


Assessment modes







Written technical proposal and oral presentation It is suggested to devote:

2 hour written test to cover writing and reading The assessment modes comprise not only the evaluation of demonstrating knowledge and applying the fundamentals techniques and abilities related to the topics developed (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied buy students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.

Beneficiaries Students attending the 3rd year of the IeFP Electrical Junior Technician program. Pre-requisites IT_3_01 - IT_3_02 - IT_3_03

Guided learning TU discipline Theoretical Practical


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hours Italian language (and ICT Laboratory) 4 12 Assessment 2 Subtotal hours: 4 14

Related disciplines Theoretical Practical Mathematics 1 Technical and Professional Competences 2 21 guided learning hour Total theoretical: 4 Total practical: 17

Level Level 3 EQF


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Technician Team work and Problem

solving IT_3_05

Th. Pr. 4 17

IT_3_05 Team work and Problem solving Training Unit

Denomination/Title IT_3_05 Team work and Problem solving


Brief description

One of the most relevant aspects of life is the array of choices that we have on a daily basis. Some decisions to be taken are simple, like deciding what to eat for dinner or what shirt to wear. However, some choices are challenging and take careful thought and consideration, especially when they occur at work (how to negotiate an economical proposal, how to deal with new materials, how to identify a fault or to find a solution). When people are confronted with these types of decisions, it can be very difficult to decide on the best option. Many times people are forced to choose between two equally good options, or perhaps, to pick between two choices that both have drawbacks. To this end a special technique might be useful to solve a problem that seems unsolvable. It is called 'problem solving' technique. This procedure involves a series of steps that allow person to go through their own when they are confronted with a decision or problem that needs to be solved. This approach may not work perfectly for all difficulties, but it may help with many of the problems that people are confronted with in their life. The Training Unit aims to "teach" how to take decisions in a factual and structured way and to work effectively in teams, to perform analysis efficiently and to prioritize and structure the communication of decisions.

Ability / C

apacity / D

etailed sk

ill (to be ab

le to .. ) IT 1.2


Identify appropriate methods of developing information to solve problems

Understand what types of information to gather when some key questions arise

IT 1.4


Give practise problems, solve the problem by using a given conceptual framework

Practice decision making by consensus according to a given specific problem

Use a variety of decision making techniques


Identify appropriate written methods of representing and explaining


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information

IT 3.4


Write concrete problem statements by using an appropriate technical language

IT 4.1


Master idea generating tools like affinity diagrams, word chaining, the box method, etc.

IT 4.3

Use dictionaries and / or consultation tools or paper-based media to acquire information necessary to understand and write texts.

Write concrete problem statements by using an appropriate technical language

RELATED LEARNING OUTCOMES Mathematics

MAT 4.3

Interpret and display data using a bar graph, a pictograph and a data table

Represent values of physical and chemical phenomena using bar charts and identify correlations between phenomena

Represent electrical and electronic field data in tables and pies to assure the compliance with technical specifications

MAT 4.4

Apply to a simple level some techniques of quantitative representation of aspects involving in the electrical, electronic, mechanic and chemistry context

Estimate values and represent electric phenomena with algebraic expressions

Use probability principles in analysing information Technical and Professional Competences

TPC3.2

Identify actions required to correct defects

Isolate the fault and fix it also with the substitutions of specific components (cylinders, valves, communication cables)

Realize the structure and the functioning of a control system (sensors feedback) and adapt it to a new solution

Rapid detection of faults identifiable at sight

TPC3.3

Assess the correct use of protection measures against electrical injury

Guarantee all standards for the protection of the operators against electrical injuries during and after the installation of actuator circuit

Apply the safety standards and ensure their application during the realization of the actuators wiring

TPC4.1

Interpret signals related to malfunctioning situations

Choose signaling devices and install them (digital voltmeter and ampere meter, lights, buzzers) in order to monitor the correct functioning of the drivers

Interpret signals related to malfunctioning situations and individuate a quick solution


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TPC4.2 Adopt simple maintenance techniques

Realize a periodically maintenance to assure the correct functioning of all the alarm devices and of the full PLC output system

TPC4.3 Select and use testing tools and techniques to restart operation

Practice measurements and tests for each driver and actuator installed using multi-meter for the recovery and restart of the electrical system

Knowledge



Problem solving technique

Decision making techniques










Unit content

The problem solving process: - Step 1. Identify, define and understand the problem - Step 2. Identify and analyse possible causes - Step 3. Generate solutions - Step 4. Select one solution to test out - Step 5. Plan of action - Step 6. Take corrective action by implementing the selected solution - Step 7. Check the results - Step 8. Continue to improve by asking, “How can you make the solution better?”

The concept of brainstorming

The 5 whys

Cause and effect analysis

Critical examinations

The team work The Unit Contents should be based on a real work situation related to the professional profile of Electrical Junior Technician. E.g. how to identify a problem when un unscheduled defeats appeared in order to identify possible solutions to perform maintenance of electrical installations. An example on how to deliver the Training Unit based on Problem Solving technique is given below: a) Teacher, in strictly cooperation with the teacher of technical and Professional

competence, prepares a worksheet describing the defeats occurred for an industrial installation.


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b) Instructions. Participants are divided into 4 groups. Each group must collect as much information about the problem as possible. The problem solving techniques works best when people have information about the problem such us background, conditions, installation modalities and similar case. This will help students determine the most logical and likely answer to each 5 whys question.

c) Working in team. In order to utilize the 5 why method most effectively, each group's member should have different roles, positions and specialities (e.g.: technician, mechanics, supervisor, electrical junior technician, electrical designer, engineer, etc.). A critical element of the 5 whys method is the people in charge who are asking the why questions and providing the most likely answers at each step. Having a diverse group’s member means gaining insight from different viewpoints and opinions. Approaching the problem from different angles could lead to answers that you may not have thought of on your own, and ultimately reveal the root cause of the issue.

d) Apply the problem solving technique. Each group now start to analyze the problem by asking why 5 times. Students may start with a simple problem statement about what the issue is and start to work back from there asking why each step occurred. It is very important that students use logic and knowledge to find the most probable answer to each 5 why question. Here is an example of the 5 why process in action: Problem Statement: Milling line installation shut down Why did Milling line installation shut down? (why 1)

The engine broke down. Why did the engine break down? (why 2)

The Automator is not functioning. Why is the Automator not functioning? (why 3)

The Automator only lasts about 6 months, this one hasn't been changed in 8 months.

Why didn't anyone change the Automator at 6 months? (why 4) No one knew to change it.

Why didn't anyone know it needed to be changed? (why 5) There is no preventative maintenance schedule set up to tell the mechanics to do it (root cause)

e) Analysis. Each group, in turn, is asked to analyze each of the 5 whys. As they work throughout answering the 5 whys, they have to analyze each step and test the assumptions if possible. Students have to ask themselves about the why answers:

Would this answer lead to the previous effect?

Does this make the most sense given everything we know about the problem?

Could there be other possibilities? At this stage is very important to pay attention that the goal of the 5 why method (problem solving) is to find true root cause to find the solution and to prevent the problem from happening again. When students have asked why 5 times and think they have identified the root cause, then they will find a solution that addresses that root cause. When students have a solution, they need to follow the logic back up the why chain to determine if it will solve the problem. Continuing from the previous example: Root Cause: There is no preventative maintenance schedule set up to tell the


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mechanics to do change the Automator on engine every six months. Solution: Implement a preventative and ordinary maintenance schedule to change the Automator every six months.

f) In order to better understand how the problem solving techniques works it is possible to go beyond 5 whys if necessary to determine root cause and it makes sense. For instance if why 4 in the example was changed to "The mechanics didn't follow the preventative maintenance schedule", then students may continue asking why the mechanic didn't follow the procedure: Why didn't the mechanic follow the schedule? (why 5) He has not been trained on the preventative maintenance schedule for the engine Why is the mechanic not trained? (why 6) He just joined the area and his previous area did not have an engine like the one that broke down (root cause) Solution: Train all new mechanics on the preventative maintenance of equipment in areas they will be joining

g) Students may end up finding a different solution to the problem if they continue asking why until they identify the true root cause. This will help to keep them form settling on an easy answer that just blames a person to get to the root cause. The root cause is more likely a process or procedural issue to be addressed.

Grammar Grammar taught in the first two years school will be revised according to the needs of students.

Teaching staff

The Italian language teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical/practical teacher of residential or industrial electrical installation or automation and PLC should guide the development of understanding and of applying the electrical engineering and good manufacturing principles (GMP) when working on electrical installations (industrial electrical installation, automation and PLC). He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings

The integrated hours weekly/monthly shall develop and consolidate skills in reading and writing (reading comprehension, composition, grammar and vocabulary acquisition). Students will work both individually and in small groups. The emphasis is on creating a supportive environment that is student centred. The Training Unit delivery shall include: a) Grammar revision, Reading (vocabulary and comprehension), writing (work on

syntax and accuracy); the work will be based on the textbook chosen by teacher supplemented with texts from other sources such as Italian, Egyptian and international newspapers.

b) Translation from and to Italian; the work will be based on a wide range of texts. Lectures, ICT laboratories, individual and group work, class active searching for information in the websites are some of the main suggested teaching methods to be


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used.


Assessment modes







Written proposals and oral presentation It is suggested to devote:

1 hour of oral test

1 hour of written test The assessment modes comprise not only the evaluation of demonstrating knowledge and applying the fundamentals techniques and abilities related to the topics developed (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied buy students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.

Beneficiaries Students attending the 3rd year of the IeFP Electrical Junior Technician program. Pre-requisites IT_3_01 - IT_3_02 - IT_3_03 - IT_3_04



Subtotal hours: 4 14 Related disciplines Theoretical Practical Mathematics 1 Technical and Professional Competences 2



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Technician From school to the labour

market IT_3_06

Th. Pr. 2 22

IT_3_06 From school to the labour market Training Unit

Denomination/Title IT_3_06 From school to the labour market


Brief description

After students end the school, searching for a job is an arduous task, even when they know exactly what position they are looking for, but they do not know how and where to dig out information. Young job seekers have always faced this dilemma. At the same time, when the information has been identified young seekers have to tackle with another dilemma: how to draft a CV and fill the right information in it, and hope for a job interview. A CV is the most flexible and convenient way to make applications. It conveys the personal details in the way that presents a person in the best possible light. A CV is a marketing document in which someone is marketing something: itself! The person needs to "sell" his own skills, abilities and qualifications to employers. Being invited to an interview means a person has passed the first test: the CV must have made a good impression. What the person needs now, is to prepare itself for the interview to make sure he/she is successful at this stage. The job interview is not just a stroll but is a process starting from the reciprocal need: a person wants a job and the interviewer wants to find the right person to fill that specific position. The Training Unit's aims are:

Develop in students the fundamentals abilities to find and select information for potential jobs through online searches, consulting his own network, the magazines and other relevant sources;

Transfer the basic techniques on how to write a CV having regarded that an application form is designed to bring out the essential information and personal qualities that the employer requires and does not allow a person to gloss over weaker points as a CV generally does;

Prepare students for a job interview by transferring to them the right techniques and tools in order to cope with this important and real concern that affects most of them when trying to enter the labour market.


(to be able to .. )

IT 1.1


Give a long oral presentation in Italian on a defined topic to a small group of listeners, such as classmates

Deal competently with demanding comprehension passages

IT 1.2


Discuss complex topical and abstract issues in an appropriate register of Italian


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IT 2.2 Organize notes and ideas for speaking (e.g. cause-effect, chronological, exemplification, etc.)

Communicate with others by using the proper technical terminology

IT 2.3 Assess needs of audience, and adjust language ad presentation according to the own knowledge

Communicate and present a coherent argument, express and defend opinions

IT 2.4


Understand styles and registers of written and spoken Italian

Deal competently with demanding comprehension passages

IT 4.1


Apply and produce workplace forms/documents used for recording data where required

IT 4.3


Assimilate, select and organize information in order to produce a written text

IT 4.4

Synthesize information from a variety of sources to construct meaning

Use a range of resources to obtain career information (e.g. handbook, career materials, labor market information, and computerized career-information delivery system)


IT 4.5


Use a broad range of grammatical structures and expression to transfer information in a professional context, using appropriate tone and style.






ICT 5.5 Communicate technical information utilizing IT applications to create, elaborate, modify and display technical documentation


Knowledge






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Consultation modes of vocabularies, encyclopedias, magazines, online search




Unit content

It is suggested to develop the Training Unit in different phases. The first one shall be based on techniques used to find a job, how to read and select from magazines a job advertising that matches students' expectations (job seekers), how to make online search, etc. The second phase shall be based on methods used to draft a CV, having regarded that the European template (Europass) is the one suggested by the educational community in making competences and abilities more transparent, readable, marketable and identifiable by the labour market. The third phase shall be based on job interview simulation having regarded that the job interview should be understood by students as a process that goes beyond the only qualifications and competences acquired at school; attentions are also paid by enterprise on personality, poise, ability to communicate, as well as on the motivation, with the final purpose of verifying that those aspects fit with the organization and make it worthwhile to continue the hiring process. Part A: Job searching

Market Survey focused on potential job opportunities offered by the local, national and the international context.

Guided online searching (the main job advertising website used in Egypt, Italy and Europe)

Reading the main job advertisements magazines, newspaper, job listings used in Egypt, Italy and Europe and selection of relevant information related the occupation of Electrical Junior Technician

Part B. How to draft a CV

What is a C.V.? Differences between different typologies of CV and the importance of using the European CV: Europass

When should a CV be used?

What information should a CV include? (personal details, education and qualifications, work experience, interest and achievement, skills, references)

What makes a good CV? (targeted on the specific job, carefully and clearly laid out, informative but concise, accurate in content, spelling and grammar)

How long should a CV be?

Tips on presentation (use of active words, typical expression, etc.)

Fonts

Targeting the CV Part C: Job interview

The job interview understood as a process: - Before the interview: a) research the company, b) plan for the interview, c) plan

for the journey, d) gathering information to be used when the interview will take place

- On the interview day: a) what is important to do before leaving the own flat, b) the time supposed for the arrival, c) how to dress, d) at the interview

The differences between the verbal and non-verbal communication (voice, gesture, eye,


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voice, etc.)

The listening techniques

How to ask questions about the job you apply for

Formal expression to be used during a job interview

The art of creating the right image of itself Grammar Revision of the following points:

The use of the verb at the infinitive, present and past;

Formal and informal language: the difference between 'tu' and 'lei'.

The typical question used in a job interview (Come ti descriveresti? Preferisci lavorare individualmente oppure in team? Sei disponibile a un trasferimento? Cosa puoi fare per questa compagnia? Perché dovremmo assumerti? Dicci qualcosa sui tuoi interessi e altre attività. Che retribuzione e ti aspetti?)

The difference between the imperative and the conditional tense ('voglio fare' 'vorrei fare', 'posso', 'potrei', 'mi piacerebbe', etc.)

How to use ' a me mi'

How to exchange greetings in a formal way

Principal words to describe yourself.

Teaching staff

The Italian language teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in life and in the working environment assisting the Italian and/or the English and/or the Arabic language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. Expert in job interview coming from an enterprise Former students.

Learning settings

Students at the third school year of the IeFP program in Electrical Junior Technician will eventually take job interviews after they finish the school. It can be a touchy subject for many students as the work environment may offer them very different employments. Also, students may be under pressure to find a job and may experience an anxiety attach because of the new situation. In addition, job searching and job interviewing can make students nervous for a variety of unconscious reasons. To this end, is very important that the teacher will be able to reduce the sense of inadequacy and/or personal insecurity feelings. One of the best ways of delivering this Training Unit and dealing with this topic is to explain that the transition from school to labour market is a 'game', although an incredibly real game. It is important to pragmatically understand the rules and not get up in the difficulties of the labour market. The teaching methods may include:

Face-to-face lessons, in order to systematize the conceptual framework.

Roles play technique, with the aim to provide students with participation and involvement in the learning process. This technique allows students to experience a real life situation in a prepared environment as well as to receive objective feedback about


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one's performance. In addition, this technique may be useful to diagnose interactive skills, to provide models and practice, and to motivate each student to pay more attention to the interpersonal impact. An example on how to deliver the Part C of this TU is given below. a) Prepare a worksheet including some instructions in a bullet form; b) Distribute the work sheet to students in the class. Students should follow each of

the instructions carefully. c) Make groups of three people; choose one person to interview for the position, one

to interview the job applicant, and one to take notes on the job interview; d) Review notes taken after each interview and allow students ask their opinion on

how they could improve their job interviewing skills; e) Have students switch roles and either interview another person, or take notes; f) Make sure that all students have taken notes and interviewed so that they can

understand the job interviewing process better. g) While students are in their groups, have them note disagreements on job

interviewing technique. At the end of the session have students to ask other students their opinions on these disagreements

As a follow-up activity another suggested teaching method is the simulation with a job interview expert coming from the enterprise. At the first sight this technique might be similar to the Role Play but they differ in different ways. Role Play involves participants to 'act' in a given role that is clearly defined, whereas the simulations mimic real life situations as closely as possible. The latter technique helps students to experience the real life.

Learning resources Various authentic materials must be carefully collected by the teacher and shall be used throughout the courses: flipchart, slides, Europass CV newspaper and magazines, texts.

Assessment modes







Written and oral presentation The assessment modes comprise not only the evaluation of demonstrating knowledge and applying the fundamentals techniques and abilities related to the topics developed (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied buy students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.

Beneficiaries Students attending the 3rd year of the IeFP Electrical Junior Technician program. Pre-requisites IT_3_01 - IT_3_02 - IT_3_03 - IT_3_04 - IT_3_05


TU discipline Theoretical Practical Italian Language (and ICT Laboratory) 2 20 Assessment 2 24 guided learning hours Total theoretical: 2 Total practical: 22

Level Level 3 EQF

Integrated Technical Education Cluster at Fayoum – English Language

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Annex-3

English Language Course ILOs and Training Units

for Years I-II-III


Fayoum-ITEC



Cairo, August 2012


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INTRODUCTION

Teaching English as a third language (L3) is placed in the broader framework of linguistic education, which involves all verbal and non-verbal languages.

Teaching how to read and write English requires a special attention and in some cases the drawing up of differentiated learning pathways in order to make student more confident about the sounds and signs of the new language. Some difficulties experienced by students when reading and writing a third language may be due to the following reasons:

Possible phonological interference of the mother tongue;

Abstractness of the alphabetic system;

Development of phonological competence;

Development of lexical competence;

Personal psychological and emotional factors that can interfere and involve with learning process of the L3.

The above-mentioned statements are even truer when the study of English language takes place in the context of vocational education in which traditional methods and pedagogical models are challenged by requesting the shift from teaching content to a competence based approach.

The study of English language, here proposed, involves the skills laid down by the Common European Framework Reference for languages (CEFR): speaking, reading, writing, listening with a gradual acquisition level throughout the three-year course: A2 (first year), B1 (second year), B2 (third year).


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Table 1: Common European Framework Reference for languages Level Listening Reading Speaking Writing A2 Student can understand phrases and the

highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal and family information, shopping, local area, employment). Student can catch the main points in short, clear, simple messages and announcements

Student can read very short, simple texts. Student can find specific, predictable information in everyday simple material such as advertisements, prospectuses, menus and timetables and can understand short simple personal letters

Student can communicate in simple and routine tasks that require a simple and direct exchange of information on familiar topics and activities. Student can handle very short social exchanges, even though he can't usually be able to understand enough how to keep the conversation going by itself. Student can use a series of phrases and sentences to describe, in simple terms, his family and other people, living conditions, his educational background and his present or most recent job.

Student can write short, simple notes and messages. Student can write a very simple personal letter, for example thanking someone for something.

B1 Student can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure, etc. Student can understand the main points of many radio or TV programmes on current affairs or topics of personal or professional interest when the delivery is relatively slow and clear.

Student can understand texts that consist mainly of high frequency everyday or job-related language. Student can understand the description of events, feelings and wishes in personal letters.

Student can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Student can enter unprepared into conversation on topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events). Student can connect phrases in a simple way in order to describe experiences and events, his dreams, hopes and ambitions. He can briefly give reasons and explanations for opinions and plans. Student can narrate a story or relate the plot of a book or film and describe his reactions.

Student can write simple connected text on topics which are familiar or of personal interest. Student can write personal letters describing experiences and impressions.

B2 Student can understand extended speech and lectures and follow even complex lines of argument providing the topic which is reasonably familiar. Student can understand most TV news and current affairs programmes. He can understand the majority of films in standard dialect.

Student can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. Student can understand contemporary literary prose.

Student can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible. He can take an active part in discussion in familiar contexts, accounting for and sustaining his views. Student can present clear, detailed descriptions on a wide range of subjects related to his field of interest. He can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

Student can write clear, detailed text on a wide range of subjects related to his interests. Student can write an essay or report, passing on information or giving reasons in support of or against a particular point of view. Student can write letters highlighting the personal significance of events and experiences.


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Although each school year will be focused on the acquisition of specific learning outcomes, it is important to highlight that the study of English grammar will have a cross-sectional dimension. This study shall involve the following topics: alphabet, gender and number of names, gender and number of adjectives, the use of indefinite and definite article, verbs: present tense, future tense and compound past tense, past tense, past participle; the use of auxiliary, modal verbs (should, can, want), demonstrative adjectives and pronouns, adjectives and possessive pronouns, grade adjectives, adverbs of time and frequency, ordinal and cardinal numbers, interrogative forms.


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Table of content

INTRODUCTION ........................................................................................................... 1

Learning Outcomes ......................................................................................................... 6

Teaching methods and learning strategies ..................................................................... 11

Training Units Framework ............................................................................................ 13

Training Units first year ................................................................................................ 14

EN_1_01 How can I say it in English? ......................................................................... 14

EN_1_02 We can all talk in English ............................................................................. 18

EN_1_03 I Love to travel .............................................................................................. 22

EN_1_04 Tell me more ................................................................................................. 26

EN_1_05 Eventually we all live in the same world ...................................................... 29

EN_1_06 English for everyday activities ...................................................................... 32

Training Units second year ............................................................................................ 36

EN_2_01 I would like to open an account .................................................................... 36

EN_2_02 Culture corner ............................................................................................... 40

EN_2_03 Are you all right? .......................................................................................... 43

EN_2_04 Communication and mass media .................................................................. 46

EN_2_05 Social life ...................................................................................................... 49


EN_3_01 A cross-continent tour ................................................................................... 52

EN_3_02 The business letter ......................................................................................... 55

EN_3_04 Work meeting: the art of negotiation ............................................................ 63

EN_3_05 Team work and Problem solving .................................................................. 68

EN_3_06 I accepted the job offer.................................................................................. 73


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Learning Outcomes

LEARNING OUTCOMES EXPECTED TO BE ACHIEVED BY STUDENTS AT THE COMPLETION

OF THE FIRST AND SECOND SCHOOL YEAR

LINGUISTIC SKILLS

The development of linguistic skills is strictly connected with specific practical and word-life activities that students must carry out at everyday situations.

For the reception and oral skills these activities involve:

• Practice different modes of communication, such as: conversation, discussion, debate, interview, or free exposure on the basis of notes and steps, describing themselves, objects, places, tools and equipment, ask and providing information, explaining events;

• Record the oral work done by themselves and other students when involved in extracurricular situations;

• Apply in a conscious way the structural and textual characteristics related to speaking practice making it functional to the context according to the purpose and the recipient of communication.

The contents related to reading refer to the further development of specific skills not only affects the working context but also personal and social life. Problem solving will make the foreign language seem more real to students. The activities related to the analysis and understanding of texts shall involve:

• read a sufficient variety of texts, based on different topics and themes: literary texts, scientific and technical documentations, magazine, newspapers, simple notes, webs, graphs, stories, essays, novels, etc.;

• identify styles and format and their influence on meaning, and allow students to develop knowledge of interrelationship concepts.

The contents affecting the writing are related to the drafting of various texts, in order to develop writing applied in the word-life and that contains ordered, related, well-developed paragraphs with sentences of varied lengths and patterns. The contents involve:

• Give, record and ask for information in written forms such as conference reports and notes for discussion, private and public announcements and notices, etc..;

• Give written instructions to perform operations or regular activities; • Describe in objective or subjective terms, places, objects, people and events; • Develop arguments on the given subject, according to the received instructions; • Use writing process to clarify personal thinking and knowledge by applying criteria

for selection and development of topic • Apply writing strategies in order to re-write paragraphs, notes, etc, in a different way

according to the purpose of the communication


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• Re-elaborate in creative way personal experiences, objective information in the form of diaries, dialogues, stories, etc.

REFLECTION ON ENGLISH LANGUAGE

The contents refer to the structure of the English Language. This structure, in part already known to students, must now have more clearness and completeness and so far it should cover all the major topics:

• Key features of a text: subject-verb agreement, parallel construction, pronoun reference, punctuation, capitalization, sentence structure, etc.;

• Variety of texts: literary, technical, scientific, magazines, etc.; • The relationship between semantics and syntax in sentence structure: the relations

between the constituents, regencies, concordances, modal and temporal verbs; • Difference between the social and work-related English language.

LEARNING OUTCOMES EXPECTED TO BE ACHIEVED BY STUDENTS AT THE COMPLETION

OF THE THIRD SCHOOL YEAR

The third school year is characterized by being from one hand a final year for students who wish to enter the labour market on the basis of the vocational qualification achieved; and on the other hand it constitutes a preparatory year for those who choose to enrol in the fourth grade of Professional Institute.

Students can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. They can deal with most situations likely to arise whilst travelling in an area where the English Language is spoken. In addition students can produce connected text on topics which are familiar or of personal interest, can describe experiences and events, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

Studying English Language includes a broad range of grammatical contents and its consolidation. The third school year aims at further developing the students’ practical communicative abilities as well as building up the relevant vocabulary of working world. The form of studies includes lectures, seminars, self-study tasks and work in lab and virtual environment (on-line work, synchronous and asynchronous conversations and discussion forums, interactive tests and exercises).

On the basis of the working processes that characterize the occupation of Electrical Junior Technician a professionalizing approach will be developed throughout the third school year. Students will draft oral and written reports related to professional activities, projects and researches. In the outlook to have students more familiar with the technical language and the professional field they want to enter to, the training units will be based on different topics and issues related to the working activities that the Electrical Junior Technician is expected to perform in his career; technical instructions, business information, interviews and questionnaires, meetings' notes, formal letters, job applications, filling the curriculum, etc. are some of the topics that will be developed.



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Table 2: Learning Outcomes of English Language

Linguistic competence

Communicate in English Language within the professional contexts and life


Declination

General skills Detailed skills knowledge Disc

EN 1 Apply mode of communicative interaction

EN 1.1 Ask questions and request information about described contents in order to fully understand the communication

Structure of the verbal communication and construction phase of a verbal communication (planning, elaboration, controlling, etc.)


Parts of a speech





EN

EN 1.2


EN 1.3 Express the own opinions and assessments on the basis of conscious judgment

EN 1.4


EN 2

Explain information and arguments in different communicative

EN 2.1 Making use of codes and different linguistic tools in relation to the objects, characteristics and purposes of communication

The morph-syntactic elements (parts of speech)

The logical structure of the sentence

The paragraph structure

Punctuation

EN

EN 2.2 Organize notes and ideas for speaking (e.g. cause-effect, chronological, exemplification, etc.)


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situations EN 2.3





EN 2.4 Extend value of reading, writing, speaking, viewing and listening by pursuing, through reading, new concept and interests as a result of these activities

EN 2.5 Recognize the specific characteristics and details of short and simple messages, advertisements, dialogues, instructions

EN 2.6 Use written and verbal expression for constructing and representing meaning in communication

EN 3 Understand texts of varying type and complexity

EN 3.1 Read expressively highlighting key points and meaningful values embedded within the text






EN

EN 3.2 Read and recognize various literary (e.g. metaphor, simile, personification, etc.) and technical texts and devices

EN 3.3 Use reading as a possible problem-solving strategy to clarify personal thinking and knowledge

EN 3.4 Develop and use an increasingly vocabulary gained through social and professional context

EN 3.5 Engage in self-selected reading activities.

EN 4

Apply techniques of writing texts of various types and complexity

EN 4.1


Structure and characteristics of Italian Language




Different modalities of composition of written

IT

EN 4.2 Construct sentences and periods of raising complexity through the proper use of orthographical, morpho-syntactic and lexical elements

EN 4.3 Use dictionaries and / or consultation tools or paper-based media to acquire information necessary to understand and


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write texts texts

EN 4.4 Synthesize information from a variety of sources to construct meaning

EN 4.5. Elaborate written texts using: analysis, synthesis, description, definition, list, classification, etc

ICT 5

Use technological tools and computer systems to manage communication


Computer structure;

Structure of the Internet;



ICT



ICT 5.4 Elaborate and display data using tables and spreadsheet

ICT 5.5



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The teaching methods must be dynamic and encourage active participation on the part of the

students. Methods and learning strategies shall be based on interactive communication. Each

student should have the possibility to develop his or her linguistic and grammatical

knowledge partly by means of simulations of real-life situations, so that they can use the

language in a confident and spontaneous way.

Students must actively exercise the receptive skills such as understanding, listening and

reading, as well as productive skills, such as writing, speaking and interacting in English.

Particular attention, however, is given to conversation, to develop in the student an increasing

capacity to express himself/herself and communicate in English from the very beginning of

the IeFP course. Naturally this method includes the study of the rules of English syntax and

grammar, which are essential to language learning, but, alone, are not sufficient for gaining a

real command of the English language. Grammar shall not be dealt with in a rigid manner, but

as a useful reference system for comprehending the linguistic structures, which then will be

used knowingly in a correct manner.

Time must be devoted either to lessons where students concentrate on learning and applying

linguistic structures and functions in English, or conversation and aspects of English

language.

The form of studies shall include different methods and learning strategies depending on the

contents and the learning outcomes to be acquired.

Understanding:

- Face-to-face lessons, in order to comprehend how the English

Language works compared with the mother tongue;

- Situational Method, based on structural syllabus in which language is

taught by association with characteristics of surrounding pictures,

gestures, etc.

Listening:

Linguistic laboratory, watching movies, video and TV, radio excerpts,

audio feedback, audio-lingual, lecture with discussion, to allow students

to be more confident and familiar to the new sounds, phonetics, etc.


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Reading: Analyses and interpreting of textbooks, English magazines and

newspapers, technical manuals, job offers, advertising, etc.

Speaking: Dialogues, lecture with discussion, former students, experts, guest

speakers, pair and working group, class discussion, cooperative learning,

oral presentation, simulation and Role Play.

Writing:

Online searching, dictation, writing summary, worksheets/surveys,

translation from Arabic into English, report-back sessions, index-card

exercise, interactive tests, phonetic transcription, exercises at home and

school.


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1 y 2 y 3 y

EN_1_01 How can I say it in English? 19

EN_1_02 We can all talk in English 19

EN_1_03 I love to travel 19

EN_1_04 Tell me more 19

EN_1_05 Eventually we all live in the same world 19

EN_1_06 English for everyday activity 21

EN_2_01 I’d like to open an account 16

EN_2_02 Literature 14

EN_2_03 Are you all right? 19

EN_2_04 Communication and mass media 19

EN_2_05 Let’s get together! 16

EN_3_01 A cross-continent tour 14

EN_3_02 The business letter 10

EN_3_03 Let’s make a deal 14

EN_3_04 Working meeting: the art of negotiation 14

EN_3_05 Team work and Problem Solving 14

EN_3_06 I accepted the job offer 18



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EN_1_01 How can I say it in English?


EN_1_01 How can I say it in English? "If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language- that goes to his heart."

Subject English Language

Brief description

The Training Unit includes the introduction and the presentation of the basic structures and morphology of English Language, with particular regard to practical communication issues such as interacts in common and single situations. It also aims at setting the basis for understanding how the English language works along with building up the beginner level vocabulary. At the completion of this Unit, students can recognize familiar words and every basic statement concerning them, the family and immediate concrete surroundings. They can use single phrases and sentences in areas of immediate need, can write a short postcard, fill in a form with personal details, can ask and answer simple questions about personal details such as where they live, people they know and things they have. They can interact in a simple way provided that the other person speaks slowly and clearly and is prepared to help.

Ab

ility / Cap

acity / Detailed

skill (T

o be ab

le to .. )

EN 1.1


Understand the message embedded within an oral text.

Demonstrate an understanding of the sounds of English and the main points of contrast with Arabic Language


EN 2.5


Demonstrate a basic knowledge of linguistic concepts and apply them to the analysis of English

EN 4.2

Construct sentences and periods of simple complexity through the proper use of orthographical, morph-syntactic and lexical elements

Use a range of different tenses and the basic grammatical forms, both orally and in writing

Introduce himself/herself, greet people, excuse himself/herself and carry out simple conversation topics

EN 3.1

Read expressively highlighting key points and meaningful values embedded within the text and according to the English Language

Read aloud a short passage of English messages, with regard to correct pronunciation and the meaning of the text

Complete a short conversation in English on simple topics relating to the own personal experience

Knowledge The grammatical Structure and the characteristics of the English Language

The English alphabet (vowels, consonants) and the main differences with the Arabic


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Language

Grammar, semantics and the morph-syntax elements of English Language


Punctuation (point, double points, comma, semicolon, exclamation mark, question mark, brackets, etc.)




Unit content

Part A: Introduction to the English language The English alphabet (vowels, consonants) The accent and the pronunciation. Especially for the Egyptians (/p/ and /b/ and the th sounds). Numbers (from 1 to 100). Weights (gram, pound, kilogram, ton). Measures: Length (millimetres, centimetres, decimetres, meters, kilometres), Area (square meter, hectare, square kilometre), Capacity and volume (litre, hectolitre, cubic centimetre, cubic decimetre, cubic meter). Part B: Who are you? How to introduce yourself and ask about names. How to describe your own family. How to describe the place where you live. How to ask for the email address. Describing an object or an animal in English is relatively easy, but things are a bit more complicated when you are trying to describe a person or a place. When talking about a person it is not just appearance you have to worry about, but describing other factors like character, temperament, behavior and so on. It may be useful to use adjectives, colours, etc. Part C: Nice to meet you. Greeting in a formal and informal way. Typical expression used in a formal and informal way. The name of Countries and nationality Some characteristics of the English pronunciations (stress, etc.) Grammar Personal pronouns (singular and plural). A/an and the. Countable and uncountable. The verb To Be and To Have (present form). Present simple (I do). The sentence construction: affirmative phrase (subject + verb) and negative phrase (subject + not + verb). Prepositions (At/ On /In). On time/in time. Prefixes un-, in-, im-, dis-.


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Adjectives ending in -ing and –ed (boring/bored.etc). Colours (eyes, hair, mouth, nose, height, body) Phrasal verb (be) : be in / be into / be out

Teaching staff The English language teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned.

Learning settings


Class Hours 1: Grammar acquisition

Class Hour 2: Phonetic transcription

Class Hour 3: Speaking and listening practice The form of studies shall include:

Face-to-face lessons, in order to comprehend how the English Language works compared with the mother tongue (understanding);

Situational Method, based on structural syllabus in which English is taught by association with characteristics of surrounding pictures, gestures, etc. (understanding);

Linguistic laboratory (listening), to introduce students within the new sounds, phonetics, etc.;


Simple dialogues and role play (speaking);

Interactive tests and exercises at home, at school (writing)

Once a month, students should watch a movie in English Language.

Learning resources

Various authentic materials must be carefully collected by the teacher and shall be used throughout the courses: Classroom with projector and linguistic laboratory, slides, CDs, DVDs, radio excerpts, texts, songs, etc. These materials also expose the student to English culture.

Assessment modes


The usage of English language (syntax, etc.);




Grammar tests;

Translation from Arabic into English of simple sentences based on words acquired within this Training Unit.


1 hour written test to cover writing, reading and grammar

1 hour of oral test The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of the English Language (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied by students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.


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EN discipline Theoretical Practical English Language (and ICT Laboratory) 9 8 Assessment 1 1



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EN_1_02 We can all talk in English


EN_1_02 We can all talk in English "One language sets you in a corridor for life. Two languages open every door along the way"


Brief description

The Training Unit's aims are a more consolidation of the grammatical knowledge of English, the acquisition and increase of lexicon and the improvement of comprehension and expression in both written and oral forms. At the end of this Training Unit, students will have enhanced, step by step, their ability to communicate in English, in a major clear and structured manner on different topics. In addition, students should be able to complete simple and routine tasks requiring an exchange of information on familiar matters, to describe their background and issues related to everyday life such as asking simple questions, reading and writing basic sentences. By the end of this Training Units, students will be able to talk about people, to describe themselves, in term of physical appearance and character, to recognize the name of foods and drinks, to ask and give information.

Ab

ility / Cap

acity / Detailed

skill (T

o be ab

le to .. )

EN 1.1


Become aware of the English language through listening and viewing a variety of words

Enquire and answer questions about personal details, such as where do you live, people you know and things you like and dislike

EN 2.1


Explain clearly and logically experiences or written text.



Gather and assess information for speaking

EN 4.2


Sustain short conversation using mainly the present tense, along with some standard phrases for the past

EN 4.3 Use dictionaries and / or consultation tools or paper-based media to acquire information necessary to understand and write texts

Select basic and common words suitable to audience

Knowledge

The grammatical Structure and the characteristics of the English Language.

The English alphabet (vowels, consonants) and the main differences with the Arabic Language.

Grammar, semantics and the morph-syntax elements of English Language.

Parts of a speech (subject, verb and specification).

Punctuation (point, double points, comma, semicolon, exclamation point, question mark, brackets, etc.).


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The logical structure of a sentence.

Reading techniques aimed at understanding and interpreting texts.

Essential vocabulary to manage the verbal communication within formal and informal context.

Communicative functions (description, objects, places, tools and equipment, ask and give information, narrative events).

Consultation modes of vocabularies and encyclopaedias.

Different modalities of composition of written texts.

Unit content

Part A: The world around us. How to describe what you have. Describing the house where you live. How to describe and express what you like and dislike. How to describe your leisure time. How to give general information. Asking and giving the time. The names of days, weeks and months. More numbers (from one hundred to thousand). Part B: Leisure and entertainment. Names to describe personal hobbies. Asking about/Discussing activities. Asking/Talking about leisure activities. Asking/Providing details. The vocabulary to describe leisure activities. How often? Names of some sport's games. Cinema and theatre. Music. Part C: We are having a picnic. The names of drinks and foods. How to order a drink or something to eat. How to make a table reservation at the restaurant. Inviting someone. Asking about/Expressing preferences. Asking for/Making preferences (Egyptian Pounds and English Pounds). The vocabulary to describe foods and drinks. A sightseeing holiday in the city. Grammar Names with and without the. Present continuous and present simple (I am doing and I do). Adjectives: a nice new house. Adjectives and adverbs (quick/quickly). Demonstrative pronouns: this/ that/these/those. So and such. Nouns suffixes: -ment, -ity, -ness, -tion. Adjectives suffixes: -able, -ive, -al, -y.


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Nouns and verbs with the same form guess/to guess, rest/to rest. Compound adjectives: easy-going, well-known, part-time. Preposition: to/at /in /into Phrasal verb (break) : break down / break into / break out /break up


Learning settings


Class Hours 1: Grammar acquisition and Phonetic transcription

Class Hour 2: Listening and writing practise

Class Hour 3: Speaking practice Typical classroom activities shall include:

Face-to-face lessons and presentations in order to comprehend how the English Language works compared with the mother tongue (understanding);





Interactive tests and grammar exercises in class to a minimum in order to make the lesson as dynamic as possible. Most of the grammar practice and phonetic transcription shall be set as homework (writing);


Learning resources


Assessment modes






Grammar tests;

Short written sentences

Listening/Viewing





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Beneficiaries Students attending the 1st year of the IeFP Electrical Junior Technician program. Pre-requisites EN_1_01


TU discipline Theoretical Practical English Language (and ICT Laboratory) 9 8 Assessment 1 1 19 guided learning hours Total theoretical: 10 Total practical: 9

Level Level 3 EQF


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EN_1_03 I Love to travel


EN_1_03 I Love to travel "The world is a book and those who do not travel read only one page"


Brief description

This Training Unit represents a continuation of the TUs EN_01_01, EN 01_1_02 and focuses on the other fundamental elements of the English language within a cultural context. Emphasis is on the progressive development of listening, speaking, reading, and writing skills. Upon completion, students will be able to comprehend and respond with a more grammatical accuracy to spoken and written English and demonstrate cultural awareness.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

EN 1.1


Recognize different communicative registers of a spoken text.

Deal with situation necessary to survive in an environment where the target language is spoken: travel, accommodation, socialising

EN 1.2


Sustain short conversation using mainly some standard phrases on a routine tasks

EN 2.1


Apply correct and appropriate grammar, diction and syntax, including different tenses and word’s order

EN 4.2


Communicate in simple and routine tasks requiring a clear and direct exchange of information on habitual matters


Have a quite range of vocabulary to carry out simple conversations RELATED LEARNING OUTCOMES ICT Laboratory

ICT 5.1




Knowledge

The grammatical Structure and the characteristics of the English Language





Context, purpose and recipient of the communication.


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Unit content

Part A: Travelling and holidays Travelling and transports. Expressions used about travelling (by train, by bus and by flight). Travel by the air (check-in desk, land, a three - hour delay). Attracting attention. Sightseeing around the city. Asking for and giving directions and locations. Expressing an asking about needs. Making travel arrangement. Expressing notions of availability, time, place and cost. Describing situations, activities, places. Weather forecast. Expression used during travelling. Suggesting arrangements for holidays and outings. Holiday by the sea (seaside resort, sun bathe, sandy beach) Part B: Accommodation. Making accommodation arrangements. Asking about/Booking accommodation. Asking/Telling cost (English currency). Complaining and complimenting. Providing reasons and explanations. Asking for permission and making a request. Part C: Shopping. Asking for and giving information about goods. Negotiating prices. Describing or indicating something. Describing things. Talking about availability. Expressing preferences. Talking about size, quantity, etc. Grammar Revision on the present simple and continuous. Past simple (I did). Although/though/even though. In spite of/despite. Singular and plural. Possessive pronouns: mine , yours, his.etc. Uncountable nouns and plural nouns information (U), trousers (pl) Collocations (word partners) miss the bus, a soft drink Idioms and fixed expressions never mind, go ahead, take it in turns Verbs+ ing forms or infinitive enjoy + ing, refuse + infinitive Phrasal verb (bring) : bring about / bring down / bring up.


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Teaching staff

The English language teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in life and in the working environment assisting the Italian and/or English and/or Arabic language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned.

Learning settings





Face-to-face lessons and presentations in order to comprehend how the English Language works;




Writing short sentences and simple translation from Arabic into English (writing);

ICT laboratory;


Interactive tests and grammar exercises in class to a minimum in order to make the lesson as dynamic as possible. Most of the grammar practice, writing exercise or translation shall be set as homework (writing);


Learning resources


Assessment modes






Grammar tests;


Listening/Viewing



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Beneficiaries Students attending the 1st year of the IeFP Electrical Junior Technician program. Pre-requisites EN_1_01 - EN_1_02


TU discipline Theoretical Practical English Language (an ICT laboratory) 9 8 Assessment 1 1 19 guided learning hours Total theoretical:10 Total practical: 9

Level Level 3 EQF


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EN_1_04 Tell me more


EN_1_04 Tell me more "Read between the lines"


Brief description

By the end of this Training Unit, students will be able to talk more in English about the private, social and professional life; they will be able to talk about job by making a quite proper use of the English linguistic structure, and write messages of a raising complexity; they will also have a reasonable feel for the main patterns of the English language.

Ab

ility / Cap

acity / Detailed

skill (T

o be ab

le to ... )

EN 2.1


Possess a good understanding of all the essential structures and can use them with a reasonable degree of precision


Apply idiomatic expressions and other stylistic resources

EN 3.4

Develop and use an increasingly vocabulary gained through social and professional context.

Apply speaking techniques for formal, semiformal, and informal settings.

Communicate appropriately in different situations, including the discussion of unfamiliar topics


ICT 5.1




Knowledge







Codes or basic oral, verbal and non verbal communication.


Unit content

Part A: My family and the house where I live Describing or indicating someone or something. Speaking about one’s family and house. Describing a photograph. Expressing possession. Providing reasons. Discussing events occurring in the present moment.


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Talking about something happening at a precise moment. Idiomatic expressions to describe someone or something. Part B: People Describing people physically, what they do, where they live. Comparing two people. Discussing a person’s character. Asking for something courteously. Making assumptions. Making propositions. Giving advice. Part C: The job How to describe the occupation of Electrical Junior Technician. How to describe other jobs. Expressing desires and intentions. Technical vocabulary of the Electrical Field. Grammar Past simple and past continuous (I did/ I was doing). Questions (Do you know where…). Noun + noun (a headache, a tennis ball). -'s (your sister's name) and of … (the name of the book). In case. Interrogative pronouns: who / what / which... Some and any. No/ any/ none Nothing/nobody.etc Enough and too. Verb or adjective + preposition (depend on, belong to, interested in) Preposition + noun (by train, on the radio, in a hurry) Phrasal verb (come): come across / come apart / come around / come up with

Teaching staff

The English language teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in life and in the working environment assisting the Italian and/or English and/or Arabic language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned.

Learning settings






Situational Method, based on structural syllabus in which English is taught by


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association with characteristics of surrounding pictures, gestures, etc. (understanding);



ICT laboratory




Learning resources


Assessment modes






Grammar tests;


Listening/Viewing





Beneficiaries Students attending the 1st year of the IeFP Electrical Junior Technician program. Pre-requisites EN_1_01 - EN_1_02 - EN_1_03


TU discipline Theoretical Practical English Language (and ICT Laboratory) 9 8 Assessment 1 1



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EN_1_05 Eventually we all live in the same world


EN_1_05 Eventually we all live in the same world "One man's meat is another man's poison'


Brief description

The Training Unit will integrate detailed study of aspects of life, such as social issues, current events or topics of current interest with the study of English. There will be a particular emphasis on grammar and vocabulary. By the end of this Training Unit, students will be able to talk in English about different topic; generally, they will be handling most everyday situations and also understanding native speakers in these contexts.


(to be able to .. )

EN 2.1


Deal with more complex grammatical structure and read different texts without particular attention

EN 2.2

Organize notes and ideas for speaking (e.g. cause-effect, chronological, exemplification, etc.)

Generate a quite structured simple letter, showing controlled use of the organisational patterns and organized procedures

EN 3.3

Use reading as a possible problem-solving strategy to clarify personal thinking and knowledge.

Cope with a range of communicative situations (debates, cooperative/collaborative groups) by exchanging not only the information and the idea but also the own viewpoint.

Produce written text on a wide range of subjects and explain different viewpoint of a topical issue giving the advantages and disadvantages of various options.

Knowledge

Culture and civilization of countries where the studied language belongs.


Communication functions (description, objects, places, tools and equipment, ask and give information, narrating events)

Principles to organize a descriptive, narrative expository, argumentative discourse.


The connection amid language and oral communication structure.

Unit content

Part A: Childhood Speaking about childhood, life in the past. Arguing for and against an opinion/an idea. Expressing a wish in common, everyday situations. Colours and clothes. Part B: The life of the British people. Accepting and refusing advice, giving reasons. Asking for a favour, and for clarification. Expressing surprise or sadness in conversation. Expressing feelings and intentions in the past. Offering advice. Part C: Weddings


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Main differences and similarities between English and Egyptian weddings. How often? How do you feel about it? Making assumptions. Making propositions. Making a comparison. Expressing equality. Expressing one’s opinion on it. Grammar Present perfect (I have done). Present perfect continuous (I have been doing). Passive (is done / was done). Passive (be done / been done / being done). Reflexive pronouns: myself, yourself, himself.etc. Much, many, little, few, a lot, plenty. Quite, pretty, rather and fairly. Comparison 1 (cheaper, more expensive.etc). Unless As long as Provided/providing. Prepositions: By Prepositions: place (at the bus stop, past the castle, on the floor). Adverb: frequency and degree (I rarely go, I quite often drive). Apologies, excuses, and thanks (sorry I am late, I got held up, thanks a lot). Phrasal verb (give): give away / give back / give in / give out /give up.


Learning settings


Class Hours 1: Grammar acquisition and practice.

Class Hour 2: Listening and speaking practise.

Class Hour 3: Writing practice. Typical classroom activities shall include:







Learning resources Various authentic materials must be carefully collected by the teacher and shall be used throughout the courses: Classroom with projector and linguistic laboratory, slides, CDs, DVDs, radio excerpts, texts, songs, etc. These materials also expose the student to


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English culture.

Assessment modes






Grammar tests;


Listening/Viewing





Beneficiaries Students attending the 1st year of the IeFP Electrical Junior Technician program. Pre-requisites EN_1_01 - EN_1_02 - EN_1_03 - EN_1_04



Level Level 3 EQF


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EN_1_06 English for everyday activities


EN_1_06 English for everyday activities "The best thing s in life are free"


Brief description

By the end of this Training Course, students will have mastered the basics of the English language, both grammar and vocabulary; they will have learnt enough either to go off to a country where English is spoken or pick it up there, or possibly to embark upon more formal study.

Ability / C

apacity / D

etailed sk

ill (To b

e able to .. )


Express himself/herself spontaneously without much strain of expressions

EN 2.1



EN 2.3


Take part in any conversation or discussion by saying and recognising colloquial expressions


Comprehend different read and write in a suitable style with a logical structure


Communicate precisely on defined topics with least words defects RELATED LEARNING OUTCOMES ICT Laboratory

ICT 5.1




ICT 5.5



Insert table and drawn object into documents

Choose and formats charts to communicate information meaningfully

Knowledge

Parts of a speech





Codes of basic oral, verbal and non verbal communication.


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Unit content

Part A: communication and technology Telephoning Expressions to be used when a telephone call occurs. Television (switch over, What's on the TV). Newspaper (daily paper, headline). Computers and the internet (hard disk, download, get online). Addressing people in formal situations. Expressing preferences and annoyance. Asking permission. Asking about possibilities. Asking about ability. Making a polite request. Part B: Health body and mind Talking about health. Describing symptoms. The human body. Giving advice and indications. Expressions used to express health feelings. Relating Health problems. Asking about physical fitness and expressing one’s opinion on it. Part C: The job I would like to do. Making suppositions about the future. Talking about future plans. Expressing hopes, intentions. Expressing probability. Technical vocabulary applied to the own work. Grammar Revision on the present perfect and present perfect continuous. How long have you (been)...? For and since when...? And How long...? Present perfect and past (I have done and I did) Past perfect ( I had done) All /all of most /most of no /none of etc. Comparison 2 (much better / any better / better and better / the sooner the better) As ( As I walked along the street.../ As I was hungry) Requests, invitations and suggestions (could you..., How about...) Opinions, agreeing and disagreeing (what do you think of...? a brilliant idea Time and sequence as soon as, while, eventually Reciprocal pronouns: each other, one another Phrasal verb (go): go after / go away / go back / go into / go off /go on / go over / go through / go up

Teaching staff

The English language teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for


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needed in life and in the working environment assisting the Italian and/or English and/or Arabic language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned.

Learning settings









ICT Laboratory;



Learning resources


Assessment modes






Grammar tests;


Listening/Viewing







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Pre-requisites EN_1_01 - EN_1_02 - EN_1_03 - EN_1_04 - EN_1_05



Level Level 3 EQF


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EN_2_01 I would like to open an account Training Unit Denomination/Title

EN_2_01 I would like to open an account “A penny saved is a penny earned”

Subject English Language Brief description The Training Unit includes the review of all the grammatical content acquired in the

previous level. In addition, it aims at expanding the knowledge of grammar and vocabulary by developing general communicative abilities. Students can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. at the bank, at the post office). Can communicate in routine tasks requiring a more complex and direct exchange of information on different matters. Can describe aspects of his/her background, immediate environment and matters in areas of immediate need.

Ability / Capacity / Detailed skill (to be able to .. )

EN 1.1


Understand the gist of most spoken language delivered as normal speed in a familiar accent

EN 2.1


Engage with a satisfactory grammatical correctness and some spontaneity in conversations

EN 2.6

Use written and verbal expression for constructing and representing meaning in communication

Extract data and ideas from written texts of general interest with the support of reference materials

EN 4.1 Organize notes (ladders, maps, etc.) necessary to draft a written text by locating and correcting errors in usage, spelling and mechanics (e.g. subject-verb agreement, pronoun reference, punctuation, capitalization, sentence structure, etc.)

Write coherent texts in a quote range of registers on every days topics EN 4.4 Synthesize information from a variety of sources to construct meaning

Search, obtain and select general and specific information to draft different written text.

Extract data and information that consist mainly of frequency everyday or job-related language

Knowledge Structural elements of a coherent and cohesive written text.

Techniques of recording information (notes, schemes, etc.).

Techniques to synthesize verbal information.


Grammar, semantics and syntax of English Language.

Structure and characteristics of some typologies of texts: newspaper. articles, scientific papers, instruction sheet, technical manual.

Technical texts and differences with other typologies of written texts.

Consultation modes of vocabularies and encyclopaedias.

Different modalities of composition of written texts. Unit content Part A: At the bank and at the post office


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Banking and bank accounts. Personal finance. Saving and spending habits. Payment options. On-line banking. Using an ATM. The main services. Useful phrases and expressions. Corresponding vocabulary. Setting up a Bank account. Asking about cheques. Making a deposit, making a withdrawal. Transferring money. Asking and paying fees. Credit card. Balance requirements. How to send a letter or a box. Post office box. Deliver mail. Postal money order. Part B: At the airport Aisle or window? Identity card. Passport. Question you will hear at the check-in counter. Checking in for a flight. Getting around the airport and the airplane. Problems you may hear. Commands and questions at the Security Checkpoint. Asking to change the seat. Part C: Let’s get together! Social gathering. Invitations. Expressing pleasure and satisfaction. Expressing regret, doubt, hope and fair. Expressing other emotions. Grammar Revision on the past perfect. Past perfect continuous. Have got and have. Used to (do) It is said so... He is supposed to... Have something done Reported speech (He said that...)


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Indefinite pronouns: another, much, nobody, few, such Both / both of neither / neither of either /either of Comparison 3: as...as / than) Like / as Likes, preferences and interests: I quite like, I’d rather Frequently asked questions: How’s it going? What’ the matter? Common responses: I hope so, that sounds great, what a shame Addition and contrast: as well as, although, however Phrasal verb (grow): grow back / grow into / grow out of /grow up


Learning settings The learning settings are comprised of grammar, reading comprehension, simple sentence, and vocabulary acquisition. It is suggested to split the three weekly hours as follows: - Class Hours 1: Grammar acquisition and practice - Class Hour 2: Listening and speaking practise - Class Hour 3: Writing practice Typical classroom activities shall include: - Face-to-face lessons and presentations in order to comprehend how the English

Language works (understanding); - Report-back Session, to give students change to reflect on experience (understanding); - Pair and group work, activities in which students mingle with the whole class and

improve their speaking skills without feeling observed, and at the same time allow them to know the other classmates (speaking);

- Watching video and listening to audio clips based on typical situations at the bank, the airport, etc. (listening);

- Writing short sentences and simple translation from Arabic into English (writing); - Once a month, students should watch a movie in English Language.

Learning resources Various authentic materials must be carefully collected by the teacher and shall be used throughout the courses: Classroom with projector and linguistic laboratory, slides, CDs, DVDs, radio excerpts, texts, songs, etc. These materials also expose the student to English culture.

Assessment modes Assessment is based on the evaluation of the cognitive abilities, such as: - The usage of English language (syntax, etc.); - The comprehension of sentence structure; - The ability to explain the acquired information to the teacher and/or other students. It can take can take places in a variety of settings, including: - Individual and group oral presentation; - Grammar tests; - Short written summaries - Listening/Viewing - Translation from Arabic into English of simple sentences based on words acquired

within this Training Unit. It is suggested to devote: - 1 hour and 30’ to written test to cover writing, reading and grammar - 1 hour of oral test The assessment modes comprise not only the evaluation of demonstrating knowledge and


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understanding the fundamentals of the English Language (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied by students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.

Beneficiaries Students attending the 2nd year of the IeFP Electrical Junior Technician program. Pre-requisites Have positively passed the Training Units delivered at the first year Guided learning hours


16 guided learning hours Total 9 theoretical

Total 7 practical

Level Level 3 EQF


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EN_2_02 Culture corner Training Unit Denomination/Title

EN_2_02 Culture corner “I cannot live without books”


Brief description The Training Unit is aimed at developing in students the abilities to express opinions and beliefs in English, making comparisons, as well as to discuss values in a safe environment. By the end of this Unit students are able to speak more in English about cultural life, to make suggestions, express a condition and understand cultural meanings,




EN 2.3 Assess needs of audience, and adjust language ad presentation according to the own knowledge

Express spontaneously and quite precisely, differentiating fine shades of meaning

EN 3.1 Read expressively highlighting key points and meaningful values embedded within the text

Engage confidently and accurately in reading related to specialised topics EN 3.2 Read and recognize various literary (e.g. metaphor, simile, personification, etc.) and technical texts and devices

Read and understand the main ideas and most details in a variety of authentic genres (including textbooks and literature) without too much effort

EN 3.5 Engage in self-selected reading activities


RELATED LEARNING OUTCOMES ICT Laboratory ICT 5.1 Create and edit documents, letters, and texts using word processors




Work with presentation and choose different slide layouts and design, as well as insert and edit pictures, images, and drawn objects

Choose, create and format charts to communicate information meaningfully

Knowledge Different modalities of the verbal communication: chatting, dialogue, interview, discussion, etc.





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Use a bilingual dictionary.





Unit content Part A: The Noble Prize Background. The winners. Different types of writing. Ghost writer. Talking about the geographical position of a place. Comparing cultures. Part B: Literature and artistic heritage Exploring authors, artist, and writers of England and Egypt. Understanding cultural meanings. Discussing style, characters, relevance. Expressing oneself using a wider range of features, including synonyms, expressions, opposites etc. Note: As far as the Part B is concerned, the Teacher is free to choose an English and Egyptian writer or a literature work in order to make comparison amid different stylistic approach (icons, movies, books, etc.). To this end, students, individually or in pair, will do an on line searching and will deliver a presentation. Grammar Future: (I’m), going to (do), Will / shall, I will and I’m going to Revision on the Reported speech Relative pronouns: who, whom, which etc.) Superlatives (the longest, the most enjoyable etc.) As if / as though / like Greetings, farewells and special expressions: Nice to meet you, see you soon, good luck. Have and have got: Have a rest, I’ve got a headache, have a look Similarities, differences, comparisons and expectations: very similar, compared with, apart from Phrasal verb (keep): keep after / keep away from /keep back / keep in / keep on /keep out / keep up with

Teaching staff The English language teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in life and in the working environment assisting the Italian and/or English and/or Arabic language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned.

Learning settings The learning settings are comprised of grammar, reading comprehension, simple sentence, and vocabulary acquisition. It is suggested to split the three weekly hours as follows: - Class Hours 1: Grammar acquisition and practice - Class Hour 2: Listening and speaking practise - Class Hour 3: Writing practice Typical classroom activities shall include:


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- Face-to-face lessons and presentations in order to comprehend how the English Language works (understanding);

- Pair and group work, by using index-card exercises in order to explore difficult and complex issues (speaking);

- Lecture with discussion (speaking); - Analysing and interpreting textbooks, English newspaper (reading); - Watching video and listening to songs, audio clips based on contents included

in this Training Unit (listening); - Online searching, writing short summaries and simple translation from Arabic

into English (writing); - Once a month, students should watch a movie in English Language.


Assessment modes Assessment is based on the evaluation of the cognitive abilities, such as: - The usage of English language; - The comprehension of sentence structure; - The ability to explain the acquired information to the teacher and/or other

students. It can take can take places in a variety of settings, including: - Individual and group oral presentation; - Grammar tests; - Interactive tests - Written and oral summaries - Listening/Viewing - Translation into English. It is suggested to devote: - 1 hour and 30’ to written test to cover writing, reading and grammar - 1 hour and 30’ of oral test The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of the English Language (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied by students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.


Pre-requisites EN_02_01


TU discipline Theoretical Practical English Language (and ICT laboratory) 7 5 Assessment 1 1


Total 6 practical

Level Level 3 EQF


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EN_2_03 Are you all right? Training Unit Denomination/Title

EN_2_03 Are you all right? “Accidents will happen”


Brief description By the end of this Training Unit, students will be able to refer to different events and describe some of these in sequence: the range of English vocabulary will have increased to include some areas outside the daily life.

Ability / Capacity / Detailed skill (To be able to .. )

EN 1.2 Activate listening strategies by identifying key words, connectives and sequences to reconstruct the overall meaning of short and simple messages, advertisements, dialogues, instructions

Engage confidently in conversations related to everyday topics or specialised ones.


Use a more complex grammatical structures and appropriate vocabulary EN 2.3 Assess needs of audience, and adjust language ad presentation according to the own knowledge

Take notes and drafting summary reports.

Understand the gist and detail of most spoken English Language in a range of registers, delivered at normal speed

Knowledge Different modalities of the verbal communication: chatting, dialogue, interview, discussion, etc.






Methods and techniques of the different forms of writing: resume, letter, reports, etc.

Unit content Part A: Town and country environment. Agreeing and disagreeing. Taking position in a discussion. Reasoning. Expressing / Defending a point of view. Developing arguments. Environment: rules, signs, safety and protection. Part B: Health. Emergencies. Injuries and accident. Describing an accident. Expressing and discussing an opinion about food and eating habits. Good manners. Giving advice. Expressing needs. Healthy eating. Part C: The smart cities The definition of a smart city


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Urbanisation and environment Inclusive and sustainable city Expressing / Defending a point of view Developing arguments Expressing greater or lesser extent Expressing equality Grammar Revision on the future tense Model verbs:

- Can, could and (be) able to - Could (do) and could have (done ) - Must and can’t - May and might - Have to and must - Must, mustn’t, needn’t - Should - Would - Can/Could/Would you...

Regular and irregular For, during and while Reason, purpose, result, condition: so, because of, so that, therefore, unless Pronoun case: possessive, subjective, objective Make, do and take: have a rest, I’ve got a headache, have a look Give, keep, break, see: give sb a ring, break a record, I see Phrasal verb (look): look after / look for / look forward / look into / look on/look out for / look up / look out



Language works (understanding); - Pair and group work, by using index-card exercises in order to explore difficult

and complex issues (speaking); - Lecture with discussion (speaking); - Analysing and interpreting textbooks, English newspaper (reading); - Watching video and listening to audio clips based on contents included in this

Training Unit (listening); - Online searching, writing short summaries and more complex translation from

Arabic into English (writing); - Once a month, students should watch a movie in English Language.




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- The usage of English language; - The comprehension of sentence structure; - The ability to explain the acquired information to the teacher and/or other

students. It can take can take places in a variety of settings, including: - Individual and group oral presentation; - Grammar tests; - Written and oral summaries - Listening/Viewing - Translation into English. It is suggested to devote: - 1 hour and 30’ to written test to cover writing, reading and grammar - 3 hours of oral test The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of the English Language (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied by students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.


Pre-requisites EN_02_01 EN_02_02




Total 9 practical

Level Level 3 EQF


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EN_2_04 Communication and mass media Training Unit Denomination/Title

EN_2_04 Communication and mass media “The world has become a small village”


Brief description By the end of this Training Unit, students will have mastered more of the English language, both grammar and vocabulary, they will have learnt enough to possibly embark upon more formal study.



Apply complex grammatical structures and appropriate vocabulary, with some first language interference

Talk about books and newspapers articles, apply passages of written English, and make intelligent guesses about meanings

EN 2.1 Make use of codes and different linguistic tools in relation to the objects, characteristics and purposes of communication

Engage confidently and accurately in conversations related to media and ICT using a range of specialised words


Revise clearly the information by locating and correcting errors in usage, spelling and mechanics (e.g. subject verb agreement, pronoun reference, punctuation, capitalization, sentence structure, etc.).

Write accurately in a variety of common genres in order to communicate information, ideas, concepts and opinions related to a variety of situation and topics.

EN 3.2 Read and recognize various literary (e.g. metaphor, simile, personification, etc.) and technical texts and devices.

Extract the main ideas and most of the details in authentic English texts in a variety of genres (including magazine, newspaper, textbook)

Knowledge Phases of writing: planning, drafting and revision.






Unit content Part A: Media Advertising. Watching a television debate and Watching a movie. Festivals and celebrations. Expressing intention of purpose. Expressing results of action. Part B: Magazine and newspaper Reading, articles (newspapers, magazines). Viewing, interpreting and summarising online news, current affairs. Analysing media language, expressions and cultural aspects. Expressing intention of purpose. Expressing results of action. Part C: Internet, Iphone and Ipad Understanding internet, Iphone and Ipad


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Discussing relevance Expressing oneself using a wider range of features, including synonyms, expressions, opposites etc. Agreeing and disagreeing Taking position in a discussion Reasoning Expressing / Defending a point of view Developing arguments Grammar Question tags (do you? Isn’t it? etc.) By and until By the time... Short forms (I’m / you’ve / didn’t etc.). Still, yet and already. Anymore /any longer / no longer. Even. All, every and whole. Each and every. Relative clause 1: clauses with who / that / which. Prefer and would rather. Leave, catch, let: leave a message, catch a bus, let sb know, Get: uses and expressions: get dressed, get married, get on with, Verbs pattern: advise him to go…/ suggest (that) we leave. Conditional (Type 0 – Type 1). Phrasal verb (put): put across / put away / put off / put on / put up with.




and complex issues (speaking); - Lecture with discussion (speaking); - Analysing and interpreting textbooks, English newspaper and magazines

(reading); - Watching video and listening to audio clips based on contents included in this

Training Unit (listening); - Online searching, writing short summaries and more complex translation from

Arabic into English (writing); - Once a month, students should watch a movie in English Language.


Assessment modes Assessment is based on the evaluation of the cognitive abilities, such as: - The usage of English language;


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- The comprehension of sentence structure; - The ability to explain the acquired information to the teacher and/or other

students. It can take can take places in a variety of settings, including: - Individual and group oral presentation; - Grammar tests; - Interactive tests; - Written and oral summaries - Listening/Viewing - Translation into English. It is suggested to devote: - 1 hour and 30’ to written test to cover writing, reading and grammar - 3 hour of oral test The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of the English Language (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied by students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.


Pre-requisites EN_02_01 EN_02_02 EN_02_03




Total 10 practical

Level Level 3 EQF


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EN_2_05 Social life Training Unit Denomination/Title

EN_2_05 Social life “Times flies when you’re having fun”


Brief description The Training Unit will be based on reading and speaking activities in which students may embark upon different topics (friendship, sport, social problems …), dealing with more complex grammatical structure, showing controlled use of organisational patterns and organized procedures. By the end of this Unit will have learnt enough to go off the country where English is spoken and pick up there.





Write accurately on the topics developed within this Unit in order to communicate information, ideas, concepts and opinions


Extract the main ideas and most detail in authentic English texts in a variety of genres (including magazine, newspaper, textbook)


Draft consistent and correct texts appropriate to different communicative situations.


EN 3.5 Engage in self-selected reading activities


EN 4.2 Construct sentences and periods of raising complexity through the proper use of orthographical, morph-syntactic and lexical elements



Extract the main ideas from authentic English texts (including magazine, newspaper, textbook) and give details, boh written and orally

Knowledge Technical texts and differences with other typologies of written texts







Use of bilingual dictionary.

Unit content Part A: Friendship Inviting someone out.


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Extending invitation. Offering congratulations. Expressing hopes and intentions Expressing probability Part B: Sport Reading newspaper articles Reading more complex texts Part C: Social Problems Reading the press Express certainty and uncertainty Expressing conjecture, hearsay Note: It is suggested to develop the contents, both written and oral, according to the following structure: - Giving account of recent events - Sequencing events; determining what happened before and after - Predicting and hypothesising; Grammar Relative clause 2: whose / whom / where. Conditional: (Type 2 – Type 3). Go: uses and expressions go for a drink, go deaf The sense: it looks nice, it feels like wool, don’t touch Partitives: a bag of ..., a bit of ... ( a cup of coffee, a bit of luck, a pair of shoes). Verb + to ... (decide to .../ forget to ...). Verb (+ object) + to ... (I want you to ... etc.). Preposition (in/for/about etc.) + -ing Be/get used to do something (I’m used to ...). Verb + preposition + -ing (succeed in –ing /accuse somebody of –ing etc.). Expressions + -ing To ..., for ... and so that ...(purpose). Phrasal verb (run): run across / run after / run away with / run down / run out of / run over /run through / run up /run up against.




and complex issues (speaking); - Dialogues, Lecture with discussion (speaking); - Analysing and interpreting textbooks, English newspaper and magazines

(reading);


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- Watching video and listening to audio clips based on contents included in this Training Unit (listening);

- Online searching, writing short summaries and more complex translation from Arabic into Italian (writing);

- Once a month, students should watch a movie in English Language.



students. It can take can take places in a variety of settings, including: - Individual and group oral presentation; - Grammar tests; - Interactive tests; - Written and oral summaries - Listening/Viewing - Translation into English. It is suggested to devote: - 2 hours to written test to cover writing, reading and grammar - 2 hour of oral test The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of the English Language (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied by students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.


Pre-requisites EN_02_01 EN_02_02 EN_02_03 EN_02_04




Total 10 practical

Level Level 3 EQF


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EN_3_01 A cross-continent tour Training Unit Denomination/Title

EN_3_01 A cross-continent tour “Reading is to the mind what exercise is to the body”


Brief description The Training Unit will be based on reading and speaking activities in which students may embark upon an English literary work of a famous writer dealing with a more complex linguistic codes and register. By the end of this Unit students will be able to produce clear and detailed viewpoint, both orally and writing, expressing themselves spontaneously without much strain of expression.

Ability / Capacity / Detailed skill (To be able to ... )


Understand clear the main points of clear and simple messages and announcements based on topics of personal, newspaper, social or professional interest.

Talk about an English writer, apply passages of written English, and make intelligent guesses about meanings


Write accurately on an essay developed by an English in order to communicate information, ideas, concepts and opinions


Extract the main ideas and most detail in authentic English literary work EN 3.4 Develop and use an increasingly vocabulary gained through social and professional context


EN 4.2 Construct sentences and periods of raising complexity through the proper use of orthographical, morph-syntactic and lexical elements



Extract the main ideas from authentic English texts and give details, both written and orally

Knowledge Vocabulary based on topics of everyday life, sociable and professional context.








Unit content Reading English literary passages. Reading more complex texts. Note: the Teacher is free to choose an English writer in order to make students more


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confident with the English literary work. Students will be engaged in doing online searching and deliver a written an oral presentation. Grammar Revision of the grammar developed throughout the second school year. With focusing on the verbs that are followed by gerund and infinitive, the verbs that are followed by object +infinitive and the verbs that are followed by a preposition and a gerund,


Learning settings The learning settings are comprised of grammar, reading comprehension, simple sentence, and vocabulary acquisition. It is suggested to split the three weekly hours as follows: - Class Hour 1: Listening practise - Class Hour 2: Speaking practise - Class Hour 3: Reading and Writing practice Typical classroom activities shall include: - Face-to-face lessons and presentations of on English writer (understanding); - Pair and group work, by using index-card exercises in order to explore difficult

and complex issues (speaking); - Dialogues, Lecture with discussion (speaking); - Analysing and interpreting literary work (reading); - Watching video and listening to DVD, CDs based on contents included in this

Training Unit (listening); - Online searching, writing summaries (writing).



students. It can take can take places in a variety of settings, including: - Individual and group oral presentation; - Grammar tests; - Interactive tests; - Written and oral summaries - Listening/Viewing - Translation into English. It is suggested to devote: - 2 hours to written test to cover writing, reading and grammar - 2 hour of oral test The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of the English Language (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied by students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.


Pre-requisites Have positively passed the Training Units delivered at the second year


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TU discipline Theoretical Practical English Language (and ICT Laboratory) 3 7 Assessment 4


Total 11 practical

Level Level 3 EQF


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EN_3_02 The business letter Training Unit Denomination/Title

EN_3_02 The business letter “The shortest distance between two points is a straight line.”


Brief description A business letter is a formal means of communication between two people, a person and a corporation, or two corporations. Business letters differ from personal letters because they follow very strictly rules set for composition. Many people are intimidated by the prospect of writing to strict guidelines; however business letters are nothing to be afraid of. The Training Unit's purpose is to equip students with knowledge and abilities of the main principles and techniques of effective business letter writing. In this task, students learn how to structure letters for success, produce a more professional document, maximize comprehension and create a good impression.

Ability / Capacity / Detailed skill (To be able to ... )

EN 4.1 Organize notes (ladders, maps, etc.) necessary to draft a written text by locating and correcting errors in usage, spelling and mechanics (e.g. subject-verb agreement, pronoun reference, punctuation, capitalization, sentence structure, etc.)

Write effective business letters for use in the Electrical field EN 4.3 Use dictionaries and / or consultation tools or paper-based media to acquire information necessary to understand and write texts

Demonstrate a broad knowledge of English linguistic concepts and a wide range of technical words related to the electrical field


Describe in a simple way experiences and events related to the personal and social area.

Identify the needs and concerns of the readers of business letters

Communicate information and ideas creatively and effectively through writing

EN 4.5 Elaborate written texts using: analysis, synthesis, description, definition, list, classification, etc.

Use a range of grammatical structures and vocabulary to write letters in a professional context, using appropriate tone and style

RELATED LEARNING OUTCOMES: ICT Laboratory ICT 5.1 Create and edit documents, letters, and texts using word processors


Reference features like footnotes, endnotes, and captions ICT 5.5 Communicate technical information utilizing IT applications to create, elaborate, modify and display technical documentation

Work with presentation and choose different slide layouts and design as well as insert and edit pictures, images, and drawn objects


Mathematics MAT 2.1 Use mental computation when computer and calculator are inappropriate

Apply the techniques of memorising numbers




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MAT 5.2 Make oral and written statements on mathematical contents based on reasoning, justifications and evaluation

Apply mathematical expressions representing electrical data Technical and Professional Competences TPC1.3 - Identify materials, equipment and tools


TPC1.4 - Estimate time and costs



TPC2.1 - Use electrical and not electrical data


TPC2.4 - Use instructions and procedures for assembling panels and cabinets


TPC3.1 - Select and adopt appropriate commissioning techniques


Knowledge Right pronunciation of a repertoire of memorized words and phrases commonly used.










Unit content Definition of a business letter and differences amongst other typologies of letters

Purpose of a business letter

Common types of business letter (acknowledgment letter, adjustment letter, complaint letter, inquiry letter, order letter, response letter)

The important points when writing a business letter (subject, audience, purpose, style) - The format of a business letter: - Letterhead - Date - Recipient (company name, person's name, title, address) - Salutation - The body of a letter: first part (state the purpose of the letter), second part

(state you point, explain what you want to happen, explain the information you have), third part (call for action and request some form of action. Thank the reader for this)

- Closing


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- Signature - Name and contact information - Enclosures

Writing check list before sending the business letter (e.g.: What is my purpose in writing this letter/memo/report? What does my reader want or need to know to understand my message? Have I answered important questions and provided the necessary information for the reader? Did I accomplish my purpose?)

Ways to organize the information (active and passive verbs, emphasizing the positive, verbs versus nouns, guidance for tabulation, avoiding ambiguity, check the spelling and grammar)

Common phrases for business letter Sample topics Helpful hints for business letter Grammar Grammar taught in the first two years school will be revised according to the needs of students.

Teaching staff The English language teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in life and in the working environment assisting the Italian and/or the English and/or the Arabic language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical/practical teacher of residential or industrial electrical installation or automation and PLC should guide the development of understanding and of applying the electrical engineering and good manufacturing principles (GMP) when working on electrical installations (industrial electrical installation, automation and PLC). He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings The integrated weekly hours shall develop and consolidate skills in reading and writing (reading comprehension, composition, grammar and vocabulary acquisition). Students will work both individually and in small groups. The emphasis is on creating a supportive environment that is student centred. The Training Unit delivery shall include: a) Grammar revision, Reading (vocabulary and comprehension), writing (work on

syntax and accuracy); the work will be based on the textbook chosen by teacher supplemented with texts from other sources such as English, Egyptian and international newspapers.

b) Translation from and to English; the work will be based on a wide range of texts.

Lectures, ICT laboratories, individual and group work, class active searching for information in the websites are some of the main suggested teaching methods to be used. It is very useful that students become familiar with topic related to the qualifications of Electrical Junior Technician. To this end the business letters should


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be focused on different topics: how to order electrical material, how to complain for mistakes, how to ask for information, how to inquiry or to respond to a letter, etc. Participants might be divided into groups, each of them works in turn on one typology of letter. Each member shall work either individually or as group's member. After the completion, the different groups present and discuss each other the different results.

Learning resources Various authentic materials must be carefully collected by the teacher and shall be used throughout the courses: flipchart, slides, sample of business letter, newspaper and magazines, texts.

Assessment modes Assessment is based on the evaluation of the cognitive abilities, such as: - The comprehension of sentence structure; The ability to explain the acquired

information to the teacher and/or other students. It can take can take places in a variety of settings, including: - Individual and group oral presentation; - Translation from Arabic into Italian of sentences based on words acquired within

this Training Unit; - Written letters and oral presentation It is suggested to devote: - 1 hour written test to cover writing and reading - 1 hour of oral test The assessment modes comprise not only the evaluation of demonstrating knowledge and applying the fundamentals techniques and abilities related to the topics developed (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied buy students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.


Pre-requisites EN_3_01


TU discipline Theoretical Practical English Language (and ICT Laboratory) 2 6 Assessment 2

Subtotal hours: 2 8

Related disciplines Theoretical Practical Mathematics 1 Technical and Professional Competences 2


Total 11 practical

Level Level 3 EQF


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EN_3_03 Let’s make a deal


EN_3_03 Let’s make a deal “Let’s shake on it”


Brief description Electrical Material represents the parts or the elements that are used in order to make each and every electrical structure from a house circuit to a big factory. Electrical materials can be the electrical fittings, the lugs, electrical circuit breakers, the motor control, the electrical conduit, the lighting or the enclosures. In order to be a successful Electrical Junior Technician it is essential to master the art of electrical estimating which means to know the exact cost of labour, materials, and expenses to complete a given project or job order. Electrical estimating is not a rocket science, but it requires methods and business tools. The Training Unit is aimed at developing the basic knowledge and skills on how to estimate costs, according to a given project or a job order, knowing all about the labour and material costs with the final purpose of arriving a 'bid price'.



Deal competently with demanding comprehension instructions EN 2.6 Use written and verbal expression for constructing and representing meaning in communication

Participate in informal and professional speaking activities (e.g. offering opinions, supporting statements, questions, clarification) by demonstrating knowledge of grammar, usage, and syntax when presenting.

Use estimation techniques to check quantities, ratios, speed and other required data estimates

Record calculations and measurement information accurately according to workplace information

EN 3.5 Engage in self-selected reading activities.

Use a bilingual or learner's monolingual technical dictionary to glean information about meaning

EN 4.4 Synthesize information from a variety of sources to construct meaning.

Mount a technical argument in sound written Italian by using different and textual evidence EN 4.5 Elaborate written texts using: analysis, synthesis, description, definition, list, classification, etc.




Reference features like footnotes, endnotes, and captions ICT 5.4 Elaborate and display data using tables and spreadsheet

Use tables by applying arithmetic formulas and functions ICT 5.5 Communicate technical information utilizing IT applications to create, elaborate, modify and display technical documentation


Use functions such as those associated with logical, statistical, financial and mathematical operationsMathematics

MAT 2.2 Use estimation to determine soundness of problematic situations in a wide variety of


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applications

Estimate current value and compliance with technical specifications

Estimate power values to assure compliance with ratings of components and materials MAT 4.1 Identify, collect, organize and interpret relevant data

Collect and organise data to interpret quadratic phenomena Technical and Professional Competences TPC1.3 - Identify materials, equipment and tools





TPC2.4 - Use instructions and procedures for assembling panels and cabinets




Knowledge Right pronunciation of a repertoire of memorized words and phrases commonly used.

Simple mode of writing: short messages, informal letter





Unit content How to make a budget The items to be considered when defining a budget How to estimate costs How to evaluate and make comparisons between different alternatives How to read the General Conditions in a technical manual/book Schedule showing how much material will be required for production and how much material must be bought to meet this production requirement. The purchase depends on both expected usage of materials and inventory levels. Grammar Grammar taught in the first two years school will be revised according to the needs of students.

Teaching staff The English language teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in life and in the working environment assisting the Italian and/or the English and/or the Arabic language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical/practical teacher of residential or industrial electrical installation or automation and PLC should guide the development of understanding and of applying the electrical engineering and good manufacturing principles (GMP) when working on electrical installations


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(industrial electrical installation, automation and PLC). He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings The Unit Contents should be based on a real work situation related to the professional profile of Electrical Junior Technician. E.g. how to determine or estimate costs on the basis of a given project. The delivery of this Training Unit requires a strict cooperation with the technician involved in teaching the Technical and Professional competences. An example on how to deliver the Training Unit is given below. a) Teacher in cooperation with the technician of technical and professional competences should

define an installation project. b) Each student must start by reviewing the entire set of building plans before he begins. Electrical

drawings are often crowded with symbols and wiring information. By viewing the architectural plans first, students will gain a better understanding of the intended function of the space. This will allow them to create a more accurate estimate.

c) Students review the electrical plans. They perform a material take-off for each electrical system. This involves counting the amount and type of each material needed. With the building power, for example, they will need to count the number and type of electrical panels, number of breakers, lengths of wiring and conduit, and number and location of power outlets.

d) Students are invited to do an online search or to go to a supplier to obtain unit pricing. They have to repeat this process for all systems, including lighting, mechanical connections, and any other work applicable to the job.

e) Students now calculate labour costs. They determine how many hours they will need to perform each type of installation, then they multiply this number by the average wage of the employees, included supervision, technicians, and labourers as needed.

f) Students now determine if there are any outdoor or underground electrical tasks on the job. This work may be shown on the civil plans or landscaping drawings, and is easy to miss when electrical technician are used to working off of the electrical plans. They look for electrical service expansion requirements and outdoor lighting, and will add the cost for this work to determine the price.

g) Students now request pricing from 'subcontractors' for any specialty work. This includes temperature controls, fire alarm, and communication systems. They will send a copy of the relevant drawings and specifications to 'companies', making sure to get pricing for any work they do not plan to perform using the own staff.

h) Students include costs for electrical permits, if need be. Permit fees are based on the number of breakers or circuits being added to the job. On larger projects, this can add thousands of EGP to the cost of the project. They have to use permit rates in their city or country to calculate this cost.

i) In order to better determine the costs it is very important to read the General Conditions in the Specifications Book and in the Bidding Instructions, if applicable. These often contain information that can greatly affect the price. They may look for information on scale wages, night work, work in occupied spaces, and bond premiums or requirements. The cost of these items shall be included in the price.

j) Now students are able to prepare their estimate. It includes all costs they calculated from steps b) to i), as well as a fee or percentage for overhead and profit. They have to specify on their estimate what work is included or excluded, and indicate whether sales tax is included in their numbers.

k) Students in turn present the own work results. The form of studies includes: - face-to-face lessons (understanding); - on line searching and watching video (listening); - pair and working group (writing); - individual or group presentations (writing).

Learning resources Various authentic materials must be carefully collected by the teacher and shall be used throughout


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the courses: flipchart, slides, DVDs, video projector, stimulus cards, newspaper and magazine articles, texts, technical manual, etc.

Assessment modes Assessment is based on the evaluation of the cognitive abilities, such as: - The usage of English language; - The comprehension of sentence structure; - The ability to explain the acquired information to the teacher and/or other students. It can take can take places in a variety of settings, including: - Individual and group oral presentation; - Translation from Arabic into English of sentences based on words acquired within this Training

Unit; - Written technical proposal and oral presentation It is suggested to devote: - 2 hour written test to cover writing and reading - 1 hour of oral test The assessment modes comprise not only the evaluation of demonstrating knowledge and applying the fundamentals techniques and abilities related to the topics developed (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied buy students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.


Pre-requisites Have positively passed the Training Units attended the previous years


TU discipline Theoretical Practical English language (and ICT laboratory) 2 9 Assessment 3

Subtotal hours: 2 12 Related disciplines Theoretical Practical Mathematics 1 Electrical installations, materials, components 1


Total 14 practical

Level Level 3 EQF


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EN_3_04 Work meeting: the art of negotiation Training Unit Denomination/Title

EN_3_04 Work meeting: the art of negotiation “It’s not what you know but who you know.”


Brief description Business negotiation is the process by which typically two or more parties come together to try to create a mutually agreeable contractual decision. It is understood as the process to reach an understanding, resolve point of difference, or gain advantage in outcome of dialogue, to produce an agreement upon courses of action, to bargain for individual or collective advantage, to craft outcomes to satisfy various interests of two people/parties involved in the negotiation process. The Training Unit's aim is for students to develop knowledge and understanding of negotiation skills and techniques, in particular the meaning and nature of negotiation tactics, including coercive, win-win, the opportunities and risks of each approach.



Distinguish between content (what) and process (how)

Capitalise on differences between content (what) and process (how) EN 1.4 Take part in a group communication activities (debates, negotiations, cooperative/collaborative learning) by using information and arguments to support thesis, formulate hypotheses, refuting or understand conflicting opinions

Appreciate the influence of culture on negotiation, the art of cross-cultural communication, and how to succeed in international negotiations

Understand what drives the other party EN 2.6 Use written and verbal expression for constructing and representing meaning in communication

Prepare in a structured way for a negotiation EN 4.1 Organize notes (ladders, maps, etc.) necessary to draft a written text by locating and correcting errors in usage, spelling and mechanics (e.g. subject-verb agreement, pronoun reference, punctuation, capitalization, sentence structure, etc.)

Plan and implement strategies that subtly influence other parties

Plan and conduct negotiations/influencing scenarios EN 4.3 Use dictionaries and / or consultation tools or paper-based media to acquire information necessary to understand and write texts.




Reference features like footnotes, endnotes, and captions ICT 5.2 Develop presentations using text, clips, photos, videos

Work with presentation and choose different slide layouts and design ICT 5.3 Gather information, communicate, and share resources on the web

Search on line information and copy web content into a document Mathematics MAT 2.5 Analyse and solve simple problems by using geometric figures or the properties transformation

Solve the calculation of surfaces decomposing complex shapes into elementary figures MAT 5.3 Develop, select strategies and methods for describing and solving problems related to electrical, electronic, mechanic and chemistry phenomena based on mathematical conceptual models



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Represent current and voltage in power circuits Technical and Professional Competences TPC1.3 - Identify materials, equipment and tools





TPC2.1 - Use electrical and not electrical data

Measure the power supply of each sensors and each actuator (temperature, speed, torque, pressure)

TPC2.2 - Apply assembling and wiring techniques



TPC2.3 - Adopt setting up procedures

Wire using rules to ensure proper wiring for the safety of the operator TPC2.4 - Use instructions and procedures for assembling panels and cabinets





Knowledge Structure of the verbal communication and construction phase of a verbal communication (planning, elaboration, controlling, etc.)









Unit content Part A The eight–stage negotiation process: 1. Prepare: Know what you want (understand needs, know your priorities, identify your

boundaries, count in yours resources, set up the meeting) 2. Open: Put your case (the importance of opening, state your case, listen to their case, understand

the needs and find what they really want) 3. Argue: Support your case (erode their position, manage their needs, strengthen your argument,

maximize the benefit for them,...) 4. Explore: Seek understanding and possibility (discover areas of agreement and difference,

explore ways to reach an agreement, feel your way forward,...)


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5. Signal: Indicate your readiness to work together (show readiness to move, wait for their signal, move towards concession).

6. Package: Assemble potential trades (identify agreeable trades, make conditional proposals, if you...then I,...).

7. Close: Reach final agreement (move to a close, agree the details, confirm the agreement,...). 8. Sustain: Make sure what is agreed happens (confirm their commitment, keep your promise,

renegotiate if necessary). Part B Expressions for making and changing arrangements about the own work Expressions used to make provisions Technical language used within the Electrical field. Formal and informal ways of greeting colleagues and people in a work situations Expression used when receiving foreign guests at work How to ask permission and obligations Expression used in a work meeting Expressions for giving your opinions Expressions for agreeing and disagreeing How to describe hypothetical situations Grammar Grammar taught in the first two years school will be revised according to the needs of students.

Teaching staff The English language teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in life and in the working environment assisting the Italian and/or the English and/or the Arabic language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical/practical teacher of residential or industrial electrical installation or automation and PLC should guide the development of understanding and of applying the electrical engineering and good manufacturing principles (GMP) when working on electrical installations (industrial electrical installation, automation and PLC). He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings The integrated hours weekly/monthly shall develop and consolidate skills in speaking, listening, reading and writing (reading comprehension, composition, grammar and vocabulary acquisition). Students will work both individually and in small groups. The emphasis is on creating a supportive environment that is student centred. The Training Unit delivery shall include: a) Grammar consolidation, Reading (technical vocabulary and comprehension), writing (work on

syntax and accuracy); the work will be based on the textbook chosen by teacher supplemented with technical texts from other sources such as English, Egyptian and international newspapers.

b) Translation from and to English; the work will be based on a wide range of texts. c) C): Speaking and listening practice focusing on aspects of Electrical field. The learning settings may include: - Face-to-face lessons, in order to systematize the conceptual framework. - Simulation, with the aim to provide students with participation and involvement in the learning

process. This technique allows students to experience a real life situation in a protected


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environment as well as to receive objective feedback about one's performance. In addition, this technique may be useful to diagnose interactive skills, to provide models and practice, and to motivate each student to pay more attention to the interpersonal impact. An example on how to deliver the Training Unit based on the Simulation is given below. This simulation may be useful to illustrate some of the concepts and techniques that may be used in successful negotiations. Participants take part in a simulated negotiation allowing them to explore different approaches and then discuss and review their performances. a) Participants are divided into 4 groups that take either the buyer's role (2 groups) or the

seller's role (2 groups). b) Teacher prepares a worksheet including some instructions in a bullet form (e.g. a idea on

how to make an electrical industrial installation for a small enterprise producing nails). It will help students to make a technical proposal. The topic should be based on a subject strictly connected to the Technical and Professional competences.

c) Teacher distributes the work sheet to students in the class. Students should follow each of the instructions carefully.

d) Besides playing the roles of buyer and seller, each group has access to a computer to help them to define the technical proposal.

e) Each group, separately, shall work in order to become familiar with the situation, define individual responsibilities, considerer objectives and determine what information is needed from the other group. When defining goals it may be useful to do this in terms of what is acceptable, reasonable and desirable. When considering options this should be done based on their probable financial impact.

f) The two sides meet (2 groups playing respectively the role of buyer and seller) present and discuss the initial proposal. Both groups should be prepared to negotiate and suggest acceptable terms.

g) After the first meeting each group (buyer and seller) review notes taken in order to investigate and modify their proposals. This will involve further analysis of the implications of the proposals and the definition of goals and acceptance criteria.

h) Final negotiation involves the groups returning to the negotiation to finalise agreement. During this step it may be necessary for short adjournments to allow individual groups to discuss proposals privately.

i) Review and Discussion involves the groups reconvening to report on and discuss the negotiation. This should involve a discussion on goals, how these were progressed towards and an evaluation of the other group. To help with this session each groups should ensure that they record their progress during the negotiation.

As a follow up activity, particular attention shall be given to conversation, to develop in the student an increasing capacity to express him self /herself and communicate in the proper way.


Assessment modes Assessment is based on the evaluation of the cognitive abilities, such as: - The usage of English language; - The comprehension of sentence structure; - The ability to explain the acquired information to the teacher and/or other students. It can take can take places in a variety of settings, including: - Individual and group oral presentation; - Translation from Arabic into English of sentences based on words acquired within this Training

Unit; - Written technical proposal and oral presentation It is suggested to devote: - 2 hour written test to cover writing and reading The assessment modes comprise not only the evaluation of demonstrating knowledge and applying


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the fundamentals techniques and abilities related to the topics developed (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied buy students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.


Pre-requisites EN_3_01 EN_3_02 EN_3_03


TU discipline Theoretical Practical English language (and ICT Laboratory) 3 9 Assessment 2

Subtotal hours: 3 11 Related disciplines Theoretical Practical Mathematics 1 Technical and Professional Competences 2

17 guided learning hours

Total 3 theoretical

Total 14 practical

Level Level 3 EQF


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EN_3_05 Team work and Problem solving Training Unit Denomination/Title

EN_3_05 Team work and Problem solving “When the going gets tough, the tough get going”


Brief description One of the most relevant aspects of life is the array of choices that we have on a daily basis. Some decisions to be taken are simple, like deciding what to eat for dinner or what shirt to wear. However, some choices are challenging and take careful thought and consideration, especially when they occur at work (how to negotiate an economical proposal, how to deal with new materials, how to identify a fault or to find a solution). When people are confronted with these types of decisions, it can be very difficult to decide on the best option. Many times people are forced to choose between two equally good options, or perhaps, to pick between two choices that both have drawbacks. To this end a special technique might be useful to solve a problem that seems unsolvable. It is called 'problem solving' technique. This procedure involves a series of steps that allow person to go through their own when they are confronted with a decision or problem that needs to be solved. This approach may not work perfectly for all difficulties, but it may help with many of the problems that people are confronted with in their life. The Training Unit aims to "teach" how to take decisions in a factual and structured way and to work effectively in teams, to perform analysis efficiently and to prioritize and structure the communication of decisions.


EN 1.2 Activate listening strategies by identifying key words, connectives and sequences to reconstruct the overall meaning of short and simple messages, advertisements, dialogues, instructions

Identify appropriate methods of developing information to solve problems

Understand what types of information to gather when some key questions arise EN 1.4 Take part in a group communication activities (debates, negotiations, cooperative/collaborative learning) by using information and arguments to support thesis, formulate hypotheses, refuting or understand conflicting opinions

Give practise problems, solve the problem by using a given conceptual framework

Practice decision making by consensus according to a given specific problem

Use a variety of decision making techniques EN 2.6 Use written and verbal expression for constructing and representing meaning in communication

Identify appropriate written methods of representing and explaining information EN 3.4 Develop and use an increasingly vocabulary gained through social and professional context

Write concrete problem statements by using an appropriate technical language EN 4.1 Organize notes (ladders, maps, etc.) necessary to draft a written text by locating and correcting errors in usage, spelling and mechanics (e.g. subject-verb agreement, pronoun reference, punctuation, capitalization, sentence structure, etc.)

Master idea generating tools like affinity diagrams, word chaining, the box method, etc. EN 4.3 Use dictionaries and / or consultation tools or paper-based media to acquire information necessary to understand and write texts.

Write concrete problem statements by using an appropriate technical language RELATED LEARNING OUTCOMES Mathematics MAT 4.3 Interpret and display data using a bar graph, a pictograph and a data table




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MAT 4.4 Apply to a simple level some techniques of quantitative representation of aspects involving in the electrical, electronic, mechanic and chemistry context

Estimate values and represent electric phenomena with algebraic expressions

Use probability principles in analysing information Technical and Professional Competences TPC3.2 - Identify actions required to correct defects

Isolate the fault and fix it also with the substitutions of specific components (cylinders, valves, communication cables)

Realize the structure and the functioning of a control system (sensors feedback) and adapt it to a new solution

Rapid detection of faults identifiable at sight TPC3.3 - Assess the correct use of protection measures against electrical injury

Guarantee all standards for the protection of the operators against electrical injuries during and after the installation of actuator circuit

Apply the safety standards and ensure their application during the realization of the actuators wiring

TPC4.1 – Interpret signals related to malfunctioning situations

Choose signaling devices and install them (digital voltmeter and ampere meter, lights, buzzers) in order to monitor the correct functioning of the drivers

Interpret signals related to malfunctioning situations and individuate a quick solution TPC4.2 - Adopt simple maintenance techniques


TPC4.3 - Select and use testing tools and techniques to restart operation Practice measurements and tests for each driver and actuator installed using multi-meter for the recovery and restart of the electrical system

Knowledge Techniques of listening


Problem solving technique

Decision making techniques










Unit content The problem solving process: - Step 1. Identify, define and understand the problem - Step 2. Identify and analyse possible causes - Step 3. Generate solutions - Step 4. Select one solution to test out - Step 5. Plan of action - Step 6. Take corrective action by implementing the selected solution - Step 7. Check the results - Step 8. Continue to improve by asking, “how can you make the solution better?”


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The concept of brainstorming

The 5 whys

Cause and effect analysis

Critical examinations

The team work The Unit Contents should be based on a real work situation related to the professional profile of Electrical Junior Technician. E.g. how to identify a problem when un unscheduled defeats appeared in order to identify possible solutions to perform maintenance of electrical installations. An example on how to deliver the Training Unit based on Problem Solving technique is given below: a) Teacher, in strictly cooperation with the teacher of technical and Professional competence,

prepares a worksheet describing the defeats occurred for an industrial installation. b) Instructions. Participants are divided into 4 groups. Each group must collect as much information

about the problem as possible. The problem solving techniques works best when people have information about the problem such us background, conditions, installation modalities and similar case. This will help students determine the most logical and likely answer to each 5 whys question.

c) Working in team. In order to utilize the 5 why method most effectively, each group's member should have different roles, positions and specialities (e.g.: technician, mechanics, supervisor, electrical junior technician, electrical designer, engineer, etc.). A critical element of the 5 whys method is the people in charge who are asking the why questions and providing the most likely answers at each step. Having a diverse group’s member means gaining insight from different viewpoints and opinions. Approaching the problem from different angles could lead to answers that you may not have thought of on your own, and ultimately reveal the root cause of the issue.

d) Apply the problem solving technique. Each group now start to analyze the problem by asking why 5 times. Students may start with a simple problem statement about what the issue is and start to work back from there asking why each step occurred. It is very important that students use logic and knowledge to find the most probable answer to each 5 why question. Here is an example of the 5 why process in action: Problem Statement: Milling line installation shut down Why did Milling line installation shut down? (why 1)

The engine broke down. Why did the engine break down? (why 2)

The Automator is not functioning. Why is the Automator not functioning? (why 3)

The Automator only lasts about 6 months, this one hasn't been changed in 8 months. Why didn't anyone change the Automator at 6 months? (why 4)

No one knew to change it. Why didn't anyone know it needed to be changed? (why 5)

There is no preventative maintenance schedule set up to tell the mechanics to do it (root cause)

e) Analysis. Each group, in turn, is asked to analyze each of the 5 whys. As they work throughout answering the 5 whys, they have to analyze each step and test the assumptions if possible. Students have to ask themselves about the why answers: - Would this answer lead to the previous effect? - Does this make the most sense given everything we know about the problem? - Could there be other possibilities? At this stage is very important to pay attention that the goal of the 5 why method (problem solving) is to find true root cause to find the solution and to prevent the problem from happening again. When students have asked why 5 times and think they have identified the root cause, then, they will find a solution that addresses that root cause. When students have a solution, they need to follow the logic back up the why chain to determine if it will solve the problem. Continuing from


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the previous example: Root Cause: There is no preventative maintenance schedule set up to tell the mechanics to do change the Automator on engine every six months. Solution: Implement a preventative and ordinary maintenance schedule to change the Automator every six months.

f) In order to better understand how the problem solving techniques works it is possible to go beyond 5 whys if necessary to determine root cause and it makes sense. For instance if why 4 in the example was changed to "The mechanics didn't follow the preventative maintenance schedule", then students may continue asking why the mechanic didn't follow the procedure: Why didn't the mechanic follow the schedule? (why 5) He has not been trained on the preventative maintenance schedule for the engine Why is the mechanic not trained? (why 6) He just joined the area and his previous area did not have an engine like the one that broke down (root cause) Solution: Train all new mechanics on the preventative maintenance of equipment in areas they will be joining

g) Students may end up finding a different solution to the problem if they continue asking why until they identify the true root cause. This will help to keep them form settling on an easy answer that just blames a person to get to the root cause. The root cause is more likely a process or procedural issue to be addressed.

Grammar Grammar taught in the first two years school will be revised according to the needs of students.

Teaching staff The English language teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical/practical teacher of residential or industrial electrical installation or automation and PLC should guide the development of understanding and of applying the electrical engineering and good manufacturing principles (GMP) when working on electrical installations (industrial electrical installation, automation and PLC). The student should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings The integrated hours weekly/monthly shall develop and consolidate skills in reading and writing (reading comprehension, composition, grammar and vocabulary acquisition). Students will work both individually and in small groups. The emphasis is on creating a supportive environment that is student centred. The Training Unit delivery shall include: a) Grammar revision, Reading (vocabulary and comprehension), writing (work on syntax and

accuracy); the work will be based on the textbook chosen by teacher supplemented with texts from other sources such as English, Egyptian and international newspapers.

b) Translation from and to english; the work will be based on a wide range of texts. Lectures, ICT laboratories, individual and group work, class active searching for information in the websites are some of the main suggested teaching methods to be used.


Assessment modes Assessment is based on the evaluation of the cognitive abilities, such as: - The usage of English language; - The comprehension of sentence structure; - The ability to explain the acquired information to the teacher and/or other students. It can take can take places in a variety of settings, including:


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- Individual and group oral presentation; - Translation from Arabic into English of sentences based on words acquired within this Training

Unit; - Written proposals and oral presentation It is suggested to devote: - 1 hour of oral test - 1 hour of written test The assessment modes comprise not only the evaluation of demonstrating knowledge and applying the fundamentals techniques and abilities related to the topics developed (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied buy students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.


Pre-requisites EN_3_01 EN_3_02 EN_3_03 EN_3_04


TU discipline Theoretical Practical English Language 2 10 Assessment 1 1

Subtotal hours: 3 11

Related disciplines Theoretical Practical Mathematics 1 Technical and Professional Competences 1


Total 13 practical

Level Level 3 EQF


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EN_3_06 I accepted the job offer Training Unit Denomination/Title

EN_3_06 I accepted the job offer “Opportunity only knocks once”


Brief description After students end the school, searching for a job is an arduous task, even when they know exactly what position they are looking for, but they do not know how and where to dig out information. Young job seekers have always faced this dilemma. At the same time, when the information has been identified young seekers have to tackle with another dilemma: how to draft a CV and fill the right information in it, and hope for a job interview. A CV is the most flexible and convenient way to make applications. It conveys the personal details in the way that presents a person in the best possible light. A CV is a marketing document in which someone is marketing something: itself! The person needs to "sell" his own skills, abilities and qualifications to employers. Being invited to an interview means a person has passed the first test: the CV must have made a good impression. What the person needs now, is to prepare itself for the interview to make sure he/she is successful at this stage. The job interview is not just a stroll but is a process starting from the reciprocal need: a person wants a job and the interviewer wants to find the right person to fill that specific position. The Training Unit's aims are: - Develop in students the fundamentals abilities to find and select information for potential jobs

through online searches, consulting his own network, the magazines and other relevant sources; - Transfer the basic techniques on how to write a CV having regarded that an application form is

designed to bring out the essential information and personal qualities that the employer requires and does not allow a person to gloss over weaker points as a CV generally does;

- Prepare students for a job interview by transferring to them the right techniques and tools in order to cope with this important and real concern that affects most of them when trying to enter the labour market.



Give a long oral presentation in Italian on a defined topic to a small group of listeners, such as classmates

Deal competently with demanding comprehension passages EN 1.2 Activate listening strategies by identifying key words, connectives and sequences to reconstruct the overall meaning of short and simple messages, advertisements, dialogues, instructions

Discuss complex topical and abstract issues in an appropriate register of Italian EN 2.2 Organize notes and ideas for speaking (e.g. cause-effect, chronological, exemplification, etc.)

Communicate with others by using the proper technical terminology EN 2.3 Assess needs of audience, and adjust language ad presentation according to the own knowledge

Communicate and present a coherent argument, express and defend opinions EN 2.4 Extend value of reading, writing, speaking, viewing and listening by pursuing, through reading, new concept and interests as a result of these activities

Develop a vocabulary of technical terms applied to work-related activities and to a specific professional field.

Understand styles and registers of written and spoken Italian

Deal competently with demanding comprehension passages EN 4.1 Organize notes (ladders, maps, etc.) necessary to draft a written text by locating and correcting errors in usage, spelling and mechanics (e.g. subject-verb agreement, pronoun reference, punctuation, capitalization, sentence structure, etc.)


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Apply and produce workplace forms/documents used for recording data where required EN 4.3 Use dictionaries and / or consultation tools or paper-based media to acquire information necessary to understand and write texts

Assimilate, select and organize information in order to produce a written text. EN 4.4 Synthesize information from a variety of sources to construct meaning

Use a range of resources to obtain career information (e.g. handbook, career materials, labor market information, and computerized career-information delivery system)


EN 4.5 Elaborate written texts using: analysis, synthesis, description, definition, list, classification, etc.

Use a broad range of grammatical structures and expression to transfer information in a professional context, using appropriate tone and style.


Apply advanced text, paragraph, watermarks, end section, column and table formatting ICT 5.2 Develop presentations using text, clips, photos, videos

Work with presentation and choose different slide layouts and design ICT 5.5 Communicate technical information utilizing IT applications to create, elaborate, modify and display technical documentation


Knowledge Techniques of recording information (notes, schemes, etc.)




Consultation modes of vocabularies, encyclopedias, magazines, online search




Unit content It is suggested to develop the Training Unit in different phases. The first one shall be based on techniques used to find a job, how to read and select from magazines a job advertising that matches students' expectations (job seekers), how to make online search, etc. The second phase shall be based on methods used to draft a CV. The third phase shall be based on job interview simulation having regarded that the job interview should be understood by students as a process that goes beyond the only qualifications and competences acquired at school; attentions are also paid by enterprise on personality, poise, ability to communicate, as well as on the motivation, with the final purpose of verifying that those aspects fit with the organization and make it worthwhile to continue the hiring process. Part A: Employment option

Market Survey focused on potential job opportunities offered by the local, national and the international context.

Guided online searching (the main job advertising website used in Egypt and England )

Reading the main job advertisements magazines, newspaper, job listings used in Egypt and England. Select the relevant information related the occupation of Electrical Junior Technician

Benefits and salary Part B. How to draft a CV


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What is a C.V.? Differences between different typologies of CV .When should a CV be used?

What information should a CV include? (personal details, education and qualifications, work experience, interest and achievement, skills, references)

What makes a good CV? (targeted on the specific job, carefully and clearly laid out, informative but concise, accurate in content, spelling and grammar)

How long should a CV be?

Tips on presentation (use of active words, typical expression, etc.)

Fonts

Targeting the CV Part C: Job interview The job interview understood as a process:

- Before the interview: a) research the company, b) plan for the interview, c) plan for the journey, d) gathering information to be used when the interview will take place

- On the interview day: a) what is important to do before leaving the own flat, b) the time supposed for the arrival, c) how to dress, d) at the interview

The differences between the verbal and non-verbal communication (voice, gesture, eye, voice, etc.)

The listening techniques

How to ask questions about the job you apply for

Formal expression to be used during a job interview

The art of creating the right image of itself

Negotiating terms of employment.

Accepting /declining offers. Grammar Formal and informal English. Notices and warning sold out, no exit, mind the step, no parking Revision on the relative clauses.

Teaching staff The English language teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in life and in the working environment assisting the Italian and/or the English and/or the Arabic language teachers. The student should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. Expert in job interview coming from an enterprise Former students

Learning settings Students at the third school year of the IeFP program in Electrical Junior Technician will eventually take job interviews after they finish the school. It can be a touchy subject for many students as the work environment may offer them very different employments. Also, students may be under pressure to find a job and may experience an anxiety attach because of the new situation. In addition, job searching and job interviewing can make students nervous for a variety of unconscious reasons. To this end, is very important that the teacher will be able to reduce the sense of inadequacy and/or personal insecurity feelings. One of the best ways of delivering this Training Unit and dealing with this topic is to explain that the transition from school to labour market is a 'game', although an incredibly real game. It is important to pragmatically understand the rules and not get up in the difficulties of the labour market. The teaching methods may include: - Face-to-face lessons, in order to systematize the conceptual framework. - Roles play technique, with the aim to provide students with participation and involvement in the


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learning process. This technique allows students to experience a real life situation in a prepared environment as well as to receive objective feedback about one's performance. In addition, this technique may be useful to diagnose interactive skills, to provide models and practice, and to motivate each student to pay more attention to the interpersonal impact. An example on how to deliver the Part C of this TU is given below. a) Prepare a worksheet including some instructions in a bullet form; b) Distribute the work sheet to students in the class. Students should follow each of the

instructions carefully. c) Make groups of three people; choose one person to interview for the position, one to

interview the job applicant, and one to take notes on the job interview; d) Review notes taken after each interview and allow students ask their opinion on how they

could improve their job interviewing skills; e) Have students switch roles and either interview another person, or take notes; f) Make sure that all students have taken notes and interviewed so that they can understand the

job interviewing process better. g) While students are in their groups, have them note disagreements on job interviewing

technique. At the end of the session have students to ask other students their opinions on these disagreements

As a follow-up activity another suggested teaching method is the simulation with a job interview expert coming from the enterprise. At the first sight this technique might be similar to the Role Play but they differ in different ways. Role Play involves participants to 'act' in a given role that is clearly defined, whereas the simulations mimic real life situations as closely as possible. The latter technique helps students to experience the real life.

Learning resources Various authentic materials must be carefully collected by the teacher and shall be used throughout the courses: flipchart, slides, Europass CV newspaper and magazines, texts.

Assessment modes Assessment is based on the evaluation of the cognitive abilities, such as: - The usage of English language (syntax, etc.); - The comprehension of sentence structure; - The ability to explain the acquired information to the teacher and/or other students. It can take can take places in a variety of settings, including: - Individual and group oral presentation; - Translation from Arabic into English of sentences based on words acquired within this Training

Unit; - Written and oral presentation The assessment modes comprise not only the evaluation of demonstrating knowledge and applying the fundamentals techniques and abilities related to the topics developed (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied buy students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.


Pre-requisites EN_3_01 EN_3_02 EN_3_03 EN_3_04 EN_3_05


TU discipline Theoretical Practical English Language (and ICT laboratory) 2 14 Assessment 2

18 guided learning hours Total 2 theoretical Total 16 practical

Level Level 3 EQF

Integrated Technical Education Cluster at Fayoum - Mathematics

Page 1 of 46

Annex-4

Mathematics Course ILOs and Training Units

for Years I-II-III


Fayoum-ITEC



Cairo, August 2012


Page 2 of 46

Introduction

“Mathematics is a part of physics. Physics is an experimental science, a part of natural science. In the middle of the twentieth century it was attempted to divide physics and mathematics. The consequences turned out to be catastrophic. Whole generations of mathematicians grew up without knowing half of their science and, of course, in total ignorance of any other sciences. They first began teaching their ugly scholastic pseudo-mathematics to their students, then to schoolchildren. Since scholastic mathematics that is cut off from physics is fit neither for teaching nor for application in any other science, the result was the universal hate towards mathematicians - both on the part of the poor schoolchildren (some of whom in the meantime became ministers) and of the users.” 1

Typical examples of such “unrelated” “out of context” teaching can be found everywhere. Renewing the way we teach math pass trough starting from physics in a large sense and repeating experiments and deriving the mathematical principles and concepts by experimenting their application.

The approach of teaching mathematic should be renewed to make it lovable. In this sense the approach adopted by Salaman Khan2 can be a lesson for a new generation of math teachers. In the video Salman Khan: Let's use video to reinvent education3 he shows the power of interactive exercises, and calls for teachers to consider flipping the traditional classroom script -- give students video lectures to watch at home, and do "homework" in the classroom with the teacher available to help.

1 On teaching mathematics by V.I. Arnold. This is an extended text of the address at the discussion on teaching of mathematics in Palais de Découverte in Paris on 7 March 1997. 2 In 2004, Salman Khan, a hedge fund analyst, began posting math tutorials on YouTube. Six years later, he has posted

more than 2.000 tutorials, which are viewed nearly 100,000 times around the world each day

3 http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html


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Table of content

Introduction ......................................................................................................................... 1




Training Units first year ................................................................................................... 8

MAT 1_01 Numerical sets and proportions .................................................................... 8

MAT_1_02 Monomials and Polynomials ..................................................................... 11

MAT_1_03 Triangles .................................................................................................... 15

MAT_1_04 Identity and Equations ............................................................................... 18

Training Units second year ........................................................................................... 21

MAT_2_01 Polygons and circles .................................................................................. 21

MAT_2_02 Algebraic expressions ................................................................................ 24

MAT_2_03 First degree equations an inequalities ........................................................ 27

MAT_2_04 First degree systems .................................................................................. 30


MAT_3_01 Statistics ..................................................................................................... 33

MAT_3_02 Radicals ..................................................................................................... 37

MAT_3_03 Second degree equations ........................................................................... 40

MAT_3_04 Statistics and data representation ............................................................... 43


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Learning Outcomes

The learning outcomes that should be achieved are the one listed in the following table:

Mathematics

Mastering basic mathematical concepts, procedures, simple calculation and analysis to describe and interpret systems, processes and phenomena and to resolve problems of different nature linked to own professional and social environment.

General Skills Detailed skills Knowledge

MST 1

Use technical and logical-mathematical specific language

MAT 1.1 Communicate, both in writing and orally by using symbols and mathematical language

Set theory, characteristics and symbolic representation

Numerical and arithmetic set

Positional writing of numbers

Elements of simple literal expression

Ratios, proportions and percentages

Algebraic and transcendental numbers

Monomials, polynomials, simple factorizations

Algebraic Equations

Plane and space geometry: Euclid and Pythagoras theorem

Point, line, plane, ray and segments, polygon and triangles

The method of the system coordinates

Geometric transformations in the plane

Linearity property, graphical representation, proportionality table, 'cross product' or the 'rule of 3'



General concepts of statistics


Probabilities

Frequency of probabilities

Ratios, proportions and percentages

MAT 1.2 Apply algebra language to describe electrical, electronic, mechanic and chemistry phenomena

MAT 1.3

Apply geometrical representations to describe electrical, electronic, mechanic and chemistry phenomena

MST 2

Apply techniques and calculation procedures to solve problems occurring in the own professional context

MAT 2.1 Use mental computation when computer and calculator are inappropriate

MAT 2.2

Use estimation to determine soundness of problematic situations in a wide variety of applications

MAT 2.3 Use the logic of equivalence in work activities applying equations, inequalities, and functions

MAT 2.4

Describe and solve problem situations by using and relating numerical, symbolical and graphical representation

MAT 2.5

Analyze and solve simple problems by using geometric figures or the properties transformation

MST 4

Use tools and methods of quantitative and qualitative analysis to

MAT 4.1 Identify, collect, organize and interpret relevant data

MAT 4.2

Use statistics as an information tool to be applied within real-world and the electrical, electronic, mechanic and chemistry context

MAT 4.3 Interpret and display data using a


Page 5 of 46

investigate the phenomena belonging to a specific professional field

bar graph, a pictograph and a data table

Operations with algebraic fractions

Meaning of analysis and organization of numerical data

Functions of direct proportionality, inverse and their graphs, linear function

Uncertainty of measurement error and concept

The scientific notation for real numbers.

The concept and methods of approximation (the numbers "machine", the concept of approximation simple applications that create, develop a spreadsheet, with corresponding graphic shapes

MAT 4.4

Apply to a simple level some techniques of quantitative representation of aspects involving in the electrical, electronic, mechanic and chemistry context

MST 5

Collect, elaborate and display relevant data in order to understand the activities to be performed

MAT 5.1

Read, interpret and use graphs to identify patterns and make connections and predictions when considering electrical, electronic, mechanic and chemistry phenomena

MAT 5.2

Make oral and written statements on mathematical contents based on reasoning, justifications and evaluation

MAT 5.3



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The teaching methods must be dynamic and encourage active participation on the part of the students. Methods and learning strategies shall be based on interactive communication and experimental approach.

The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating and working with physical parameters. In organising the teaching s/he should consider that the majority of the topics have been already or will be used during the development of professional and technical TU and Integrated Science where a more pragmatic deductive approach should be used.

Theoretical subjects, as sometimes mathematics is wrongly considered, should be presented with close reference to working situations and linked to the development of practical activities. Teachers of mathematics should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to build knowledge. Teachers of mathematics should conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules and apply them under the supervision of the teacher. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web.

The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context in different disciplines.


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1 y 2 y 3 y

MAT_1_01 Numerical sets and proportions 29

MAT_1_02 Monomials and Polynomials 29

MAT_1_03 Triangles 29

MAT_1_04 Identity and equations 29

MAT_2_01 Polygons and circle 35

MAT_2_02 Algebraic expressions 35

MAT_2_03 1st degree equations and inequalities 35

MAT_2_04 1st degree systems 35

MAT_3_01 Statistics 35

MAT_3_02 Radicals 35

MAT_3_03 2nd degree equations and inequalities 35

MAT_3_04 Data representations 35



Page 8 of 46



Technician Numerical sets and proportions MAT 1_01

Th. Pr. 19 13

MAT 1_01 Numerical sets and proportions


MAT 1_01 Numerical sets and proportions

Subject Mathematics

Brief description This Training Unit covers the skills and knowledge required to apply basic mathematical operations to undertake workplace calculations or to estimate approximate answers when exact calculations are not required.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

MATHEMATICS

MAT 1.1

Communicate, both in writing and orally by using symbols, formulas and mathematical language

Describe physical properties using different types of numbers

Estimate physical values of properties using proportions

Discover the properties of inductive and deductive approach in reasoning and communication

MAT 2.1


Understand the techniques of memorising numbers



MAT 5.2


Describe properties of numbers

Apply principles of proportions in different life context RELATED LEARNING OUTCOMES Integrated Science

IS 1.1 Communicate, both in writing and orally by using scientific symbols, formulas and scientific languages

Describe chemical properties using different types of numbers

Knowledge

This training unit will allow students to know: Concept of set and subset. Numerical and arithmetic set. Positional writing of numbers. The four main operations and comparison relations between the natural numbers. Power exponent and its properties. Divisibility and decomposition of numbers into prime factors: the greatest common

divisor (gcd), the least common multiple (LCM). Numeric expressions. The expansion of the set N of natural numbers: integers (operations and their properties). The extension of the set Z of integers for rational numbers (operations and their

properties).


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Negative Exponent. The extension of the set of Q of rational numbers: real numbers (operations and their

properties). The relationship concept and its applications. Direct and inverse proportionalities. The proportions and their properties. The percentages and its applications.

Unit content

The Mathematical teacher should focus on presenting the links between mathematical concepts and the real life when introducing abstract concepts typical of the mathematical world. In details, this unit includes the study of natural numbers properties, operations, and factoring. It also includes the study of rational and real numbers. Students learn to calculate the greatest common divisor and the least common multiple. They also learn about the negative exponents. This unit includes some applications that cover different number formats and some mathematical operations. Also, this unit presents some examples that illustrate the concepts of proportionality and percentage.

Teaching staff

The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. S/he should adopt the deductive approach in delivering the TU sequence following the traditional educational approach. S/he should consider that the majority of the topics of these TUs have been already used in some way during the development of professional and technical TU and Integrated Science where a more pragmatic deductive approach should be used. During the delivery of the TUs s/he should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned that are linked to the professional and technical general skills. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. During the programme s/he will introduce mathematical expressions required to understand and formalise chemical and physical phenomena as well as to introduce calculations using concepts that will be developed later in the TU of mathematics. In this respect s/he should adopt a pragmatic approach to allow students to calculate exercises and better understand the topics presented. S/he should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned.

Learning settings

Theoretical learning. Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context.


Page 10 of 46

Students should complete the following exercises:

Interpret quote and numbers on technical drawings and layouts, and deduce some missed data

Read and understand dimensions in technical specifications of equipment calculating values to adapt the item to a real installation

Apply proportions to electrical force between charges, electro-dynamic effect and electro-chemical effect

Apply percentages to calculate efficiency of equipment

Apply percentage to estimate number of electrical injury

Learning resources

Classroom, workshops and laboratories equipped with smartboard. Laboratory for residential electric installations (industrial electrical installation, automation and PLC) with individual working place. Documentation provided by suppliers of electrical equipment and materials. Documentation related to standardisation (IEC).

Assessment modes

The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding mathematics, but also other abilities as:

Thinking critically and making judgments

Solving problems and developing plans

Performing procedures and demonstrating techniques

Managing and developing oneself

Accessing and managing information

Demonstrating knowledge and understanding

Communicating The evaluation of demonstrating knowledge and understanding the fundamentals of mathematics should include:

the observation of the process of completing exercises

the evaluation of the outcomes of exercises

the questioning and reasoning on topics related to exercises The practical teacher records the result of the assessment in the student’s portfolio. For more details see the Guide to assessing learning outcomes.

Beneficiaries Students attending the 1st year of IeFP Electrical Junior Technician program. Pre-requisites


TU discipline Theoretical Practical Mathematics 16 9 Assessment 0 4 Subtotal hours: 16 13

Related disciplines Theoretical Practical Residential electrical installation 1 Industrial electrical installations Automation and PLC Italian language and ICT English language and ICT Integrated Science 2 32 guided learning hours Total theoretical: 19 Total Practical:13

Level Level 3 EQF


Page 11 of 46


Electrical Junior Technician Monomials and

Polynomials MAT_1_02 Th. Pr. 19 13

MAT_1_02 Monomials and Polynomials


MAT_1_02 Monomials and Polynomials

Subject Mathematics

Brief description This Training Unit covers the skills and knowledge required to interpret the ordinary language into the algebraic language using concepts and definitions like monomials and polynomials.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

MATHEMATICS

MAT 2.2


Identify monomials and polynomials expressions in data sheets

Estimate values of derived physical parameters estimating monomials and polynomials expressions

Simplify expression with physical units

MAT 4.1

Identify, collect, organize and interpret relevant data

Find in data sheets values to be used to calculate monomials and polynomials

Organise tables to estimate formulas expressed with polynomial

MAT 5.2


Simplify polynomials expressions representing physical phenomena

Use substitute approach to verify the correctness of an expression of a formula

RELATED LEARNING OUTCOMES Integrated Science


Describe physical and chemical phenomena using polynomials

Knowledge

This training unit will allow students to know:

Monomials

The standard form of a monomial

Parts of a monomial (the coefficient, literal part)

The degree of a monomial

Similar Monomials, equal monomials e opposite monomials

Operations with monomials: monomials sum, multiplication of two or more monomials, exponents of monomials, monomials division

Polynomials: Addition and Subtraction of polynomials

Product of polynomials

Special Products

Polynomial Division


Page 12 of 46

Remainder theorem and Ruffini's rule

Decomposition of polynomials

The Total and partial recollection

Decomposition with special products

The discriminant of a trinomial

Decomposition by Ruffini's rule and the polynomial division

Unit content

The Mathematical teacher should focus on presenting the links between mathematical concepts and the real life when introducing abstract concepts typical of the mathematical world. In details, this unit includes the study of the monomials, its properties and operations with monomials. It also includes the study of the polynomials and some related operations. The decomposition of polynomials is covered in this unit and some other related topics. The unit covers some applications of monomials and polynomials to illustrate the importance of such concepts. In details, The decomposition of polynomials is covered in this unit with some applications. This unit includes the study of electrical and daily applications of monomials and polynomials also.

Teaching staff

The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. S/he should adopt the deductive approach in delivering the TU sequence following the traditional educational approach. S/he should consider that the majority of the topics of these TUs have been already used in some way during the development of professional and technical TU and Integrated Science where a more pragmatic deductive approach should be used. During the delivery of the TUs s/he should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned that are linked to the professional and technical general skills. The Professional theoretical teacher of residential electrical installation (industrial electrical installation, automation and PLC) should guide the development to understand electrical engineering principles applied to electrical installations. S/he should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of residential electrical installation (industrial electrical installation, automation and PLC) should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on electrical installations (industrial electrical installation, automation and PLC). S/he should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. During the programme s/he will introduce mathematical expressions required to understand and formalise chemical and physical phenomena as well as to introduce calculations using concepts that will be developed later in the TU of mathematics. In this respect s/he should adopt a pragmatic approach to allow students to calculate exercises and better understand the topics presented. S/he should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group


Page 13 of 46

above mentioned.

Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Students should complete the following exercises:

Calculations with monomials and polynomials

Translate the ordinary language into the algebraic language of monomials and polynomials

Interpret and elaborate mathematical formulas with monomials and polynomials in the technical specifications of equipment

Learning resources


Assessment modes














TU discipline Theoretical Practical Mathematics 16 9


Page 14 of 46

Assessment 0 4 Subtotal hours: 16 13

Related disciplines Theoretical Practical Residential electrical installations 2 Industrial electrical installations Automation and PLC Italian language and ICT English language and ICT Integrated Science 2

32 guided learning hours Total theoretical: 19 Total Practical: 13 Level Level 3 EQF


Page 15 of 46


Electrical Junior Technician Triangles MAT_1_03 Th. Pr. 19 13

MAT_1_03 Triangles


MAT_1_03 Triangles

Subject Mathematics

Brief description This Training Unit covers the skills and knowledge required to recognize triangles to understand their properties and to elaborate calculations with triangles useful in life and working environment. This unit includes the study of Euclid’s and Pythagoras’s theorems


(to be able to .. )

MATHEMATICS

MAT 1.1 Communicate, both in writing and orally by using symbols, formulas and mathematical language

Define layouts using different types triangles

MAT 1.3 Apply geometrical representations to describe electrical, electronic, mechanic and chemistry phenomena

Estimate length of cable paths using triangles

MAT 2.5 Analyze and solve simple problems by using geometric figures or the properties transformation

Calculate different paths to optimise the length of cables RELATED LEARNING OUTCOMES Integrated Science


Describe mechanical phenomena (ramp theory) using triangles

Knowledge


Meaning and characteristics of the axioms

The primitive geometric entities

Comparison and the segments sum

Comparison and the sum of convex angles.

The theorem concept

The triangle and the equality criteria

The isosceles triangle and its properties

The triangles classification

The axioms: meaning and characteristics

Convex angles and properties

The isosceles triangle theorem

The first and second theorem of Euclid

The Pythagoras theorem

Perimeter and area of a triangle Unit content The Mathematical teacher should focus on presenting the links between mathematical


Page 16 of 46

concepts and the real life when introducing abstract concepts typical of the mathematical world. This training unit covers the axioms and its characteristics as well as the different types of angles. This training unit will also introduce some electric applications related to these geometric concepts.

Teaching staff

The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. S/he should adopt the deductive approach in delivering the TU sequence following the traditional educational approach. S/he should consider that the majority of the topics of these TUs have been already used in some way during the development of professional and technical TU and Integrated Science where a more pragmatic deductive approach should be used. During the delivery of the TUs s/he should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned that are linked to the professional and technical general skills. The Professional theoretical teacher of residential electrical installation (industrial electrical installation, automation and PLC) should guide the development to understand electrical engineering principles applied to electrical installations. S/he should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of residential electrical installation (industrial electrical installation, automation and PLC) should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on electrical installations (industrial electrical installation, automation and PLC). S/he should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. During the programme s/he will introduce mathematical expressions required to understand and formalise chemical and physical phenomena as well as to introduce calculations using concepts that will be developed later in the TU of mathematics. In this respect s/he should adopt a pragmatic approach to allow students to calculate exercises and better understand the topics presented. S/he should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned.

Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions


Page 17 of 46

already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Students should complete the following exercises:

Calculations and demonstrations using axioms

Calculations and demonstrations using angles

Calculations and demonstrations using polygons (triangles)

Interpret technical drawings and layouts, and deduce some missed data

Interpret and elaborate drawings and layouts in the technical specifications of equipment

Learning resources


Assessment modes













Gu

ided

learnin

g hou

rs TU discipline Theoretical Practical

Mathematics 16 9 Assessment 0 4 Subtotal hours: 16 13

Related disciplines Theoretical Practical Residential electrical installations 1 Industrial electrical installations Automation and PLC Italian language and ICT English language and ICT Integrated Science 2 32 guided learning hours Total theoretical: 19 Total practical : 13

Level Level 3 EQF


Page 18 of 46


Technician Identity and Equations MAT_1_04

Th. Pr. 19 13

MAT_1_04 Identity and Equations


MAT_1_04 Identity and Equations

Subject Mathematics

Brief description

This Training Unit covers the skills and knowledge required to solve equations of one variable and first degree. In details, this unit includes the study of identity equations, the equality between algebraic expressions and the study of equivalence principles. Students learn to solve equations of one unknown and practical methods of resolution for first-degree equations as well as systems of equations.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

MATHEMATICS

MAT 2.3

Use the logic of equivalence in work activities applying equations, inequalities, and functions

Illustrate the use of equations in solving day life problems such as simple cost estimation

Apply the logic of equivalence in electrical, mechanical and chemical fields

MAT 2.4

Describe and solve problem situations by using and relating numerical and symbolical representation

Set the variable for solving problems in day life problems such as simple cost estimation

Analyse physical and chemical phenomena using equations and equivalences

MAT 4.3 Interpret and display data using a bar graph, a pictograph and a data table

Represent equations in graphical forms to simplify the understanding and solution of problems


IS 1.1

Communicate, both in writing and orally by using scientific symbols, formulas and scientific languages

Describe physical and chemical phenomena using identity and equation principles

Knowledge

This training unit will allow students to know: Equality between algebraic expressions Equations in one unknown: definitions Equivalence Principles Methods of resolution for first degree equation Identity equations Equations with one solution Equations with no solution

Unit content

The Mathematical teacher should focus on presenting the links between mathematical concepts and the real life when introducing abstract concepts typical of the mathematical world. In details, this unit includes the study of identity equations and the equality between


Page 19 of 46

algebraic expressions. It also includes the study of equivalence principles. Students learn to solve equations of one unknown. They also learn about some practical methods of resolution for first-degree equations. In addition to the above objects, this training unit concentrates on the importance of studying systems of equations by introducing a lot of applications of that topic.

Teaching staff


Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of


Page 20 of 46

solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Students should complete the following exercises:

Translate the ordinary language into the algebraic language using equations

Interpret and elaborate mathematical formulas in the technical specifications of equipment

Solve physical problems like problems of Kirchhoff's circuit laws

Learning resources


Assessment modes












Beneficiaries Students attending the 2nd year of IeFP Electrical Junior Technician program. Pre-requisites

Gu

ided

learnin

g hours

TU discipline Theoretical Practical Mathematics 16 9 Assessment 4 Subtotal hours: 16 13 Related disciplines Theoretical Practical Residential electrical installations 1 Industrial electrical installations Automation and PLC Italian language and ICT English language and ICT Integrated Science 2 32 guided learning hours Total theoretical: 19 Total practical: 13

Level Level 3 EQF


Page 21 of 46

Training Units second year Program Training Unit Training Unit Code Guided hours

Electrical Junior Technician Polygons and circles MAT_2_01 Th. Pr. 23 15

MAT_2_01 Polygons and circles Training Unit

Denomination/Title MAT_2_01 Polygons and circles

Subject Mathematics

Brief description This Training Unit covers the skills and knowledge required to calculate the perimeter and area of some geometric shapes in particular of quadrilaterals. This unit also includes the study of the circle and the Thales' theorem.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

MATHEMATICS

MAT 1.3


Use the concept of circle to evaluate the size of conductors

Use quadrilaterals to describe layouts of electrical installations and panels

MAT 2.5

Analyse and solve simple problems by using geometric figures or the properties transformation

Describe the illumination effects using geometric figures

Solve the calculation of surfaces decomposing complex shapes into elementary figures

MAT 4.1


Collect shape and dimension of components and parts

Interpret dimensional characteristics of components RELATED LEARNING OUTCOMES Integrated Science

IS 1.1


Describe physical phenomena using geometric representations such as polygons and in particular quadrilaterals

Knowledge


The polygons: definition, classification, and properties

Some geometric definitions: theorem, corollary, law, ...

The triangle as an example of polygons

The quadrilaterals: definition and properties

Special quadrilaterals: trapezoid, parallelogram, rectangle, rhombus, and square

Perimeter and area of a square

Perimeter and area of a rectangle

Perimeter and area of a rhombus

Perimeter and area of a parallelogram

Perimeter and area of a trapezoid

Perimeter and area of a circle

Thales' theorem


Page 22 of 46

Unit content

The Mathematical teacher should focus on presenting the links between mathematical concepts and the real life when introducing abstract concepts typical of the mathematical world. In this training unit the Mathematical teacher should focus on the following:

Calculate perimeter and area of polygons and circles

The first and second theorem of Euclid

The Pythagoras theorem

Thales' theorem

Teaching staff


Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be


Page 23 of 46

adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Students should complete the following exercises:

Calculate the perimeter and area of polygons and circles

Apply geometric theorems (Euclid, Pythagoras, and Thales' Theorems)

Interpret technical drawings and layouts, and deduce some missed data

Learning resources


Assessment modes













Gu

ided

learnin

g hou

rs

TU discipline Theoretical Practical Mathematics 20 10 Assessment 0 5 Subtotal hours: 20 15 Related disciplines Theoretical Practical Residential electrical installations Industrial electrical installations 1 Automation and PLC Italian language and ICT English language and ICT Integrated Science 2 38 guided learning hours Total theoretical: 23 Total practical: 15

Level Level 3 EQF


Page 24 of 46


Electrical Junior Technician Algebraic

expressions MAT_2_02

Th. Pr. 23 15

MAT_2_02 Algebraic expressions Training Unit

Denomination/Title MAT_2_02 Algebraic expressions

Subject Mathematics

Brief description This Training Unit covers the skills and knowledge required to use and simplify algebraic expressions and fractions.

MATHEMATICS

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

MAT 1.2

Apply algebra language to describe electrical, electronic, mechanic and chemistry phenomena

Represent technical characteristics with algebraic expressions

Calculate physical data simplifying algebraic expressions

MAT 2.4


Set physical problems using algebraic expressions

Resolve algebraic expression to calculate physical parameters dimensioning components


Estimate values and represent electric phenomena with algebraic expressions RELATED LEARNING OUTCOMES Integrated Science


Describe physical and chemical phenomena using algebraic expressions

Knowledge


Greatest Common Divisor (GCD) of two or more polynomials

Least Common Multiple (LCM) of two or more polynomials

Definition of algebraic fractions

Simplifying Algebraic Expressions

Adding and subtracting algebraic fractions

Multiplying algebraic fractions

Dividing algebraic fractions

Unit content


Greatest common divisor and least common multiple of polynomials

Algebraic fractions

Simplifying algebraic fractions

Operations with algebraic fractions


Page 25 of 46

Technical applications of algebraic fractions

Teaching staff


Learning settings


Apply algebraic fractions

Translate the ordinary language into the algebraic language


Page 26 of 46

Interpret and elaborate mathematical formulas in the technical specifications of equipment

Learning resources


Assessment modes













Guid

ed learn

ing h

ours

TU discipline Theoretical Practical Mathematics 20 10 Assessment 0 5 Subtotal hours: 20 15 Related disciplines Theoretical Practical Residential electrical installations Industrial electrical installations 1 Automation and PLC Italian language and ICT English language and ICT Integrated Science 2 38 guided learning hours Total theoretical: 23 Total practical: 15

Level Level 3 EQF


Page 27 of 46


Technician First degree equations an

inequalities MAT_2_03

Th. Pr. 23 15

MAT_2_03 First degree equations an inequalities Training Unit

Denomination/Title MAT_2_03 First degree equations an inequalities

Subject Mathematics

Brief description

This Training Unit covers the skills and knowledge required to solve first-degree equations and inequalities. In details, this unit includes the study of different types of equations and inequalities and their properties. Students learn to classify equations and how to resolve linear and fractional equations and solve inequalities and represent the solution graphically.

Ab

ility / Cap

acity / Detailed

skill

(to be ab

le to .. )

MATHEMATICS

MAT 1.2


Calculate electrical parameters using 1st degree equations

Calculate limits of current in simple electrical circuits

MAT 2.2 Use estimation to determine soundness of problematic situations in a wide variety of applications

Estimate response time of protection switch using specifications


Balance electrical circuits using the principle of equivalence of currents RELATED LEARNING OUTCOMES Integrated Science


Describe physical and chemical phenomena using first degree equations

Knowledge


Classification of equations according to number of terms (monomial, binomial, polynomial)

Classification of equations according to degree of the polynomial (first degree, second degree, …)

Fractional Equations: resolution, discussion and existence

Linear Equations: resolution, discussion

Properties of inequalities

Solution of first degree inequalities

Graphical representation of inequalities' solutions

Unit content


Classification of equations


Page 28 of 46

Fractional Equations: resolution, discussion and existence

Linear Equations: resolution, discussion

First degree inequalities: resolution, discussion

Teaching staff


Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to


Page 29 of 46

different language context. Students should complete the following exercises:

Solve equations and inequalities algebraically and graphically

Translate the ordinary language into the algebraic language using first degree equations and inequalities

Interpret and elaborate mathematical formulas with first degree equations and inequalities in the technical specifications of equipment

Solve physical problems like problems of Kirchhoff's circuit laws using first degree equations and inequalities

Learning resources


Assessment modes












Beneficiaries Students attending the 3rd year of IeFP Electrical Junior Technician program. Pre-requisites

Gu

ided

learnin

g hours


Related disciplines Theoretical Practical Residential electrical installations Industrial electrical installations 1 Automation and PLC Italian language and ICT English language and ICT Integrated Science 2 38 guided learning hours Total theoretical : 23 Total practical: 15

Level Level 3 EQF


Page 30 of 46


Electrical Junior Technician First degree systems MAT_2_04 Th. Pr. 23 15

MAT_2_04 First degree systems Training Unit

Denomination/Title MAT_2_04 First degree systems

Subject Mathematics

Brief description This Training Unit covers the skills and knowledge required to solve systems of first-degree equations. In details, this unit includes the study of first-degree systems, different types of these systems and the techniques to solve them.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

MATHEMATICS

MAT 1.2


Apply first degree system to solve electrical circuits

Describe electrical phenomena using first degree systems

MAT 2.3


Construct inequalities to describe limitations in electrical circuits

Analyse inequalities and equations to identify components and materials

MAT 5.3


Set first degree systems to describe mechanical phenomena

Use first degree inequalities to calculate components RELATED LEARNING OUTCOMES Integrated Science


Define physical and chemical phenomena using first degree systems

Knowledge


Linear equations in two unknowns and systems of equations

Types of systems of equations

Principles of equivalence

Methods of solving first degree systems o Substitution method o Comparison method o Reduction method o Cramer's rule

Unit content


Linear equations in two unknowns and systems

Types of systems


Page 31 of 46

Principles of equivalence

Solving a First degree System

Teaching staff


Learning settings


Solve first degree systems algebraically and graphically

Translate the ordinary language into the algebraic language using first degree systems


Page 32 of 46

Interpret and elaborate mathematical formulas with first degree systems in the technical specifications of equipment

Solve physical problems like problems of Kirchhoff’s circuit laws using first degree systems

Learning resources


Assessment modes















Related disciplines Theoretical Practical Residential electrical installations Industrial electrical installations 1 Automation and PLC Italian language and ICT English language and ICT Integrated Science 2 38 guided learning hours Total theoretical : 23 Total practical: 15

Level Level 3 EQF


Page 33 of 46

Training Units third year Program Training Unit Training Unit Code Guided hours

Electrical Junior Technician Statistics MAT_3_01 Th. Pr. 23 15

MAT_3_01 Statistics Training Unit

Denomination/Title MAT_3_01 Statistics

Subject Mathematics

Brief description This Training Unit covers the basic skills and knowledge about data statistics and probability and how to interpret statistically physical phenomena.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

MATHEMATICS


Use simple mental calculations to estimate probabilities

MAT 4.2

Use statistics as an information tool to be applied within real-world and the electrical, electronic, mechanic and chemistry context

Understand tolerances in data sheet

Understand the concept of coordinate protections using the principles of statistics and probability


Use probability principles in analysing chemical effects RELATED LEARNING OUTCOMES Integrated Science

IS 3.2 Apply physics theories in order to define and describe specific phenomena

Investigate physical phenomena using statistics

IS 3.4 Use chemistry knowledge in order to define and describe specific phenomena

Investigate chemical phenomena using statistics

Knowledge


Representation of data. o Representation with bar charts and pie charts o Data table for a simple function o Graph of a function on the Cartesian plane o Data representation and calculations of results

Statistics o Frequency distribution and histograms o Describing centre of a data set o Describing variability of a data set

Probability o Chance Experiments and Events o Definition of Probability o Basic Properties of Probability o Random Variables


Page 34 of 46

o Mean and Standard Deviation of a Random Variable o Binomial and Geometric Distributions o Normal Distributions

Unit content


Data representation with charts, pie

Graph and function representation on the Cartesian plane

Fundamental concepts and definitions of statistics

Fundamental concepts and definitions of probability

Applications of statistics and probability

Teaching staff


Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies


Page 35 of 46

(available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Students should complete the following exercises:

Graphical representation of data using software specifications (spread sheet)

Graphical representation of equations and functions using software specifications (spread sheet)

Interpret and elaborate mathematical formulas with statistical data in the technical specifications of equipment

Solve physical problems like switch opening time using statistical concepts

Learning resources


Assessment modes













Gu

ided

learnin

g h

ours

TU discipline Theoretical Practical Mathematics 20 10 Assessment 0 5 Subtotal hours: 20 15 Related disciplines Theoretical Practical Residential electrical installations Industrial electrical installations


Page 36 of 46

Automation and PLC 1 Italian language and ICT English language and ICT Integrated Science 2 38 guided learning hours Total theoretical: 23 Total practical: 15

Level Level 3 EQF


Page 37 of 46


Electrical Junior Technician Radicals MAT_3_01 Th. Pr. 23 15

MAT_3_02 Radicals Training Unit

Denomination/Title MAT_3_02 Radicals

Subject Mathematics

Brief description This Training Unit covers the skills and knowledge required to use the arithmetic radicals and irrational numbers. In details, this unit includes the study of the radicals and operations with it.

Ab

ility /Cap

acity / Detailed

skill (to b

e able to ..)

MATHEMATICS


Use radicals to describe properties of physical phenomena


Collect and organise data to interpret quadratic phenomena

MAT 5.1


Interpret technical specifications of components with quadratic characteristics



Describe physical and chemical phenomena using numerical radicals

Knowledge


Arithmetic radicals

The invariant property of radicals

The multiplication and division of radicals

The power and the root of a radical

Addition and subtraction of radicals

Irrational Numbers

The rationalization of the fraction denominator

The double quadratic radicals

Equations and systems with irrational coefficients

The powers with rational exponent

The algebraic radicals

Unit content


Arithmetic radicals

Operations with radicals


Page 38 of 46

Irrational numbers

Systems of equations with irrational numbers

The powers with rational exponent

The algebraic radicals

Teaching staff


Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should


Page 39 of 46

be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Students should complete the following exercises:

Translate the ordinary language into the algebraic language using radicals

Interpret and elaborate mathematical formulas with radicals in the technical specifications of equipment

Apply of irrational numbers

Translate the ordinary language into the algebraic language using irrational numbers

Interpret and elaborate mathematical formulas with irrational numbers in the technical specifications of equipment

Learning resources


Assessment modes













Gu

ided

learnin

g hou

rs


Related disciplines Theoretical Practical Residential electrical installations Industrial electrical installations Automation and PLC 1 Italian language and ICT English language and ICT Integrated Science 2 38 guided learning hours Total theoretical : 23 Total practical: 15

Level Level 3 EQF


Page 40 of 46


Electrical Junior Technician Second degree equations MAT_3_03 Th. Pr. 23 15

MAT_3_03 Second degree equations Training Unit

Denomination/Title MAT_3_03 Second degree equations

Subject Mathematics

Brief description This Training Unit covers the skills and knowledge required to solve the second-degree equations.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

MATHEMATICS

MAT 2.2


Estimate current value and compliance with technical specifications

Estimate power values to assure compliance with ratings of components and materials

MAT 2.4


Set the description of parameters in electric and electronic circuits

Solve dimensioning of components

MAT 5.3



Represent current and voltage in power circuits RELATED LEARNING OUTCOMES Integrated Science


Apply second degree equations to define and describe physical and chemical phenomena

Knowledge


Different forms of second degree equations

Solving a complete Quadratic Equation

Solving a reduced form equation

Unit content


Second degree equations

Quadratic equations

Reduced form of equation

Teaching staff The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. S/he


Page 41 of 46

should adopt the deductive approach in delivering the TU sequence following the traditional educational approach. S/he should consider that the majority of the topics of these TUs have been already used in some way during the development of professional and technical TU and Integrated Science where a more pragmatic deductive approach should be used. During the delivery of the TUs s/he should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned that are linked to the professional and technical general skills. The Professional theoretical teacher of residential electrical installation (industrial electrical installation, automation and PLC) should guide the development to understand electrical engineering principles applied to electrical installations. S/he should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of residential electrical installation (industrial electrical installation, automation and PLC) should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on electrical installations (industrial electrical installation, automation and PLC). S/he should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. During the programme s/he will introduce mathematical expressions required to understand and formalise chemical and physical phenomena as well as to introduce calculations using concepts that will be developed later in the TU of mathematics. In this respect s/he should adopt a pragmatic approach to allow students to calculate exercises and better understand the topics presented. S/he should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned.

Learning settings


Solve quadratic equations algebraically and graphically

Translate the ordinary language into the algebraic language using second degree equations

Interpret and elaborate mathematical formulas with second degree equations in the technical specifications of equipment

Solve physical problems like problems of Energy and Power calculation using second


Page 42 of 46

degree equations

Learning resources


Assessment modes













Gu

ided

learning h

ours

TU discipline Theoretical Practical Mathematics 20 10 Assessment 0 5 Subtotal hours: 20 15 Related disciplines Theoretical Practical Residential electrical installations Industrial electrical installations Automation and PLC 1 Italian language and ICT English language and ICT Integrated Science 2 38 guided learning hours Total theoretical: 23 Total practical: 15

Level Level 3 EQF


Page 43 of 46


Electrical Junior Technician Statistics and data representation MAT_3_04 Th. Pr. 23 15

MAT_3_04 Statistics and data representation Training Unit

Denomination/Title MAT_3_04 Statistics and data representation

Subject Mathematics

Brief description This Training Unit covers the basic skills and knowledge about data representation. In details, students will learn the techniques for representing data using tables and diagrams to illustrate simple functions.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

MATHEMATICS

MAT 4.1


Collect data in physical and chemical phenomena

Organise experimental data to assure consistency

MAT 4.3

Interpret and display data using a bar graph, a pictograph and a data table



MAT 5.1


Interpret diagrams in specifications of switches

Understand and interpret working curves of diodes and electronic discrete components



Present physical and chemical phenomena using graphical representations

Knowledge


Representation of data. o Representation with bar charts and pie charts o Data table for a simple function o Graph of a function on the Cartesian plane o Data representation and calculations of results

Statistics o Frequency distribution and histograms o Describing centre of a data set o Describing variability of a data set

Probability o Chance Experiments and Events o Definition of Probability o Basic Properties of Probability


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o Random Variables o Mean and Standard Deviation of a Random Variable o Binomial and Geometric Distributions o Normal Distributions

Unit content


Data representation with charts, pie

Graph and function representation on the Cartesian plane

Fundamental concepts and definitions of statistics

Fundamental concepts and definitions of probability

Applications of statistics and probability

Teaching staff


Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers


Page 45 of 46

(available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Students should complete the following exercises:

Graphical representation of data using software specifications (spread sheet)

Graphical representation of equations and functions using software specifications (spread sheet)

Interpret and elaborate mathematical formulas with statistical data in the technical specifications of equipment

Solve physical problems like switch opening time using statistical concepts

Learning resources


Assessment modes














TU discipline Theoretical Practical Mathematics 20 10 Assessment 0 5 Subtotal hours: 20 15 Related disciplines Theoretical Practical Residential electrical installations


Page 46 of 46

Industrial electrical installations Automation and PLC 1 Italian language and ICT English language and ICT Integrated Science 2 38 guided learning hours Total theoretical: 23 Total practical: 15

Level Level 3 EQF

Integrated Technical Education Cluster at Fayoum- Integrated Science

Page 1 of 35

Annex-5

Integrated Science Course ILOs and Training Units

for Years I-II-III


Fayoum-ITEC



Cairo, August 2012


Page 2 of 35

Introduction

Physics and Chemistry are experimental sciences have in common the quantitative measures and formal theoretic approach. Both depend on material structure and exchange of energy. Methodology of experimental sciences depend on laboratory to relate knowledge and ability to do relationship and science and technology. Each discipline has its own way of investigating the material world, a specific conceptual model to explain the nature of substances and phenomena affecting them.

It is clear that the proposed contents expected at the completion of the two school-years, do not cover all the themes and issues related to both disciplines, with the subsequent development of a major analytical thinking affecting problems that require a relevant scientific component. However, it is believed necessary to provide tools to allow students to understand the importance and potentiality of science, to introduce students to its methods of investigation, and to recognize its relationship with the real world and its predictive power.

The approach of teaching sciences should be renewed to make it successful. The approach adopted by Salaman Khan1 can be a lesson for a new generation of science teachers. In the video Salman Khan, Let's use video to reinvent education2 he shows the power of interactive exercises, and calls for teachers to consider flipping the traditional classroom script -- give students video lectures to watch at home, and do "homework" in the classroom with the teacher available.

1 In 2004, Salman Khan, a hedge fund analyst, began posting math tutorials on YouTube. Six years later, he has posted

more than 2.000 tutorials, which are viewed nearly 100,000 times around the world each day

2 http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html


Page 3 of 35

Table of content

Introduction ......................................................................................................................... 1




First Year Training Units .................................................................................................... 7

IS 1_01 Elements and compounds .................................................................................. 7

IS 1_02 Electricity ......................................................................................................... 11

IS 1_03 Chemical and physical properties .................................................................... 15

IS 1_04 Electromagnetism ............................................................................................ 19

Second Year Training Units ............................................................................................. 23

IS 1_01 Cinematic ......................................................................................................... 23

IS 2_02 Inorganic compounds ....................................................................................... 27

IS 2_03 Organic compounds ......................................................................................... 30

IS 2_04 Fluid dynamics ................................................................................................. 33


Page 4 of 35

Learning Outcomes

The learning outcomes that should be achieved are listed below:

Science and technology

Mastering basic mathematical and science concepts, procedures, describing and interpreting systems, processes and phenomena, and resolving problems of different nature linked to own professional and social environment.


MST 1

Use technical and logical-mathematical language

IS 1.1

Communicate both in writing and orally by using symbols, formulas and scientific language

Integrated Sciences (Chemistry & Physics)

Atomic structure

Classification of matter

Elements versus compounds

Physical and chemical properties

Periodic table

Metals and non-metals

Inorganic compounds

Organic compounds

Organic classification and groups

Acids and basis

Chemical reactions and stoichometry

Newtonian mechanics

Particles in motion

Work, energy and power

Conservation of energy

Oscillation and gravitational motions

Fluid mechanics

Hydrostatic pressure, buoyancy and continuity

Temperature and heat

Thermodynamics

Electricity and magnetism

Electric circuits

Electric current, voltage and resistance

Magnetic fields

Light and sound waves

Physical optics

MST 3

Identify phenomena related to working processes applied within own professional context

IS 3.1 Recognize phenomena in the electromechanical field that can be investigated scientifically

IS 3.2 Apply physics theories to define and describe specific phenomena

IS 3.3 Recognize phenomena in the electrochemical field to investigate scientifically

IS 3.4 Use chemistry knowledge to define and describe specific phenomena

IS 4.1 Use qualitative and quantitative tools and methods to investigate and solve physical phenomena

IS 4.2 Use qualitative and quantitative tools and methods to investigate and solve chemical phenomena

MST 5

Collect, elaborate and display relevant data in order to understand the activities to be performed

IS 5.1

Identify reliable sources of useful information to understand physical and chemical phenomena related to residential and industrial electrical installations

IS 5.2

Collect and elaborate field data to interpret physical and chemical phenomena related to residential and industrial electrical installations

IS 5.3

Display relevant data to convey the understanding of physical and to chemical phenomena relevant to execute residential and industrial electrical installations


Page 5 of 35


Teaching methods must be dynamic and encourage active participation on the students side. Methods and learning strategies shall be based on interactive communication and experimental approach.

Teachers of Integrated Science should guide the development of understanding and use of the scientific method when addressing technical issues in the working environment. S/he should focus on developing skills and abilities indicated in the related learning outcomes section of the abilities/capacity group mentioned above.

Learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concepts and situations to different language contexts in different disciplines.


Page 6 of 35




1 y 2 y 3 y

IS_1_01 Elements and compounds 14

IS_1_02 Electricity 15

IS_1_03 Chemical and physical properties 14

IS_1_04 Electromagnetism 15

IS_2_01 Cinematic 14

IS_2_02 Inorganic compounds 14

IS_2_03 Organic compounds 14

IS_2_04 Fluid dynamics 14

Total Guided Learning Hours 58 56


Page 7 of 35

First Year Training Units


Technician Elements and compounds IS 1_01

Th. Pr. 15 10

IS 1_01 Elements and compounds


IS 1_01 Elements and compounds

Subject Integrated Science

Brief description At the end of this Training Unit, the participant will be able to understand different sources of matter and the atomic structure and to differentiate between the elements and compounds and metals and non-metals.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

INTEGRATED SCIENCE

IS 1.1

Communicate, both in writing and orally by using scientific symbols, formulas and scientific languages Understand the nomenclature; name the chemical elements, compounds

and simple formula.

IS 3.1 Recognize phenomena in the electromechanical field that can be investigated scientifically Analyse the structure of atom and its constituents

IS 3.2 Apply physics theories to define and describe specific phenomena Differentiate between metals and non-metals

IS 3.3

Recognize phenomena in the electrochemical field that can be investigated scientifically Analyse the effect of electron motions and ionization

Differentiate between the properties of metals and non-metals

IS 3.4

Use chemistry knowledge in order to define and describe specific phenomena Identify different chemical constituents and their classes and groups

Differentiate between the chemical and physical properties of elements and compounds

IS 4.1

Use qualitative and quantitative tools and methods to investigate and solve physical phenomena related to the field of electrical technology Identify the atomic systems and phenomena related to the change in the

atomic structure

IS 4.2

Use qualitative and quantitative tools and methods to investigate and solve chemical phenomena related to the field of electrical technology Write the chemical formula of the chemical compounds

Classify the chemical elements and compounds

IS 5.1

Identify reliable sources of useful information in order to understand physical and chemical phenomena related to the field of electrical technology Use the proper reliable source of information or text books to locate the

information to use in solving physical and chemical problems


Page 8 of 35

IS 5.2 Collect and elaborate field data in order to interpret electromechanical and electrochemical phenomena related to the field of electrical technology Identify the chemical elements and compounds in the field

IS 5.3

Display relevant data in order to convey the understanding of physical and chemical phenomena relevant to execute electrical installations Display the chemical compounds in proper scientific way

Relate the compounds to their properties

RELATED LEARNING OUTCOMES Technical and Professional

TPC1.3 Identify materials, equipment and tools Identify and describe materials and components used in electro-technical

installations

Mathematics

MAT 1.1 Communicate, both in writing and orally using symbols, formulas and mathematical language Describe the atomic structure of matter using mathematical formulas

Knowledge This training unit will allow students to know: Atomic structure

Classification of matter

Elements versus compounds

Metals and non-metals

Unit content Teacher of the subject should focus on: How physical and chemical phenomena work and how they are applied. The physical

units used, how they are measured, the range of such units in typical application. How physical formulas represent physical phenomena.

This Training Unit covers at least the following physical phenomena: structure of the atom, different types of matter, difference between elements and compounds, metals and non-metal

Teaching staff The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical teacher of residential electrical installation (industrial electrical installation, automation and PLC) should guide the development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings Theoretical learning The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. Practical activities


Page 9 of 35

Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistants should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities: Simple experiments to differentiate between metals and non-metals

Preparation of some basic chemical elements and compounds

Learning resources Classroom, workshops and laboratories equipped with smartboard. Laboratory for residential electric installations (industrial electrical installation, automation and PLC) with individual working place. Documentation provided by suppliers of electrical equipment and materials. Documentation related to standardisation (IEC).

Assessment modes The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of the residential electric installations (industrial electrical installation, automation and PLC), but also other abilities as: Thinking critically and making judgments






Communicating

The evaluation of demonstrating knowledge and understanding the fundamentals of the residential electric installations (industrial electrical installation, automation and PLC) should include: The observation of the process of completing practical activities

The evaluation of the outcomes of practical activities

The questioning and reasoning on topics related to practical activities

The practical teacher records the result of the assessment in the student’s portfolio. For more details on learning assessment see the Guide to assessing learning outcomes.

Beneficiaries Students attending the 1st year of IeFP Electrical Junior Technician program.

Pre-requisites

Guided learning TU discipline Theoretical Practical


Page 10 of 35

hours Integrated Science 8 4

Assessment 0 2

Subtotal hours: 8 6

Related disciplines Theoretical Practical

Residential electrical installation 4 4

Industrial electrical installation

Automation and PLC

Italian language and ICT 1

English language and ICT 1

Mathematics 1

25 guided learning hours Total Theoretical: 15

Total Practical: 10

Level Level 3 EQF


Page 11 of 35


Electrical Junior Technician Electricity IS 1_02 Th. Pr. 15 11

IS 1_02 Electricity


IS 1_02 Electricity


Brief description At the end of this Training Unit, the participant will be able to identify the components and variables of the electric circuits, identify the effects of magnetism, and relate between the electric and magnetic effects


(to be able to .. )

INTEGRATED SCIENCE

IS 1.1


Name and describe the different components of electric circuits and magnetic fields

IS 3.1

Recognize phenomena in the electromechanical field that can be investigated scientifically

Describe the electric circuit

Describe the magnetic field and magnetic effect

IS 3.2

Apply physics theories in order to define and describe specific phenomena

Investigate physical phenomena associated with electric current and magnetic field

Apply the theories of the interacting effect of electrical and magnetic fields

IS 4.1

Use qualitative and quantitative tools and methods to investigate and solve physical phenomena related to the field of electrical technology

Apply physics laws to calculate current, potential, resistance and power

Apply magnetism laws to solve magnetic field calculations

IS 5.1

Identify reliable sources of useful information in order to understand physical and chemical phenomena related to the field of electrical technology

Use the proper reliable source of information or text books to locate the information to use in calculating electrical circuits and magnetic fields variables

IS 5.2

Collect and elaborate field data in order to interpret electromechanical and electrochemical phenomena related to the field of electrical technology

Identify the data in the field that are related to the electric circuits and magnetic fields and their interaction

IS 5.3 Display relevant data in order to convey the understanding of physical and chemical phenomena relevant to execute electrical installations

Display data and results of studying the electric circuits and magnetic


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field and their interaction RELATED LEARNING OUTCOMES Technical and Professional

TPC1.2 Interpret specifications of equipment

Understand and use characteristics of electrical components defined in data sheet to calculate electrical values in real circuits

Mathematics

MAT 1.1 Communicate, both in writing and orally using symbols, formulas and mathematical language

MAT 1.2 Use algebra to describe electrical, electronic, mechanic and chemistry.

Use algebraic expressions to describe electric circuits

Knowledge


Electricity and magnetism

Electric circuits

Electric current, voltage and resistance

Magnetic fields

Unit content

Teacher of the subject should focus on:

How physical phenomena work and how they are applied. The physical units used, how they are measured, the range of such units in typical application. How physical formulas represent physical phenomena. This Training Unit covers electricity, magnetism, current, voltage, resistance, magnetic fields

Teaching staff

The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes mentioned above. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes mentioned above. The Professional theoretical teacher of residential electrical installation (industrial electrical installation, automation and PLC) should guide the development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section mentioned above.

Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos,


Page 13 of 35

glossaries and dictionaries to relate concept and situations in different language context. Practical activities Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities:

Experiments to measure the variable of electric circuits

Experiments to measure and calculate the variables of magnetic fields

Experiments to study the effect of interaction between electric and magnetic fields

Learning resources


Assessment modes

The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of the residential electric installations (industrial electrical installation, automation and PLC), but also other abilities as:







Communicating The evaluation of demonstrating knowledge and understanding the fundamentals of the residential electric installations (industrial electrical installation, automation and PLC) should include:

The observation of the process of completing practical activities


The questioning and reasoning on topics related to practical activities The practical teacher records the result of the assessment in the student’s portfolio. For more details on learning assessment see the Guide to assessing learning


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outcomes. Beneficiaries Students attending the 1st year of IeFP Electrical Junior Technician program. Pre-requisites


TU discipline Theoretical Practical Integrated Science 8 5 Assessment 0 2

Subtotal hours: 8 7 Related disciplines Theoretical Practical

Residential electrical installation 4 4 Industrial electrical installation Automation and PLC Italian language and ICT 1 English language and ICT 1 Mathematics 1

26 guided learning hours Total Theoretical:15 Total Practical: 11 Level Level 3 EQF


Page 15 of 35


Technician Chemical and physical

properties IS 1_03

Th. Pr. 15 10

IS 1_03 Chemical and physical properties Training Unit

Denomination/Title IS 1_03 Chemical and physical properties


Brief description

At the end of this Training Unit, the participant will be able to identify and differentiate between the chemical and physical properties of elements and compounds. The participant will also be able to understand the periodic table and change in the elements properties with groups and periods of the periodic table.


(to be able to .. )

INTEGRATED SCIENCE

IS 1.1


Identify the elements and compounds and write their formulas in proper scientific way

Express the knowledge of the periodic table of elements and classification

IS 3.1


Identify the physical and chemical properties of elements and compounds

IS 3.2


Investigate the physical phenomena using the theories of physics

Analyse the change of elements properties with the change of the location in the periodic table

IS 3.3 Recognize phenomena in the electrochemical field that can be investigated scientifically

Identify the chemical properties of elements and compounds

IS 3.4

Use chemistry knowledge in order to define and describe specific phenomena

Identify different chemical constituents and their classes according to the periodic table

Differentiate between the chemical and physical properties

IS 4.1


Relate the change in the physical properties with the periodic table groups and periods

Identify the effect of changing the physical properties on the electrical technology fields

IS 4.2

Use qualitative and quantitative tools and methods to investigate and solve chemical phenomena related to the field of electrical technology

Relate the change in the physical properties with the periodic table groups and periods

Identify the effect of changing the physical properties on the electrical


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technology fields

IS 5.2


Identify the physical and chemical systems in the field

Analyse the fields data that are related to the physical and chemical properties

IS 5.3

Display relevant data in order to convey the understanding of physical and chemical phenomena relevant to execute electrical installations

Identify the data within the working field that are related to the electrical technology


TPC1.3 Identify materials, equipments and tools

Interpret data sheet of electrical materials to select the most appropriate commercial material

Knowledge


Physical and chemical properties

Periodic table

Unit content


How physical phenomena work and how they are applied. The physical units used, how they are measured, the range of such units in typical application. How physical formulas represent physical phenomena.

This Training Unit covers the following physical phenomena at least: the physical and chemical properties of elements and compounds and the periodic table and classification of chemical elements based on the periodic table.

Teaching staff

The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical teacher of residential electrical installation (industrial electrical installation, automation and PLC) should guide the development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on web) as well as


Page 17 of 35

documentation provided by standardisation bodies (available on web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstrations and experiments to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and web should be stimulated to generate curiosity and research of solutions already available in web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concepts and situations to different language context. Practical activities Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities:

Experiments to identify the change of the chemical and physical properties of elements and compounds

Experiments to relate the position in the periodic table to the chemical and physical properties

Learning resources


Assessment modes








Page 18 of 35





The questioning and reasoning on topics related to practical activities The practical teacher records the result of the assessment in the student’s portfolio. For more details on learning assessment see the Guide to assessing learning outcomes.


Gu

ided

learnin

g hours

TU discipline Theoretical Practical Integrated Science 8 4 Assessment 0 2 Subtotal hours: 8 6

Related disciplines Theoretical Practical Residential electrical installation 4 4 Italian language and ICT 1 English language and ICT 1 Mathematics 1 25 guided learning hours Total Theoretical: 15 Total Practical: 10

Level Level 3 EQF


Page 19 of 35


Electrical Junior Technician Electromagnetism IS 1_04 Th. Pr. 15 11

IS 1_04 Electromagnetism Training Unit Denomination/Title

IS 1_04 Electromagnetism

Subject Integrated Science Brief description At the end of this Training Unit, the participant will be able to identify

electromagnetic waves, sound and light waves, calculate the light intensity and flux, and show a knowledge of physical optics


INTEGRATED SCIENCE


Identify the variables of electromagnetic waves, sound and light waves

IS 3.1


Recognize the different types of waves

Recognize the phenomena related to the physical optics: diffraction, reflection, refraction, transmission

IS 3.2


Investigate the phenomena of electromagnetic waves and generation

Apply the laws of physics to describe the optical systems

IS 4.1


Write the physical equations to describe electromagnetic, sound and light waves

Calculate wave intensity, frequency, wave length

Calculate light intensity

Solve optics problems

IS 5.1


Use the proper reliable source of information or text books to locate the information related to generation of electromagnetic, sound, light waves.

IS 5.2


Identify the variables in the fields of waves and optics that are related to the electrical technology

IS 5.3

Display relevant data in order to convey the understanding of physical and chemical phenomena relevant for executing electrical installations

Display data from the field in a form to show their relevance in the electric installation



Page 20 of 35

TPC1.2 Interpret equipment specifications

Select lamps using physical characteristics and values indicated in the data sheets

Knowledge This training unit will allow students to know:

Electromagnetic waves

Light and sound waves

Physical optics Unit content Teacher of the subject should focus on:


This Training Unit covers the following physical phenomena at least: electromagnetic waves, sound and light waves, physical optics

Teaching staff The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical teacher of residential electrical installation (industrial electrical installation, automation and PLC) should guide the development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on web) as well as documentation provided by standardisation bodies (available on web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Practical activities Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools,


Page 21 of 35

materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities:

Experiments of electromagnetic waves generation and measurements

Experiments of sound and light waves and their variables calculation

Experiments of physical optics and relation to light waves Learning resources Classroom, workshops and laboratories equipped with smartboard.

Laboratory for residential electric installations (industrial electrical installation, automation and PLC) with individual working place. Documentation provided by suppliers of electrical equipment and materials. Documentation related to standardisation (IEC).

Assessment modes The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of the residential electric installations (industrial electrical installation, automation and PLC), but also other abilities as:











Beneficiaries Students attending the 1st year of IeFP Electrical Junior Technician program. Pre-requisites Guided learning hours

TU discipline Theoretical Practical Integrated Science 8 5 Assessment 0 2 Subtotal hours: 8 7


Page 22 of 35

Related disciplines Theoretical Practical Residential electrical installation 4 4 Electrical installations, materials and components

Automation and PLC Italian language and ICT 1 English language and ICT 1 Mathematics 1 26 guided learning hours Total Theoretical: 15 Total Practical: 11

Level Level 3 EQF


Page 23 of 35

Second Year Training Units


Cinematic IS 2_01

Th. Pr. 15 10

IS 1_01 Cinematic Training Unit

Denomination/Title IS 2_01 Cinematic


Brief description At the end of this Training Unit, the participant will be able to describe a system of particle or bodies in motion subject to Newtonian mechanics laws and to apply the conservation of energy and work, energy laws and power

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

INTEGRATED SCIENCE IS 1.1 Communicate, both in writing and orally by using scientific symbols,

formulas and scientific languages

Write the equations and laws that describe the physical system according to Newton’s laws

Describe the energy forms of the system IS 3.1 Recognize phenomena in the electromechanical field that can be

investigated scientifically

Analyse the particle motion and mechanics systems

Apply the conservation of energy laws and transformation among energy forms


Apply Newton’s law of motion to describe mechanics systems

Write the equations of motion of different moving particles systems

Describe work, energy and power of the system IS 3.3 Recognize phenomena in the electrochemical field that can be

investigated scientifically

Analyse and describe a system of moving particles

Analyse the energies associated with the system IS 4.1 Use qualitative and quantitative tools and methods to investigate and

solve physical phenomena related to the field of electrical technology

Apply the Newtonian mechanics laws on the systems of electrical technology

Apply energy conservation laws

Calculate work, energy and power of the system IS 5.1 Identify reliable sources of useful information in order to understand

physical and chemical phenomena related to the field of electrical technology

Relate all the physical and chemical phenomena to its basic science

Use the proper reliable source of information or text books to locate the information to use in solving physical and chemical problems

IS 5.2 Collect and elaborate field data in order to interpret electromechanical and electrochemical phenomena related to the field of electrical technology


Page 24 of 35

Identify the system where Newtonian mechanics can be applied

Describe the physical system with proper scientific terms

Elaborate the field data related to work and power calculations IS 5.3 Display relevant data in order to convey the understanding of physical

and chemical phenomena relevant to executing electrical installations

Identify the data within the working field that are related to the Newtonian mechanics

Display and discuss the results of energy forms of the system RELATED LEARNING OUTCOMES Mathematics

MAT 1.2 Apply algebraic language to describe electrical, electronic, mechanic and chemistry phenomena

Apply algebraic expressions to describe and calculate mechanical motion

Knowledge


Newtonian mechanics

Particles in motion

Oscillation and gravitational motions

Work, energy and power

Conservation of energy

Unit content


How physical phenomena work and how they are applied. The physical units used, how they are measured, the range of such units in typical application. How physical formulas represents physical phenomena.

This Training Unit covers the following physical phenomena at least: particles in motion systems and application of Newtonian’s mechanics laws, work, energy, power and conservation of energy

Teaching staff


Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative


Page 25 of 35

instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Practical activities Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities:

Experiments of particles in motions applying the Newton’s law and verify the experimental results by calculations

Experiments of potential and kinetic energy

Experiments to calculate the work done by objects

Learning resources


Assessment modes









Page 26 of 35






Guid

ed learn

ing h

ours


Integrated Science 8 4 Assessment 0 2 Subtotal hours: 8 6 Related disciplines Theoretical Practical Residential electrical installation 4 4 Industrial electrical installation Automation and PLC Italian language and ICT 1 English language and ICT 1 Mathematics 1 25 guided learning hours Total Theoretical: 15 Total Practical: 10

Level Level 3 EQF


Page 27 of 35


Technician Inorganic compounds IS 2_02

Th. Pr. 15 10

IS 2_02 Inorganic compounds Training Unit

Denomination/Title IS 2_02 Inorganic compounds


Brief description At the end of this Training Unit, the participant will be able to identify the inorganic compound, differentiate between acids and basics, and write and describe chemical reactions according to stoichiometry

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

INTEGRATED SCIENCE

IS 1.1


Understand the nomenclature; names of inorganic compounds

Write the balanced chemical reaction equations

IS 3.3

Recognize phenomena in the electrochemical field that can be investigated scientifically

Identify inorganic compounds

Recognize acids and basics and their functional groups

Recognize the feasibility of chemical reactions

IS 3.4

Use chemistry knowledge in order to define and describe specific phenomena

Identify acids and basics and their properties

Describe the system of reaction constituents with balanced chemical equation

IS 4.2 Use qualitative and quantitative tools and methods to investigate and solve chemical phenomena related to the field of electrical technology

Do the titration calculations between acids and basics

IS 5.1


Use the proper reliable source of information or text books to locate the information to use in solving acid-base reactions

IS 5.2


Collect the data that is related to the inorganic compounds and their reactions

Describe the system with the proper chemical equation

IS 5.3 Display relevant data in order to convey the understanding of physical and chemical phenomena relevant for executing electrical installations

Display the results of solving inorganic reactions and acid-base reactions RELATED LEARNING OUTCOMES Technical and Professional


Identify and select chemical inorganic compound used in electro-technics understanding the specifications


Inorganic compounds


Page 28 of 35

Acids and basis

Chemical reactions and stoichometry

Unit content



This Training Unit covers the following physical phenomena at least: inorganic compounds, acids and basis, titration, chemical reaction and stoichiometry

Teaching staff


Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on web) as well as documentation provided by standardisation bodies (available on web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Practical activities Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the


Page 29 of 35

practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities:

Experiments of inorganic reactions

Experiments of acid-base titration

Learning resources


Assessment modes















Subtotal hours: 8 6 Related disciplines Theoretical Practical Residential electrical installation 4 4 Industrial electrical installation Automation and PLC Italian language and ICT 1 English language and ICT 1 Mathematics 1

25 guided learning hours Total Theoretical:15 Total practical: 10 Level Level 3 EQF


Page 30 of 35


Electrical Junior Technician Organic compounds IS 2_03 Th. Pr. 15 10

IS 2_03 Organic compounds Training Unit

Denomination/Title IS 2_03 Organic compounds


Brief description At the end of this Training Unit, the participant will be able to identify organic compounds, classify organic reaction into classes and groups and write organic reactions

Ab

ility / Cap

acity / Detailed sk

ill (to be ab

le to .. )

INTEGRATED SCIENCE IS 1.1 Communicate, both in writing and orally by using scientific symbols, formulas

and scientific languages

Use the nomenclature for organic compounds

Identify organic compounds and groups IS 3.3 Recognize phenomena in the electrochemical field that can be investigated

scientifically

Classify the organic compounds according to their functional groups IS 3.4 Use chemistry knowledge in order to define and describe specific phenomena

Identify organic compounds according to their groups: alcohols, acids, aldehydes, ketons, esters, hydrocarbons

Differentiate between the organic compounds and their properties IS 4.2 Use qualitative and quantitative tools and methods to investigate and solve

chemical phenomena related to the field of electrical technology

Write the chemical reaction equations between organic compounds

Transform among organic compounds in different groups IS 5.1 Identify reliable sources of useful information in order to understand physical and

chemical phenomena related to the field of electrical technology

Use the proper reliable source of information or text books to locate the information about chemical and physical properties of organic compounds and groups

IS 5.2 Collect and elaborate field data in order to interpret electromechanical and electrochemical phenomena related to the field of electrical technology

Collect data from the field that are related to identifying organic compounds and their reactions

IS 5.3 Display relevant data in order to convey the understanding of physical and chemical phenomena relevant for executing electrical installations

Display the data about the organic compounds in a descriptive form to show its relevance to the electrical installation

RELATED LEARNING OUTCOMES Technical and Professional TPC1.3 Identify materials, equipment and tools

Identify and select chemical organic compound used in electro-technics understanding the specifications



Page 31 of 35

Organic compounds

Organic classification and groups: alcohols, acids, aldehydes, ketons, ester

Organic reactions

Unit content



This Training Unit covers the following chemical phenomena at least: organic compounds, organic groups, hydrocarbons and organic reactions

Teaching staff


Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on web) as well as documentation provided by standardisation bodies (available on web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Practical activities Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity


Page 32 of 35

providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities:

Experiments of organic reactions groups

Experiments of transformation among different organic compounds

Experiments to determine properties of organic compounds

Learning resources


Assessment modes













Gu

ided

learnin

g hou

rs



Residential electrical installation 4 4 Industrial electrical installation Automation and PLC Italian language and ICT 1 English language and ICT 1 Mathematics 1



Page 33 of 35


Electrical Junior Technician Fluid dynamics IS 2_04 Th. Pr. 15 10

IS 2_04 Fluid dynamics Training Unit

Denomination/Title IS 2_04 Fluid dynamics


Brief description At the end of this Training Unit, the participant will be able to apply the laws of fluid mechanics and describe the system of thermodynamics. The participant also will be able to show a knowledge of heat and temperature concepts, definitions and applications


(to be able to .. )

INTEGRATED SCIENCE

IS 1.1


Describe a system of static fluids or fluids in motion with proper terms

Describe the thermodynamic properties of the system

IS 3.1


Recognize the different mechanics of fluids

Recognize the thermodynamics systems and phenomena

IS 3.2


Apply the laws of fluid mechanics, continuity and momentum transfer

Apply the laws of thermodynamics

IS 4.1


Write the fluid mechanics equations to describe fluid system

Apply thermodynamics laws to quantify the thermodynamics properties

Calculate the variation of temperature and energy of systems

IS 5.1


Use the proper reliable source of information or text books to locate the information to use in solving physical and chemical problems

IS 5.2


Identify the physical and thermodynamics variables

Describe the system in thermodynamics terms

IS 5.3

Display relevant data in order to convey the understanding of physical and chemical phenomena relevant for executing electrical installations

Identify the variables in fluid mechanics and thermodynamics that could be related to the field of electrical technology



Identify pneumatic components used in automation understanding general characteristics in the datasheets



Page 34 of 35

Fluid mechanics

Hydrostatic pressure, buoyancy and continuity

Temperature and heat

Thermodynamics

Unit content



This Training Unit covers the following physical phenomena at least: fluid mechanics, static fluids, fluids in motion, continuity, temperature and heat, thermodynamics

Teaching staff


Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on web) as well as documentation provided by standardisation bodies (available on web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Practical activities Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the


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practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities:

Experiments of fluids in motion and static fluid

Experiments to calculate static pressure and pressure gauges

Experiments to measure the temperature and heat content of the system

Experiments of simple thermodynamics systems

Learning resources


Assessment modes









the observation of the process of completing practical activities

the evaluation of the outcomes of practical activities

the questioning and reasoning on topics related to practical activities The practical teacher records the result of the assessment in the student’s portfolio. For more details on learning assessment see the Guide to assessing learning outcomes.



TU discipline Theoretical Practical Integrated Science 8 4 Assessment 0 2 Subtotal hours: 8 6 Related disciplines Theoretical Practical Residential electrical installation 4 4 Industrial electrical installation Automation and PLC Italian language and ICT 1 English language and ICT 1 Mathematics 1 25 guided learning hours Total Theoretical: 15 Total practical: 10

Level Level 3 EQF

Integrated Technical Education Cluster at Fayoum- Physical Education

Page 1 of 19

Annex-6

Physical Education Course ILOs and Training Units

for Years I-II-III


Fayoum-ITEC



Cairo, August 2012


Page 2 of 19

INTRODUCTION

The educational policy of the Arab Republic of Egypt is interested in what the developed countries have reached in the development of the physical education. It emphasized the need to prepare students with integration of their physical, psychological and mental growth. The physical education is considered a valuable tool of measurement of the progress and civilization of the nation. Caring about the physical education and practising its different activities is the result of the efforts of the previous generations in the camp of education and sound nurture, and a clear evidence on the stability of its individuals and groups and that develops the physical fitness that helps the individuals perform perfectly their daily work. The technical education sector is considered one of the most education sectors of the country. It gained its importance from being the basis of the technological development of the modern countries. It's concerned about creating an advanced technician appropriate and requested for the internal and external labor market in the industrial, agricultural and commercial who contributes effectively in the implementation of the economical development plans, giving the students culture and the technical information and the practical skills that enables him to do his work with perfection. Through the development projects of the country, the technical education is considered an important strategic sector in the interests of the country. Physical Education course is a sequential, developmentally appropriate educational program that provides students with the knowledge, skills, fitness, and attitudes necessary to lead a healthy lifestyle. The learning outcomes here proposed are understood as a framework for determining the extent to which the curriculum is likely to enable students to master the essential concepts and skills that promote physical activity. Additionally, it meets local community needs and conforms to the national curriculum requirements. It is worth mentioning here that each Training Unit, from one hand, addresses important skills and provides the student with the ability to learn and apply the skill; from the other hand it reflects the extent to which the curriculum provides the teacher with guidance to instruct and assess the skills. At the end of each school year, students will be able to:

1. Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities (Motor skills);

2. Participate regularly in lifelong physical activity (Motor skills); 3. Demonstrate understanding of movement concepts, principles, strategies, and tactics as

they apply to the learning and performance of physical activities (Cognitive concepts). 4. Achieve, assess and maintain a health-enhancing level (Physical fitness); 5. Exhibit responsible personal and social behavior that respects self and others in physical

activity settings (Personal and social character traits); 6. Value physical activity for health, enjoyment, challenge, self-expression, and/or social

interaction (Personal and social character traits).


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Table of content

INTRODUCTION ............................................................................................................... 2

Table of content .................................................................................................................. 3

Learning outcomes .............................................................................................................. 4



First Year Training Units .................................................................................................. 10

SP_ 01_01 Gymnastic and Handball ............................................................................. 10

Second Year Training Units.............................................................................................. 13

SP_02_01 Volleyball and Basketball ............................................................................ 13

Third Year Training Units ................................................................................................ 16

SP_ 03_01 Athletic sports - Rhythmic exercises-Football ........................................... 16


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Learning outcomes

The learning outcomes here proposed are described below

Table 1: Learning Outcomes of Physical Education

Physical Education

Physical Education is a sequential, developmental appropriate educational program that provides students with the knowledge, skills, fitness, and attitudes necessary to lead a healthy lifestyle throughout mental and body harmony

Competence

Build a healthy body, as well as the mental and psychological wellness in order to maintain the one's body and one’s mind in a good health avoiding any bad behaviour



SP 1

Apply motor skills and movement patterns to perform a variety of physical activities

SP 1.1 Develop and select locomotors and non-locomotors skills to control the body movement, the concepts of body awareness and consciousness, time, space, direction.

The components of the normal body proportions (Men - Women - Children)

Flexibility and muscular strength through the swing game and the other different muscular movements

The general development of all human body parts for enhancing Physical efficiency

The technical and tactical plans, the mechanical principles of the human body and their relations with the sportive performance

The movement theories in the gymnastics game

The muscular system, the skeleton, deviation of body texture and how to treat it

Floor exercise and Pommel Horse

Techniques of attack, defenses and rules

SP

SP 1.2. Understand the concepts of body awareness and consciousness, time, space, direction and force as they involve the performance of physical activities

SP 1.3. Practice, in various roles and in a quite manner the Athletics according to different situations and devices, as well as the gymnastic on Floor and Pommel Horse

SP 1.4. Perform motor tasks and movement activities with tool or without occurring in a usual and/or unusual situations that require the maintenance and the recovery of the body balance

SP 1.5 Perform motion activities smoothly and with a high extent of flexibility.


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Types of the athletic training load (internal – external) and its components (the strength - the volume – the intensity)

SP 2

Assess, achieve and maintain a health-enhancing level of physical and mental fitness

SP 2.1 Identify short-term and long-term benefits of moderate and vigorous physical activity, such as improving cardiovascular health, strength, endurance, and flexibility and reducing the risks for chronic diseases

Motion theory and methods of workout activities

The athletic training load (its components and types)

Healthy nutrition and its importance in raising the physical and physiological efficiency

Effects of activity and inactivity

Lifestyle choice

Different body measurements and factors that affect them

The Science of Morphology (Anthropometric Body measurements)

Treatment of some of the body deviation

Gymnastic devices

Techniques of first Aid

How to perform first and fast medical aid

SP

SP 2.2 Describe the effects of activity and inactivity and formulate examples of lifestyle choices that result in the development and maintenance of health-related fitness

SP 2.3 Pay attention to health nutrition, healthy diet and keep away some behaviours (such as smoking and addiction) in order to build the basis for a healthy body and maintain a healthy weight

SP 2.4 Apply the basic fundamentals of first and fast medical aid for an injury that occurs in playground and/or in a daily life

SP 3

Develop and exhibit personal social-character traits for self-expression and/or working and social interaction

SP 3.1 Apply the basic rules of safety in the playgrounds and sport behaviour to prevent injuries and crashes at school and in the daily life

Common injuries in playground, in life and at work

Common and typical norms and safety regulations

The concept of leadership

The concept of team work

Risk taking

The concept of tolerance

The principle of being results/objectives oriented

Roles and positions applied in sport

Sport and work relationships

The sport and the organization strategic planning: the 4 key P in the marketing management

SP

SP 3.2 Understand the basic principles and positions applied in sport (leadership, team work, organization, time management, stress management, regulations, etc.) in order to develop personal and social skills and to participate in an effective and constructive way in social and working life

SP 3.3 Recognize the importance of risk taking, of sport marketing strategy and of achieving objectives/results when performing a sport to construct abilities in day-to-day life at home and in society, as well as being aware of the context of the future work


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SP 3.4 Understand the principles and concepts of playing sport with spirit and tolerance as a fundamental component of living and working in a civil and social society

process (Product, Price, Promotion and Placement)


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Teaching Physical Education shall include different methods and learning strategies depending on the contents and the learning outcomes to be acquired. Some suggestions on how teaching Physical Education are proposed hereinafter1:

1. Instructing - Instructions must be given to all students to complete the given task. These may be written or oral. The teacher must ensure that students know what is required of them when performing a physical activity or playing a sport;

2. Demonstrating - The teacher provides a demonstration of the skill or the physical activities, as well as he/she may get a peer to perform it. It represents the key that this is a good demonstration to allow students to form a model in their memory and mentally rehearse the skill and activities to be performed;

3. Applying - Student practice the instruction and/or demonstration given by the teacher in a planned situation to help them transfer the learning from practice to a competitive situation;

4. Confirming - This is all about feedback and providing information for students about how successful they have been. Testing or assessing the skill allows both teacher and students to evaluate the performance.

Types of Theoretical activities

The theoretical activities shall include:

Face-to-face lessons in order to comprehend how the human body works (skeleton, muscular system, etc.), as well as some technical and tactical plans, health nutrition concepts, gymnastic devices, techniques of the first Aid, etc.;

Situational Method, in that Physical Education is taught by association with characteristics of movements, posture, gesture, etc.

Types of Practical activities

Basically, there are four types of practice that can all be used in different practical situations and dependant on the skill being learned:

1. Fixed practice - These are sometimes also known as ‘drills’ and involve repeatedly practising a whole skill in order to strengthen the motor skills such as co-ordination, flexibility, balance, muscular power and muscular endurance;

2. Massed practice - This is a continuous form of practice that is best for simple skills. An

1 For a full description of the proposed teaching methods of Physical education please refer to the following website

http://www.teachpe.com


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example would be a rally in badminton where the learner must repeatedly perform drop shots. This causes fatigue and therefore simulates the late stages of a game;

3. Variable practice – This involves repeating a skill in varying situations. For example shooting practice in football, where the coach may set up drills and alter the starting position and involvement of defenders. This helps students to build up a schema to use in game situations. The schema implies that all of the information needed to make a movement decision will be stored in the brain as a long-term memory;

4. Distributed practice - Attempts at the skill are divided up with intervals to allow for rest and mental rehearsal. This is best used in difficult, dangerous or fatiguing skills and with young or low motivated individuals

Types of Methods of Practice

Specific skills are best taught in different ways depending on the learner and the skill in question:

WHOLE METHOD

The skill is first demonstrated and then practised as a whole, from start to finish. It helps the learner to get a feel for the skill, timings and end product. It is best used for fast skills that cannot easily be separated into sub-parts, such as a javelin throw. It is unsuitable for people with low attention spans, complex or dangerous skills.

PART METHOD

The parts of the skill are practised in isolation that is useful for complicated and serial skills and is good for maintaining motivation and focusing on specific elements of the skill. It is possible, however, that the transfer of the skills from parts, to a whole may not be effective and it may also reduce the kinaesthetic awareness (feel) for the full skill.

WHOLE-PART-WHOLE METHOD

The whole skill is first demonstrated and practised, before being broken down into the constituent parts to practice the individual elements and improve on these, before putting the whole skill back together. This can be very effective in skills that have easily distinguished parts, where the whole skill together is complex. A good example comes in swimming, where the learner would practice the whole stroke, then isolate a weak component, such as the kick and use a float in the hands to ensure using only the legs, before putting the whole stroke back together. This gives the performer a sense of the whole skill before they break it down and improve on the weak aspects of the performance. As with the part method this may affect the transfer of the skill from parts to the whole.

PROGRESSIVE PART METHOD

This is sometimes also known as the ‘chaining method’, as the parts of a skill are practised individually, in order, before being linked together and expanded. For example in the triple jump, the hop will be practised and learnt, before the skip is then practised and learnt. The two are then linked together. Finally, the jump will be learnt individually and then tagged on the end of the skip. This is a slow process but allows weaknesses to be targeted and for the performer to understand the relationship of the sub-routines.


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1 y 2 y 3 y

SP_1_01 Gymnastic and Handball 29

EC_2_02 Volley and Basketball 28

EC_3_01 Athletic sports- Rhythmic exercises-Football 28



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Gymnastic and Handball SP_ 01_01 Th. Pr. 8 21

SP_ 01_01 Gymnastic and Handball


SP_ 1_01 Gymnastic and Handball

Subject Physical Education

Brief description

This training unit aims to achieve the integrated growth of the student physically, mentally and psychologically and the physical qualities in terms of age characteristics determined by the nature of the environment and by the different entry levels of the students.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

SP 1.1

Develop and select locomotors and non-locomotors skills to control the body movement avoiding deviation of texture in the skeleton and the muscular system

Apply the movements in a proper way by following the given tasks in order to prevent deviation of texture in the skeleton and the muscular system

SP 1.2

Understand the concepts of body awareness and consciousness, time, space, direction and force as they involve the performance of physical activities

Apply the types of the training load (internal-external) and its components (intensity, size, density, etc.)

SP 1.3

Practice, in various roles and in a quite manner the Athletics according to different situations and devices, as well as the gymnastic on Floor and Pommel Horse

Practice gymnastics on Floor and Pommel Horse

SP 1.4

Perform motor tasks and movement activities with tool or without occurring in a usual and/or unusual situations that require the maintenance and the recovery of the body balance

Apply the motor tasks and movements occurring in the typical situations

Apply the basic skills of attack and defence

SP 1.5 Perform motion activities smoothly and with a high extent of flexibility

Differentiate between rules of practicing gymnastics on Floor and Pommel Horse

SP 2.1

Identify short-term and long-term benefits of moderate and vigorous physical activity, such as improving cardiovascular health, strength, endurance, and flexibility and reducing the risks for chronic diseases

Drink plenty of water before, during, and after physical activity

Engage in warm-up and cool-down activities before and after exercise

SP 2.2 Describe the effects of activity and inactivity and formulate examples of lifestyle choices that result


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Analyse and explain the importance of the fitness and its effects on maintaining youth


Avoid injury during physical activity

Knowledge

The components of the normal body proportions (Men - Women - Children)

Flexibility and muscular strength through the swing game and the other different muscular movements

The general development of all human body parts for enhancing Physical efficiency

The technical and tactical plans, the mechanical principles of the human body and their relations with the sportive performance

The movement theories in the gymnastics game

The muscular system, the skeleton, deviation of body texture and how to treat it

Floor exercise and Pommel Horse

The tactical plan of team sports (basketball, volleyball, handball, football) (males)

Theories and movement phrases of gymnastics

Training load (its components and its types)

The healthy nutrition and its importance in enhancing the physical and psychological efficiency

Unit content

Handball

The passes: whip passes-pendulum passes;

The team defense in the (3:3)(1:5) defensive mode;

Offensive individual trickery;

The rule Gymnastic (Floor device- Pommel Horse device)

The importance of body fitness and its components

Athletic forms' phases

Types and components of training loads

The components of healthy nutrition

The basic food groups and its nutritional values

Nutrition and recovery

Stop fatigue

Restoration of Fluids

Restoration of carbohydrates and proteins

Restoration of the electrolytes (mineral salts)

Potassium and sodium

Teaching staff

The Physical Education teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. In details, teacher should help students to develop an attitude towards the development of mental and body harmony that will lead to a healthy lifestyle.

Learning settings

Learning settings should be dynamic and support the active participation of the students. These settings should be based on the interactive communication. The study will include some strategies such as: a) Fixed practice - These are sometimes also known as ‘drills’ and involve


Page 12 of 19

repeatedly practising a whole skill in order to strengthen the motor skills such as co-ordination, flexibility, balance, muscular power and muscular endurance;

b) Massed practice - This is a continuous form of practice that is best for simple skills;

c) Variable practice – This involves repeating a skill in varying situations; d) Distributed practice - Attempts at the skill are divided up with intervals to

allow for rest and mental rehearsal. This is best used in difficult, dangerous or fatiguing skills and with young or lowly motivated individuals

Learning resources Line charts- pictures- graphics and lay-out for some movements- illustrated manuals-magnetic board-cinematic films fixed and animated - audio aids (as appeal- applause)- wall magazines

Assessment modes

Practical assessment Theoretical assessment The hours devoted to the assessment are included within the theoretical and practical activities.

Beneficiaries Students attending the 1st year of IeFP Electrical Junior Technician program. Pre-requisites None


TU discipline Theoretical Practical Physical Education 8 21 Assessment (according to the teacher decision) 29 guided learning hours Total theoretical:


Level Level 3 EQF


Page 13 of 19



Technician Volleyball and Basketball SP_2_01

Th. Pr. 8 20

SP_02_01 Volleyball and Basketball

Training unit Denomination/Title

SP_2_01 Volleyball and Basketball


Brief description This training unit aims at teaching the motion skills of the sport activities, as well as applying the technical planning skills and enhancing the movement abilities and the body skills through competitive competitions in the tutorial and out of it.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

SP 1.1


Apply the movements in a proper way by following the given tasks in order to prevent deviation of texture in the skeleton and the muscular system especially when applying different roles in a team game

SP 1.2



Apply the techniques of playing Volley and Basketball

SP 1.4



Apply the skills of attack and defence


Explain simply the ways of treating some of the body deviations

SP 2.1




SP 2.3

Pay attention to health nutrition, healthy diet and keep away some behaviours (such as smoking and addiction) in order to build the basis for a healthy body and maintain a healthy weight

Explain the different ways of keeping and maintaining a healthy body

SP 2.4

Apply the basic fundamentals of first and fast medical aid for an injury that occurs in playground and/or in a daily life

Practice simple, fast medical aids for an injury that occurs in the playgrounds or in a daily life


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Knowledge

Healthy nutrition and its importance in raising the physical and physiological efficiency

Effects of activity and inactivity

Lifestyle choice

Different body measurements and factors that affect them

The Science of Morphology (Anthropometric Body measurements)

Treatment of some of the body deviation

How to perform first and fast medical aid

The characteristics and the tactical plans of the team sports (basketball- volleyball);

Acquisition of experience related to the physical education and the general health relevant to the mental abilities and its relation with the other program subjects,

The muscular and the skeletal system and the body deviations' and how to treat them;

Common injuries in the playgrounds and Techniques of first Aid.

Unit content

Volleyball a) The passes (passing from the top to the bottom –from the top to the side) b) Serving (from the bottom- from the top- from the top and the side to the net) c) The defense of the serving d) The strike hitting e) The block (3 players) f) The rule Basketball: a) The passes: passing with hands (chest pass with hands, pass with hands from

above the head, pass with hands from the bottom) the pass with one hand (pass with shoulders, pass, back counter-attack, front counter attack, hook)

b) Pointing: Point of stairs- point from jumping-free throw c) Dribbling the ball by changing the speed and stopping in the support centre d) The movements of the foot (starting, stopping, circulation) e) The rule The body deviation: a) The characteristics of the good body b) The reasons of the body deviations c) The relation between the body and health (the effects of the bad body on the

joints, bones and the muscles and its effects on the psychological state of the individual and on the active systems

d) The relation between the body and the diseases. Sport injuries and rehabilitations

The reasons of the sporting injuries;

The components of the First Aid bag;

The basic principles of the first aid for the sporting injuries; The basics of using the sporting movement treatment:

Classifying the sporting injuries (simple and grave injuries);

The movement sporting treatment (physical therapy) and course in rehabilitation;


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The phase and the components of the physical therapy (the fixing phase- the after fixing phase);

The elements of the movement treatment (exercises- the nature elements)

Teaching staff


Learning settings

Learning settings should be dynamic and support the active participation of the students. These settings should be based on the interactive communication. So the study will include some strategies such as: a) Fixed practice - These are sometimes also known as ‘drills’ and involve





Learning resources Line charts – pictures - graphics and lay-out for some movements- illustrated manuals-magnetic board-cinematic films fixed and animated - audio aids (as appeal - applause)- wall magazines

Assessment modes


Beneficiaries Students attending the 2nd year of IeFP Electrical Junior Technician program.

Pre-requisites Revising the basic skills of the attack and strike plan of the first year of IeFP program.


TU discipline Theoretical Practical Physical Education 8 20 Assessment (according to the teacher decision) 28 guided learning hours Total theoretical:


Level Level 3 EQF


Page 16 of 19

Third Year Training Units


Athletic sports - Rhythmic exercises -Football

SP_3_01

Th. Pr.

8 20

SP_ 03_01 Athletic sports - Rhythmic exercises-Football


SP_ 3_01 Athletic sports - Rhythmic exercises -Football


Brief description

This training unit aims at teaching the motion skills of the sport activities, as well as at applying the technical planning skills and enhancing the movement abilities in order to favor the development of the healthy body within the continuing education of life after students end the school.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

SP 1.1


Apply the movements in a proper way by following the given tasks when performing Athletic sports - Rhythmic exercises -Football

SP 1.2



Apply the techniques of playing Athletic sports and Rhythmic exercises

Determine the anthropometric measurements (body measurement as length, weight, fatness percentage, etc.)

SP 1.4



Apply the skills of attack and defence


Practice educational and constructive exercises and free artistic phases

SP 2.1




SP 2.3

Pay attention to health nutrition, healthy diet and keep away some behaviours (such as smoking and addiction) in order to build the basis for a healthy body and maintain a healthy weight

Explain the different ways of keeping and maintaining a healthy body

SP 2.4 Apply the basic fundamentals of first and fast medical aid for an injury that occurs in playground and/or in a daily life

Practice simple, fast medical aids for an injury that occurs in the


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playgrounds or in a daily life



SP 3.2

Understand the basic principles and positions applied in sport (leadership, team work, organization, time management, stress management, regulations, etc.) in order to develop personal and social skills and to participate in an effective and constructive way in social and working life

Apply the game rules, related to team sports

SP 3.3

Recognize the importance of risk taking, of sport marketing strategy and of achieving objectives/results when performing a sport to construct abilities in day-to-day life at home and in society, as well as in being aware of the context of the future work

Understand the importance of achieving objectives/results throughout the key steps of the marketing process (product, price, marketing, distribution)

SP 3.4

Understand the principles and concepts of playing sport with spirit and tolerance as a fundamental component of living and working in a civil and social society

Apply the right sporting behavior

Knowledge

Common injuries in playground, in life and at work

Common and typical norms and regulations of safety

The concept of leadership

The concept of team work

Risk taking

The concept of tolerance

The principle of being results/objectives orientated

Roles and positions applied in sport

Sport and work relationships

The sport and the organization strategic planning: the 4 key P in the marketing management process (Product, Price, Promotion and Placement)

The technical and tactical plans and the mechanic basics and its relation with the performance mode.

The development of flexibility and the muscular strength through the swing game and other movements to different muscles;

The general development of the whole body aiming to enhance the physical efficiency of the individual;

The tactical plans for the team sports (football);

The healthy nutrition and its importance in enhancing the physical and psychological efficiency;

The Morphology (the anthropometric measurements)

The sporting marketing strategy

Unit Content

The athletic sports

Running races: regular running (100 & 200 meter) relays (50 meters circular relay)

Jumping races: Long jump (hanging in air- squat approaching), high jump (the saddle way)


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Throwing race (throwing ball that weights 350gm-the shot put from pause to motion)

The rhythmic artistic activities

The individual constructive exercises (without tools):neck, arms, trunk exercises ( the back- the stomach, the sides)- legs exercise

The couple constructive exercises (without tools): exercises from the position of standing up, sitting down, kneeling and lying.

Educational exercises (walking, running, hopscotch, zip, jumping, swing)

Exercises with manual tools (the ring, ball, cord, wooden bottles) Football:

The basic skills of football (running with the ball kicking it- controlling the ball- pointing- trickery- some simple sport plans- the throw in- practicing sport with the skills studied- simple idea about one of the (4-2-4) (3-3-4) sport ways- the general method- the rule)

Sport physiology: (the energy- selection-macrobiotic system-nerve system and the player state during playing- muscular system and the sport training- smoking and its effects on the body systems, cells and muscles The general psychological basics (training in the cold and hot weather) Morphology: Anthropometric measurements (measures of the body being relevant with the activity practiced- some factors that affect the body measures- the percentage of the components of the natural body How to set –up a marketing sport strategy

Teaching staff


Learning settings

Learning settings should be dynamic and support the active participation of the students. These settings should be based on the interactive communication. So the study will include some strategies such as: a) Fixed practice - These are sometimes also known as ‘drills’ and involve





Learning resources Line charts – pictures - graphics and lay-out for some movements- illustrated manuals-magnetic board-cinematic films fixed and animated - audio aids (as appeal - applause)- wall magazines

Assessment modes


Beneficiaries Students attending the 3rd year of IeFP Electrical Junior Technician program Pre- requisites Revising the basic skills, defense and attack plans of the first and the second year of


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the IeFP program.


TU discipline Theoretical Practical Physical Education 8 20 Assessment (according to the teacher decision)


Total Practical: 20

Level Level 3 EQF

Integrated Technical Education Cluster at Fayoum – Islamic Religion

Page 1 of 41

Annex-7

Islamic Religion Education Course

ILOs and Training Units for

Years I-II-III The IeFP Programme

Junior Electrical Technician

Fayoum-ITEC



Cairo, August 2012


Page 2 of 41

INTRODUCTION

We introduce this curriculum for the students of the secondary technical education (Electrical Junior Technician), paying attention to the specified time period and the number of teaching hours.

We have taken into account the improvement of style while explaining topics, according to the education and age level of the students.

The diversity of topics provides the students with the various religious judgments, and this curriculum is characterized by the variety, contemplation, discussion and debate on religious issues. Also the curriculum includes the guidance and the high morals that achieve the foundation of social education, the behavioural morals and the human rights.

This has been done through studying the disciplines of religious education and achieving the desired objectives, for preparing a new generation, with strong faith and stable principles that will achieve peace and prosperity.



Page 3 of 41

Table of content

INTRODUCTION .............................................................................................................. 2




Training Units first year ................................................................................................. 10

REI_1_01 The scale of reward and punishment ........................................................... 11

REI_1_02 God knows all our deeds .............................................................................. 14

REI_1_03 Evidences of God's creations ....................................................................... 17

REI_1_04 Protecting the soul by good things ............................................................... 19

Training Units second year ............................................................................................ 21

REI_2_01 Having good behaviour ................................................................................ 22

REI_2_02 Allah, the most gracious .............................................................................. 25

REI_2_03 From the signs of Faith ................................................................................ 27

REI_2_04 The way of good and blessings .................................................................... 29


REI_3_01 You reap what you sow................................................................................ 32

REI_3_02 The value of straightness ............................................................................. 35

REI_3_03 Glory to Allah and the Prophet .................................................................... 38

REI_3_04 The good word and the good behaviour ...................................................... 40


Page 4 of 41

Learning Outcomes


Table 1: Learning Outcomes of Islamic Religion

The Islamic religion Competences

The goal of Islamic Education is to enhance the true faith by emphasizing the correct Islamic concepts and values that should be followed by the Egyptian society in order to upgrade the student spirit

Disc Knowledge Detailed Skills General Skills

Total conviction of the scale of reward and punishment

Importance of belief and good deed

Sincerity and dedication when conducting duties.

Avoid Polytheism and being kind to parents

Fulfilling promises.

Kindness and good deed.

Reasons and background for verse revelations

Reward in life and in the hereafter.

Recite Quran verses correctly. REI.1.1

Understand and realize holy

Verses REI.1

Understand the meaning of words of the holy verses

REI.1.2

Memorize some Quran verses. REI.1.3

Benefit from Quran verses to solve life issues

REI.1.4

Distinguish between Sura revealed in Makkah and in Madinah

REI.1.5

Clarify the implied meaning of the holy verses

REI.1.6

Practice prayers mentioned in the holy verse relevant to situation

REI.1.7

Realize stories of prophets in Quran verses

REI.1.8

Differentiate between reward and penalty in life and hereafter

REI.1.9

Practice good deeds to achieve social intimacy

REI.1.10

Refrain from prohibitive behaviours stated in holy verses

REI.1.11

Clarify the reward of relying on Allah after practicing good deeds

REI.1.12

Honesty, the way to heaven

Characteristics the believer should avoid: announcing sins, envy, male behaving like female and vice versa

Characteristics the believer should adopt: Forgiveness, reaction according to action, bashfulness, protecting public wealth

Society benefits from

Read Hadith properly REI.2.1

Understand and realize Hadith

Sharif REI.2

Avoid bad attributes REI.2.2

Recognize that honesty is the way to heaven.

REI.2.3

Distinguish between relying on Allah and self reluctance

REI.2.4

Realize worship practices in Islam REI.2.5

Relate value of righteousness to kind behaviours

REI.2.6

Observe the value of time by keeping appointments

REI.2.7

Communicate with others in religious matters

REI.2.8


Page 5 of 41

Shura - team decision- and team work

Realize different vocabulary concepts REI.2.9

Deal kindly with othersREI.2.10 List Muslim good deeds REI.2.11

Describe reasons for refraining from bad deeds

REI.2.12

Scenes and events from the messenger - Peace be Upon Him- life

Some Islamic battles and lessons learned

Messenger - Peace be Upon Him- dealings with others

Messenger's - Peace be Upon Him- stand with other religious followers

Analyze prophet Sirah and conclude the moral positive values

REI.3.1

Read well the prophet-Peace Be Upon Him-

Sirah

REI.3

Follow prophet’s behavioural and ethical values

REI.3.2

Follow prophet -Peace Be upon Him- stand from other religions

REI.3.3

Relate between the era of the prophet -Peace Be upon Him- and society and individuals nowadays

REI.3.4

Specify the prophet won battles REI.3.5

Explain reasons behind Muslims' defeat battles

REI.3.6

Apply prophet -Peace Be upon Him- behaviour with others

REI.3.7

Smoking, liquors and drugs effects

Family planning and its impact on society

The prove of Allah remembrance importance

Good behaviour and positive morals and their effects

Establishing the belief in honest work.

Realize the importance of quitting smoking. REI.4.1

Realize that Islam upgrades human mind,

spirit and society.

REI.4

Strengthen relationship with Allah through continuous remembrance. REI.4.2

List the harmful effects of lying to society and to individuals REI.4.3

Specify the suitable job location for women which suits their skills to benefit from her

REI.4.4

Clarify saving's benefits in human life REI.4.5

List the harmful effect of overspending REI.4.6

Practice positive values to become part of the personality REI.4.7

Differentiate between the believer and the hypocrites traits REI.4.8

Define the role of women in society REI.4.9

Realize the importance of work and its types REI.4.10

Realize the saving's value REI.4.11

Life of some Islamic figures

Good examples and good deeds of Islamic figures

Analyze the Islamic character's behaviours

REI.5.1 Read

thoroughly the additional

topics

REI.5 Compare between the positives of the Islamic figures and the national current examples on the Islamic scale.

REI.5.2


Page 6 of 41

Benefit from the response of the Islamic figures to different situations

REI.5.3

Describe behaviours of Islamic figures

REI.5.4

Benefit from social situation of these Islamic figures

REI.5.5


Page 7 of 41


Teachers are expected to teach Religion in various ways. The approaches here proposed to teach religion are: the historical, literary, cultural studies approaches and traditions-based methods. These four approaches are summarized below.

The Historical Approach

This approach implies focusing on history. The strengths of the historical approach are clarity and obviousness. The origins of a religion and its development are presented in historical context with the political and cultural influences as a key element to understanding how that religion emerged, gained followers, and spread. Students shall learn how Christian Religion continually evolve and change for centuries, and they are given the necessary tools to knowledgeably consider and evaluate the roles which religion plays in modern cultures.

The Literary Approach

This approach obligates the students to read religious texts or novels, stories, and poetry with religious themes and/or imagery. Using this approach, teachers will help students gain an appreciation of the way that religion affects all aspects of culture by seeing how religious vision, miracles and metaphor can become a common language shared by people and influence the daily life. Paying particular attention to the story as a form of religious expression helps students view the specific ways that individuals face regarding their religion, and helps to reinforce the idea that generalizations about religion are often flawed. Applying this approach means that teacher should provide the appropriate information about religion relevant to the studied texts.

The Religious Traditions-Based Approach

This approach is often focused on certain categories that apply to the religious traditions, such as beliefs, texts, rituals, origins, and holidays, or on essential questions that address religions related to the purpose of life, how one should live, and various interpretations of identity. This approach can help students see common themes in religious traditions and can provide a useful framework for understanding the varieties of religious expression.

The Cultural Studies Approach

This approach is often based on multicultural analytical points of view and, it is commonly used in addition and completion to the approaches above-mentioned. Basically, this approach is understood as a tool to emphasis on recognizing the ways that religion is embedded in culture and cannot be understood in isolation from its particular social/historical expressions. A cultural studies approach recognizes that teachers and students (along with the authors and artists being studied) are interpreters of meaning and that conscious and unconscious assumptions about religion profoundly shape the ways that individuals express what they know and interpret what they learn about religion.

The form of studies, thus, shall include different methods and learning strategies depending on the contents and the learning outcomes to be acquired.


Page 8 of 41

Understanding: Face-to-face lessons, in order to systematise information.

Listening:

Lecture with discussion, in order to allow students to bridge conversation and develop argument

Reading: Analyses and interpreting of textbooks, primary and secondary sources, magazines, Italian and Egyptian newspapers, technical guide manuals with the aim to identify rival points of view, acquire information, find the main idea, summarize, generalize, and draw inferences and conclusions.

Speaking:

Dialogues, lectures with discussion, ex-students, hosted speakers, pair and working group, class discussion, and oral presentation.

Writing:

Online searching, writing summary, worksheets/surveys, report-back sessions, interactive activities, and exercises at home and school.

Teacher is free to choose the most suitable approach and method depending on the subject area, personal teaching experience, and the own personal views.


Page 9 of 41




1 y 2 y 3 y

REI_1_01 The scale of reward and punishment 8

REI_1_02 God knows all our deeds 7

REI_1_03 Evidences of God's creations 7

REI_1_04 Protecting the soul by good things 7

REI_2_01 Having good behaviour 7

REI_2_02 Allah, the most gracious 7

REI_2_03 From the signs of Faith 7

REI_2_04 The way of good and blessings 7

REI_3_01 You reap what you sow 7

REI_3_02 The value of straightness 7

REI_3_03 Glory to Allah and the Prophet 7

REI_3_04 The good word and the good behaviour 7



Page 10 of 41

First year Training Units


Page 11 of 41



The scale of reward and punishment

REI_1_01 Th. Pr. 5 3

REI_1_01 the scale of reward and punishment


REI_1_01 The scale of reward and punishment

Subject Islamic Religion

Brief description The lessons of this training unit discuss topics that affirm God's power and his knowledge of everything in heaven and earth. Also they instil in the hearts of students a set of positive values

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

REI.1 Understand and realize holy Verses REI.1.2 Understand the meaning of words of the holy verses REI.1.3 Memorize some Quran verses. REI.1.6 Clarify the implied meaning of the holy verses REI.1.12 Clarify the reward of relying on Allah after practicing good deeds REI.2 Understand and realize Hadith Sharif REI.2.3 Recognize that honesty is the way to heaven REI.2.6 Relate value of righteousness to kind behaviours REI.3 Read well the prophet-Peace Be Upon Him- Sirah REI.3.1 Analyze prophet Sirah and conclude the moral positive values REI.3.2 Follow prophet’s behavioural and ethical values REI.3.3 Follow prophet -Peace Be upon Him- stand from other religions REI.4 Realize that Islam upgrades human mind, spirit and society. REI.4.1 Recognize the importance of quitting smoking. REI.4.7 Practice positive values to become part of the personality. REI.5 Read thoroughly the additional topics REI.5.1 Analyze the Islamic character's behaviours REI.5.2 Compare between the positives of the Islamic figures and the national

current examples on the Islamic scale. REI.5.3 Benefit from their response of the Islamic figures to different situations

Knowledge

Faith in the oneness of God and being good to parents

Honesty is the road to Paradise

Some of the Islamic invasions and the lessons learned

The influence of smoking, alcohol and drugs

The life of some Islamic personalities

Unit content

Recitation: Sura Yassin (1 to 20): Memorizing: The first text (God knows the Day of Judgment) from Sura Luqman (verse 34) The second text (faith and invocation) from Sura El-bakara Hadith: the first Hadith (Honesty is the road to heaven) The second Hadith(traits that believer does not have) Prophetic Sirah: Preparations of Hawazin and Thakif tribe to fight the Muslims –meaning of many and the few in the war


Page 12 of 41

Research and refinements: the smoking Islamic figure: Hassan El-Basry Additional book: the first chapter

Teaching staff

The Islamic Religion teacher should guide the development of knowledge, skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information assisting the Religion teacher.

Learning settings

There is no doubt that learning is facilitated when it occurs in a supportive social environment. Especially is this the case when students can benefit from the ideas and experiences of other members of the learning community. In the Islamic sense it is important to recognise that human persons develop a sense of identity and significance as members of a community, not as isolated individuals. Thus, learning strategies should encourage students to work together, to share ideas and to value the contributions of others. Attention will need to be paid to the development of those norms of community life that facilitate learning, including the importance of listening to others, handling differences creatively, and having a genuine concern for others. It will be important to structure group learning tasks as well as individual learning tasks. Learning methods, thus, must be continuous for encouraging students to participate actively, which help them to acquire the religious information and the high moral values. Discussions and dialogues: the teacher is considered a guide to organize the discussion circle to clarify difficult parts of the lessons. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of enhancing self-esteem and of developing an enjoyable and productive relationship with others in learning. Brainstorming: the teacher tries to extract all the information and experiences from the students to affirm what is right and correct the mistakes. To this end, students need to be introduced to concepts such as Prophet, honesty, positive values, faith, etc. in ways which are developmentally appropriate and which stress understanding. Exploration of meaning is of fundamental importance in this learning area. "What do we mean by ....?" needs to be a recurring question. Many of the concepts have to do with that are of enduring concern for all people and can be linked with common human experiences. Students need to grow in their appreciation of the relevance of this learning area for the questions and issues that are of concern to them. Working in groups: the acquired information and lessons are discussed through a group of students to exchange thoughts and learn how to work in groups and listening to others' opinion. To this end, adequate time needs to be allowed for reflection by students both individually and in small groups. In addition, some assistance from teacher will need to be provided to students to help them with the reflective process. This assistance will enable students to frame basic questions that will encourage them to consider the implications of what they are learning for their daily living and decision-making. An environment of natural beauty and quietness will often facilitate this reflection.

Learning resources Scholastic book- blackboard - educational Motherboard - technological laboratory


Page 13 of 41

(computer and CD-ROM)

Assessment modes Oral assessment Written assessment For more details see the Guide to assessing learning outcomes.



TU discipline Theoretical Practical Islamic Religion (and ICT Laboratory) 4 3 Assessment 1 8 guided learning hours Total theoretical: 5 Total Practical: 3

Level Level 3 EQF


Page 14 of 41


Electrical Junior Technician God knows all our deeds REI_1_02 Th. Pr. 5 2

REI_1_02 God knows all our deeds Training Unit

Denomination/Title REI_1_02 God knows all our deeds


Brief description The lessons of this training unit discuss that Allah alone who accepts repentance and charity because he is the most gracious. Also this training unit indicates the Islamic morals.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

REI.1 Understand and realize holy Verses REI.1.1 Recite Quran verses correctly REI.1.3 Memorize some Quran verses. REI.1.6 Clarify the implied meaning of the holy verses REI.2 Understand and realize Hadith Sharif REI.2.1 Read Hadith properly REI.2.2 Avoid bad attributes REI.2.6 Relate value of righteousness to kind behaviours REI.2.8 Communicate with others in religious matters REI.3 Read well the prophet-Peace Be Upon Him- Sirah REI.3.1 Analyze prophet Sirah and conclude the moral positive values REI.3.2 Follow prophet’s behavioural and ethical values REI.3.4 Relate between the era of prophet -Peace Be upon Him- era and society and

individuals nowadays REI.4 Realize that Islam upgrades human mind, spirit and society. REI.4.7 Practice positive values to become part of the personality REI.5 Read thoroughly the additional topics REI.5.1 Analyze the Islamic character's behaviours REI.5.2 Compare between the positive Islamic figures and the national current

examples on the Islamic scale. REI.5.3 Benefit from the response of the Islamic figures to different situations

Knowledge

Maintaining the promises

Dedication to work

traits that believer does not possess: Manifestation of guilt - envy - men who imitate women and women who imitate men

Believer qualities: (forgiveness while in state of power - you reap what you sow – bashfulness – maintaining the general possessions – trust in Allah -dedication to work)

The stand of the prophet Mohamed -peace be upon him - towards the adherents of other faiths

The full Conviction of the honest work

The life of some Islamic figures

Unit content Recitation: Sura Yassin (from 21 to 40)


Page 15 of 41

Memorizing: the third text (about El-Ahzab battle) from Sura El-Ahzab – the forth text (signs of god's power) from Sura El-shora

Hadith: Hadith VI (the characteristics of the hypocrites)

Prophetic biography (Sirah): the prophet's strength and determination –means of Communication– the value of determination and strength

Reach and refinements: alcohol

Islamic figures: Sheikh Mahmoud Shaltout

Additional book: the second chapter

Teaching staff


Learning settings

Learning methods, thus, must be continuous for encouraging students to participate actively, which help them to acquire the religious information and the high moral values. Discussions and dialogues: the teacher is considered a guide to organize the discussion circle to clarify difficult parts of the lessons. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of enhancing self-esteem and of developing an enjoyable and productive relationship with others in learning. Brainstorming: the teacher tries to extract all the information and experiences from the students to affirm what is right and correct the mistakes. To this end, students need to be introduced to concepts such as Prophet, honesty, positive values, faith, etc. in ways which are developmentally appropriate and which stress understanding. Exploration of meaning is of fundamental importance in this learning area. "What do we mean by ....?" needs to be a recurring question. Many of the concepts have to do with that are of enduring concern for all people and can be linked with common human experiences. Students need to grow in their appreciation of the relevance of this learning area for the questions and issues that are of concern to them. Working in groups: the acquired information and lessons are discussed through a group of students to exchange thoughts and learn how to work in groups and listening to others' opinion. To this end, adequate time needs to be allowed for reflection by students both individually and in small groups. In addition, some assistance from teacher will need to be provided to students to help them with the reflective process. This assistance will enable students to frame basic questions that will encourage them to consider the implications of what they are learning for their daily living and decision-making. An environment of natural beauty and quietness will often facilitate this reflection.

Learning resources Scholastic book- blackboard - educational Motherboard - technological laboratory (computer and CD-ROM)




Page 16 of 41

Pre-requisites The student should be able to determinate the positive behaviours, which serve the society and realize the Peace and Safety



Level Level 3 EQF


Page 17 of 41


Electrical Junior Technician Evidences of God's creations REI_1_03 Th. Pr. 5 2

REI_1_03 Evidences of God's creations Training Unit

Denomination/Title REI_1_03 Evidences of God's creations


Brief description Lessons of this unit show evidences of God's creations and his oneness, with no partner, also present the value of women in Islam and her work

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

REI.1 Understand and realize holy Verses REI.1.2 Understand the meaning of words of the holy verses REI.1.3 Memorize some Quran verses. REI.1.4 Benefit from Quran verses to solve life issues REI.1.7 Practice prayers mentioned in the holy verses relevant to situation REI.2 Understand and realize Hadith Sharif REI.2.5 Realize worship practices in Islam REI.2.6 Relate value of righteousness to kind behaviours REI.2.8 Communicate with others in religious matters REI.2.12 Describe reasons for refraining from bad deeds REI.3 Read well the prophet-Peace Be Upon Him- Sirah REI.3.1 Analyze prophet Sirah and conclude the moral positive values REI.3.2 Follow prophet’s behavioural and ethical values REI.3.3 Follow prophet -Peace Be upon Him- stand from other religions REI.4 Realize that Islam upgrades human mind, spirit and society. REI.4.10 Realize the importance of work and its types REI.4.9 Define the role of women in society REI.4.4 Specify the suitable job location for women which suits their skills REI.5 Read thoroughly the additional topics REI.5.1 Analyze the Islamic character's behaviours REI.5.3 Benefit from the response of the Islamic figures to different situations REI.5.4 Describe behaviours of Islamic figures

Knowledge

The recompense in the world and the afterlife.

Believer qualities: (forgiveness while in state of power – you reap what you sow – bashfulness – maintaining the general possessions – trust in Allah - dedication to work)

The treatment of the prophet Mohamed- peace be upon him with others

The behaviour and the ethics, and their impact on the individual's life

The good examples and the positive attitudes from the Islamic figures' life

Unit content

Recitation: Sura Yassin (from 41 to 60 ) Memorizing: the fifth text (Between guidance and misguidance) Sura Al-esra' Hadith: the fifth (brotherhood in Islam) Prophetic biography(Sirah): the value of means of communication - the idolaters after their defeat - The value of thinking Research and refinements: drugs Additional book: the third chapter


Page 18 of 41

Teaching staff


Learning settings

The teaching methods must be dynamic and encourage the students' active participation, which help them gain religious knowledge and commit to the sublime moral values. Discussions and dialogues: the teacher is considered a guide to organize the discussion circle to clarify difficult parts of the lessons. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of enhancing self-esteem and of developing an enjoyable and productive relationship with others in learning. Brainstorming: the teacher tries to extract all the information and experiences from the students to affirm what is right and correct the mistakes. To this end, students need to be introduced to concepts such as Prophet, honesty, positive values, faith, etc. in ways which are developmentally appropriate and which stress understanding. Exploration of meaning is of fundamental importance in this learning area. "What do we mean by ....?" needs to be a recurring question. Many of the concepts have to do with that are of enduring concern for all people and can be linked with common human experiences. Students need to grow in their appreciation of the relevance of this learning area for the questions and issues that are of concern to them. Working in groups: the acquired information and lessons are discussed through a group of students to exchange thoughts and learn how to work in groups and listening to others' opinion. To this end, adequate time needs to be allowed for reflection by students both individually and in small groups. In addition, some assistance from teacher will need to be provided to students to help them with the reflective process. This assistance will enable students to frame basic questions that will encourage them to consider the implications of what they are learning for their daily living and decision-making. An environment of natural beauty and quietness will often facilitate this reflection.




Pre-requisites The student should be able to understand the value of work and time, and how to utilize it, as well as he should understand of the victory value and its factors



Level Level 3 EQF


Page 19 of 41

Program

Training Unit Training Unit Code Guided hours


Protecting the soul by good things

REI_1_04 Th. Pr. 4 3

REI_1_04 Protecting the soul by good things Training Unit

Denomination/Title REI_1_04 Protecting the soul by good things


Brief description The lessons of this training unit guide students appropriately to protect themself from evils and go through the Goodness road. Also they illustrate some problems that harm human and society.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

REI.1 Understand and realize holy Verses REI.1.1 Recite Quran verses correctly REI.1.2 Understand the meaning of words of the holy verses REI.1.3 Memorize some Quran verses. REI.1.4 Benefit from Quran verses to solve life issues REI.2 Understand and realize Hadith Sharif REI.2.5 Realize worship practices in Islam REI.2.6 Relate value of righteousness to kind behaviours REI.2.8 Communicate with others in religious matters REI.2.11 List Muslim good deeds REI.2.12 Describe reasons for refraining from bad deeds REI.3 Read well the prophet-Peace Be Upon Him- Sirah REI.3.1 Analyze prophet Sirah and conclude the moral positive values REI.3.5 Specify the prophet won battles REI.3.6 Explain reasons behind Muslims' defeat in battles REI.4 Realize that Islam upgrades human mind, spirit and society. REI.4.3 List the harmful effects of lying to society and to individuals REI.4.6 List the harmful effect of overspending REI.4.7 Practice positive values to become part of the personality REI.5 Read thoroughly the additional topics REI.5.1 Analyze the Islamic character's behaviours REI.5.2 Compare between the positives of the Islamic figures and the national current

examples on the Islamic scale. REI.5.3 Benefit from the response of the Islamic figures to different situations REI.5.5 Benefit from social stands of these islamic figures

Knowledge

The Good word and the good behaviour

traits that believer does not have: Manifestation of guilt - The envy - men who imitate women and women who imitate men

Believer qualities: (forgiveness while in state of power – you reap what you sow –bashfulness– maintaining the general possessions – trust in Allah - dedication to work)

The impact of smoking, alcohol and drugs

The good examples and the positive attitudes from the Islamic figurs' life

Unit content Recitation: Sura Yassin (from 61 to 83 ) Memorizing: the sixth text (God is light of heavens and earth) Sura EL-nor Hadith: the third Hadith ( treating well with my family ) the forth Hadith (Warning of the sin


Page 20 of 41

manifestation ) Prophetic biography(Sirah): The art of investing spoils Research and refinements: moral deviation - the family planning The additional book: chapter 4 and 5

Teaching staff


Learning settings





Pre-requisites The student should be able to understand the value of work and time, and how to utilize it, as well as he should understand the victory value and its factors


TU discipline Theoretical Practical Islamic Religion (and ICT Laboratory) 3 3 Assessment 1 7 guided learning hours Total 4 theoretical Total 3 Practical

Level Level 3 EQF


Page 21 of 41

Second year Training Units


Page 22 of 41


Technician Having good behaviour REI_2_01

Th. Pr. 4 3

REI_2_01 Having good behaviour Training Unit

Denomination/Title REI_2_01 Having good behaviour


Brief description

The lessons of this unit discuss topics that confirm that Allah is the all Hearing and Knowing, he is the Hearer of your supplication and the Knower of your intentions. The Unit affirms also the behaviour that we should have, following the path of the prophet – peace be upon him; the path of humbleness, mercy and good dealings with others.


(to be able to .. )

REI.1 Understand and realize holy Verses REI.1.2 Understand the meaning of words of the holy verses REI.1.6 Clarify the implied meaning of the holy verses REI.1.12 Clarify the reward of relying on Allah after practicing good deeds REI.2 Understand and realize Hadith Sharif REI.2.1 Read properly Hadith REI.2.2 Avoid bad attributes REI.2.3 Recognize that honesty is the way to heaven REI.3 Read well the prophet-Peace Be Upon Him- Sirah REI.3.1 Analyze prophet Sirah and conclude the moral positive values REI.3.2 Follow prophet’s behavioural and ethical values REI.3.7 Apply prophet -Peace Be upon Him- behaviour with others REI.4 Realize that Islam upgrades human mind, spirit and society. REI.4.7 Practice positive values to become part of the personality REI.4.10 Realize the importance of work and its types REI.5 Read thoroughly the additional topics REI.5.1 Analyze the Islamic behaviours REI.5.2 Compare between the positives of the Islamic figures and the national current

examples on the Islamic scale. REI.5.3 Benefit from the response of the Islamic figures to different situations

Knowledge

The full Conviction of the scale of reward and punishment in Islam

Honesty is the path to heaven

The treatment of the prophet Mohamed- peace be upon him - with others

The behaviour and the positive ethics, and their influence on the individual's life


Unit content

Recitation of Sura Al-Kahf ( from verse nu.1 to nu.27 ) Memorizing The invocation to Allah by gentle persuasion (Sura Fussilat from verse nu.33 to nu.36 ) Hadith: You must take the will for the deed Prophetic biography(Sirah): situations of the life of the prophet (His humbleness – his mercy) Research and refinements: Sunna of the prophet - Hadith Qudsi. Islamic figures: Abu Darda .


Page 23 of 41

Additional book: the first and second chapter

Teaching staff


Learning settings

There is no doubt that learning is facilitated when it occurs in a supportive social environment. Especially is this the case when students can benefit from the ideas and experiences of other members of the learning community. In the Islamic sense it is important to recognise that human persons develop a sense of identity and significance as members of a community, not as isolated individuals. Thus, learning strategies should encourage students to work together, to share ideas and to value the contributions of others. Attention will need to be paid to the development of those norms of community life that facilitate learning, including the importance of listening to others, handling differences creatively, and having a genuine concern for others. It will be important to structure group learning tasks as well as individual learning tasks. Learning methods, thus, must be continuous for encouraging students to participate actively, which help them to acquire the religious information and the high moral values. Discussions and dialogues: the teacher is considered a guide to organize the discussion circle to clarify difficult parts of the lessons. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of enhancing self-esteem and of developing an enjoyable and productive relationship with others in learning. Brainstorming: the teacher tries to extract all the information and experiences from the students to affirm what is right and correct the mistakes. To this end, students need to be introduced to concepts such as Prophet, honesty, positive values, faith, etc. in ways which are developmentally appropriate and which stress understanding. Exploration of meaning is of fundamental importance in this learning area. "What do we mean by ....?" needs to be a recurring question. Many of the concepts have to do with that are of enduring concern for all people and can be linked with common human experiences. Students need to grow in their appreciation of the relevance of this learning area for the questions and issues that are of concern to them. Working in groups: the acquired information and lessons are discussed through a group of students to exchange thoughts and learn how to work in groups and listening to others' opinion. To this end, adequate time needs to be allowed for reflection by students both individually and in small groups. In addition, some assistance from teacher will need to be provided to students to help them with the reflective process. This assistance will enable students to frame basic questions that will encourage them to consider the implications of what they are learning for their daily living and decision-making. An environment of natural beauty and quietness will often facilitate this reflection.





Page 24 of 41

Pre-requisites No pre-requisites are required



Level Level 3 EQF


Page 25 of 41


Technician Allah, the most gracious REI_2_02

Th. Pr. 5 2

REI_2_02 Allah, the most gracious Training Unit

Denomination/Title REI_2_02 Allah, the most gracious


Brief description The lessons of this unit discuss topics that affirm that Allah is the only One, who accepts the complete penitence and the good charity, and that Allah – Great and Almighty – is the most gracious; the unit also indicates the Islam manners and ethics.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

REI.1 Understand and realize holy Verses REI.1.1 Recite Quran verses correctly. REI.1.2 Understand the meaning of words of the holy verses REI.1.3 Memorize some Quran verses. REI.1.5 Distinguish between Suras revealed in Makkah and in Madinah REI.1.8 Realize stories of prophets in Quran verses REI.2 Understand and realize Hadith Sharif REI.2.1 Read properly Hadith REI.3 Read well the prophet-Peace Be Upon Him- Sirah REI.3.2 Follow prophet’s behavioural and ethical values REI.3.4 Compare between the era of prophet -Peace Be upon Him- and society and

individuals nowadays REI.3.7 Apply prophet -Peace Be upon Him- behaviour with others REI.4 Realize that Islam upgrades human mind, spirit and society. REI.4.7 Practice positive values to become part of the personality REI.5 Read thoroughly the additional topics REI.5.4 Describe behaviours of Islamic figures REI.5.5 Benefit from social stands of these islamic figures

Knowledge

The importance of faith and the good deeds.

Consultation (Shura) and teamwork and their effect on society

The treatment of the prophet Mohamed- peace be upon him - with others


Unit content

Recitation of Sura Al-Kahf ( from verse nu.28 to nu.54 ) Memorizing the Quran is a healing and a mercy (Sura Al-Esraa from verse nu.78 to nu.83) Hadith: Trusting in Allah Prophetic biography (Sirah): situations of the life of the prophet – his good treatment with Sahaba. Research and refinements: The difference between Hadith Qudsi and Quran – believer qualities Islamic figures: Ezz bn Abd Al-Salam. Additional book: the third and fourth chapter

Teaching staff The Islamic Religion teacher should guide the development of knowledge, skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned.


Page 26 of 41

The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information assisting the Religion teacher.

Learning settings





Pre-requisites The student should be able to present the manners of the prophet – peace be upon him – through their readings. The students shall present also the good characteristics that he should have.



Level Level 3 EQF


Page 27 of 41


Technician From the signs of Faith REI_2_03

Th. Pr. 5 2

REI_2_03 From the signs of Faith


REI_2_03 From the signs of Faith


Brief description The lessons of this unit discuss topics that show the evidence of God's creation and his oneness. This unit shows also the value of work and Self-reliance

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

REI.1 Understand and realize holy Verses REI.1.2 Understand the meaning of words of the holy verses REI.1.3 Memorize some Quran verses. REI.1.4 Benefit from Quran verses to solve life issues REI.1.7 Practice prayers mentioned in the holy verses relevant to situation REI.2 Understand and realize Hadith Sharif REI.2.1 Read properly Hadith REI.3 Read well the prophet-Peace Be Upon Him- Sirah REI.3.5 Specify the prophet won battles REI.3.3 Follow prophet -Peace Be upon Him- stand from other religions REI.3.6 Explain reasons behind Muslims' defeat in battles REI.4 Realize that Islam upgrades human mind, spirit and society. REI.4.7 Practice positive values to become part of the personality REI.4.10 Realize the importance of work and its types REI.5 Read thoroughly the additional topics REI.5.1 Analyze the Islamic behaviours REI.5.2 Compare between the positives of the Islamic figures and the national

current examples on the Islamic scale. REI.5.3 Benefit from the response of Islamic figures to different situations

Knowledge

The full conviction of the scale of rewards and punishment in Islam

Believer qualities: (forgiveness while in a state of power- you reap what you sow – timidity- maintaining the general possessions – trust in Allah- dedication to work

Some Islamic invasions and their learned lessons


The good example and the positive treatments of the personalities

Unit content

Recitation: Sura Al Kahf (from verse nu.55 to nu.84) Memorizing the third half of Sura Yunus (from verse nu.25 to nu.29) Hadith: from signs of Faith- the method of worship in Islam Prophetic biography: learned lessons from Tabooq invasion- information is one of the factors of victory-slackening wastes opportunity- being aware of hypocrites-the team war- Jihad is honour Research and refinements: Self-Reliance - work The additional book: the sixth, the seventh, and the eighth chapters

Teaching staff The Islamic Religion teacher should guide the development of knowledge, skills and


Page 28 of 41

abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information assisting the Religion teacher.

Learning settings

The teaching methods must be dynamic and continuous and encourage the students' active participation, which help them gain religious knowledge and commit to the sublime moral values. Discussions and dialogues: the teacher is considered a guide to organize the discussion circle to clarify difficult parts of the lessons. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of enhancing self-esteem and of developing an enjoyable and productive relationship with others in learning. Brainstorming: the teacher tries to extract all the information and experiences from the students to affirm what is right and correct the mistakes. To this end, students need to be introduced to concepts such as Prophet, honesty, positive values, faith, etc. in ways which are developmentally appropriate and which stress understanding. Exploration of meaning is of fundamental importance in this learning area. "What do we mean by ....?" needs to be a recurring question. Many of the concepts have to do with that are of enduring concern for all people and can be linked with common human experiences. Students need to grow in their appreciation of the relevance of this learning area for the questions and issues that are of concern to them. Working in groups: the acquired information and lessons are discussed through a group of students to exchange thoughts and learn how to work in groups and listening to others' opinion. To this end, adequate time needs to be allowed for reflection by students both individually and in small groups. In addition, some assistance from teacher will need to be provided to students to help them with the reflective process. This assistance will enable students to frame basic questions that will encourage them to consider the implications of what they are learning for their daily living and decision-making. An environment of natural beauty and quietness will often facilitate this reflection. Problem resolving: Problem or situation will be presented to the student so that he can think af a solution suggesting alternative solutions. In this case the teacher is a guide to the students.

Learning resources Scholastic book- blackboard - educational Motherboard - technological laboratory (computer and CD-ROM



Pre-requisites The student should be able to realize the value of work and how to benefit from it. He should understand the value of victory and the factors of realizing it.



Level Level 3 EQF


Page 29 of 41


Technician The path of goodness and blessings REI_2_04

Th. Pr. 4 3

REI_2_04 the path of goodness and blessings Training Unit

Denomination/Title REI_2_04 The path of goodness and blessings


Brief description The lessons of this unit discuss topics that guide the students correctly to the way of protecting themselves from evil and to the path of goodness and blessings. It also explains the reasons of victory and defeat in front of the enemy.

Ability / C

apacity / D

etailed skill (to b

e able to .. )

REI.1 Understand and realize holy Verses REI.1.3 Memorize some Quran verses REI.1.8 Realize stories of prophets in Quran verses REI.1.9 Differentiate between reward and penalty in life and hereafter REI.1.10 Practice good deeds to achieve social intimacy REI.1.11 Refrain from prohibitive behaviours stated in holy verses REI.2 Understand and realize Hadith Sharif REI.2.6 Relate value of righteousness to kind behaviours REI.2.8 Communicate with others in religious matters REI.2.9 Realize different vocabulary concepts REI.2.11 List Muslim good deeds REI.3 Read well the prophet-Peace Be Upon Him- Sirah REI.3.2 Follow prophet’s behavioural and ethical values REI.3.4 Relate between the era of prophet -Peace Be upon Him- and society and

individuals nowadays REI.3.5 Specify the prophet won battles REI.4 Realize that Islam upgrades human mind, spirit and society. REI.4.5 Clarify saving benefits in human life REI.4.6 List the harmful effect of overspending REI.4.7 Practice positive values to become part of the personality REI.4.11 Realize the saving value REI.5 Read thoroughly the additional topics REI.5.3 Benefit from the response of Islamic figures to different situations REI.5.5 Benefit from social stands of these islamic figures

Knowledge

The good word and good behaviour Believer qualities: (forgiveness while in a state of power - you reap what you sow –

timidity – maintaining the general possessions – trust in Allah –dedication to work Some of the Islamic invasions and the lessons learned Behaviour and positive morals and its effect on the individual's life The good examples and the positive attitudes of the Islamic figures' life

Unit content

Recitation of surah Al Kahf (fromverse nu.86 to nu.110) Memorizing Sura Al Anfal (from verse nu.2 to nu.8)- Sura Al Baqara (from verse nu.183 to nu.186) Hadith: asking about blessings- Islam is faith and straightness


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Prophet biography(Sirah): punishment of the negligent, setting( discipline)-violent training- the morals- the greatness of leadership Research and refinements: monopoly- saving and non prodigality The additional book: the ninth and the tenth chapter

Teaching staff


Learning settings




Beneficiaries The Students attending the 2nd year of the IeFP Electrical Junior Technician program.

Pre-requisites The student should be able to realize the value of work and time and how to benefit from it. He should also understand the value of victory and the factors that achieve it.


TU discipline Theoretical Practical Islamic Religion (and ICT Laboratory) 3 3 Assessment 1 3 7 guided learning hours Total theoretical: 4 Total practical: 3

Level Level 3 EQF


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Third year Training Units


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You reap what you sow REI_3_01

Th. Pr. 4 3

REI_3_01 You reap what you sow Training Unit

Denomination/Title REI_3_01 You reap what you sow

Subject Islamic Religion Brief description The lessons of this unit discuss topics that affirm the magnificence of Allah – Great

and Almighty. The lessons discuss also the value of good deed and the glorification of Allah – Great and Almighty – all the time.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

REI.1 Understand and realize holy Verses REI.1.1 Recite Quran verses correctly REI.1.4 Benefit from Quran verses to solve life issues REI.1.8 Realize stories of prophets in Quran verses REI.2 Understand and realize Hadith Sharif REI.2.7 Observe the value of time by keeping appointments REI.2.9 Realize different vocabulary concepts REI.2.10 Deal kindly with others REI.2.11 List Muslim good deeds REI.3 Read well the prophet-Peace Be Upon Him- Sirah REI.3.1 Analyze prophet Sirah and conclude the moral positive values REI.3.2 Follow prophet’s behavioural and ethical values REI.3.4 Relate between the era of prophet -Peace Be upon Him- and society and

individuals nowadays REI.4 Realize that Islam upgrades human mind, spirit and society. REI.4.2 Strengthen relationship with Allah through continuous remembrance. REI.4.7 Practice positive values to become part of the personality REI.5 Read thoroughly the additional topics REI.5.1 Analyze the Islamic characher's behaviours REI.5.3 Benefit from the response of the Islamic figures to different situations

Knowledge The full Conviction of the scale of reward and punishment in Islam

Believer qualities: (forgive while in a state of power - you reap what you sow – timidity – maintaining the general possessions – trust in Allah -dedication to work)

Situations from the life of prophet Mohamed (peace be upon him)

Always glorification of Allah.

The life of some Islamic figures Unit content Recitation of Sura Al-Nahl (from verse nu.1 to nu.32 )

Memorizing the scale of reward and punishment – the discourse between Moses and his people Hadith: you reap what you sow – forgive while in a state of power Prophetic biography(Sirah): the prophet's attitude towards the Jews (Jews of Banu Qaynuqa – Jews of BanuNadir – Jews of Banu Qurayza) Research and refinements: the good example – the eternity of Allah – The honesty Islamic figures: Imame Ghazaly


Page 33 of 41

Additional book: the first and second chapter Teaching staff The Islamic Religion teacher should guide the development of knowledge, skills and

abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information assisting the Religion teacher.

Learning settings There is no doubt that learning is facilitated when it occurs in a supportive social environment. Especially is this the case when students can benefit from the ideas and experiences of other members of the learning community. In the Islamic sense it is important to recognise that human persons develop a sense of identity and significance as members of a community, not as isolated individuals. Thus, learning strategies should encourage students to work together, to share ideas and to value the contributions of others. Attention will need to be paid to the development of those norms of community life that facilitate learning, including the importance of listening to others, handling differences creatively, and having a genuine concern for others. It will be important to structure group learning tasks as well as individual learning tasks. Learning methods, thus, must be continuous for encouraging students to participate actively, which help them to acquire the religious information and the high moral values. Discussions and dialogues: the teacher is considered a guide to organize the discussion circle to clarify difficult parts of the lessons. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of enhancing self-esteem and of developing an enjoyable and productive relationship with others in learning. Brainstorming: the teacher tries to extract all the information and experiences from the students to affirm what is right and correct the mistakes. To this end, students need to be introduced to concepts such as Prophet, honesty, positive values, faith, etc. in ways which are developmentally appropriate and which stress understanding. Exploration of meaning is of fundamental importance in this learning area. "What do we mean by ....?" needs to be a recurring question. Many of the concepts have to do with that are of enduring concern for all people and can be linked with common human experiences. Students need to grow in their appreciation of the relevance of this learning area for the questions and issues that are of concern to them. Working in groups: the acquired information and lessons are discussed through a group of students to exchange thoughts and learn how to work in groups and listening to others' opinion. To this end, adequate time needs to be allowed for reflection by students both individually and in small groups. In addition, some assistance from teacher will need to be provided to students to help them with the reflective process. This assistance will enable students to frame basic questions that will encourage them to consider the implications of what they are learning for their daily living and decision-making. An environment of natural beauty and quietness will often facilitate this reflection. Role play: In which the student incarnates some of the real and symbolic personalities to clarify and deepen the information.


Page 34 of 41



Beneficiaries Students attending the 3rd year of the IeFP Electrical Junior Technician program. Pre-requisites None


TU discipline Theoretical Practical Islamic Religion (and ICT Laboratory) 3 3 Assessment 1



Page 35 of 41


Technician The value of straightness

REI_3_02 Th. Pr. 5 2

REI_3_02 The value of straightness Training Unit

Denomination/Title REI_3_02 The value of straightness


Brief description

The lessons of this unit discuss topics affirming that Allah is the only one who accepts the complete penitence and that only Allah – Great and Almighty - is the most gracious; the unit also indicates the value of straightness and keeping the promises.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

REI.1 Understand and realize holy Verses REI.1.6 Clarify the implied meaning of the holy verses REI.1.7 Practice prayers metioned in the holy verses relevant to situation REI.1.9 Differentiate between reward and penalty in life and hereafter REI.2 Understand and realize Hadith Sharif REI.2.2 Avoid bad attributes REI.2.7 Observe the value of time by keeping appointments REI.2.9 Realize different vocabulary concepts REI.3 Read well the prophet-Peace Be Upon Him- Sirah REI.3.1 Analyze prophet Sirah and conclude the moral positive values REI.3.3 Follow prophet -Peace Be upon Him- stand from other religions REI.4 Realize that Islam upgrades human mind, spirit and society REI.4.7 Practice positive values to become part of his personality REI.4.10 Realize the importance of work and its types REI.5 Read thoroughly the additional topics REI.5.4 Describe behaviours of Islamic figures REI.5.5 Benefit from social stands of these islamic figures

Knowledge

Keeping the promises

Dedication to work

traits that believer does not have: Manifestation of guilt - The envy - men who imitate women and women who imitate men)

Believer qualities: (forgive while in a state of power - you reap what you sow – timidity – maintaining the general possessions – trust in Allah -dedication to work)

The attitude of the prophet Mohamed – peace be upon him - towards the adherents of other faiths



Unit content

Recitation of Sura An-Nahl ( from verse nu.33 to nu.66 ) Memorizing the ten commandments from Sura Al-An'am – Allah knows all of our deeds from Sura At-tawba Hadith: men who imitate women and women who imitate men – conserving the public money.


Page 36 of 41

Prophetic biography(Sirah): follow the prophet's attitude towards the jews (jews of Khayber– jews of Fadak – jews of the valley villages – jews of Tayma) Research and refinements: one of the Islamic values is respecting the value of work. Islamic figures: The Sheikh Mohamed Abdo Additional book: the third and fourth chapter

Teaching staff


Learning settings

The teaching methods must be dynamic and encourage the students' active participation, which help them gain religious knowledge and commit to the sublime moral values. Discussions and dialogues: the teacher is considered a guide to organize the discussion circle to clarify difficult parts of the lessons. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of enhancing self-esteem and of developing an enjoyable and productive relationship with others in learning. Brainstorming: the teacher tries to extract all the information and experiences from the students to affirm what is right and correct the mistakes. To this end, students need to be introduced to concepts such as Prophet, honesty, positive values, faith, etc. in ways which are developmentally appropriate and which stress understanding. Exploration of meaning is of fundamental importance in this learning area. "What do we mean by ....?" needs to be a recurring question. Many of the concepts have to do with that are of enduring concern for all people and can be linked with common human experiences. Students need to grow in their appreciation of the relevance of this learning area for the questions and issues that are of concern to them. Working in groups: the acquired information and lessons are discussed through a group of students to exchange thoughts and learn how to work in groups and listening to others' opinion. To this end, adequate time needs to be allowed for reflection by students both individually and in small groups. In addition, some assistance from teacher will need to be provided to students to help them with the reflective process. This assistance will enable students to frame basic questions that will encourage them to consider the implications of what they are learning for their daily living and decision-making. An environment of natural beauty and quietness will often facilitate this reflection. Role play: In which the student incarnates some of the real and symbolic personalities to clarify and deepen the information.





Page 37 of 41

Pre-requisites The student should be able to identify the positive behaviour that serve the society and achieve peace and safety.


TU discipline Theoretical Practical Islamic Religion (and ICT Laboratory) 4 2 Assessment 1



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Technician Glory to Allah and the

Prophet REI_3_03

Th. Pr. 5 2

REI_3_03 Glory to Allah and the Prophet Training Unit

Denomination/Title REI_3_03 Glory to Allah and the Prophet


Brief description The lessons of this unit discuss topics that show evidences of God's creation and his eternity, alone with no partner; the lessons indicate also the value of the woman and her work in Islam.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

REI.1 Understand and realize holy Verses REI.1.1 Recite Quran verses correctly. REI.1.2 Understand the meaning of words of the holy verses REI.1.3 Memorize some Quran verses REI.1.4 Benefit from Quran verses to solve life issues REI.1.9 Differentiate between reward and penalty in life and hereafter REI.2 Understand and realize Hadith Sharif REI.2.6 Relate value of righteousness to kind behaviours REI.2.9 Realize different vocabulary concepts REI.2.10 Deal kindly with others REI.3 Read well the prophet-Peace Be Upon Him- SirahREI.3.3 Follow prophet -Peace Be upon Him- stand from other religions REI.3.4 Relate between the era of prophet -Peace Be upon Him- and society and

individuals nowadays REI.3.5 Specify the prophet won battles REI.4 Realize that Islam upgrades human mind, spirit and society. REI.4.6 List the harmful effect of overspending REI.4.7 Practice positive values to become part of the personality REI.4.9 Define the role of women in society REI.4.10 Realize the importance of work and its types REI.4.4 Specify the suitable job location for women which suits their skills to benefit

from her REI.5 Read thoroughly the additional topics REI.5.1 Analyze the Islamic behaviours REI.5.2 Compare between the positives of the Islamic figures and the national current

examples on the Islamic scale. REI.5.3 Benefit from their response to different situations

Knowledge

The recompense in life and the afterlife. Believer qualities: (forgiveness while in a state of power - the work reward – timidity –

maintaining the general possessions – trust in Allah -dedication to work) The treatments of the prophet Mohamed- peace be upon him - with others The behaviour and the positive ethics, and their influence on the individual's life The good examples and the positive attitudes from the Islamic figures' life

Unit content Recitation of Sura An-Nahl ( from verse nu.67 to nu.99 ) Memorizing that the glory is to Allah and his prophet, from Sura Yunus


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Hadith: prohibition of envy Prophetic biography(Sirah): lessons learned from the attitude of the prophet with the Jews Research and refinements: Sanctity of the public possession – customary marriage – The work of women Additional book: the fifth and sixth chapter

Teaching staff


Learning settings

The teaching methods must be dynamic and encourage the students' active participation, which help them gain religious knowledge and commit to the sublime moral values. Discussions and dialogues: the teacher is considered a guide to organize the discussion circle to clarify difficult parts of the lessons. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of enhancing self-esteem and of developing an enjoyable and productive relationship with others in learning. Brainstorming: the teacher tries to extract all the information and experiences from the students to affirm what is right and correct the mistakes. To this end, students need to be introduced to concepts such as Prophet, honesty, positive values, faith, etc. in ways which are developmentally appropriate and which stress understanding. Exploration of meaning is of fundamental importance in this learning area. "What do we mean by ....?" needs to be a recurring question. Many of the concepts have to do with that are of enduring concern for all people and can be linked with common human experiences. Students need to grow in their appreciation of the relevance of this learning area for the questions and issues that are of concern to them. Working in groups: the acquired information and lessons are discussed through a group of students to exchange thoughts and learn how to work in groups and listening to others' opinion. To this end, adequate time needs to be allowed for reflection by students both individually and in small groups. In addition, some assistance from teacher will need to be provided to students to help them with the reflective process. This assistance will enable students to frame basic questions that will encourage them to consider the implications of what they are learning for their daily living and decision-making. An environment of natural beauty and quietness will often facilitate this reflection. Role play: In which the student incarnates some of the real and symbolic personalities to clarify and deepen the information.



Beneficiaries Students attending the 3rd year of the IeFP Electrical Junior Technician program. Pre-requisites The student should be able to name the evidences of the God's creation and ability.


TU discipline Theoretical Practical Islamic Religion (and ICT Laboratory) 4 2 Assessment 1 7 guided learning hours Total 5 theoretical Total 2 Practical

Level Level 3 EQF


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Electrical Junior Technician The good word and the

good behaviour REI_3_04

Th. Pr. 4 3

REI_3_04 The good word and the good behaviour Training Unit

Denomination/Title REI_3_04 The good word and the good behaviour


Brief description The lessons of this unit discuss topics that guide to the good behaviour, to the good word and to the positive treatments that serve him and the society.

Ab

ility / Cap

acity / Detailed

skill (to be ab

le to .. )

REI.1 Understand and realize holy Verses REI.1.1 Recite Quran verses correctly REI.1.2 Understand the meaning of words of the holy verses REI.1.3 Memorize some Quran verses REI.1.4 Benefit from Quran verses to solve life issues REI.2 Understand and realize Hadith Sharif REI.2.6 Relate value of righteousness to kind behaviours REI.2.9 Realize different vocabulary concepts REI.2.11 List Muslim good deeds REI.2.12 Describe reasons for refraining from bad deeds REI.3 Read well the prophet-Peace Be Upon Him- Sirah REI.3.1 Analyze prophet Sirah and conclude the moral positive values REI.3.2 Follow prophet’s behavioural and ethical values REI.3.7 Apply prophet -Peace Be upon Him- behaviour with others REI.4 Realize that Islam upgrades human mind, spirit and society REI.4.7 Practice positive values to become part of the personality REI.4.10 Realize the importance of work REI.5 Read thoroughly the additional topics REI.5.3 Benefit from the response of the Islamic figures to different situations REI.5.5 Benefit from social stands of these islamic figures

Knowledge

The good word and the good behaviour

Believer qualities: (forgiveness while in a state of power - you reap what you sow – timidity – maintaining the general possessions – trust in Allah -dedication to work)

The effect of smoking, drinking alcohol and drugs

The good examples and the positive attitudes of the Islamic figures

Unit content

Recitation of Sura An-Nahl ( from verse nu.100 to nu.127 ) Memorizing: enjoying the graces, from Sura Al-A'raf Hadith: bashfulness Prophetic biography (Sirah): situations of the life of the prophet – peace be upon him – as a father, a husband and a human. Research and refinements: the extremism and terrorism – the magic – the earth dredging. Additional book: the seventh chapter

Teaching staff The Islamic Religion teacher should guide the development of knowledge, skills and abilities indicated in the related learning outcomes section of the abilities/capacity group


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above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information assisting the Religion teacher.

Learning settings





Pre-requisites The student should be able to realize the value of work and time and the importance of the good deeds and the avoidance of the negativities that damage the society.



Level Level 3 EQF

Integrated Technical Education Cluster at Fayoum – Christian Religion

Page 1 of 27

Annex-8

Christian Religion Education Course

ILOs and Training Units for

Years I-II-III The IeFP Programme


Fayoum-ITEC



Cairo, August 2012


Page 2 of 27

INTRODUCTION

We introduce this curriculum for the students of the secondary technical education (Electrical Junior Technician), paying attention to the specified time period and the number of teaching hours.

We have taken into account the improvement of style while explaining topics, according to the education and age level of the students.

The diversity of topics provides the students with the various religious judgments, and this curriculum is characterized by the variety, contemplation, discussion and debate on religious issues. Also the curriculum includes the guidance and the high morals that achieve the foundation of social education, the behavioural morals and the human rights.

This has been done through studying the disciplines of religious education and achieving the desired objectives, for preparing a new generation, with strong faith and stable principles that will achieve peace and prosperity.



Page 3 of 27

Table of content

INTRODUCTION............................................................................................................... 1




Training Units of the first year ............................................................................................ 9

REC_1_01 The Holy Bible ........................................................................................... 10

REC_1_02 Teachings of Jesus Christ ........................................................................... 12

REC_1_03 Texts to be memorized ............................................................................... 14

Training Units of the second year ..................................................................................... 16

REC_2_01 Studies in the Holy Bible ............................................................................ 17

REC_2_02 Figures from the Holy Bible ....................................................................... 19

REC_2_03 Verses from the gospel of John .................................................................. 21

Training Units of the third year......................................................................................... 22

REC_3_01 Christianity and psychological health ......................................................... 23

REC_3_02 The sermon of Jesus Christ ......................................................................... 25

REC_3_03 Verses from the gospel of Matthew ............................................................ 27


Page 4 of 27

Learning Outcomes

The proposed learning outcomes are presented hereinafter.

Table 1: Learning Outcomes of Christian Religion

Christian Religion

Competences

The aim of the Christian religion is to establish the Christian belief and support the religious correlation through diffusing the correct concepts and the positive values to elevate the

spiritual feelings of students


DiscKnowledgeDetailed skills General Skills

REC

The unity of the Bible

The bible is inspired by god

Impact of the Bible on the life of the youth

Christianity and psychological health

Link the practical life with the spiritual life

REC 1.1 Read the Bible carefully and humbly

REC 1

Enjoy reading the Bible REC 1.2

Follow what he reads REC 1.3

Contemplate in the divine revelation

REC 1.4

Understand his duties towards God and others

REC 1.5

Deal kindly with people REC 1.6

Know the sin and the god treat for it

REC 1.7

Study the reality of the great redemption

REC 1.8

REC

Study of the Epistle of Paul to

the Philippians.

Life and death

Bible's Teachings in life

The oneness of thought

Christian Joy

The Creed with focusing on incarnation and Trinity

The message of Christianity towards the world

Social evils

The main features of the early church's history

Follow the steps of Saint Paul

REC 2.1 Follow teachings of Jesus Christ

REC 2

Know the founding nucleus of the Philippians Church

REC 2.2

Understand that Jesus Christ is the real source of our life

REC 2.3

Link Christianity with current issues

REC 2.4

Understand the meaning of persevering fight against the sin

REC 2.5

Hold on to the spiritual positive values

REC 2.6

Understand the women's value in Christianity.

REC 2.7


Page 5 of 27

REC The First Epistle to the Corinthians chapter 13 (the love/agape)

Psalm 1 (Blessed is the one who does not walk in step with the wicked)

The Epistle of Paul to the Philippians, Chapter II (1:8)

The gospel of john, Chapter I (1:17)

Sermon on the Mount, Gospel of Matthew chapter V (21:48

Some parts of the Epistle to the Ephesians

Apply the Christian teachings according to the verses

REC 3.1 Read the planned holy texts and apply their aims

REC 3

Understand the importance of the spirit of tolerance

REC 3.2

Compare between familiar service and national service

REC 3.3

Understand the meaning of The word Love

REC 3.4

Know information about theology of Jesus Christ

REC 3.5


Page 6 of 27


Teachers are expected to teach Religion in various ways. The approaches here proposed to teach religion are: the historical, literary, cultural studies approaches and traditions-based methods. These four approaches are summarized below.

The Historical Approach

This approach implies focusing on history. The strengths of the historical approach are clarity and obviousness. The origins of a religion and its development are presented in historical context with the political and cultural influences as a key element to understanding how that religion emerged, gained followers, and spread. Students shall learn how Christian Religion continually evolve and change for centuries, and they are given the necessary tools to knowledgeably consider and evaluate the roles which religion plays in modern cultures.

The Literary Approach

This approach obligates the students to read religious texts or novels, stories, and poetry with religious themes and/or imagery. Using this approach, teachers will help students gain an appreciation of the way that religion affects all aspects of culture by seeing how religious vision, miracles and metaphor can become a common language shared by people and influence the daily life. Paying particular attention to the story as a form of religious expression helps students view the specific ways that individuals face regarding their religion, and helps to reinforce the idea that generalizations about religion are often flawed. Applying this approach means that teacher should provide the appropriate information about religion relevant to the studied texts.

The Religious Traditions-Based Approach

This approach is often focused on certain categories that apply to the religious traditions, such as beliefs, texts, rituals, origins, and holidays, or on essential questions that address religions related to the purpose of life, how one should live, and various interpretations of identity. This approach can help students see common themes in religious traditions and can provide a useful framework for understanding the varieties of religious expression.

The Cultural Studies Approach

This approach is often based on multicultural analytical points of view and, it is commonly used in addition and completion to the approaches above-mentioned. Basically, this approach is understood as a tool to emphasis on recognizing the ways that religion is embedded in culture and cannot be understood in isolation from its particular social/historical expressions. A cultural studies approach recognizes that teachers and students (along with the authors and artists being studied) are interpreters of meaning and that conscious and unconscious assumptions about religion profoundly shape the ways that individuals express what they know and interpret what they learn about religion.

The form of studies, thus, shall include different methods and learning strategies depending on the contents and the learning outcomes to be acquired.


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Listening:

Lecture with discussion, in order to allow students to bridge conversation and develop argument.

Reading:

Analyses and interpreting of textbooks, primary and secondary sources, magazines, Italian and Egyptian newspapers, technical guide manuals with the aim to identify rival points of view, acquire information, find the main idea, summarize, generalize, and draw inferences and conclusions.

Speaking:

Dialogues, lectures with discussion, ex-students, hosted speakers, pair and working group, class discussion, and oral presentation.

Writing:

Online searching, writing summary, worksheets/surveys, report-back sessions, interactive activities, and exercises at home and school.

Teacher is free to choose the most suitable approach and method depending on the subject area, personal teaching experience, and the own personal views.


Page 8 of 27




1 y 2 y 3 y

REC_1_01 The Holy Bible 11

REC_1_02 Teachings of Jesus Christ 8

REC_1_03 Texts to be memorized 11

REC_2_01 Studies in the Holy Bible 11

REC_2_02 Figures from the Holy Bible 8

REC_2_03 Verses from the gospel of John 11

REC_3_01 Christianity and psychological health 11

REC_3_02 The sermon of Jesus Christ 8

REC_3_03 Verses from the gospel of Matthew 11



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Training Units First year


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The Holy Bible REC_1_01 Th. Pr. 7 4

REC_1_01 The Holy Bible


REC_1_01 The Holy Bible

Subject The Christian Religion

Brief description

The lessons of the training unit include topics about the Holy Bible that students should read with internal motivation and spiritual enjoyment. Also this training unit affirms that studying the Holy Bible leads the believer to the continuum spiritual growth (for the word of God is living and active, sharper than any two-edged sword)


(to be able to .. )

REC 1 Read the Bible carefully and humbly REC 1.1 Link the practical life with the spiritual life REC 1.2 Enjoy reading the Bible REC 1.3 Follow what he reads

Knowledge The unity of Bible

The bible is inspired from god

Unit content Why we study the bible? And how?

The unity of Bible.


Teaching staff

The Christian Religion teacher should guide the development of knowledge, skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information assisting the Religion teacher.

Learning settings

There is no doubt that learning is facilitated when it occurs in a supportive social environment. Especially the case when students can benefit from the ideas and experiences of other members of the learning community. In a Christian sense it is important to recognise that the person develop a sense and significance of identity and as a member of a community, and not as an isolated individual. Thus, learning strategies should encourage students to work together, to share ideas and to value the contributions of others. Attention will need to be paid to the development of those norms of community life that facilitate learning, including the importance of listening to others, handling differences creatively, and having a genuine concern for others. It will be important to structure group learning tasks as well as individual learning tasks. Learning methods, thus, must be continuous for encouraging students to participate actively, which help them to acquire the religious information and the high moral values. Discussions and dialogues: the teacher is considered a guide to organize the discussion circle to clarify difficult parts of the lessons. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be


Page 11 of 27

provided with opportunities for emotional experience with the final purpose of enhancing self-esteem and of developing an enjoyable and productive relationship with others in learning. Brainstorming: the teacher tries to extract all the information and experiences from the students to affirm what is right and correct the mistakes. To this end, students need to be introduced to concepts such as God, forgiveness, judgment, faith etc in ways which are developmentally appropriate and which stress understanding. Exploration of meaning is of fundamental importance in this learning area. "What do we mean by ....?" needs to be a recurring question. Many of the concepts are related to reinforce the concern for all people and can be linked with common human experiences. Students need to grow in their appreciation of the relevance of this learning area for the questions and issues that are of concern to them.

Learning resources Scholastic book- blackboard- technological laboratory (computer and CD-ROM)


Beneficiaries Students attending the 1st year of the IeFP Electrical Junior Technician program. Pre-requisites There is no Pre-requisites


TU discipline Theoretical Practical Christian Religion (and ICT Laboratory) 6 4 Assessment 1


Total practical: 4

Level Level 3 EQF


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Technician Teachings of Jesus Christ REC_1_02

Th. Pr. 5 3

REC_1_02 Teachings of Jesus Christ


REC_1_02 Teachings of Jesus Christ


Brief description The training unit lessons include topics about the most important teachings which Jesus Christ told us and how we can follow these teachings. Also this training unit affirms that Jesus Christ is the real source of our life.


(to be able to .. )

REC 2 Follow teachings of Jesus Christ REC 2.1 Follow the steps of Saint Paul REC 2.2 Know the founding nucleus of the Philippians Church's history REC 2.3 Understand that Jesus Christ is the real source of our life

Knowledge

Study of the Epistle of Paul to the Philippians.

Life and death

Bible's Teachings in the life


Unit content The relation between Paul and Philippines's city and church

The epistle (the place - and time - the most important elements of the epistle)

Teaching staff


Learning settings

Learning methods, thus, must be continuous for encouraging students to participate actively, which help them to acquire the religious information and the high moral values. Discussions and dialogues: the teacher is considered a guide to organize the discussion circle to clarify difficult parts of the lessons. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of enhancing self-esteem and of developing an enjoyable and productive relationship with others in learning. Working in groups: the acquired information and lessons are discussed through a group of students to exchange thoughts and learn how to work in groups and listening to others' opinion. To this end, adequate time needs to be allowed for reflection by students both individually and in small groups. In addition, some assistance from teacher will need to be provided to students to help them with the reflective process. This assistance will enable students to frame basic questions that will encourage them to consider the implications of what they are learning for their daily living and decision-making. An environment of natural


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beauty and quietness will often facilitate this reflection.

Learning resources Scholastic book- blackboard- technological laboratory (computer and CD-ROM) - Illustrative boards – Models



Pre-requisites Through the studying the previous training unit, the student should know information about the apostle Paul.


TU discipline Theoretical Practical Christian Religion (and ICT Laboratory) 4 3 Assessment 1 8 guided learning hours Total

theoretical: 5 Total practical: 3

Level Level 3 EQF


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Technician Texts to be memorized

REC_1_03

Th. Pr. 6 5

REC_1_03 Texts to be memorized Training Unit

Denomination/Title REC_1_03 Texts to be memorized


Brief description The lessons of this training unit include topics about highlighting the privilege of love talent for the other talents its necessity and its utility. Also the unit illustrate that Love is a permanent and continuous grace


(to be able to .. )

REC.3 Read the planned holy texts and apply their aims REC 3.1 Apply the Christian teachings according to the verses REC 3.4 Understand the meaning of The word Love

Knowledge The First Epistle to the Corinthians chapter 13 ( the love/agape)

Psalm 1 (Blessed is the one who does not walk in step with the wicked)

The Epistle of Paul to the Philippians, Chapter II (1:8)

Unit content

From psalms of the prophet David

The fruits and blessings of the good man

The unhappiness of hypocrites (bad guys)

The love Privilege for the other talents

Teaching staff


Learning settings

Learning methods, thus, must be continuous to encourage students to participate actively, which help them acquire the religious information and the high moral values. Discussions and dialogues: the teacher is considered a guide to organize the discussion circle to clarify difficult parts of the lessons. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of enhancing self-esteem and of developing an enjoyable and productive relationship with others in learning.

Learning resources Scholastic book- blackboard- technological laboratory (computer and CD-ROM)- illustrative boards



Pre-requisites Through studying the holy bible the student should know information about the


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apostle Paul and the prophet David


TU discipline Theoretical Practical Christian Religion (and ICT Laboratory) 5 5 Assessment 1 11 guided learning hours Total

theoretical: 6 Total practical: 5

Level Level 3 EQF


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Training Units Second year


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Technician Studies in the Holy Bible REC_2_01

Th. Pr. 6 5

REC_2_01 Studies in the Holy Bible Training Unit

Denomination/Title REC_2_01 Studies in the Holy Bible


Brief description The lessons of the training unit include topics about the Holy Bible that we should read with internal motivation and spiritual enjoyment. Also this training unit includes what confirm the Christian behaviour and the christen heritage.


(to be able to .. )

REC 1 Read the Bible carefully and humbly REC 1.4 Contemplate in the divine revelation REC 1.5 Understand his duties towards God and others REC 1.6 Deal kindly with people

Knowledge The bible is inspired from god


Unit content

The oneness of spirit

Fundamentals of the Christian oneness

The Christian behaviour

The nature of the Christian fighting against the sin

Teaching staff


Learning settings

There is no doubt that learning is facilitated when it occurs in a supportive social environment. Especially the case when students can benefit from the ideas and experiences of other members of the learning community. In a Christian sense it is important to recognise that the person develop a sense of identity and significance as member of a community, not as an isolated individual. Thus, learning strategies should encourage students to work together, to share ideas and to value the contributions of others. Attention will need to be paid to the development of those norms of community life that facilitate learning, including the importance of listening to others, handling differences creatively, and having a genuine concern for others. It will be important to structure group learning tasks as well as individual learning tasks Learning methods, thus, must be continuous for encouraging students to participate actively, which help them to acquire the religious information and the high moral values Discussions and dialogues: the teacher is considered a guide to organize the discussion circle to clarify difficult parts of the lessons. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of enhancing


Page 18 of 27

self-esteem and of developing an enjoyable and productive relationship with others in learning. Brainstorming: the teacher tries to extract all the information and experiences from the students to affirm what is right and correct the mistakes. To this end, students need to be introduced to concepts such as duties in ways which are developmentally appropriate and which stress understanding. Exploration of meaning is of fundamental importance in this learning area. "What do we mean by ....?" needs to be a recurring question. Many of the concepts are related to reinforce the concern for all people and can be linked with common human experiences. Students need to grow in their appreciation of the relevance of this learning area for the questions and issues that are of concern to them. Role-playing: in this strategy the student represents some of real and symbolic characters for clarifying information.

Learning resources Scholastic book- blackboard- technological laboratory (computer and CD-ROM) – Models with letters( O / T / L)


Beneficiaries Students attending the 2nd year of the IeFP Electrical Junior Technician program. Pre-requisites There is no Pre-requisites



11 guided learning hours Total theoretical: 6 Total practical:5 Level Level 3 EQF


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Technician Figures from the Holy Bible REC_2_02

Th. Pr. 5 3

REC_2_02 Figures from the Holy Bible Training Unit

Denomination/Title REC_2_02 Figures from the Holy Bible


Brief description The lessons of this training unit include the biography of the apostle Paul, his fighting against the sin and a lot of information that interpret the epistles. Also this unit clarifies the information that affirm the greatness of the Christian philosopher


(to be able to .. )

REC 2 Follow teachings of Jesus Christ REC 2.1 Follow the steps of Saint Paul REC 2.4 Link Christianity with current issues

Knowledge The Creed with focusing on incarnation and Trinity

The message of Christianity towards the world

Unit content

Paul (Paul's apostolic calling – calling confirmation - the calling for Preaching the Nations – calling of the Holy Spirit)

Paul Preparation for Preaching

Defending the right

Text and explanation of the Creed

Teaching staff


Learning settings

Learning methods must be continuous for encouraging students to participate actively, which help them to acquire the religious information and the high moral values. Discussions and dialogues: the teacher is considered a guide to organize the discussion circle to clarify difficult parts of the lessons. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of enhancing self-esteem and of developing an enjoyable and productive relationship with others in learning. Working in groups: the acquired information and lessons are discussed through a group of students to exchange thoughts and learn how to work in groups and listening to others' opinion. To this end, adequate time needs to be allowed for reflection by students both individually and in small groups. In addition, some assistance from teacher will need to be provided to students to help them with the reflective process. This assistance will enable students to frame basic questions that will encourage them to consider the implications of what they are learning for their daily living and decision-making. An environment of natural beauty and quietness


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will often facilitate this reflection. Role-playing: in this strategy the student represents some of real and symbolic characters for clarifying information The open questions strategy: the teacher poses a question with versatile answers and the students should determine the required part of the answer.



Beneficiaries Students attending the first year of the IeFP Electrical Junior Technician program.

Pre-requisites The student should know ecclesiastical information about The Creed and the apostle Paul




Total 3 practical

Level Level 3 EQF


Page 21 of 27


Technician Verses from the gospel of

John REC_2_03

Th. Pr. 5 3

REC_2_03 Verses from the gospel of John Training Unit

Denomination/Title REC_2_03 Verses from the gospel of John


Brief description The lessons of this training unit discuss topics about what is registered in the Holy Bible through the Prophets, Apostles, and Saints about Jesus Christ (the god incarnate). Also the unit discuss the evangelical John, the disciple whom he loved


(to be able to .. )

REC 3 Read the planned holy texts and apply their aims REC 3.6 Know information on theology of Jesus Christ REC 3.1 Apply the Christian teachings according to the verses

Knowledge The gospel of john, Chapter I (1:17)

The bible is inspired from god

Unit content The Gospel of John (in the beginning was the Word - Jesus Christ is God Incarnate - the Baptist witness for Christ - the God sons)

Teaching staff


Learning settings

Learning methods must be continuous for encouraging students to participate actively, which help them to acquire the religious information and the high moral values. Discussions and dialogues: the teacher is considered a guide to organize the discussion circle to clarify difficult parts of the lessons. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of enhancing self-esteem and of developing an enjoyable and productive relationship with others in learning.

Learning resources Scholastic book- blackboard- technological laboratory (computer and CD-ROM)- illustrative boards



Pre-requisites The student should know information about the evangelical john through studying the Holy Bible


Discipline Theoretical Practical Christian Religion (and ICT Laboratory) 5 5 Assessment 1

11 guided learning hours Total theoretical:6 Total practical: 5 Level Level 3 EQF


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Training Units Third year


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Technician Christianity and

psychological health REC_3_01

Th. Pr. 6 5

REC_3_01 Christianity and psychological health Training Unit

Denomination/Title REC_3_01 Christianity and psychological health


Brief description

The lessons of this training unit discuss topics about the key aspects of human life and the Christian opinion about the Spiritual, psychological and physical health. Also they discuss the most important problems that the Christianity solve such as feelings of inferiority and guilt


(to be able to .. )

REC.1 Read the Bible carefully and humbly REC1.6 Deal kindly with people REC 2.4 Link Christianity with current issues REC 2.6 Hold on the spiritual positive values tightly

Knowledge The bible is inspired from god



Unit content

The Key aspects of human life

The meaning of physical and psychological health

The true freedom for young people

Christian and chastity

Modesty in clothing

The Christian and self-control

The Christian and habits

Teaching staff


Learning settings

There is no doubt that learning is facilitated when it occurs in a supportive social environment. Especially is this the case when students can benefit from the ideas and experiences of other members of the learning community. In a Christian sense it is important to recognise that human persons develop a sense of identity and significance as members of a community, not as isolated individuals. Thus, learning strategies should encourage students to work together, to share ideas and to value the contributions of others. Attention will need to be paid to the development of those norms of community life that facilitate learning, including the importance of listening to others, handling differences creatively, and having a genuine concern for others. It will be important to structure group learning tasks as well as individual learning tasks. Learning methods must be continuous for encouraging students to participate actively, which help them to acquire the religious information and the high moral values Brainstorming: the teacher tries to extract all the information and experiences from


Page 24 of 27

the students to affirm what is right and correct the mistakes. To this end, students need to be introduced to concepts such as duties in ways which are developmentally appropriate and which stress understanding. Exploration of meaning is of fundamental importance in this learning area. "What do we mean by ....?" needs to be a recurring question. Many of the concepts have to do with that are of enduring concern for all people and can be linked with common human experiences. Students need to grow in their appreciation of the relevance of this learning area for the questions and issues that are of concern to them. Role-playing: in this strategy the student represents some of real and symbolic characters for clarifying information

Learning resources Scholastic book- blackboard- technological laboratory (computer and CD-ROM) – models with letters (O/ L /T)


Beneficiaries Students attending the 3rd year of the IeFP Electrical Junior Technician program. Pre-requisites There is no Pre-requisites


Discipline Theoretical Practical Christian Religion (and ICT Laboratory) 5 5 Assessment 1

Total hours: 11 Total theoretical: 6 Total practical: 5 Level Level 3 EQF


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Technician The sermon of Jesus Christ REC_3_02

Th. Pr. 5 3

REC_3_02 The sermon of Jesus Christ Training Unit

Denomination/Title REC_3_02 The sermon of Jesus Christ


Brief description The lessons of this training unit affirm the necessity to return to religion and the Church and learn the religious sciences. Also this unit illustrates set of challenges that must be recognized by the student, such as atheism and scepticism.


(to be able to .. )

REC 2 Follow teachings of Jesus Christ REC 2.3 Understand that Jesus Christ is the real source of our life REC 2.4 Link Christianity with current issues REC 2.6 Hold on the spiritual positive values tightly

Knowledge Social evils



Unit content Christianity and the current problems (atheism - and scepticism)

Social evils (fraud - bribery - usury - dishonesty)

The Christianity vision about (licit and illicit)

Teaching staff


Learning settings

Learning methods must be continuous for encouraging students to participate actively, which help them to acquire the religious information and the high moral values. Discussions and dialogues: the teacher is considered a guide to organize the discussion circle to clarify difficult parts of the lessons. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of enhancing self-esteem and of developing an enjoyable and productive relationship with others in learning. Working in groups: the acquired information and lessons are discussed through a group of students to exchange thoughts and learn how to work in groups and listening to others' opinion. To this end, adequate time needs to be allowed for reflection by students both individually and in small groups. In addition, some assistance from teacher will need to be provided to students to help them with the reflective process. This assistance will enable students to frame basic questions that will encourage them to consider the implications of what they are learning for their daily living and decision-making. An environment of natural beauty and quietness will often facilitate this reflection.


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The open questions strategy: the teacher poses a question with versatile answers and the students should determine the required part of the answer. Role-playing: in this strategy the student represents some of real and symbolic characters for clarifying information



Beneficiaries Students attending the 3rd year of the IeFP Electrical Junior Technician program. Pre-requisites The student should know information concerning the religion and the life


Discipline Theoretical Practical Christian Religion (and ICT laboratory) 4 3 Assessment 1 8 guided learning hours Total theoretical: 5 Total practical: 3

Level Level 3 EQF


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Technician Verses from the gospel of

Matthew REC_3_03

Th. Pr. 6 5

REC_3_03 Verses from the gospel of Matthew Training Unit

Denomination/Title REC_3_03 Verses from the gospel of Matthew


Brief description The lessons of this training unit guide the student to the fact that the Sermon on the Mount is the constitution of each Christian who is struggling for eternal life and the light that leads the believers to the heavenly glory.


(to be able to .. )

REC 3 Read the planned holy texts and apply their aims REC 3.1 Apply the Christian teachings according to the verses REC 3.2 Understand the importance of the spirit of tolerance

Knowledge Sermon on the Mount, Gospel of Matthew chapter V (21:48

Unit content Summary of the Christian message

The Beatitudes

Teaching staff

The Christian Religion teacher should guide the development of knowledge, skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information assisting the Religion teacher

Learning settings

Learning methods must be continuous for encouraging students to participate actively, which help them to acquire the religious information and the high moral values. Discussions and dialogues: the teacher is considered a guide to organize the discussion circle to clarify difficult parts of the lessons. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of enhancing self-esteem and of developing an enjoyable and productive relationship with others in learning.

Learning resources Scholastic book- blackboard- technological laboratory (computer and CD-ROM) - Illustrative boards



Pre-requisites The student should know information about the impact of the worldly and materialistic things on the individual and society through the studying the holy bible


Discipline Theoretical Practical Christian Religion (and ICT Laboratory) 5 5 Assessment 1 11 guided learning hours Total theoretical: 6 Total practical: 5

Level Level 3 EQF

Integrated Technical Education Cluster at Fayoum - Social Studies

Page 1 of 21

Annex-9

Social Studies Course ILOs and Training Units

for Years I-II-III


Fayoum-ITEC



Cairo, August 2012


Page 2 of 21

INTRODUCTION

We are pleased to offer our students of technical secondary school The Book of Egypt to analyse historical and economic patterns and clarifies what the role of our ancestors is in developing the ancient human civilization. The program, also allow students on how to exploit natural resources for the advancement of the country's economic conditions and a reflection of this progress on art and literature, culture and their impact on developing a sense of belonging and attachment to the homeland.

It also discussed the book's profile on Philanthropy and the scientific role of scientists in this and most important problems of Egyptian society and the means to overcome them.

The program has been structured according to some key teaching lens:

History: The program provides knowledge of significant historical events and developments, as well as of multiple historical interpretations and ideas, in order to facilitate students understanding of relationships between the past and the present. To this end, the Social Studies program is strictly connected with the History discipline, and the corresponding Training Units should be delivered in close cooperation amongst teachers.

Geography: The social studies program applies knowledge of people, places, economic sectors and environments to facilitate students understanding of geographic relationships in Egypt, as well as with other Countries.

Culture: The program allows the understanding of Egyptian culture and how it develops among years in order to enable students to appreciate, respect, preserve and maintain the cultural symbols of Egypt such as monuments and Archaeological sites.

Government: The social studies program offers an overview of the how Egyptian governments allocate resources to facilitate students understanding of how individuals and groups achieve their goals through political systems.

Economy: The program is based on the Egyptian economic systems (industry, agriculture, tourism and commerce) that produce, distribute, and consume goods and services, to enable students to understand economic systems.

Science, Technology, and Society: The social studies program gives an understanding of the developments in science and technology, to facilitate students understanding of the social and environmental consequences of scientific discovery and technological innovation.

Hoping that the book achieves the desired message to our students to achieve the good of the nation and everyone.

And God bless.


Page 3 of 21

Table of content

INTRODUCTION .............................................................................................................. 2





SS_1_01 The civilization and the ancestors .................................................................... 9

SS_1_02 Individuals that shaped the development of Egypt ........................................ 13

SS_1_03 Agriculture, Industry and Tourism ................................................................ 15

SS_1_04 Human development ...................................................................................... 19


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Learning Outcomes


Table 1: Learning Outcomes of Social Studies

Social Studies Social studies curriculum of the first year of technical vocational secondary education includes the history of Egypt, which clarifies the Egyptian contribution for establishing the human civilization, the ancestor's greatness and their ancient civilization which supports the feeling of belonging to homeland and the importance of the past in building the future. It is also concerned with the economic aspects via explaining and clarifying the importance of economic

development and human resources

Competence Apply knowledge of significant social and economical events and developments, as well as of multiple historical interpretations and ideas and facts, in order to understand the relationships between the past, the present, and the

future Minimum standards at the completion of three years course


SS 1

Analyse the distinctive characteristics of the ancient Egyptian civilization

SS 1.1 Recognize the role of the ancestors in creating the civilization in order to make connections and comparisons between the past and the present

The civilization of the ancestors: its concept and its elements

Characteristics of ancient Egyptian civilization, such as: purity and authenticity of the Egyptian people

Ancient Egyptian and his association with the River Nile

The gods' importance for the ancient Egyptian and the faith in the resurrection and immortality

The natural factors' impact on the Egyptian civilization

Monuments and Archaeological sites

The economic prosperity and the Pharaonic flourish in the middle age and the modern state

The causes of the agricultural and industrial prosperity in the Islamic era

The causes of the vogue of commerce in the Islamic era.

The financial resources in the Islamic state

SS

SS 1.2 Acknowledge the influence of various factors (e.g., geographic contexts, geographical location, the climate, the natural resources, and the human resources) on building the Egyptian civilization

SS 1.3 Discuss and compare the importance of monuments and Archaeological sites as a traditional points of references to develop feelings of belonging to the ancient civilization

SS 1.4 Describe the Pharaonic prosperity from the middle age to the modern state and its continuation during the Islamic era

SS 2 Identify individuals,

SS 2.1 List the main methods used by the Prophet Mohamed in

The Prophet Mohamed and the agricultural methods

SS


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issues, that shaped the development of Egypt

developing the agriculture to better select the one to be applied in the modern Egypt

The causes of the Renaissance in Mohammed Ali's era.

The economic development until the revolution of 23rd of July.

The importance of the span, dams and uncovered drainage on maps without names.

The difference between the spans and dams.

The new agricultural development areas on the maps

The scientific donation of Egypt in the past and nowadays and the most important scientists who contributed in the scientific renaissance

SS 2.2 Understand the importance of the agricultural, industrial and commercial Renaissance in Mohamed Ali's era and beyond in shaping the modern society

SS 2.3 Describe the causes and effect of the revolution of the 23rd of July to develop the agriculture, industry and commerce

SS 2.4 Recognize the main important scientists who contributed in the Egyptian scientific renaissance and analyse if the benefits of those developments were worth the social cost

SS 3

Investigate key economical events, economical sectors and major turning points to identify their influence on the Egyptian modern economy and society

SS 3.1 Use maps to present geographic, economic sectors, cultural features, distributions, and relationships amongst areas of horizontal and vertical expansion in the Arabic Republic of Egypt

Agricultural crops in Egypt and its types

Agricultural development and its causes

Areas of horizontal and vertical expansion in the Arab Republic of Egypt

Metals, available energy sources, mineral resources and the geographical distribution

Factors of the industrial development in Egypt and the importance of the industry nowadays

Types of transport, protection, the most important roads and their importance to stimulate the commerce and the economy

The importance of Suez Canal and its location on a map without names

The most important Egyptian ports on a map without names

Types of commerce and the most important exports and imports

The characteristics of the balance of trade between Egypt and other countries

Tourism in Egypt (internal and

SS

SS 3.2 Understand types and patterns of settlement, physical and human geographic factors that affect where people settle (e.g., transportation routes, availability of resources, the opening of the Suez Canal on world trade patterns), and their developed over time

SS 3.3 Categorize the main innovation applied to the agricultural development (such as the new irrigation projects) and determine how they have changed the living and working life and society

SS 3.4 Explain the main characteristics of the mineral resources, their interrelations with the industry and commerce, as well as their impact on the Egyptian economy


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SS 3.5 Debate on the typologies and the effects of the internal and external touristic sector as a main field in uprising the Egyptian economy

external)

The development of the touristic activities in Egypt

The efforts of the government to realize the touristic development

The new urban communities in Egypt and their location.

The human development, the food safety

The scientific donation of Egypt in the past and nowadays and the most important scientists

Some of the projects of modern humanitarian scientific development

The sciences upon which the modern Egyptian development has risen

The efforts done by the ministry of energy and mineral resources aiming to increase the energy production in Egypt

SS 3.6 Identify the main problems that face the Egyptian community and list the efforts done or the be done by the National Governments


Page 7 of 21




Listening:

Lecture with discussion, in order to allow students to bridge conversation and develop argument.

Reading:

Analyses and interpreting of textbooks, primary and secondary sources, Egyptian magazine and newspapers, technical manuals with the aim to identify and debunk competing views, acquire information, finding the main idea, summarizing, making generalizations, and drawing inferences and conclusions

Speaking:

Dialogues, lecture with discussion, pair and working group, class discussion, oral presentation.

Writing:

Online searching, writing summary, worksheets/surveys, report-back sessions, exercises at home and school.


Page 8 of 21




1 y 2 y 3 y

SS_1_01 The civilization and the ancestors 7

SS_1_02 Individuals that shaped the development of Egypt 3

SS_1_03 Agriculture, Industry and Tourism 12

SS_1_04 Human development 8

Total Guided Learning Hours 30


Page 9 of 21



Technician The civilization and the

ancestors SS_1_01 Th. Pr. 9 1

SS_1_01 The civilization and the ancestors


SS_1_01 The civilization and the ancestors

Subject Social Studies

Brief description The training unit aims at connecting the present with the past through the study of distinguish characters in every phase

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

SS 1.1

Recognize the role of the ancestors in creating the civilization in order to make connections and comparisons between the past and the present

Analyse the distinctive characteristics of the ancient Egyptian civilization and identify the role of the ancestors in creating the civilization

Compare between the ancient and modern methods of cultivation by acknowledging the values of the ancient Egyptian farmer

SS 1.2

Acknowledge the influence of various factors (e.g., geographic contexts, geographical location, the climate, the natural resources, and the human resources) on building the Egyptian civilization

Preserve the water of the Nile River from pollution as it's the artery of life.

Identify the elements of the Egyptian civilization from a geographical location

Acknowledge the effect of the geographical location, the climate, the natural resources, and the human resources on building the Egyptian civilization

SS 1.3

Discuss and compare the importance of monuments and Archaeological sites as a traditional points of references to develop feelings of belonging to the ancient civilization

Identify and recognize the symbols of the Ancient civilization throughout the description of monuments and the Archaeological sites

Recognize the importance of the monuments and the Archaeological sites and adopt behaviours in order to preserve them

SS 1.4

Describe the Pharaonic prosperity from the middle age to the modern state and its continuation during the Islamic era

Analyse and discuss the contribute of the Pharaonic family to the ancient Egypt, as well as the reasons of the Pharaonic prosperity and flourish from the middle age to modern state

RELATED LEARNING OUTCOMES

HI 1.4

Read, interpret and represent the main characteristics and transformations of territories belonging to different historical periods and geographical areas in relation to the geo-morphology, political and economic aspects


Page 10 of 21

Understands major political, economic, and cultural developments in the civilizations of Africa (e.g., Egypt, sub-Sahara), the Mediterranean basin and Italy

Analyse the causes and effects of major aspect of the Industrial revolution of the nineteen century

Knowledge

The civilization of the ancestors: its concept and its elements

Characteristics of ancient Egyptian civilization, such as: purity and authenticity of the Egyptian people

Ancient Egyptian and his association with the River Nile

The gods' importance for the ancient Egyptian and the faith in the resurrection and immortality

The natural factors' impact on the Egyptian civilization

The economic prosperity and the Pharaonic flourish in the middle age and the modern state

The ancient Egyptian farmer and the different methods of cultivation and crop production

Unit content

The definition of civilization

The elements of civilization

Natural elements that affect the establishment of the civilization

Human factors that supported the establishment of the civilization

The distinctive characteristics of the ancient Egyptian civilization

The Pharaonic prosperity in modern and the middle ages

Agriculture and the stability of the ancient Egyptian

Teaching staff

The Social Studies teacher should guide the development of skills and abilities (interpret the present starting from the past, etc.) indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The History teacher should guide the development of skills and abilities (making comparison, interpret the present starting from the past, etc.) indicated in the related learning outcomes section of the abilities/capacity group above mentioned.

Learning settings

The teaching methods should guarantee great students participation and interactive involvement. One of the main teaching methods suggested is the maieutic approach, also known as Socrates method. It is an operational and specific modality focusing on the ability to activate a learning process based on internal motivation. The maieutic approach is oriented towards the development of specific learning, and it is centred on the active involvement, inner tuning and creativity. An example on how to apply the maieutic approach for the first lesson is given below.

1) Warm up (10 minutes). Based on a worksheet prepared by the teacher, students will brainstorm the term ‘civilization’ and analyse what has changed due to them. Students, then, will share out with their groups and class. Class will rank the definitions on the blackboard.

2) Lesson (20 minutes)

Teacher will distribute to students reading packets (from books, magazines, etc.), focusing on the main aspects of the Egyptian ancient civilization (3 min.)

Students will read the packets Egyptian ancient civilization (15-18 min.).


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3) Activities Activity I: Summary. Based on the timeline analysis and reading, students will write down a definition and summary of the ancient civilization (5-7 minutes). Activity II: Task Analysis (15 minutes)

Students will be presented with the task prompt and asked to demonstrate their understanding of it by rewriting it in their own words.

Students will share out their task analysis in small groups and determine the strongest rewrite. A group member other than the author will share this out with the class.

4) Wrap up. On two post-it notes each student will make a prediction about the elements of the Egyptian ancient civilization. These are pasted on the blackboard (2 minutes).

5) Homework. Based on school activities, students will write a response to the question: “What were the benefit and/or advantages of the ancient civilization?” or another question suggested by the teacher.

The above-described structure represents a typical daily lesson. The teaching methods shall include other strategies that will help students learning: Discussions and dialogues: to exchange information and discussions between the students and the teacher. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of developing an enjoyable and productive relationship with others in learning. Prediction using the topic title: this strategy aims at helping the student predict the topic contents through the title. Simulation: the teacher will be guiding and assisting the students in preparing a real life characters to be simulated. The open questions strategy: the teacher poses a question with versatile answers and the students should determine the required part of the answer.

Learning resources Textbook (social studies) – the board – 3d models – photographs – technological laboratory (computers and CDs) – newspapers and magazines – current events – history books (historical stories)

Assessment modes


The ability to analyse the influence of various factors on the development of society after the Egyptian ancient civilization.

The ability to demonstrate knowledge of individuals, events, and issues that shaped the development of the ancient civilization

The ability to understand and analyse what a monuments and an Archaeological site represent for Egypt.

The ability to explain ways in Pharanoic prosperity developed in the past.

The ability to understand similarities and differences between the Egyptian system of government and the other political systems.

The assessment can take places in a variety of settings, including: 1. Individual and group oral presentation; 2. Individual and group written presentation


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The assessment modes comprise not only the evaluation of demonstrating knowledge and applying the fundamentals techniques and abilities related to the topics developed (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied buy students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.



TU discipline Theoretical Practical Social Studies 5 1 Assessment 1 Subtotal hours: 7 Total theoretical: 6 Total Practical: 1

Related disciplines Theoretical Practical History 3 10 guided learning hours Total Theoretical: 9 Total Practical: 1

Level Level 3 EQF


Page 13 of 21


Technician Individuals that shaped the

development of Egypt SS_1_02 Th. Pr. 3 0

SS_1_02 Individuals that shaped the development of Egypt


SS_1_02 Individuals that shaped the development of Egypt


Brief description The training unit aims at knowing the importance of the key figures in Egypt and how they relate with the development of the Egyptian modern society.


(to be able to .. )

SS 2.1

List the main methods used by the Prophet Mohamed in developing the agriculture to better select the one to be applied in the modern Egypt

Analyse and describe what the Prophet Mohammed has urged regarding the care of agriculture and its different methods

SS 2.2

Understand the importance of the agricultural, industrial and commercial Renaissance in Mohamed Ali's era and beyond in shaping the modern society

Debate and discuss about the causes of the agricultural, industrial and commercial Renaissance in Mohamed Ali's era and beyond

Knowledge The Prophet Mohamed and the agricultural methods

The causes of the Renaissance in Mohammed Ali's era Ancient Egyptian and his association with the River Nile

Unit content The Prophet Mohamed and the agricultural methods

The causes of the Renaissance in Mohammed Ali's era Ancient Egyptian and his association with the River Nile

Teaching staff The Social Studies teacher should guide the development of skills and abilities (interpret the present starting from the past, etc.) indicated in the related learning outcomes section of the abilities/capacity group above mentioned.

Learning settings

The teaching methods shall include different strategies that will help students learning: Discussions and dialogues: to exchange information and discussions between the students and the teacher. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of developing an enjoyable and productive relationship with others in learning. Prediction is using the topic title: this strategy aims at helping the student predict the topic contents through the title. In this such a way it is important to facilitate a spirit of lively enquiry in relation to specific topics, and to foster a passion for understanding which probes below the surface. The teacher will pose questions and encourage them to explore those topics, to interrogate them and to make them their own opinion. An emphasis on intellectual rigour is as important in Social Studies as in any other discipline. It will also be important, however, to foster an attitude of humility and to be aware of the limits of reasoning. Simulation: the teacher will be guiding and assisting the students in preparing a real life characters to be simulated.


Page 14 of 21

The open questions strategy: the teacher poses a question with versatile answers and the students should determine the required part of the answer.

Learning resources Textbook (social studies) – the board – 3d models – photographs – technological laboratory (computers and CDs) – newspapers and magazines – current events – history books (historical stories)

Assessment modes


The ability to explain the causes of the Renaissance in Mohammed Ali's era

The ability to demonstrate knowledge of individuals, events, and issues that shaped the development of the ancient civilization

The assessment can take places in a variety of settings, including: 3. Individual and group oral presentation; 4. Individual and group written presentation The assessment modes comprise not only the evaluation of demonstrating knowledge and applying the fundamentals techniques and abilities related to the topics developed (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied buy students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.



TU discipline Theoretical Practical Social Studies 3 Assessment (according to the teacher) 3 guided learning hours Total Theoretical: 3 Total practical: 0

Level Level 3 EQF


Page 15 of 21


Technician Agriculture, Industry and Tourism SS_1_03

Th. Pr. 12 4

SS_1_03 Agriculture, Industry and Tourism


SS_1_03 Agriculture, Industry and Tourism


Brief description The training unit aims at developing of the economics and developing the important national projects. The methods used in developing the agriculture and industry and how to overcome the problems facing this development.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

SS 2.3

Describe the causes and effect of the revolution of the 23rd of July to develop the agriculture, industry and commerce

Analyse and list the causes of the agricultural, industrial and commercial Renaissance in Mohamed Ali's era and beyond

Describe the efforts done by the revolution of 23rd of July to develop the agriculture, industry and commerce

SS 3.1

Use maps to present geographic, economic sectors, cultural features, distributions, and relationships amongst areas of horizontal and vertical expansion in the Arabic Republic of Egypt

Identify the areas of horizontal and vertical expansions on the maps

Debate on the climate conditions of some strategic crops in Egypt (their importance – where they are grown)

Clarify on a map without names the most important locations to plant the strategic crops such as: wheat, rice, cotton, corn, sugar-canes and beet

Clarify the importance of the span, dams and uncovered drainage on maps without names

SS 3.3

Categorize the main innovation applied to the agricultural development (such as the new irrigation projects) and determine how they have changed the living and working life and society

Compare between the purpose of building spans and building dams to organize the irrigation process and to rationalize consumption of water.

Identify the new irrigation projects and the areas of use of the modern technology in the agricultural production

Analyse the importance of industry in Egypt and its effect on the individual and the society in raising the standard of living

SS 3.4

Explain the main characteristics of the mineral resources, their interrelations with the industry and commerce, as well as their impact on the Egyptian economy

Describe important metal ores and the energy resources produced by Egypt and their types as well as the locations of producing clean and unpolluted energy

SS 3.5 Debate on the typologies and the effects of the internal and external touristic sector as a main field in uprising the Egyptian economy

Identify the factors of tourism prosperity in Egypt and describe


Page 16 of 21

the types of tourism available RELATED LEARNING OUTCOMES

HI 1.2

Recognize in the contemporary society the signs of historical events happened in the past

Identify significant historical events and developments occurred after the first Industrial Revolution, as well as multiple historical interpretations and ideas, in order to facilitate the understanding of the relationships between the past, the present, and the future

Understands the importance of the first Industrial Revolution and Reformation eras in shaping the modern world

HI 1.3

Describe how some scientific discoveries and technological innovations affecting the twentieth century impact either on the people lifestyle or the developments of the labour market

Apply knowledge of significant Italian and Egyptian historical events and developments, as well as of multiple historical interpretations and ideas, in order to better understand the relationships between the past, the present, and the future and make comparison amid Italy and Egypt

Knowledge

The causes of the agricultural and industrial prosperity in the Islamic era The causes of the vogue of commerce in the Islamic era The financial resources in the Islamic state

Economic development in the modern age The importance of the national projects to increase the economic development Modern studies and the utilization of the others' experiences in the development of

the economical conditions in varies fields Agricultural crops in Egypt and its types Agricultural development in Egypt and its causes Areas of horizontal and vertical expansion in the Arab Republic of Egypt Metals and available energy sources The geographical distribution of the mineral resources

The most important mineral resources

The efforts done by the ministry of energy and mineral resources aiming the increase of energy production in Egypt

Introduction of the industry in Egypt The factors of the industrial development in Egypt

The importance of the industry nowadays

Tourism in Egypt and the factors of its uprising and the availability of its elements in Egypt

The focus on tourism and the development of the touristic activities in Egypt

The efforts of the government to realize the touristic development

Unit content

Economic development in the modern age (from the era of Mohammed Ali until the revolution of July 1952)

The economic development in Egypt in the era of revolution.

Irrigation and sewerage projects and their development

Egypt's Agricultural winter and summer crops and the agricultural materials.

Development projects and their reasons.

The problems of the Egyptian agriculture and how to overcome these problems


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The most important minerals in Egypt and their geographical distribution.

Energy resources like petroleum, natural gas, and electricity.

The elements of the industrial uprising and the most important industries in Egypt

Food industry - Spinning and weaving – chemical industries - Metal smelting industry

Elements of tourism development in Egypt

The excellent location, the moderate climate, the historical monuments, and the low prices

Forms of tourism in Egypt and its types such as (cultural, medical, daily, entertaining, militarily, conference's tourism)

Means of tourism development and the efforts done by the government

Teaching staff

The Social Studies teacher should guide the development of skills and abilities (making comparison, interpret the present starting from the past, etc.) indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The History teacher should guide the development of skills and abilities (making comparison, interpret the present starting from the past, etc.) indicated in the related learning outcomes section of the abilities/capacity group above mentioned.

Learning settings

The teaching methods shall include different strategies that will help students learning: Discussions and dialogues: to exchange information and discussions between the students and the teacher. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of developing an enjoyable and productive relationship with others in learning. Prediction is using the topic title: this strategy aims at helping the student predict the topic contents through the title. In this such a way it is important to facilitate a spirit of lively enquiry in relation to specific topics, and to foster a passion for understanding which probes below the surface. The teacher will pose questions and encourage them to explore those topics, to interrogate them and to make them their own opinion. An emphasis on intellectual rigour is as important in Social Studies as in any other discipline. It will also be important, however, to foster an attitude of humility and to be aware of the limits of reasoning. Simulation: the teacher will be guiding and assisting the students in preparing a real life characters to be simulated. The open questions strategy: the teacher poses a question with versatile answers and the students should determine the required part of the answer.

Learning resources Textbook (social studies) – the board – 3d models – photographs – technological laboratory (computers and CDs)

Assessment modes


The ability to demonstrate knowledge of individuals, events, and issues that shaped the development of Egyptian society.

The ability to analyse connections between major developments in science and technology and the growth of industrial, agricultural and touristic economies and societies in Egypt.

The ability to analyse the influence and the impact of innovation projects in Egypt.

The ability to understand and analyse how people, places, and environments


Page 18 of 21

changed over time and how they are connected and interdependent (e.g., connections among economic development, urbanization, population growth, and environmental change).

The ability to explain to clarify on a map without names the most important locations to plant the strategic crops.

The assessment can take places in a variety of settings, including:


Individual and group written presentation The assessment modes comprise not only the evaluation of demonstrating knowledge and applying the fundamentals techniques and abilities related to the topics developed (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied buy students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.



TU discipline Theoretical Practical Social Studies 6 4 Assessment 2 Subtotal hours: 12 8 4


Level Level 3 EQF


Page 19 of 21


Electrical Junior Technician Human development SS_1_04 Th. Pr. 8 2

SS_1_04 Human development


SS_1_04 Human development


Brief description

The training unit aims at defining the means of transportation, its importance and its effect on the commercial exchange, and clarifying the importance of the Suez Canal in the international commerce, in Egypt, and in the Arab countries along with explaining the reasons of the deficiency in the balance of trade

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

SS 2.4

Recognize the main important scientists who contributed in the Egyptian scientific renaissance and analyse if the benefits of those developments were worth the social cost

Describe of the projects of modern humanitarian scientific development

SS 3.2

Understand types and patterns of settlement, physical and human geographic factors that affect where people settle (e.g., transportation routes, availability of resources, the opening of the Suez Canal on world trade patterns), and their developed over time

Clarify the location of the Suez Canal on a map without names to clarify the strategic location of Egypt and its strategic important role on national and international commerce

Analyse and explain the types of transport by identifying the most important roads and their importance to stimulate the commerce as well as their effect on the economic development

Identify the most important Egyptian ports on a map without names for the development of international trade

Clarify the characteristics of the balance of trade between Egypt and other countries

SS 3.6

Identify the main problems that face the Egyptian community and list the efforts done or the be done by the National Governments

Explain the causes of the weakness in the commercial exchange between Egypt and other countries as well as the types of commerce and the most important exports and imports

Identify the significant of food safety and the efforts done by the government to achieve it

Analyse the problems that faces the Egyptian community and what solutions the National Governments have identified

Discuss the efforts done by the ministry of energy and mineral resources aiming to increase the energy production in Egypt

RELATED LEARNING OUTCOMES

HI 1.3

Describe how some scientific discoveries and technological innovations affecting the twentieth century impact either on the people lifestyle or the developments of the labour market

Apply knowledge of significant Italian and Egyptian historical events and


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developments, as well as of multiple historical interpretations and ideas, in order to better understand the relationships between the past, the present, and the future and make comparison amid Italy and Egypt

HI 1.4


Understands major political, economic, and cultural developments in the civilizations of Africa (e.g., Egypt, sub-Sahara), the Mediterranean basin and Italy.

Analyse the causes and effects of major aspect of the Industrial revolution of the nineteen century

Knowledge

Means of transportation and their importance The importance of transport and transport routs in the economic development.

The importance of Suez Canal for the international commerce.

The new urban communities in Egypt and their location.

The human development and the food safety and the efforts of the government in both of them

The scientific donation of Egypt in the past and nowadays and the most important scientists who contributed in the scientific renaissance.

The problems of the Egyptian community their causes and how to overcome them.

Some of the projects of modern humanitarian scientific development and how to realize the renaissance of the community

The sciences upon which the modern Egyptian development has risen The efforts done by the ministry of energy and mineral resources aiming to

increase the energy production in Egypt

Unit content

Types and means of transportation in Egypt

New urban communities

Human development and food safety

Scientific donations of Egypt in the past and now

The problems of the Egyptian society such as (pollution its sources and types – balance of payment deficit – the overpopulation)

Factors and suggestions to overcome such problems

Teaching staff

The Social Studies teacher should guide the development of skills and abilities (making comparison, interpret the present starting from the past, etc.) indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The History teacher should guide the development of skills and abilities (making comparison, interpret the present starting from the past, etc.) indicated in the related learning outcomes section of the abilities/capacity group above mentioned.

Learning settings

The teaching methods shall include different strategies that will help students learning: Discussions and dialogues: to exchange information and discussions between the students and the teacher. To this end, students should be encouraged to ask questions, to wonder about perplexing issues, to think creatively and critically and to work for understanding. They should be provided with opportunities for emotional experience with the final purpose of developing an enjoyable and productive relationship with others in learning.


Page 21 of 21

Prediction is using the topic title: this strategy aims at helping the student predict the topic contents through the title. In this such a way it is important to facilitate a spirit of lively enquiry in relation to specific topics, and to foster a passion for understanding which probes below the surface. The teacher will pose questions and encourage them to explore those topics, to interrogate them and to make them their own opinion. An emphasis on intellectual rigour is as important in Social Studies as in any other discipline. It will also be important, however, to foster an attitude of humility and to be aware of the limits of reasoning. Simulation: the teacher will be guiding and assisting the students in preparing a real life characters to be simulated. The open questions strategy: the teacher poses a question with versatile answers and the students should determine the required part of the answer.

Learning resources Textbook – the board – 3d models – photographs – technological laboratory (computer and Cds) – maps - charts

Assessment modes


The ability to demonstrate knowledge of individuals, events, and issues that shaped the development of Egyptian society.

The ability to analyse connections between major developments in science and technology and the growth of commerce in Egypt.

The ability to analyse the influence and the impact of Suez Canal.

The ability to understand and analyse the problem face by Egyptian people and the efforts done or to be done by the Government.

The ability to explain to clarify importance of transport and transport routs in the economic development.



Individual and group written presentation The assessment modes comprise not only the evaluation of demonstrating knowledge and applying the fundamentals techniques and abilities related to the topics developed (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied buy students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.



TU discipline Theoretical Practical Social Studies 5 2 Assessment 1 Subtotal hours: 8 6 2


Level Level 3 EQF

Integrated Technical Education Cluster at Fayoum- History

Page 1 of 22

Annex-10

History Course ILOs and Training Units

for Years I-II-III


Fayoum-ITEC



Cairo, August 2012


Page 2 of 22

INTRODUCTION

The study of history is aimed at developing the understanding of political, cultural, religious and socio-economic patterns that characterize people life. The comparison between past and present explains the changeable destiny of the human being and it helps us understand that the progress a community or a society is doing depends on the sense of responsibility of everyone in attending the political, economic and social development, according to own personal and professional interest.

The program has been structured according to some key themes/topics that reflect in their entirety the overall historical development such as: the domestic, international and socio-economic politics dynamics. It is worth mentioning that there are many ways to study history, as there are many different historical events and many different paths to historical meaning. It is commonly acknowledged that an understanding of the past is fundamental to the understanding of the present. History also provides unique insight into human nature and human civilization. By demanding that a person sees the world through the eyes of others, he/she develops a sense of context and coherence while recognizing complexity and ambiguity, and he/she confronts the record not only of human achievement but also of human failure. The history’s program provides student with a richly textured, substantive framework for understanding the human condition and grappling moral questions and problems.

The contents here proposed rely on two fundamental facts.

a) History helps understand people and societies. History offers a storehouse of information about how people and societies behave. How can we understand the influence of technological innovation, or the role that beliefs play in shaping family life, if we do not use what we know about past experiences? Understanding the operations of people and societies is difficult, though a number of disciplines make the attempt. To this end, the contents are subdivided in different themes (mass migration, urbanization, technological development, political issues, etc.). Each of them represents a sort of ‘laboratory’, where students may experience ideas, facts and make connections. Data from the past must serve as the utmost of important evidence in the unavoidable quest to figure out and analyse how societies function, and students need to have some sense of how societies function simply to run their own lives and to build their own identity.

b) History helps understanding the change and how society we live in came to be. The past causes the present, and so the future. Any time someone tries to know why something happened (e.g. Giza Pyramids, a major change amongst young people, changes in environment and their impact on society or on the Sahara Desert) he has to look for factors that took shape earlier. Sometimes, fairly recent history will suffice to explain a major development, but often it is needed to look further back to identify the causes of change. Only through studying history can students grasp how things change; only through history can they begin to comprehend the factors that cause change; and only through history can they understand what elements of an institution or a society persist despite change.


Page 3 of 22

Table of content

INTRODUCTION .............................................................................................................. 2




First Year Training Units ................................................................................................... 8

HI_1_01 The first Industrial Revolution ......................................................................... 8

Second Year Training Units ............................................................................................. 15

HI_2_01 The second industrial revolution .................................................................... 15


HI_3_01 Italian Regions and Egyptian Governorates ................................................... 20


Page 4 of 22

Learning Outcomes

The first two school years are based on the Industrial Revolution. Throughout the study of specific themes (Change, Social and Political Conflict, Culture and Intellectual Life, Science and Technology, Urbanization, Scientific and technological discoveries, The petroleum industry and the Arabic World, Electrification, Assembly line and mass production, The suffrage, Suez Canal, The influential figures, etc.) students will connect the present with the past, identify continuity, as well as they learn and understand the technological and economic developments of the Industrial Revolution and the impact on the modern society.

The third school year will stress the importance of understanding that the region and the governorate are delimited areas, in which politicians and institutions manage their territories and their population, plans their social, political and economic development.



Page 5 of 22

Table 1: Learning Outcomes of History

Historical, socio-economic competences

Identify the distinctive culture, the rules system and opportunities within the workplace, in their developmental dimension and in relation to the sphere of rights, needs and duties



HI 1 Identify, according to the space-time coordinates, events and phenomena stemming from the working processes evolution and from the socio-economic system to belong to

HI 1.1 Identify the main role of individual and collective representatives and their relationships with contexts

Historical events of different ages and / or different geographical areas in relation to different issues (migration, natural events, social dynamics, scientific discoveries, etc.)

The main historical events, scientific and technological discoveries

The main relational connection (cause/ effect, premise/consequence, subject/object, fact/ context, continuity/discontinuity, analogy/differences)

HI

HI 1.2 Recognize the signs of historical events in the

contemporary society

HI 1.3 Describe how some scientific discoveries and technological innovations affecting the twentieth century, impact people lifestyle or developments of labor market

HI 1.4 Read, interpret and represent the main characteristics and transformations of territories belonging to different historical periods and geographical areas in relation to the geo-morphology, political and economic aspects


Page 6 of 22



Understanding:

- Face-to-face lessons, in order to systematise information and historical events according to a conceptual map and framework;

- Situational Method, based on structural syllabus in which History is taught by association with characteristics of surrounding pictures, gestures, etc.

Listening:

Watching video, radio excerpts, audio feedback, audio-lingual, lecture with discussion, in order to allow students to bridge conversation and develop argument.

Reading:

Analyzing and interpreting textbooks, primary and secondary sources, Italian and Egyptian magazine and newspapers, technical manuals with the aim to identify and debunk competing views, acquire information by temporal sequencing and categorizing, identify associations and cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations, and drawing inferences and conclusions.

Speaking:

Dialogues, lecture with discussion, experts, guest speakers, pair and working group, class discussion, oral presentation.

Writing:

Online searching, writing summary, worksheets/surveys, report-back sessions, index-card exercise, interactive tests, exercises at home and school.


Page 7 of 22




1 y 2 y 3 y

HI_1_01 The first Industrial Revolution 58

HI_2_01 The second Industrial Revolution 56

HI_3_01 Italian Regions and Egyptian Governorates 28



Page 8 of 22



Technician The first Industrial

Revolution HI_1_01

Th. Pr. 36 30

HI_1_01 The first Industrial Revolution


HI_1_01 The first Industrial Revolution

Subject History

Brief description

Within this Training Unit, students will learn about the technological and economic developments of the first Industrial Revolution and analyze if the benefits of those developments were worth the social cost. Students should understand that the term “revolution” means a turning point in history and should reference to other major aspects (economic, mass migration, urbanization, commercial routes, political, etc.). Throughout this Unit students will analyze features of the first industrial revolution (1750-1850), as well as examine the effects of the age affecting the Italian context, including efforts at social, political, and economic reform and the impacts of these, if there is any, on the Arabic World.

Ab

ility / Cap

acity / Detailed

skill (T

o be ab

le to .. )

HI 1.1

Identify throughout the historical events the main role of individual and collective representatives and their relationships with contexts

Demonstrates knowledge of individuals, events, issues, and traditional points of reference that shaped the development of world from 1750-1850

HI 1.2

Recognize the signs of historical events in the contemporary society

Identify significant historical events and developments occurred after the first Industrial Revolution, as well as multiple historical interpretations and ideas, in order to facilitate the understanding of the relationships between the past, the present, and the future

Understands the importance of the first Industrial Revolution and Reformation eras in shaping the modern world

HI 1.3

Describe how some scientific discoveries and technological innovations affect the twentieth century impact either the people lifestyle or the developments of the labour market

Apply knowledge of significant Italian and Egyptian historical events and developments, as well as multiple historical interpretations and ideas, in order to better understand the relationships between the past, the present, and the future and make comparison between Italy and Egypt

HI 1.4


Understands major political, economic, and cultural developments in the civilizations of Africa (e.g., Egypt, sub-Sahara), the Mediterranean basin and Italy.


Page 9 of 22

Analyse the causes and effects of major aspects of the Industrial revolution in the nineteen century

RELATED LEARNING OUTCOMES Italian Language

IT 3.4


Communicate appropriately in Italian Language in different situations, including the discussion of unfamiliar topics

Write concrete problem statements in Italian by using an appropriate technical language

IT 4.3

Use dictionaries and/or consultation tools or paper-based media to acquire information necessary to understand and write texts

Write concrete problem statements by using an appropriate Italian language

English Language

EN 3.4


Communicate appropriately in English Language in different situations, including the discussion of unfamiliar topics

Write concrete problem statements in English by using an appropriate technical language

EN 4.3

Use dictionaries and/or consultation tools or paper-based media to acquire information necessary to understand and write texts

Write concrete problem statements by using an appropriate English language

Social Studies

SS 3.3

Categorize the main innovation applied to the agricultural development (such as the new irrigation projects) and determine how they have changed the living and working life and society

Compare between the purpose of building spans and building dams to organize the irrigation process and to rationalize consumption of water.

Identify the new irrigation projects and the areas of use of the modern technology in the agricultural production

Analyse the importance of industry in Egypt and its effect on the individual and the society in raising the living standard

SS 3.4

Explain the main characteristics of the mineral resources, their interrelations with the industry and commerce, as well as their impact on the Egyptian economy

Describe important metal ores and the energy resources produced by Egypt and their types as well as the locations of producing clean and unpolluted energy

Knowledge

Historical events of different ages and / or different geographical areas

The change

Social and Political Conflict

Culture and Intellectual Life

Economic System


Page 10 of 22

Environment and Society

Factors of Production

Human and Physical Geography

Human Rights

Movement of People and Goods

Justice

Nationalism

Needs and Wants

Power

Scarcity

Science and Technology

Urbanization.

The scientific and technological discoveries

Unit content

The unit contents are divided into three parts. The first one dealing with the importance of studying the history in order to connect the present (urbanization, scientific discoveries, technological innovations, industrialization, etc.) with the past. The second part focuses on the changes brought by the first industrial revolution in agriculture, manufacturing, mining, transportation, and technology and the subsequent effects on the social, economic and cultural conditions of the times. References should be made to the Italian context. The third part focuses on the industrial evolution affecting the Electrical Field and other connected sectors. Part A: The importance of studying History Why study history is so important in life The term 'revolution' and why 'industrial' The relations cause/effect and past/present/future Part B: Economic and Social Revolutions (1750-1850)

Human and Physical Geography

Agricultural Revolution

The Technology Revolution

Capitalism and a market economy

Factory system

Shift from mercantilism to laissez-faire economics

Changes in social classes

Changing roles of men, women, and children

Urbanization

The triangular trade root

Railway and Transports

Responses to Industrialization

Global migrations during the 19th century Part C: The evolution of the Electrical field The main scientific discover affecting the electrical field

Inventions and Inventors

1800 A.Volta built the electric battery

1814 G.Stephenson built the steam locomotive


Page 11 of 22

1825 first railway per people

1826 first mechanic harvester

1827 E.G. Otis invented the elevator

Teaching staff

The History teacher should guide the development of skills and abilities (making comparison, interpret the present starting from the past, etc.) indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Italian language teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The English language teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Social Studies teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned.

Learning settings

The Training Unit should focus on different themes/topics that stemmed from the First Industrial Revolution: Change, Conflict, Culture and Intellectual Life, Decision making, Economic System, Environment and Society, Factors of Production, Human and Physical Geography, Human Rights, Movement of People and Goods, Justice, Nationalism, Needs and Wants, Power, Scarcity, Cottage Industry, Science and Technology, Urbanization. The teaching methods should guarantee great students participation and interactive involvement. One of the main teaching methods suggested is the maieutic approach, also known as Socrates method. It is an operational and specific modality focusing on the ability to activate a learning process based on internal motivation. The maieutic approach is oriented towards the development of specific learning, and it is centred on the active involvement, inner tuning and creativity. An example on how to apply the maieutic approach for the first lesson is given below.

1) Warm up (10 minutes). Based on a worksheet prepared by the teacher, students will brainstorm a list of contemporary inventions and analyze what has changed due to them. Students, then, will share out with their groups and class. Class will rank the inventions in order of importance today.

2) Lesson (20 minutes)

After the brainstorming technique, students will recall what the term ‘revolution’ is (2 min.)

Teacher will distribute to students reading packets (from books, magazines, etc.), focusing on the main aspects of the First Industrial Revolution (3 min.)

Students will read the packets Industrial Revolution (10-15 min.). 3) Activities

Activity I: Summary. Based on the timeline analysis and reading, students will write down a definition and summary of the Industrial Revolution (5-7 minutes). Activity II: Task Analysis (15 minutes)

Students will be presented with the task prompt and asked to demonstrate their understanding of it by rewriting it in their own words.

Students will share out their task analysis in small groups and determine the strongest rewrite. A group member other than the author will share this out with


Page 12 of 22

the class. 4) Wrap up. On two post-it notes each student will make a prediction about the

benefits and disadvantages of the Industrial Revolution. These are pasted on the blackboard (2 minutes).

5) Homework. Based on school activities, students will write a response to the question: “Did the benefits of the First Industrial Revolution outweigh the disadvantages?” or another question suggested by the teacher.

The above-described structure of a typical daily lesson should be adopted for each theme/topic included in Part B and to be developed. The homework did by students in the previous lesson should be the starting point of the next lessons so that they can focus and systematize concepts and ideas. To help students understand the connection between the present and the past, as well as the comprehension within the contemporary society of the signs of historical events happened in the past, it might be useful to apply as teaching method the ‘temporal diagrams’ and the ‘contemporaneity maps’. They are intended as shorten and synoptic representations of information scattered within a context; they are aimed at giving the pattern of temporal structure, reorganizing connectable information and shaping the knowledge acquired in different times. An example of how to apply the above-mentioned method, focused, for instance, on the theme/topic ‘social reform’, is presented below. Example: Theme on ‘Social Reform’ 1) Warm up: (10 minutes). Students make a list of 2-3 problems that exist

nowadays in community where they live in. For each problem they have to suggest, e.g., a legal solution that they think will help to solve or ease the problem.

2) Lesson (10 minutes). Just as there are problems today that exist, students have learned about problems during the First Industrial Revolution. Teacher will explain and lead students in making a list of the mains problems of the first Industrial Revolution (cause-and-effect relationship). Teacher will explain for instance that things are not easy as we wish and that laws protecting people often did not exist to the extent that they do today. Attention should be paid on aspects such as: making money, having a job, people providing for their family, fear of being homeless/unemployed and they should understand that problems affecting now the society have been the same since the first Industrial Revolution started, maybe in different size and dimension. Teacher will explain that a period of great reform was developed by the first Industrial Revolution, making comparison between the social problems affecting people during that period and the ones affecting nowadays the society (Europe, Italy and Egypt). Teacher should explain that the word ‘reform’ means to change. Teacher, thus, will distribute to students reading packets (from books, magazines, etc.), focusing on the main aspects of the social reform. Students will read it (3 minutes).

3) Activity: Social Issues and Reform of the First Industrial Revolution (18-20 minutes). This activity will supplement information from the source packet in that it identifies social problems of the first Industrial Revolution. Students will analyse social conditions and information by temporal sequencing, categorizing, identifying associations and cause-and-effect relationships,


Page 13 of 22

comparing, contrasting, finding the main idea, summarizing, making generalizations, and drawing inferences and conclusions. At the end students will explain their concerns, and develop, for instance, a suggestion that would help solve the issue. In groups of 2-4, students will prepare a chart of social reforms based on a chronological time, making comparison between the past and the present.

4) Wrap up (12-15 minutes). The teacher should now place the different suggestions on a piece of chart paper hanging above the blackboard. Then the teacher urges each student to write down their group’s suggestion by using a marker with different colour (one colour for each group). The teacher will stand at each of the pieces of chart paper and read out the suggestions posted. Students may vote on which suggestion they think is most effective and discuss why.

5) Homework. Students will read at home some documents about reforms of the Industrial Revolution and prepare a short summary to share out with the class the next lessons.

Typical classroom activities shall include:

Face-to-face lessons and presentations of topics throughout visual aids;

Reading primary and secondary sources: textbooks, magazines and newspapers articles;

Online searching and report-back sessions;

Dialogues and Lecture with discussion;

Writing summary

The activities should allow students to:

Make assumptions

Make propositions

Make comparison and contrasting

Express equality

Make sequence and category

Identify associations and cause-and-effect relationships

Express one’s opinion on it

Learning resources Various authentic materials must be carefully collected by the teacher and shall be used throughout the courses: Classroom with projector and visual aids, texts, magazines, newspapers, pictures, DVDs, CDs, etc.

Assessment modes


The ability to demonstrate knowledge of individuals, events, and issues that shaped the development of society, including interactions among Europeans and Africans.

The ability to analyse connections between major developments in science and technology and the growth of industrial economies and societies in the nineteenth centuries.

The ability to analyse the influence of various factors on the development of society after the first Industrial Revolution (e.g., geographic contexts, slavery, processes of spatial exchange, diffusion, science and technology).

The ability to understand and analyse how people, places, and environments changed over time and how they are connected and interdependent (e.g., connections among economic development, urbanization, population growth, and environmental change).


Page 14 of 22

The ability to explain ways in which socialization, cultural values, and norms varied across space and time and influence relationships within and among groups.


The ability to analyse interactions among supply, demand, and price and factors that cause changes in supply, demand, and price, and interprets supply-and-demand graphs



Individual and group written presentation It is suggested to devote for each theme/topic to be developed:

1 hours written tests

1 hours of oral test The assessment modes comprise not only the evaluation of demonstrating knowledge and applying the fundamentals techniques and abilities related to the topics developed (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied buy students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.

Beneficiaries Students attending the 1st year of IeFP Electrical Junior Technician program Pre-requisites None


TU discipline Theoretical Practical History 24 26 Assessment (according to the teacher) 4 4 Subtotal hours: 58 28 30

Related disciplines Theoretical Practical Italian Language 2 English Language 2 Social Studies 4 66 guided learning hours Total Theoretical:


Level Level 3 EQF


Page 15 of 22

Second Year Training Units Program Training Unit Training Unit Code Guided hours


The second industrial revolution HI_2_01

Th. Pr. 30 30

HI_2_01 The second industrial revolution


HI_2_01 The second industrial revolution

Subject History

Brief description

The Second Industrial Revolution, also known as the Technological Revolution, was a phase of the larger Industrial Revolution corresponding to the latter half of the 19th century until World War I. It is considered to have begun with Bessemer steel in the 1860s and culminated in mass production and the production line. It was a period of new technologies, especially electricity, the internal combustion engine, new materials and substances, including alloys and chemicals, and communication technologies such as the telegraph and radio. While the first industrial revolution was centred on iron, steam technologies and textile production, the second industrial revolution revolved around steel, railroads, electricity, and chemicals. This Training Unit represents the continuation of the one delivered on the first-school year. Students will learn about the technological and economic developments of the second Industrial Revolution and will examine the social, political, and economic impacts spread around the World.

Ab

ility / Cap

acity / Detailed

skill (T

o be ab

le to .. )

HI 1.1

Identify throughout the historical events the main role of individual and collective representatives and their relationships with contexts Knows how new political, economic, and social systems evolved in the

World after the second Industrial Revolution

Explain the contributions of significant scientists and inventors by making comparison and contrast

HI 1.2

Recognize in the contemporary society the signs of historical events happened in the past Investigate key historical events and developments and major turning

points in world history to identify the factors that brought about change and the long-term effects of these changes after the second industrial revolution

Understand how specific developments in technology have affected the economic development of the modern society (e.g., cotton gin, Bessemer steel process, electric power, telegraph and telephone, railroad, petroleum-based products, computers)

HI 1.3

Describe how some scientific discoveries and technological innovations affecting the twentieth century impact either on the people lifestyle or the developments of the labour market Define and apply basic economic concepts such as scarcity,

supply/demand, opportunity costs, production, resources, money and banking, economic growth, markets, costs, competition, and world economic systems


Page 16 of 22

Analyse ways in which humans being depend on, adapt to, and modify the physical environment in a variety of cultural and technological contexts

HI 1.4

Read, interpret and represent the main characteristics and transformations of territories belonging to different historical periods and geographical areas in relation to the geo-morphology, political and economic aspects Understands relationships between physical and human geographic

factors and political divisions, relationships, and policies (e.g., ways in which forces of conflict and cooperation influence control of Earth's surface, the influence of physical and human geographic factors on foreign policies of countries)


IT 3.4

Develop and use an increasingly vocabulary gained through social and professional context Communicate appropriately in Italian Language in different situations,

including the discussion of unfamiliar topics

Write concrete problem statements in Italian by using an appropriate technical language

IT 4.3

Use dictionaries and/or consultation tools or paper-based media to acquire information necessary to understand and write texts Write concrete problem statements by using an appropriate Italian

language

English Language

EN 3.4

Develop and use an increasingly vocabulary gained through social and professional context Communicate appropriately in English Language in different situations,

including the discussion of unfamiliar topics

Write concrete problem statements in English by using an appropriate technical language

EN 4.3

Use dictionaries and/or consultation tools or paper-based media to acquire information necessary to understand and write texts Write concrete problem statements by using an appropriate English

language

Knowledge

Historical events of different ages and / or different geographical areas

The Bessemer process

The open hearth furnace

Interchangeable part

Machine tools

System of manufacturing

The Agricultural-Industrial relations

Scientific management or Taylorism

Colonialism

Transport

Industrial engineering manufacturing

The petroleum industry and the Arabic World

Electrification


Page 17 of 22

Assembly line and mass production

The suffrage

Suez Canal

The socio economic development

The scientific and technological discoveries

The influential figures

The 1st World War

Unit content

The unit contents are divided into three parts. The first one dealing with the importance of the changes brought by the second Industrial Revolution not only in the industrial sector but also in the social, economic, political and cultural conditions of the times. The second part is focused on the Italian context, whereas the third one is based on the Egyptian and Arabic World. Part A: Economic and Social Revolutions (1856-1914) Changes that led to the 2nd Industrial Revolution

Expanding commerce that affects Industry

A new way to organize production

From Cottage Industry to Factory

Building, expanding canals and railways

The condition of Labour

The suffrage

Problem of capital and labours

Rise of Labours Union

Industries and inventions

1863 first metropolitan line in London 1867 Nobel invented the dynamite 1879 T.A. Edison invented the lump 1876 A. Bell invented the telephone 1878 K. Benz invented the internal combustion engine R. Koch discovered the germ that causes tuberculosis and cholera 1895 G. Marconi built the first telegraph wireless

2nd Industrial Revolution and Africa

Part B: The social and economic impact of the 2nd Industrial Revolution on the Italian context The economic field

The socio-political context

The discrepancy between the North and the South of Italy

The condition of men, women and children

The labours

Cause and effects of the 1st World War

Part C: The social and economic impact of the 2nd Industrial Revolution on the Egyptian context What was happening in Egypt and in the Arabic Word when the 2nd Industrial

Revolution took place?

Imperialism and anti-imperialism

The Ottoman Empire

The living condition: comparison with the present


Page 18 of 22

Industry and production

Suez Canal

The political geography

Teaching staff

The History teacher should guide the development of skills and abilities (making comparison, interpret the present starting from the past, etc.) indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Italian language teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The English language teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned.

Learning settings

The Training Unit delivery should focus on different themes/topics that affected the second Industrial Revolution: commerce and industry, new way to organize production, the transition from cottage industry to factory, the living condition, the suffrage and the right of expression, movement of people and foods, new way to organize the labour, Taylorism, Imperialism, Colonialism, mass production, electrification and the impact on social life and production, etc. The teaching methods should guarantee great students participation and interactive involvement. To this end, it is suggested to apply the maieutic approach, also known as Socrates method. It is an operational and specific modality focusing on the ability to activate a learning process based on internal motivation. The maieutic approach is oriented to the development of specific learning of a person or a group, and it is centred on the active involvement, inner tuning and creativity. To help students better understand the connection between the present and the past, as well as, the comprehension within the contemporary society of the signs of historical events happened in the past it might be useful to apply as teaching method the temporal diagrams and the contemporaneity maps. They are intended as shorten and synoptic representations of information scattered within a context; they are aimed at giving the pattern of temporal structure, reorganizing connectable information and shaping the knowledge acquired in different times. Example on how to delivery the themes/topic is given in TU HI_01_01 Typical classroom activities shall include: Face-to-face lessons and presentations of topics throughout visual aids;




Writing summary

The activities should allow students to: Make assumptions

Make propositions

Make comparison and contrasting

Express equality

Make sequence and category

Identify associations and cause-and-effect relationships

Express one’s opinion on it


Page 19 of 22


Assessment modes

Assessment is based on the evaluation of the cognitive abilities, such as: The ability to demonstrate knowledge of individuals, events, and issues that shaped

the development of society, including interactions among Europeans and Africans.

The ability to analyse connections between major developments in science and technology and the growth of industrial economies and societies in the twentieth centuries.

The ability to analyse the influence of various factors on the development of society after the second Industrial Revolution.

The ability to explain concepts and issues related to international trade (e.g., absolute and comparative advantage, effects of changes in the exchange rate of world currencies, free trade and the effects of trade barriers).

The ability to understand and analyse how people, places, and environments changed over time and how they are connected and interdependent (e.g., connections among economic development, urbanization, population growth, and environmental change).

The ability to explain ways in which socialization, cultural values, and norms varied across space and time and influence relationships within and among groups.


The ability to apply concepts such as stability, full employment, freedom, security, equity, and efficiency as they developed after the second Industrial Revolution

The assessment can take places in a variety of settings, including: Individual and group oral presentation;

Individual and group written presentation It is suggested to devote for each theme/topic to be developed:


1 hours of oral test

The assessment modes comprise not only the evaluation of demonstrating knowledge and applying the fundamentals techniques and abilities related to the topics developed (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied buy students when performing tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.

Beneficiaries Students attending the 2nd year of IeFP Electrical Junior Technician program

Pre-requisites HI_1_01



History 22 26

Assessment (according to the teacher) 4 4

Subtotal hours: 56 26 30


Italian Language 2

English Language 2

60 guided learning hours Total Theoretical: 30

Total Practical: 30

Level Level 3 EQF


Page 20 of 22



Italian Regions and Egyptian Governorates

HI_3_01

Th. Pr. 16 12

HI_3_01 Italian Regions and Egyptian Governorates


HI_3_01 Italian Regions and Egyptian Governorates

Subject History

Brief description

History (and economy) always relies on regional approaches since they both deal with different and specific areas. Recently, the concept of region experiencing profound changes. Policy makers mainly focused on the significance of places and the meaning of territories and the role of the regional approaches played in the building of identities. The idea of 'region' or 'governorate', understood as delimited area, is a commonsense one. In daily life, everybody relies on regional categories in order to classify spatial information: people speak of downtown and suburbs in an urban area. Regions and Governorates are useful since they provide pigeonholes where to sort spatial information. They are equally useful for rulers and politicians to manage territories, control their population, and plan their social, political and economic development. The Training Unit's aims are to understand the changing role of the regional concept and reveal its kinship/links with other issues (e.g. economy, industry, population, urban development, etc.). In addition it stresses different factors in shaping territorial reality and applying different concepts to express it.

Ab

ility / Cap

acity / Detailed

skill (to b

e able

to .. ) HI 1.1

Identify throughout the historical events the main role of individual and collective representatives and their relationships with contexts

Analyse how the Italian and the Egyptian governments and the structures of power function, provide order, and allocate resources, as well as how individuals and groups achieve their goals through a decentralized political, economical and administrative systems.

HI 1.4


Apply knowledge of significant Italian and Egyptian historical events and developments, as well as of multiple historical interpretations and ideas, in order to better understand the relationships between the past, the present, and the future and make comparison amid Italy and Egypt

Knowledge

The main relational connection: Cause/Effect Premise/Consequence Subject/Object Fact/Context


Page 21 of 22

Continuity/Discontinuity Analogy/Differences

Unit content

The unit contents are divided into two parts; the first one is dealing with the 'region' and 'governorate' as an objective reality, the second is analyzing its role as a key component of life in society and the building of identities. Part A: Region and Governorate The concept of the Italian 'region' and the Egyptian 'governorate' The spatial organization The Italian and the Egyptian Constitution Region and Governorate from an administrative, political and economic viewpoint: difference and similarities between the Italian and the Egyptian context Part B: Territory and Identity The concept of 'region' as areas localizing 'clusters' The Italian and Egyptian physical network: national, regional and local network; city of national context, city of regional context and city of local context; internal and external relation. Mobility and transport Technological development: the concept of Italian 'district' and the Egyptian 'ITEC' System of the Italian and Egyptian 'regional' structural functions System of Italian and Egyptian dwellings and its infrastructures Endogenous and exogenous: capitals, natural resources, research centres, universities, schools, public administration.

Teaching staff The History teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned.

Learning settings

The teaching methods must be dynamic and encourage active participation on the part of the students. Methods and learning strategies shall be based on interactive participation. Each student should have the possibility to develop his or her ability on arguing for and against an opinion/an idea, making assumptions, making propositions, making a comparison, as well as expressing equality and differences between the Italian and the Egyptian contexts. Typical classroom activities shall include:

Face-to-face lessons and presentations of the Italian and the Egyptian territory from and administrative and political viewpoints;

Reading primary sources: textbooks, magazines and newspapers articles;



Writing summary.

Learning resources Various authentic materials must be carefully collected by the teacher and shall be used throughout the courses: Classroom with projector and visual aids, texts, magazines, newspapers, etc.

Assessment modes


The comprehension of the Italian political and administrative structures;

The ability to explain the concept of physical region as an area of Earth's surface with unifying characteristics (population, economy, political system, etc.);


Page 22 of 22

The ability to determine how the components of the Italian and the Egyptian culture (e.g., land use, systems of education, religion, language) affect the way people live and shape the characteristics of Italian regions and Egyptian governorates;

Analyse ways in which political, economic, and social processes shape cultural patterns and characteristics in various places and regions (e.g., analysing political, economic, social, and demographic data to determine the level of development and standard of living in countries);

The ability to explain the acquired information to the teacher and/or other students by making connection cause/ effect, fact/context, continuity/discontinuity, analogy/differences.

It take places in a variety of settings, including:


Individual and group written presentation It is suggested to devote:


3 hours of oral test The assessment modes comprise not only the evaluation of demonstrating knowledge and applying the fundamentals techniques and abilities related to the topics developed (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied by students when performing tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.

Beneficiaries Students attending the 3rd year of IeFP Electrical Junior Technician program Pre-requisites HI_1_01 - HI_2_01


TU discipline Theoretical Practical History 13 9 Assessment 3 3 Subtotal hours: 28 16 12 28 guided learning hours Total Theoretical: 16 Total Practical: 12

Level Level 3 EQF

Fayoum - Integrated Technical Education Cluster

A25a_11 IeFP EJT Economy TU (EN) 120716car11 (final version) Page 1 of 20

Annex-11

Economy Course ILOs and Training Units

for Years I-II-III

The IeFP Programme Junior Electrical

Technician Fayoum-ITEC



Cairo, August 2012


(11) A25a_11 IeFP EJT TU Economy En-SA-120923 Page 2 of 20

INTRODUCTION

Economic and social changes are nowadays modifying and upgrading the labour market and the way of work. New competences and social skills such as self-confidence, self-direction and risk-taking are also increasingly important, because students, after completing their educational pathways, are expected to behave much more autonomously than in the past. Entrepreneurial skills release capacities both to improve individual job performance and to diversify company activities; they also contribute to job creation, both within existing enterprises and for self-employment.



Table of content

INTRODUCTION .............................................................................................................. 2




Second Year Training Units ............................................................................................... 8

EC_2_01 The Egyptian economy and the labour market ................................................ 8

EC_2_02 The enterprise and its organizational structure ............................................. 11


EC_3_01 The employment contract .............................................................................. 14

EC_3_02 The business plan .......................................................................................... 16



Learning Outcomes

The second school year is focused on competences that cover all forms of behaviour necessary to equip students to participate in an effective and constructive way in social and working life, and particularly in increasingly diverse societies. The third school year develops entrepreneurship competences understood as an individual’s ability to turn ideas into action. The contents include creativity, innovation and risk taking, and the ability to plan and manage projects in order to achieve objectives. The competence will support students in day-to-day life at home and in society, in being aware of the context of their future work, as well as being able to seize working and professional opportunities.



A25a_11 IeFP EJT Economy TU (EN) 120716car11 (final version) Page 5 of 20

Table 1: Learning Outcomes of History

Historical, socio-economic competences Identify the distinctive culture, the rules system and opportunities within the workplace, in their

developmental dimension and in relation to the sphere of rights, needs and duties



EC 1 Identify types of organizational structure related to the specific working context

EC 1.1 Recognize the main labor market characteristics and the working opportunities offered by the territory

Rules governing the economy and fundamental concepts applied to labor market

Essential tools to read productive fabric of the own territory

Main stakeholders of the economic system related to own territory

SS (EC)

EC 1.2 Identify the enterprise organizational structure and its interactions with the surrounding environment

EC 1.3 Identify the role played by internal and external enterprise stakeholders for the territory development

EC 2 Recognize the specific identity and professional ethics affecting the corresponding working roles

EC 2.1 Interpret and understand the main characteristic of an employment contract

The main elements and parts of an employment contract

Organization chart

Professional Profile

Production processes of a company

Role, tasks and responsibilities

SS (EC)

EC 2.2 Dealing positively with customers, suppliers or others parties, with the awareness that the own behavior may influence, positively or negatively the image of the company

EC 3 Recognize modes and opportunities to translate an idea into a business

EC 3.1 Identify modes through which the business idea is easily connected with product and process innovations and to a local context

The Business Plan structure

Administrative and legal aspects and issues related to the start-up of a business

The marketing mix variables

SS

EC 3.2 Understanding the constitutive aspects of the business plan

EC 3.3 Understand the administrative, legal and fiscal aspects related to the start-up, implementation and development of business activities





Understanding: Face-to-face lessons, in order to systematise information;

Listening:

Lecture with discussion, in order to allow students to bridge conversation and develop argument;

Reading:

Analyzing and interpreting of textbooks, primary and secondary sources, Italian and Egyptian magazine and newspapers, technical manuals with the aim to identify and debunk competing views, acquire information, finding the main idea, summarizing, making generalizations, and drawing inferences and conclusions.

Speaking:

Dialogues, lecture with discussion, experts, guest speakers, pair and working group, class discussion, oral presentation.

Writing:

Online searching, writing summary, worksheets/surveys, report-back sessions, index-card exercise, interactive tests, exercises at home and school.






1 y 2 y 3 y

EC_2_01 The Egyptian economy and labour market 22

EC_2_02 The enterprise and its organizational structure 8

EC_3_01 The employment contract 8

EC_3_02 The business plan 22






Technician The Egyptian economy and

the labour market EC_2_01

Th. Pr. 18 4

EC_2_01 The Egyptian economy and the labour market


EC_2_01 The Egyptian economy and the labour market

Subject Economy

Brief description

The labour market is nowadays dynamic and changes rapidly. It is shaped by the country’s demographic make-up and economic, political, and social reform. Because labour market trends influence the world of work so greatly, it is critical that students keep abreast of the most current economy and labour market trends. The aim of this Training Unit is that the students have a deeper insight into the current processes and trends in the field of the Egyptian economy and labour market policies. By the end of this Unit students will acquire the knowledge, skills and competence to estimate and analyze the historical, social and economic contexts of the relevant labour market policies as well as to understand and examine policy development and implementation. Furthermore, the Training Unit will allow students to handle the most recent changes affecting the future of the Egyptian labour market trends.


(to be able to .. )

EC 1.1 Recognize the main labour market characteristics and the working opportunities offered by the territory

Identify and analyse complex problems of the Egyptian labour market in relation to his/her educational problems and make forecasts and plan future developments in his/her professional field and career

Knowledge

Rules governing the economy and fundamental concepts applied to labour market

The main characteristics of the Labour Market in Egypt

Main stakeholders of the economic system related to the own territory

Labour markets policies

Labour market regulations

Unit content

The principle of macro and micro economy Types of market structures (e.g., pure competition, monopolistic competition, oligopoly, monopoly) The concepts of scarcity and opportunity costs and their significance The circular-flow model of the economy The historical origins of contemporary economic systems (e.g., capitalism, socialism, communism), including the influence of various economic philosophers such as John Maynard Keynes, Karl Marx, and Adam Smith Concepts and issues related to international trade (e.g., absolute and comparative advantage, effects of changes in the exchange rate of world currencies, free trade and the effects of trade barriers). The legal labour market The illegal labour market Labour market imbalances, skills gap and skills shortage Distribution of investments



Manufactured Trade in European, Italy and Mena markets Fiscal Policies Active Labour Markets Policies (ALMPs) Public Works Programs Availability of Labours Market Information The role of the Employment Services Channels of getting jobs Protection of young people Human resources development policies Labour market regulations

Teaching staff The Economy teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above-mentioned.

Learning settings

This Training Unit will be taught in a supportive class environment that promotes active learning through lectures and tutorials, reflection on topical issues, discussion of relevant Egyptian economy and labour market policies and legislation. Given the nature of the subject matter and the need to be up-to-date, students may be required to read journal articles, case-history, legislation and other publications when directed by the teacher. Students may be given legal scenarios and may be required to examine and/or present the findings. Typical classroom activities shall include:




Lecture given by expert of economy and labour market policies;


Writing summary.


Assessment modes


The ability to connect the task and new content to existing knowledge, skills, experiences, interests and concerns;

The ability to explain the acquired information to the teacher and/or other students by making connection cause/ effect, fact/context;

The ability to deconstruct a definition to better understand it, as well as to create a visual/symbol to demonstrate understanding

It can take places in a variety of settings, including:



1 hour written tests

1 hour of oral test The assessment modes comprise not only the evaluation of demonstrating knowledge and applying the fundamentals techniques and abilities related to the topics developed (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied by students when performing a task or involved in a situation. For more details see the Guide to assessing learning outcomes.



Beneficiaries Students attending the 2nd year of IeFP Electrical Junior Technician program Pre-requisites None


TU discipline Theoretical Practical Economy 16 4 Assessment 2 Subtotal hours: 22 18 4 22 guided learning hours Total Theoretical:18 Total Practical: 4

Level Level 3 EQF




Technician The enterprise and its

organizational structure EC_2_02

Th. Pr. 6 2

EC_2_02 The enterprise and its organizational structure


EC_2_02 The enterprise and its organizational structure

Subject Economy

Brief description

It is vital to develop the proper organization chart to allow execution of work plans, resource organization, relationships among people and divisions. Work will be divided to define each one’s responsibility. The Training Unit's aims are:

Develop the fundamentals abilities to understand how organization works;

Transfer the basic techniques on how to read an organization structure by interpreting the main components and how they relate to each other in terms of control and communication and any other linkages or connections that link various elements.


(To be able to .. )

EC 1.2 Identify the enterprise organizational structure and its interactions with the surrounding environment

Diagram the organizational chart of a typical enterprise EC 1.3 Identify the role played by internal and external enterprise

stakeholders for the territory development

Indicate each employee’s area of responsibility and to whom each reports

EC 2.3 Dealing positively with customers, suppliers or others parties, with the awareness that the own behaviour may influence positively or negatively the company image.

Show the division of work and make those division clear

Knowledge

Organization chart

Professional Profile

Production processes of a company

Role, tasks and responsibilities

Styles of communication applied within an organizational and professional context

Safety at work

The main elements and parts of an employment contract

Unit content

The concept of an organization Features of an organization Types of Enterprises Organisational structure: principles How to diagram and represent and organisational structure Rationale for assembling institutions units The internal and external environment



The process of production Line-discipline organization, Line-commodities and production areas Matrix organization: where matrix organization is best Internal and external stakeholders Customers and Suppliers Role and responsibilities within the enterprises Occupation and job profiles

Teaching staff The Economy teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above-mentioned.

Learning settings

This Training Unit will be taught in a supportive class environment that promotes active learning through lectures and tutorials, reflection on topical issues, discussion of relevant organization structure. Typical classroom activities shall include:

Face-to-face lessons and presentations of organisational chart throughout visual aids;

Lecture given by an entrepreneur in order to show how an organization works and provide guidance on how to place perfectly the responsibility in the organisational structure for the Electrical Junior Technician;


Exercise in school on how to draw the organizational chart in order to allow students to be familiar with this topic;

Dialogue and Lecture with discussion;

Writing summary.


Assessment modes


The ability to connect the new content to existing knowledge, skills, experiences, interests and concerns;

The ability to explain the acquired information to the teacher and/or other students by making connection, analogy and differences.

The ability to deconstruct a definition to better understand it, as well as to create a visual/symbol to demonstrate understanding

It can take place in a variety of settings, including:



1 hour written tests The assessment modes comprise not only the evaluation of demonstrating knowledge and applying the fundamentals techniques and abilities related to the topics developed (cognitive evaluation), but also other abilities, as cross-sectional dimension, to be applied by students when performing a task or involved in a situation. For more details see the Guide to assessing learning outcomes.

Beneficiaries Students attending the 2nd year of IeFP Electrical Junior Technician program



Pre-requisites None


TU discipline Theoretical Practical Economy 5 2 Assessment 1 Subtotal hours: 8 6 2 8 guided learning hours Total 6

theoretical Total 2 practical

Level Level 3 EQF





Technician The employment contract EC_3_01

Th. Pr. 6 2

EC_3_01 The employment contract


EC_3_01 The employment contract

Subject Economy

Brief description This Training Unit provide student with an understanding of the contractual basis of the employment relationship, and common law and legislative enactments both Egyptian and Italian, that are implied into the contract. By the end of this Unit students will be able to identify and examine in detail the relevant Italian and Egyptian legislation and/or common law applicable to an employment issue and recognise the responsibilities, rights and duties which arise in the employer/employee relationship.


EC 2.1 Interpret and understand the main characteristic of an employment contract Understand the principles and sources of Italian and Egyptian

employment law and recognise the increasingly regulatory nature of employment law

Understand the difference between contracts of employment and contracts for services and the various terms expressed or implied there.

Identify the different mechanisms by which the employee can enforce their statutory and common law rights

Knowledge The main elements and parts of an employment contract

Italian law on job policies

Egyptian Law and policies on labour market

Unit content Egyptian Labour Law Italian Labour Law Egyptian work employment contract: definition and structure, gross amount, taxes and net amount. Differences and similarities with the Italian employment contract Legal obligations Duration of the employment contract Probation period Termination terms Minimum annual paid leave Working hours Overtime paid The minimum wage Foreigners workers Egyptian Social Security System

Teaching staff The Economy teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned.



Learning settings This Training Unit will be taught in a supportive class environment that promotes active learning through lectures and tutorials, reflection on topical issues, discussion of relevant Egyptian and Italian employment contracts and laws. Given the nature of the subject matter and the need to be up-to-date, students may be required to read journal articles, case-history, legislation and other publications when directed by the teacher. Students may be given legal scenarios and may be required to examine and/or present findings. Typical classroom activities shall include: Face-to-face lessons and presentations of topics throughout visual aids;

Reading primary and secondary sources: textbooks, magazines, Italian and Egyptian employment contract and newspapers articles;

Lecture given by a representative of the Egyptian Labour market or Employment services



Writing summary.


Assessment modes Assessment is based on the evaluation of the cognitive abilities, such as: Connect new content to existing knowledge, skills, experiences, interests and

concerns;

Explain the main points and components of the employment contract;

Deconstruct a definition to better understand it, as well as to create a visual/symbol to demonstrate understanding

Synthetize the main characteristics of the Egyptian labour law

It can take places in a variety of settings, including: Individual and group oral presentation;

Individual and group written presentation

It is suggested to devote: 1 hour written tests

The assessment modes comprise not only the evaluation of demonstrating knowledge and applying the fundamentals techniques and abilities related to the topics developed (cognitive evaluation), but also other abilities, as a cross-sectional dimension, to be applied buy students when performing a tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.

Beneficiaries Students attending the 3rd year of IeFP Electrical Junior Technician program

Pre-requisites Have positively passed the Training Units related to the second year of IeFP program.



Economy 5 2

Assessment 1

Subtotal hours: 8 6 2

8 guided learning hours Total Theoretical: 6 Total Practical: 2

Level Level 3 EQF



Program Training Unit Training Unit Code Guided hours Electrical Junior Technician The business plan EC_3_02

Th. Pr. 4 28

EC_3_02 The business plan


EC_3_02 The business plan

Subject Economy

Brief description

The third school year is characterized by consisting as an ended year for students who wish to enter the labour market on the basis of the vocational qualification achieved. Many students may enter the labour market as employees, others as a freelance owning a business. To this end it is very important to know and plan all the aspects for a viable business. In essence, the business plan is a formal document that introduces, analyzes and provides supporting information for a business. For the entrepreneur or freelance the business plan is a road map for the business. It presents an analysis of the business’s strengths and weaknesses and accounts for how the business will overcome hurdles and takes advantage of strengths. In details, a business plan is a formal statement of a set of business goals, the reasons they are believed attainable, and the plan for reaching those goals. It may also contain background information about the organization or team attempting to reach those goals. Business plans may also target changes in perception and branding by the customer, client, taxpayer, or larger community. On completion of this Training Unit students will be able to understand the importance of effective planning for a business and prepare the basic components of a business plan covering all aspects of their potential business.


(to be able to .. )

EC 3.1 Identify modes through which the business idea is easily connected with product and process innovations and to a local context

Organise their personal and business goal and determine a business mission statement

EC 3.2 Understanding the constitutive aspects of the business plan

Make an overview of their business and identify the business strengths, weakness, opportunities and threats (SWOT analysis)

EC 3.3 Understand the administrative, legal and fiscal aspects related to the start-up, implementation and development of business activities

Apply the basics of financial planning, including the most important financial statement and key business ratios for monitoring business viability and competitiveness



ICT 5.4 Elaborate and display data using tables and spreadsheet

Use tables by applying arithmetic formulas and functions






Mathematics MAT 2.2 Use estimation to determine soundness of problematic situations in a

wide variety of applications

Produce calculation procedures for the dimensioning of the domestic and residential installation (e.g. the dimensioning of the panel and the devices to be installed, Calculation of parameters and proportions about the Power Centre for the realization of the bars system, etc.)


Collect and organise data to interpret quadratic phenomena Technical and Professional Competences TPC1.3 Identify materials, equipment and tools

Perform a correct dimensioning and choose the right device and verify the suitability of their installation

TPC1.4 Estimate time and costs







TPC3.4 Record data and information of the commissioned installation

Collect all the data about the devices used in the realization of the electrical panel and to organize these information in a data record and data sheet

Realize schemas and drawings of the connection of the different devices inside the panels and also between two or more panels (information to be attached to the data sheet)

Knowledge

The Business Plan structure

Administrative and legal aspects and issues related to the start-up of a business

Ratios and business performances indicators

Cash flow statement

Balance sheet, profit and loss account

The marketing mix variables

Unit content The business plan structure

Business description



Business environment analysis

Setting goals and objectives

Industry background

Production planning

Competitor analysis

Human resources planning

Market analysis

Marketing plan

Operations plan

Financial planning

Examples of business plan

Teaching staff

The Economy teacher should guide the development of skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information needed in life and in the working environment assisting the Italian and/or English and/or Arabic language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical/practical teacher of residential, industrial electrical installation or automation and PLC should guide the development of understanding and of applying the electrical engineering and good manufacturing principles (GMP) when working on electrical installations (industrial electrical installation, automation and PLC). He/She should focus on developing the skills and abilities indicated in the technical and professional section.

Learning settings

It is suggested to develop the Training Unit in different phases. The first one shall be based on techniques and information used to draft a business plan. The second one shall be based on business plan simulation. To this end, the Unit Contents should be based on a real work situation related to the professional profile of Electrical Junior Technician. E.g. how to draft a business plan. The delivery of this Training Unit requires a strict cooperation with the technician involved in teaching the Technical and Professional competences. An example on how to deliver the Training Unit is given below. a) Teacher in cooperation with the technician of technical and professional

competences should define 4 business ideas. b) Participants are divided into 4 groups, each of them will work on different

business ideas. c) Teacher distributes the work sheet to students in class. Students should follow

each of the instructions carefully. d) First activity: setting goals and objectives. The first thing students will need to

do when preparing a business plan is to clearly define the goals. It is important to consider the following issues:



What are your personal and family goals?

What is the vision for your business? (Stated as a mission statement)

What are your business objectives? (Projections in terms of volume and value)

What is your strategy for getting there? Where are we now? Where do we want to go? How are we going to get there?

How much finance do we need, where we get it from and how we get our money back?

e) Second task: analysing the business. SWOT analysis is a particularly valuable tool for determining the ability of a business to compete and survive in a competitive environment. Each group must start now by making a list of Strengths, Weakness, Opportunities and Threats such as: business resources, experiences, structure, management, human resources needed, skills, materials, services, etc.). The analysis should include the external environmental issues in terms of: existing business, location where to set a business, potential clients and supplier, transportation and location of competitors, laws, etc.

f) Third task: human resources planning. This component of business plan should include an organisational chart with the role and position of each person to be employed, as well as a job description of key positions in the business. In performing this task students should consider:

Who are the main people in the business?

What are the needs for seasonal workers? How many will you need?

Who are the board of directors (if any)?

Calculate the expected costs for labour and indicate whether the salary and other benefits are competitive.

g) Fourth task: Financial planning. It is a key component of the business plan because the process of creating a financial projection for the business revenues, expenses, cash flow and financial position will oblige to examine all the other components of the business plan. Furthermore, it is also a valuable tool for creditors or investors? Each group shall be engaged in drafting a:

Balance sheet in terms of assets and liabilities

Profit and loss account

Ratios and business performances indicators (liquidity, working capital, leverage, ROTA, ROE, etc.)

Cash flow statements (gross, net, taxes, etc.)

Investment budget forecast and financial schedules (land purchase, renovations, machinery/equipment, operational costs, sources of finding, etc.)

h) Students in turn present the own work results. Typical classroom activities shall include:



Lecture given by an entrepreneur;



ICT Laboratory to develop an e-learning experience;

Writing summary.




Assessment modes


Connect the task and new content to existing knowledge, skills, experiences, interests and concerns;

Explain to the main components of a business plan;

Redefine to better understand, as well as to create a visual/symbol to demonstrate understanding.

It can take place in variety of settings, including:


Individual and group written presentation It is suggested to devote for each theme/topic:


5 hours oral test The assessment modes comprise the evaluation of demonstrating knowledge and applying fundamental techniques and abilities related to the topics developed (cognitive evaluation), In addition to other abilities, such as cross-sectional dimension, applied to by students when performing tasks or involved in a situation. For more details see the Guide to assessing learning outcomes.

Beneficiaries Students attending the 3rd year of IeFP Electrical Junior Technician program Pre-requisites None


TU discipline Theoretical Practical Economy (and ICT Laboratory) 4 16 Assessment 2 Subtotal hours: 22 4 18

Related disciplines Theoretical Practical Mathematics 4 Technical and Professional Competences 4 32 guided learning hours Total Theoretical:


Level Level 3 EQF

Integrated Technical Education Cluster at Fayoum – Technical and Professional Competences

Page 1 of 185

Annex (12)

ILOs Training Units Technical and Professional Competences I-II-III year

The IeFP Programme


Fayoum-ITEC



Cairo, August 2012


Page 2 of 185

INTRODUCTION

Teaching technical and professional competences is the core of the programme. Students at the end of the programme should be able going to work and contribute to the production or installation process. Electrical junior technician should be able entering into the labour market with competences that are needed. The development plan integrates the development of specific technical and professional competences with a more general educational development to become electrical junior technician.

Electrical junior technicians build, maintain and repair all electrical installations inside and outside of buildings. Their work includes laying pipes, connecting and implementing electrical devices and systems of some complex nature. Electrical junior technicians are responsible for the electrical installation and connection of household, agriculture, trading and industry equipment. They establish the connection from the house (i.e. from the site where the electricity enters the house) to the outlet and to the energy consumer. “Energy consumer” is the generic term for various devices such as lamps, kitchen stoves, electronic heaters, alarm systems, motors, transformers or telecommunication equipment such as telephones, faxes and computers. The field of activity is wide in terms of assignments, materials and various, often changing work places. Moreover they should be able to make installation in industrial premises as well as operate and maintain automations system based on PLC.

The development of technical and professional competences is the main objective of these training units.


Page 3 of 185

Table of content

INTRODUCTION .............................................................................................................. 2

Table of content .................................................................................................................. 3





TP_1_01 Protection against electrical accidents ................................................................. 9

TP_1_02 Residential lighting installations ....................................................................... 14

TP_1_03 Electrical power installations ............................................................................ 19

TP_1_04 Residential electrical panels .............................................................................. 24

TP_1_05 Residential auxiliary installations ..................................................................... 29

TP_1_06 Pipes and flat ducts installation ......................................................................... 34

TP_1_07 Installations ....................................................................................................... 39

TP_1_08 Residential electrical installation....................................................................... 44

INT 1_01 Safety in the working environment .................................................................. 49

Training Units second year ............................................................................................... 53

TP_2_01 Panels on equipment with power control devices ............................................. 53

TP_2_02 Cabinets with power control devices................................................................. 61

TP_2_03 Diodes and AC/DC rectifiers ............................................................................ 69

TP_2_04 Transistors and amplifiers ................................................................................. 75

TP_2_05 220V AC/DC converters ................................................................................... 81

TP_2_06 220V DC/AC inverters ...................................................................................... 87

TP_2_07 380V AC/AC inverters ...................................................................................... 93

TP_2_08 Power Centre with power control devices maintenance ................................... 99

INT 2_01 Realize a distribution panel board .................................................................. 107

INT 2_02 Realize and check electronic circuits ............................................................. 112

Training Units third year ................................................................................................. 117

TP_3_01 Home Automation and Building management System (BMS) ....................... 117

TP_3_02 Realize an Intelligent Industrial Processes Control ......................................... 124


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TP_3_03 Industrial Processes Supervision - SCADA system ........................................ 131

TP_3_04 Inside the PLC - CPU, Memories & IO Addressing ....................................... 138

TP_3_05 Electro-Pneumatic control for robotics systems .......................................... 145

TP_3_06 Water Desalination Stations Programming ................................................. 153

TP_3_07 Automation Control Panel and the HMI (Human Machine Interface) ........ 160

TP_3_08 Industrial Automation PLC Applications .................................................... 168

INT 3_01 Realize an Home Automation System ........................................................ 176

INT 3_02 Industrial Automation Operator .................................................................. 181


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Learning Outcomes


Technical professional Mastering technical and professional concepts, procedures, calculation and analysis to describe, interpret and install electrical residential, industrial and automation systems.


TP 1.

Preparing for residential and industrial electrical installations

TPC1.1 Interpret technical drawings and layouts

TPK01 - Electrical drawing TPK02 - Principles of electrical

engineering technology and installations

TPK03 - Principles of electronic engineering technology and installations

TPK04 - Types of electrical installations and electric equipment

TPK05 - Electrical equipment and materials for installations

TPK06 - Electrical equipment for measurement, control, and, protection

TPK07 - Modular and moulded-case equipment for boards and cabinets

TPK08 - Instruments and working tools and their use

TPK09 - Types of residential auxiliary installations and related equipment

TPK10 - Design and dimensioning techniques of electrical installations

TPK11 - Computer technology applied to diagnostic instruments

TPK12 - ISO, CEN, IEC (UNI and CEI) standards for electrical installations

TPK13 - Common principles and applied aspects of health and safety



TPC1.4 Estimate time and costs of electrical installations

TP 2.

Setting up residential and industrial electrical installations

TPC2.1 Use electrical and other related data

TPC2.2 Apply assembling and wiring techniques


TPC2.4 Use instructions and procedures for assembling panels and cabinets

TP 3.

Controlling residential and industrial electrical installations


TPC3.2 Identify actions required to correct defects

TPC3.3 Assess the correct use of protection measures against electrical accident


TP 4.

Maintaining residential and industrial electrical installations

TPC4.1 Interpret signals related to malfunctioning situations




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Teachers of theoretical subjects should focus on these elements:


How equipment works and how they are used. What are the graphical symbols used in diagrams and what are the characteristics and the field of application. What are the typical malfunctioning situations and how can be corrected.

How typical installations are made and which equipment are used. What are the typical diagrams / schemes and the characteristics of the installations. What are the typical malfunctioning situations and how can be corrected.

Teachers of practical subjects should focus on:

How installations are made starting from the interpretation of technical specifications and drawings, using data sheet of equipment and applying the knowledge of general principles of installations.

How equipment can generate harm to people and to equipment in the domestic and working environment. How behaviour of people can cause harm to people and to equipment. What are the precautions and the corrective actions that should be taken to reduce the risk of harm and to minimise the effect of accidents.

Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context.

Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how


Page 7 of 185

the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items.


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Training Unit

Denomination


1 y 2 y 3 y

TP_1_01 Protection against electrical accidents 52

TP_1_02 Residential lighting installations 52

TP_1_03 Electrical power installations 39

TP_1_04 Residential electrical panels 52

TP_1_05 Residential auxiliary installations 52

TP_1_06 Pipes and flat ducts installation 39

TP_1_07 Installations 52

TP_1_08 Residential electrical installation 39

INT_ 1_01 Safety in the working environment 42

TP_2_01 Panels on equipment with power control devices 52

TP_2_02 Cabinets with power control devices 39

IT_2_03 Diodes and AC/DC rectifiers 39

IT_2_04 Transistors and amplifiers 52

IT_2_05 220V AC/DC converters 39

IT_2_06 220V DC/AC inverters 52

IT_2_07 380V AC/AC inverters 39

IT_2_08 Power Centre with power control devices maintenance 52

INT_ 2_01 Realize and check electronic circuits 42

INT_ 2_02 Realize a distribution panel board 35

IT_3_01 Home Automation and Building management System (BMS) 45

IT_3_02 Realize an Intelligent Industrial Processes Control 60

IT_3_03 Industrial Processes Supervision - SCADA system 60

IT_3_04 Inside the PLC - CPU, Memories & IO Addressing 45

IT_3_05 Electro-Pneumatic control for robotics systems 60

IT_3_06 Water Desalination Stations Programming 45

IT_3_07 Automation Control Panel and the HMI (Human Machine Interface) 45

IT_3_08 Industrial Automation PLC Applications 60

INT 3_01 Realize an Home Automation System 42

INT 3_02 Industrial Automation Operator 35



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TP_1_01 Protection against electrical accidents


TP_1_01 Protection against electrical accidents

Subject Residential electrical installations Brief description At the end of this Training Unit, the participant will be able to take proper and correct

measures to minimize the risk of electrical injury. The participant will understand the hazards and risks associated to electricity and the use of different types of installations and electrical equipment in order to ensure Their own safety and safety of others.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

TECHNICAL and PROFESSIONAL

TPC1.1

Interpret technical drawings and layouts

Interpret a simple electrical drawing (layout and circuit) to select the proper protection devices

Manage design criteria to guarantee protection from indirect contacts and a correct distribution system and the earth connection method used.

Define the distribution system (TN-S, TN-C, etc.) according to drawings identifying the active conductors

TPC3.3


Assess the presence of ground connections and protection switch in the domestic and work environments

Display appropriate warning signals RELATED LEARNING OUTCOMES Italian Language

IT 2.5


Utilize 30 technical words about safety and security

Recognize the meaning of danger and urgency warnings also in association to graphical symbols

IT 4.3


Utilize the Italian dictionary to translate procedures and rules about protection from indirect contacts

English Language



EN 2.5



Utilize the English dictionary to translate procedures and rules about protection from indirect contacts

ICT Laboratory ICT 1.2 Develop presentations using text, clips, photos, videos


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Illustrate with multimedia tools earth protection circuit

ICT 1.3 Gather information, communicate, and share resources on the web Find on the web security standards for the general electrical installation

Mathematics

MAT 1.1

Communicate, both in writing and orally by using symbols, formulas and mathematical language Produce calculation procedures for the dimensioning of the protection

circuit Integrated Science

IS 3.1

Recognize phenomena in the electromechanical field that can be investigated scientifically Analyse the effects of electric current on the human body Be aware about how many seconds, or fractions of second, a certain contact

voltage value can be withstood from the human body

Knowledge


TPK01 Electrical drawing Representation methods Examples of layout and scheme and their use

TPK02 Principles of electrical engineering technology and installations Production, distribution and use of electrical energy Closure of the circuit: current, neutral, ground

TPK04

Types of electrical installations and equipment using electricity Residential and industrial installations Electrical equipment: lighting equipment, electrical motor, charger and

heater

TPK06 Electrical equipment for measure, control, command, regulation, protection Ground (earth) and ground (earth) line Protection switch: overload, short-circuit and residual current

TPK08

Instruments and working tools and their use Tool-box Wrench (socket, allen, open-end, adjustable) Screwdriver (flattened, cross-shaped, or star-shaped tip) Pincers and cable-peeler/cutter Folding and flexible meter rule Power drill and power screwdriver

TPK13

Common principles and applied aspects of health and safety Effect of current passing through a human body Electrical accidents at home and in the working place First aid in case of electrical accident Warning signs and precautions reducing the risk of electrical injury

Unit content

Teachers of theoretical subjects should focus on:


This Training Unit covers the following physical phenomena at least: AC current, current passing through a human body, temporary and permanent effects, current, DC current, electrical charge, Energy, Power, resistance, thermal effect of a current passing trough a conductor and voltage.

How equipment works and how they are used. What are the graphical symbols used in diagrams and what are the characteristics and the field of application. What are the


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typical malfunctioning situations and how can be corrected. This Training Unit covers the following equipment at least: Aluminium smelter, Bushing, Conductor HV, Electrical furnace, Electrical generator, Electrical motor, Electrical transformer, Isolator and switch.


This Training Unit covers the following installations at least: Electrical power stations: oil, gas, hydraulic and nuclear, Electric distribution line, Electric substation, Electricity street distribution and Electricity building distribution. Teachers of practical subjects should focus on:


This Training Unit covers the following installations at least: ground lines in residential electrical distribution and working tools for installations.


This Training Unit covers the following situations at least: injuries from HV (high voltage), injuries from MV (medium voltage), injuries from LV (low voltage) in residential and industrial environment and injuries using working tools and measurement instruments (digital-voltmeter).

Teaching staff

The Italian language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a Italian speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The English language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a English speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in the working environment assisting the Italian and English language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned.


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The Professional theoretical teacher of residential electrical should guide the development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of residential electrical should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on electrical. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Assistant to the Professional practical teacher of residential electrical installation should guide the practice of electrical engineering principles and good manufacturing principles (GMP) when carrying out practical activities related to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted to make students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Practical activities Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities:


Page 13 of 185

Drill holes of different diameter in bricks, concrete, plaster, gypsum panel, steel according to a given drawing

Screw a plate on bricks, concrete, plaster, gypsum panel, steel block using appropriate screw

Join two plates with hex-head bolt

Assess the presence of ground (earth) connection in equipment

Assess the presence of ground (earth) connection in large metallic objects

Assess the presence of ground (earth) in plugs at home, at school

Assess the presence of ground in electrical service panels

Verify the operations of installed switch of residual current

Measure the touch voltage in different situations (using 50VAC)

Learning resources

Classroom, workshops and laboratories equipped with smartboard. Laboratory for residential electric installations with individual working place. Documentation provided by suppliers of electrical equipment and materials. Documentation related to standardisation (IEC) Multimedia tools (video, PPT, technical SW)

Assessment modes

The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of the residential electric installations, but also other abilities as:




Demonstrating knowledge and understanding The evaluation of demonstrating knowledge and understanding the fundamentals of the residential electric installations should include:



the questioning and reasoning on topics related to practical activities The practical teacher records the result of the assessment in the student’s portfolio. For more details see the Guide to assessing learning outcomes.

Beneficiaries Students attending the 1st year of IeFP Electrical Junior Technician programme Pre-requisites none


TU discipline Theoretical Practical Residential electrical installations 24 25 Industrial electrical installations 0 0 Automation and PLC 0 0 Assessment 0 3 Subtotal hours: 24 28

Related disciplines Theoretical Practical Italian language and ICT 1 2 English language and ICT 1 2 Mathematics 1 1 Integrated Science 3 2 65 guided learning hours Total Theoretical: 30 Total practical: 35

Level Level 3 EQF


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TP_1_02 Residential lighting installations


TP_1_02 Residential lighting installations

Subject Residential electrical installations

Brief description At the end of this Training Unit the participant will be able to install residential lighting systems interpreting drawings and diagrams, identifying lighting equipment suitable for the environment in which they will be installed and wiring the components of the installation.


(To be able to . )



Use technical documentation related to the lighting installation as a mean to plan the different phases of activity


Use specifications of lighting components to identify the proper equipment for the installation

TPC1.3

Identify materials, equipment and tools

Identify materials (cables, etc.), components (boxes, etc.), tools (screwdrivers, etc.), equipment (electrical drill, etc.) for the different working activity on the basis of the lighting installation and technical documentation


Apply methods of connecting cables to electrical and lighting components respecting colours to have a common neutral

TPC3.1

Select and adopt appropriate commissioning techniques

Verify the compliance of the connections with the drawings and schemes

Verify the connection of the common neutral

Verify the position of the switches before connecting the main

TPC3.2


Identify the cause of short-circuit

Identify the cause of malfunctioning of multi-point controlled lamps RELATED LEARNING OUTCOMES Italian Language

IT 2.5


Utilize 20 technical words about lighting and wiring

Utilize 5 sentences about lighting and wiring

IT 4.3


Utilize the Italian dictionary to translate procedures and rules about the installation of lighting systems

English Language

EN 2.1


Utilize 30 technical words about lighting and wiring

Utilize 10 sentences about lighting and wiring EN 2.5 Recognize the specific characteristics and details of short and simple messages,


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advertisements, dialogues, instructions

Utilize the English dictionary to translate procedures and rules about the wiring of lighting systems

ICT Laboratory


Illustrate with multimedia tools the lighting circuit


Explain the lighting circuit realized through presentations or layout Mathematics

MAT 1.2

Apply calculus to describe electrical, electronic, mechanic and chemistry phenomena

Produce calculation procedures for the dimensioning of the cables according to the light requested from the system

MAT 1.3 Apply geometrical representations to describe electrical, electronic, mechanic and chemistry phenomena

Calculate the length of the cables according to the geometry of the building MAT 4.1 Identify, collect, organize and interpret relevant data

Integrated Science

IS 3.1


Calculate the values of the brightness request from the environments (according to the standards) and to size the power of the lighting system

Knowledge


TPK01 Electrical drawing

IEC 60617 - Graphical Symbols for Diagrams related to light installations

TPK02

Principles of electrical engineering technology and installations

Photometric units: luminous flux, intensity, luminance, luminance, efficiency

Level of luminance in different places and sources of light

TPK04

Types of electrical installations and equipment using electricity

Lighting installations in residential buildings (kitchen, bathroom, bed-room, lounge, study)

Lighting installations in residential outdoors (porch, garden, swimming pool, fences)

TPK05 Electrical equipment and materials for installations

IEC 60061 - Types of lamps, lamp caps, lamp holders and gauges

TPK13 Common principles and applied aspects of health and safety

IEC 529 - Protection against human contact, solid foreign bodies and ingress of water

Unit content



This Training Unit covers the following physical phenomena at least: light emission, flux, light intensity, luminance and efficiency.

How equipment works and how they are used. What are the graphical symbols used in


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diagrams and what are the characteristics and the field of application. What are the typical malfunctioning situations and how can be corrected.

This Training Unit covers the following equipment are at least: Compact fluorescent lamps, Halogen filled filament lamps (tungsten halogen), High pressure mercury discharge lamps, High pressure sodium lamps, Incandescent filament lamps, Induction lamps, Light emitting diodes (LEDs), Low pressure mercury fluorescent tubes, Low pressure sodium lamps and Metal halide discharge lamps.


This Training Unit covers the following installations at least: kitchen, bathroom, bed-room, lounge, study, porch, veranda, garden, swimming pool, fences. Teachers of practical subjects should focus on:


This Training Unit covers the following installations at least: assembling and connecting lamps


This Training Unit covers the following situations at least: electrical installations in environments with water.

Teaching staff

The Italian language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a Italian speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The English language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a English speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in the working environment assisting the Italian and English language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned.


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The Professional theoretical teacher of residential electrical should guide the development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of residential electrical should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Assistant to the Professional practical teacher of residential electrical installation should guide the practice of electrical engineering principles and good manufacturing principles (GMP) when carrying out practical activities related to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted to make students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Practical activities Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities:


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Connect a lamp controlled by a switch

Connect two lamps controlled by a changeover switch

Connect a lamp controlled from two points

Connect a group of lamps controlled from two points + 1 socket

Connect a lamp controlled from 3 points

Connect a group of lamps controlled from 4 points + 2 sockets

Connect lamps controlled from various points by relay

Connect a group of lamps controlled from various points by switch relay

Connect a timed lighting of stairwell

Connect a lamp controlled by a motion sensor

Connect a lamp controlled by a light sensor

Assemble and connect a fluorescent lamp

Assemble and connect a lamp-holder for low voltage DC lamps

Learning resources


Assessment modes








Beneficiaries Students attending the 1st year of IeFP Electrical Junior Technician programme Pre-requisites TP_1_01 Protection against electrical accidents



Related disciplines Theoretical Practical Italian language and ICT 1 2 English language and ICT 1 2 Mathematics 2 1 Integrated Science 2 2 65 guided learning hours Total theoretical: 30 Total Practical: 35

Level Level 3 EQF


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TP_1_03 Electrical power installations


TP_1_03 Electrical power installations


Brief description At the end of this Training Unit the participant will be able to install electrical power systems in residential buildings interpreting drawings and diagrams, to identify electrical materials and components and to wire components and equipment.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )



Use technical documentation related to the residential electrical power installations as a mean to plan the different phases of the activity


Use specifications of residential electrical components and equipment to properly carry out the installation

TPC1.3


Identify materials (cables, etc.), components (boxes, etc.), tools (screwdrivers, etc.), equipment (electrical drill, etc) for different working activities on the basis of the residential electrical installation and technical documentation


Apply methods of connecting cables to electrical components, equipment and appliances respecting dimension and colours of the cables

TPC3.1


Verify the compliance of the connections with the drawings and schemes

Verify the position of the switches before connecting the main

Use a digital meter to identify parts of the circuit with voltage

Use a digital meter to measure peak and operating currents

Use a thermometer to measure the effect of current

TPC3.2


Identify the cause of short-circuit

Identify why the equipment connected to the main is not starting\stopping

Identify why the equipment connected to the main is not operating. RELATED LEARNING OUTCOMES Italian Language

IT 2.5


Utilize 10 technical words about power installation

Realize 10 sentences about the technical features of devices in power installations

IT 4.3


Utilize the Italian dictionary to translate procedures and rules about power installation

English Language


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EN 2.1



Realize 10 sentences about the technical features of devices in power installations

EN 2.5


Recognize the meaning of graphical symbols in power installation

Utilize the English dictionary to translate procedures and rules about protection from indirect contacts

ICT Laboratory


Illustrate with multimedia tools the power circuit realized

Mathematics


Produce calculation procedures for the dimensioning of the power circuit

Integrated Science

IS 3.1


Analyse the Joule effects on the cables for the home appliances

Be aware right use of the home appliances and how indirect contact may cause injuries

Knowledge



IEC 60617 - Graphical Symbols for Diagrams related to residential electrical installations

TPK02


Electrical units: voltage, current, resistance, power, energy

Electrical circuits: current calculation and thermal effects

TPK04 Types of electrical installations and equipment using electricity

Connection of fans, pumps, heaters, air conditioning units, etc.

TPK05

Electrical equipment and materials for installations

IEC-320 Appliance Connectors and IEC 60320 sockets

Electrical cables for residential installations

Electrical switches for residential installations


Safety at work: rules and behaviour

Unit content



This Training Unit covers the following physical phenomena at least: thermal effects of current and drop of voltage in cable dimensioning.


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How equipment works and how they are used. What are the graphical symbols used in diagrams and what are the characteristics and the field of application. What are the typical malfunctioning situations and how they can be corrected.

This Training Unit covers the following equipment at least: plugs and sockets, fan, pump and heater.

How typical installations are made and which equipment are used. What are the typical diagrams / schemes and the characteristics of the installations. What are the typical malfunctioning situations and how they can be corrected.

This Training Unit covers the following installations at least: air conditioning electrical installation. Teachers of practical subjects should focus on:


This Training Unit covers the following installations at least: installing an air conditioning electrical installation (main and temperature control) and residential electrical power installations.


This Training Unit covers the following situations at least: overheating of electrical equipment and installations causing ignition of fire.

Teaching staff

The Italian language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a Italian speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The English language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a English speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in the working environment assisting the Italian and English language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical teacher of residential electrical should guide the


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development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of residential electrical should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Assistant to the Professional practical teacher of residential electrical installation should guide the practice of electrical engineering principles and good manufacturing principles (GMP) when carrying out practical activities related to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Practical activities Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities:

Select cables for residential installations (insulation, section, colour, flexibility, etc.)


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Connect a flexible cable to fixed point Connect two flexible cables Select and install sockets for electrical appliances Install sockets with protection mechanism Install security socket and plug Select and install plugs and sockets protected against accidental contacts Select and install plugs and sockets protected against ingress of water Install 220/200-110 socket with isolating transformer Install emergency lights Connect electric heaters (water and air) to the main Connect internal and external air conditioning units to the main Connect a fan to the main Connect a pump to the main Connect a compressor to the main

Learning resources


Assessment modes










Guid

ed learn

ing h

ours

TU discipline Theoretical Practical Residential electrical installations 18 18 Industrial electrical installations 0 0 Automation and PLC 0 0 Assessment 0 3 Subtotal hours: 18 21 Related disciplines Theoretical Practical Italian language and ICT 1 1 English language and ICT 1 1 Mathematics 2 1 Integrated Science 2 2 50 guided learning hours Total theoretical: 24 Total Practical: 26

Level Level 3 EQF


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TP_1_04 Residential electrical panels


TP_1_04 Residential electrical panels


Brief description

At the end of this Training Unit the participant will be able to assemble and install panels in residential buildings interpreting drawings and diagrams, to use relays and sensors (light, temperature, time, etc.), to identify electrical materials and components suitable for the panels and wiring.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )


TPC1.1 Interpret technical drawings and layouts Use technical documentation related to residential electrical installations as a

mean to plan the different phases of the activity

TPC1.2 Interpret specifications of equipment Use specifications of residential electrical service panels components to

properly carry out the installation

TPC1.3

Identify materials, equipment and tools Identify materials (cables, trunks, etc.), components (switches, etc.), tools

(screwdrivers, etc.), equipment (electrical drill, etc) for the different working activities on the basis of the residential electrical installation and technical documentation

TPC2.2

Apply assembling and wiring techniques Apply methods of connecting cables to electrical components of the electrical

service panel taking in consideration instructions and procedures including the numbering and colours of cables

TPC3.1

Select and adopt appropriate commissioning techniques Verify the compliance of the connections with the drawings and schemes Verify the position of the switches before connecting the main Use a digital meter to identify parts of the circuit with voltage Use a digital meter to measure pick and operating currents Use a thermometer to measure the effect of current

TPC3.2

Identify actions required to correct defects Identify the cause of short-circuit Identify why the equipment connected to the main is not starting\stopping Identify why the equipment connected to the main is not operating.


IT 2.5

Recognize the specific characteristics and details of short and simple messages, advertisements, dialogues, instructions Utilize 10 technical words about panels and switch board Utilize 5 technical sentences about panels and switch board

IT 4.3

Use dictionaries and / or consultation tools or paper-based media to acquire information necessary to understand and write texts Utilize the Italian dictionary to translate procedures and rules about panels and

switch board English Language

EN 2.1 Making use of codes and different linguistic tools in relation to the objects,


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characteristics and purposes of communication Utilize 50 technical words about panels and switch board

EN 2.5

Recognize the specific characteristics and details of short and simple messages, advertisements, dialogues, instructions Recognizing the meaning of instructions and warnings also in association to

graphical symbols Utilize the English dictionary to translate procedures and rules about panels

and switch board ICT Laboratory

ICT 1.1

Create and edit documents, letters, and texts using word processors Realize drawing of the structure of the electrical panel Realize technical schema about the wiring of the electrical panel and the

different devices installed Mathematics

MAT 1.2

Apply calculus language to describe electrical, electronic, mechanic and chemistry phenomena Produce calculation procedures for the dimensioning (both dimensional and

electrical) of the panel and the devices installed

MAT 2.1 Use mental computation when computer and calculator are inappropriate Calculate of simple parameters and proportions about the panel for the

realization of the wired system Integrated Science

IS 3.1

Recognize phenomena in the electromechanical field that can be investigated scientifically Analyse the effects of electric current on the human body Be aware about how many seconds, or fractions of second, a certain contact

voltage value can be withstood from the human body

Knowledge


TPK01 Electrical drawing IEC 60617 - Graphical Symbols for Diagrams related to electrical service

panels

TPK02 Principles of electrical engineering technology and installations Electrical units: capacitor and Inductance Electrical circuits: short circuit current and time of interruption

TPK04 Types of electrical installations and equipment using electricity Electrical service panels (suppliers alternatives)

TPK05 Electrical equipment and materials for installations Switches Trunks for service panels

TPK12 ISO, CEN, IEC (UNI and CEI) standards for electrical installations IEC 61439 series. Low-voltage switchgear and control gear assemblies

Unit content

Teachers of theoretical subjects should focus on: How physical phenomena work and how they are applied. The physical units used, how

they are measured, the range of such units in typical application. How physical formulas represent physical phenomena.

This Training Unit covers the following physical phenomena at least: current interruption, thermal effect and magnetic effect of currents. How equipment works and how they are used. What are the graphical symbols used in


Page 26 of 185

diagrams and what are the characteristics and the field of application. What are the typical malfunctioning situations and how they can be corrected.

This Training Unit covers the following equipment at least: circuit breakers, fuses. How typical installations are made and which equipment are used. What are the typical

diagrams / schemes and the characteristics of the installations. What are the typical malfunctioning situations and how they can be corrected.

This Training Unit covers the following installations at least: service panels. Teachers of practical subjects should focus on: How installations are made starting from the interpretation of technical specifications and

drawings, using data sheet of equipment and applying the knowledge of general principles of installations.

This Training Unit covers the following installations at least: service panels box, trunk, breakers, switches, lamps and sensors. How equipment can generate harm to people and to equipment in the domestic and

working environment. How behaviour of people can cause harm to people and to equipment. What are the precautions and the corrective actions that should be taken to reduce the risk of harm and to minimise the effect of accidents.

This Training Unit covers the following situations at least: electrical installations in environments with water.

Teaching staff

The Italian language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a Italian speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The English language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a English speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in the working environment assisting the Italian and English language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical teacher of residential electrical should guide the development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of residential electrical should guide the development


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to apply electrical engineering principles and good manufacturing principles (GMP) when working on electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Assistant to the Professional practical teacher of residential electrical installation should guide the practice of electrical engineering principles and good manufacturing principles (GMP) when carrying out practical activities related to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Practical activities Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities: Install cable trunking elements inside the panel Install and wire a two-phases circuit breakers Install and wire a residual current circuit breaker Install and wire a voltage regulator to control a lamp


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Install and wire a timer to control the heating system Install and wire a room thermostats to control the heating system Install and wire a programmable thermostats with clock Install and wire voltage and current measurement instruments

Learning resources


Assessment modes

The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of the residential electric installations, but also other abilities as: Thinking critically and making judgments Solving problems and developing plans Accessing and managing information Demonstrating knowledge and understanding The evaluation of demonstrating knowledge and understanding the fundamentals of the residential electric installations should include: the observation of the process of completing practical activities the evaluation of the outcomes of practical activities the questioning and reasoning on topics related to practical activities The practical teacher records the result of the assessment in the student’s portfolio. For more details see the Guide to assessing learning outcomes.

Beneficiaries Students attending the 1st year of IeFP Electrical Junior Technician programme

Pre-requisites TP_1_01 Protection against electrical accidents TP_1_03 Residential power installations



Residential electrical installations 24 25

Industrial electrical installations 0 0

Automation and PLC 0 0

Assessment 0 3



Italian language and ICT 1 2

English language and ICT 1 2

Mathematics 1 1

Integrated Science 3 2

65 guided learning hours Total Theoretical: 30 Total Practical: 35

Level Level 3 EQF


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TP_1_05 Residential auxiliary installations


TP_1_05 Residential auxiliary installations


Brief description

At the end of this Training Unit the participant will be able to install residential auxiliary systems such as ringers, fire and burglar alarm signalling, TV and internal video network interpreting drawings and diagrams of auxiliary systems, identifying, installing connecting and setting the equipment.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )



Use technical documentation of the auxiliary installation as a mean to plan the different phases of work


Use technical documentation of auxiliary equipment to guide the installation

TPC1.3


Identify auxiliary equipment for the installation following general principles of engineering technology and technical documentation of the equipment and the installation


Follow wiring techniques for voice, data and video installation Connect auxiliary equipment following the technical documentation


Follow commissioning procedures recommended by the supplier of auxiliary equipment

TPC3.2 Identify actions required to correct identified operation defects

Follow trouble-shouting guidelines recommended by the supplier of auxiliary equipment


IT 2.5


Utilize 30 technical words about residential auxiliary installations Recognize the meaning of instructions and warnings also in association to

graphical symbols

IT 4.3


Utilize the Italian dictionary to translate procedures and rules about residential auxiliary installations

English Language

EN 1.1


Communicate with the client to understand the main requirements Request devices and tool to a collaborator / assistant

EN 2.1


Utilize 50 technical words about residential auxiliary installations Utilize 30 sentences about residential auxiliary installations


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ICT Laboratory


Realize multimedia documents to explain previously projects and ideas Realize multimedia data-sheets or schema after the work

Mathematics

MAT 1.1


Produce calculation procedures for the dimensioning of residential auxiliary installations

Integrated Science

IS 4.1

Use qualitative and quantitative tools and methods to investigate and solve electromechanical phenomena

Analyse the possible physics phenomena that could compromise the efficiency of the residential auxiliary installations

Manage how different electromagnetic phenomena may influence the behaviour of some devices and domestic appliances

Knowledge



IEC 60617 - Graphical Symbols for Diagrams related to residential auxiliary systems

TPK02


Electromagnetic waves, radio transmission, frequency band Video signal characteristics: frame, frequency, composite video-signal Installations of auxiliary systems

TPK09

Types of residential auxiliary installations

Signalling systems for residential buildings, school, hotels and hospitals Fire protection alarm system Burglar protection alarm system TV system Video surveillance system

TPK09

Types of residential auxiliary equipment

Bell, horn Smoke, gas leaking and carbon-dioxide detectors Movement detector, vibration detector, sound contactor TV antenna, TV mixer, TV decoder Video camera, monitor and video recorder

Unit content Teachers of theoretical subjects should focus on:


This Training Unit covers the following physical phenomena at least: composite video-signal, electromagnetic waves and radio transmission.


This Training Unit covers the following equipment are at least: battery charger, battery, bell, carbon monoxide detector, control unit for alarm system, gas leaking detector, horn, movement detector, opening detector, presence detector, smoke detector, sound detector, TV antenna, TV broad-band, TV cable, TV channel amplifier, TV decoder, TV divider, TV filter, TV mixer, TV multi-input, TV power supply units, TV shunts, TV socket, vibration detector,


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video camera, video monitor and video recorder. How typical installations are made and which equipment are used. What are the typical

diagrams / schemes and the characteristics of the installations. What are the typical malfunctioning situations and how can be corrected.

This Training Unit covers the following installations at least: burglar protection alarm system, fire protection alarm system, hospital signalling system, hotel signalling system, residential building signalling system, school signalling system, TV system and video surveillance system, Teachers of practical subjects should focus on:


This Training Unit covers the following installations at least: burglar protection alarm system, fire protection alarm system, hospital signalling system, hotel signalling system, residential building signalling system, school signalling system, TV system and video surveillance system.

Teaching staff The Italian language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a Italian speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The English language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a English speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in the working environment assisting the Italian and English language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical teacher of residential electrical should guide the development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of residential electrical should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.


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The Assistant to the Professional practical teacher of residential electrical installation should guide the practice of electrical engineering principles and good manufacturing principles (GMP) when carrying out practical activities related to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Practical activities Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities:

Wire a ringer controlled from a point Wire a signalling system with call and answer from 2 points Wire a signalling system for 2 flats and an outdoor station Wire a ringing system for flats with porter’s lodge and electric lock Wire a signalling system among offices with floor indicator Wire a ringer for asking audience in offices Wire a entry phone with electric porter Wire an intercommunicating system with three intercoms Wire an intercommunicating system between intercoms and an outdoor station Wire alarm system with smoke detector


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Wire alarm system with rate-of-rise temperature / smoke detector Wire alarm system with gas leak detector Wire alarm system with carbon monoxide detector Wire two-zone burglar alarm system, with electronic control unit, microwave presence

detector, passive infrared presence detector, micro-contacts, additional horn and self-powered outdoor alarm horn

Wire two-zone burglar alarm system, with electronic control unit, passive infrared presence detector, microwave presence detector, micro-contacts, electronic key for remote control of control unit, additional horn and self-powered outdoor horn

Wire a TV systems: with cascade in 2 columns Wire a telephone installation with indoor and outdoor unit (single-family house) Wire a telephone installation with an outdoor unit and two indoor units (two-family house) Wire a telephone system with electronic exchange for the control of various telephone sets

with options for a multi-flats residential building. Learning resources Classroom, workshops and laboratories equipped with smartboard.

Laboratory for residential electric installations with individual working place. Documentation provided by suppliers of electrical equipment and materials. Documentation related to standardisation (IEC) Multimedia tools (video, PPT, technical SW)

Assessment modes The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of the residential electric installations, but also other abilities as:

Solving problems and developing plans Performing procedures and demonstrating techniques Demonstrating knowledge and understanding Communicating The evaluation of demonstrating knowledge and understanding the fundamentals of the residential electric installations should include:

the observation of the process of completing practical activities the evaluation of the outcomes of practical activities the questioning and reasoning on topics related to practical activities The practical teacher records the result of the assessment in the student’s portfolio. For more details see the Guide to assessing learning outcomes.


TP_1_02 Residential lighting installations Guided learning hours

TU discipline Theoretical Practical Residential electrical installations 24 25 Industrial electrical installations 0 0 Automation and PLC 0 0 Assessment 0 3

Subtotal hours: 24 28 Related disciplines Theoretical Practical Italian language and ICT 1 2 English language and ICT 1 2 Mathematics 1 2 Integrated Science 3 1

65 guided learning hours Total Theoretical: 30 Total Practical: 35 Level Level 3 EQF


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TP_1_06 Pipes and flat ducts installation


TP_1_06 Pipes and flat ducts installation


Brief description At the end of this Training Unit the participant will be able installing a new or upgrading an existing residential electrical installation using external ducts

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )


TPC1.1 Interpret technical drawings and layouts Use technical documentation of pipes and flat ducts installations as a means

to plan the different phases of work

TPC1.2 Interpret specifications of equipment Use technical documentation of pipes and flat ducts to guide the installation

TPC1.3

Identify materials, equipment and tools Identify pipes and flat ducts elements for the installation following general

principles of engineering technology and technical documentation of the installation

TPC2.2

Apply assembling and wiring techniques Follow pipes installing instruction techniques for residential electrical

installation Follow flat ducts installing instruction techniques for residential electrical

installation Follow external boxes installing instruction techniques for residential

electrical installation

TPC3.1 -Select and adopt appropriate commissioning techniques Follow commissioning procedures for pipes and flat ducts residential

electrical installations

TPC3.4 Record data and information of the commissioned installation Record data of the installation on diagrams Revise technical documentation of the installation


IT 2.5

Recognize the specific characteristics and details of short and simple messages, advertisements, dialogues, instructions Utilize 15 technical words about pipes and flat ducts installation Recognize the meaning of danger and warnings also in association to

graphical symbols

IT 4.3

Use dictionaries and / or consultation tools or paper-based media to acquire information necessary to understand and write texts Utilize the Italian dictionary to translate procedures and rules about pipes

and flat ducts installation English Language

EN 2.1 Making use of codes and different linguistic tools in relation to the objects, characteristics and purposes of communication Utilize 25 technical words about pipes and flat ducts installation



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Utilize the English dictionary to translate procedures and rules about pipes and flat ducts installation

ICT Laboratory

ICT 1.2 Develop presentations using text, clips, photos, videos Illustrate with multimedia tools pipe and flat ducts circuit Realize multimedia data-sheets or schema after the work

Mathematics


MAT 2.5

Analyze and solve simple problems by using geometric figures or the properties transformation Calculate with mental computation the dimensions, length and number of

component for the realization of a pipes and flat ducts installation Solve installation problems analysing previously section dimensions of

pipes and flat ducts Integrated Science

IS 4.1

Use qualitative and quantitative tools and methods to investigate and solve electromechanical phenomena Analyse the different materials required and more suitable for the

installation (plastic or metal pipes, ducts separate ways) Calculate the electromagnetic interference between power line and signal

line

Knowledge


TPK01 Electrical drawing IEC 60617 - Graphical Symbols for Diagrams related to residential

electrical installations

TPK02 Principles of electrical engineering technology and installations Kirchoff, Thevenin and Norton rules Calculation of electrical circuits

TPK04 Types of electrical installations and equipment using electricity Installation for entrance, meeting-room, office, hallway / closet, study,

stairway

TPK12 ISO, CEN, IEC (UNI and CEI) standards for electrical installations IEC standards of pipes and flat ducts

TPK13 Common principles and applied aspects of health and safety Precautions against fell down, slippery and hits.

Unit content

Teachers of theoretical subjects should focus on: How physical phenomena work and how they are applied. The physical units used, how

they are measured, the range of such units in typical application. How physical formulas represents physical phenomena.

This Training Unit covers the following physical phenomena at least: none How equipment works and how they are used. What are the graphical symbols used in


This Training Unit covers the following equipment are at least: none. How typical installations are made and which equipment are used. What are the typical

diagrams / schemes and the characteristics of the installations. What are the typical


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malfunctioning situations and how can be corrected. This Training Unit covers the following installations at least: use external pipes and flat ducts in residential applications (offices and commercial places) Teachers of practical subjects should focus on: How installations are made starting from the interpretation of technical specifications

and drawings, using data sheet of equipment and applying the knowledge of general principles of installations.

This Training Unit covers the following installations at least: install pipes and flat ducts using ruler, water level, self-levelling laser level, electric drill. How equipment can generate harm to people and to equipment in the domestic and


This Training Unit covers the following situations at least: the use of the drill and the ladder.

Teaching staff

The Italian language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a Italian speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The English language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a English speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in the working environment assisting the Italian and English language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical teacher of residential electrical should guide the development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of residential electrical should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.


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The Assistant to the Professional practical teacher of residential electrical installation should guide the practice of electrical engineering principles and good manufacturing principles (GMP) when carrying out practical activities related to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Practical activities Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities: Install a vertical pipe Install a vertical and horizontal flat duct Install a horizontal pipe Connect pipes, ducts at 90’ on a wall Connect pipes and ducts in a 90’ corner Connect pipes and ducts in a 270’ corner Install skirting boards for electrical installations in 90’ corner Install skirting boards for electrical installations in 270’ corner


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Install an external box on the wall and connect two pipes and flat ducts Install an external box on the ceiling and connect two pipes and flat ducts

Learning resources


Assessment modes

The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of the residential electric installations, but also other abilities as: Thinking critically and making judgments Performing procedures and demonstrating techniques Communicating The evaluation of demonstrating knowledge and understanding the fundamentals of the residential electric installations should include: the observation of the process of completing practical activities the evaluation of the outcomes of practical activities the questioning and reasoning on topics related to practical activities The practical teacher records the result of the assessment in the student’s portfolio. For more details see the Guide to assessing learning outcomes.

Beneficiaries Students attending the 1st year of IeFP Electrical Junior Technician programme

Pre-requisites TP_1_01 Protection against electrical accidents TP_1_03 Residential power installations

Gu

ided

learnin

g hou

rs


Residential electrical installations 18 18

Industrial electrical installations 0 0

Automation and PLC 0 0

Assessment 0 3



Italian language and ICT 1 1

English language and ICT 1 1

Mathematics 2 1

Integrated Science 2 2

50 guided learning hours Total theoretical: 24 Total Practical: 26

Level Level 3 EQF


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TP_1_07 Installations


TP_1_07 Installations


Brief description

At the end of this Training Unit the participant will be able to plan a new electrical installation and to perform it also coordinating an assistant. He will organize the work, producing data-sheets and layout drawings. He will be able to cabling wire and realize the electric switchboard according to the normative.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )


TPC1.1


Individuate and draw the electrical lines starting from the layout of houses or offices

Realize a proper layout of all the devices to be according to the specification of the building


Select the correct electrical components to be assembled on the circuit Dimensioning and connecting the different devices

TPC1.3


Identify breakers, cables, and boards for the installation following general principles of engineering technology and technical documentation of the installation


Assemble the different components following proper specification and techniques to guarantee the quality and the correct functioning


Measure the electrical values to identify the faults Intervene on the specific malfunctioning situation to correct the faults


Record data of the installation on diagrams Revise technical documentation of the installation


IT 1.1


Request of any information to the client to precisely know the instructions for the realization

Communicate during the execution of the works for any necessity or unforeseen

IT 2.5


Recognize products specifications and technical data reading data sheet or catalogues

Recognize the meaning of danger and warnings also in association to graphical symbols about installation rules

English Language EN 1.1 Ask questions and request information about described contents in order to


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fully understand the communication



EN 2.5



Recognize the meaning of danger and warnings also in association to graphical symbols about installation rules

ICT Laboratory

ICT 1.2

Develop presentations using text, clips, photos, videos

Illustrate with multimedia tools the installation solution Realize multimedia documents to explain previously projects and ideas Realize multimedia data-sheets, drawings or schemas after the work

Mathematics

MAT 1.2


Calculate using simple and quick formulas for a first technical dimensioning of the electrical system

Identify the number of devices trough mental calculations

MAT 4.2

Use statistics as an information tool to be applied within real-world and the professional context

Use software or calculator for an exact dimension of the selected devices and of the power line

Integrated Science

IS 3.1


Analyse the effects of the installation on the building structure according to the installation of ducts, pipe or in-wall lines

Be aware about the effects of the system installed on the safety of the users

IS 5.3

Display relevant data in order to convey the understanding of electromechanical and electrochemical phenomena relevant for executing electrical installations

Identify all the physical phenomena useful for installation (temperature, humidity, use, wear, etc.)

Knowledge


TPK02 Principles of electrical engineering technology and installations

Kirchoff, Thevenin and Norton rules Calculation of electrical circuits


Types of industrial and residential installations in the area of the school (introduction to the internship)

TPK12 ISO, CEN, IEC (UNI and CEI) standards for electrical installations

TPK13

Common principles and applied aspects of health and safety

Personal Protection Equipment Risks in the working environment: fire Risks in the working environment: chemicals (inhalation, contact, drinking)


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Risks in the working environment: shocks Risks in the working environment: moving parts

Unit content



This Training Unit covers the following physical phenomena at least:


This Training Unit covers the following equipment are at least: How typical installations are made and which equipment are used. What are the typical


This Training Unit covers the following installations at least: Teachers of practical subjects should focus on:


This Training Unit covers the following installations at least: How equipment can generate harm to people and to equipment in the domestic and


This Training Unit covers the following situations at least: Teaching staff The Italian language teacher should guide the development of a professional vocabulary

allowing students to read, ask and understand information in a Italian speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The English language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a English speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in the working environment assisting the Italian and English language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical teacher of residential electrical should guide the


Page 42 of 185

development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of residential electrical should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on electrica. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Assistant to the Professional practical teacher of residential electrical installation should guide the practice of electrical engineering principles and good manufacturing principles (GMP) when carrying out practical activities related to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Practical activities Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities:

Assess risks in the working environment Realize layout drawings with lines and devices


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Realize the practical circuit Realize a simple switchboard with security devices

Learning resources Classroom, workshops and laboratories equipped with smartboard. Laboratory for residential electric installations with individual working place. Documentation provided by suppliers of electrical equipment and materials. Documentation related to standardisation (IEC) Multimedia tools (video, PPT, technical SW)

Assessment modes The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of the residential electric installations, but also other abilities as:

Solving problems and developing plans Performing procedures and demonstrating techniques Demonstrating knowledge and understanding The evaluation of demonstrating knowledge and understanding the fundamentals of the residential electric installations should include: the observation of the process of completing practical activities the evaluation of the outcomes of practical activities the questioning and reasoning on topics related to practical activities The practical teacher records the result of the assessment in the student’s portfolio. For more details see the Guide to assessing learning outcomes.


TP_1_02 Residential lighting installations TP_1_04 Residential electrical panels TP_1_06 Pipes and flat ducts installation



Related disciplines Theoretical Practical Italian language and ICT 1 2 English language and ICT 1 2 Mathematics 2 2 Integrated Science 2 1 65 guided learning hours Total Theoretical: 30 Total Practical: 35

Level Level 3 EQF


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TP_1_08 Residential electrical installation


TP_1_08 Residential electrical installation


Brief description At the end of this Training Unit the participant will be able installing a new or upgrading an existing residential electrical installation under plaster

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )



Use technical documentation of residential buildings electrical installations as a means to plan the different phases of work


Use technical documentation of residential electrical and auxiliary equipment to guide the installation

TPC1.3


Identify residential electrical and auxiliary equipment for the installation following general principles of engineering technology and technical documentation of the equipment and the installation

TPC2.2


Follow wiring techniques for residential electrical installation Follow wiring techniques for voice, data and video installations Lay down cables using wall-snake Connect equipment following the technical documentation Install wall plate, wall connectors and face plate


Follow commissioning procedures for electrical residential installations


Follow trouble-shouting guidelines for electrical residential installations


Record data of the installation on diagrams Revise technical documentation of the installation


IT 2.6 Use word processing, graphics and publishing as aids for constructing and representing meaning in communication

Dialogue with customer in order to understand the requests of the realization

IT 3.1

Read expressively highlighting key points and meaningful values embedded within the text


English Language

EN 1.1


Dialogue with customer in order to understand the requests of the realization Understand needs and propose solutions

EN 1.4 Take part in a group communication activities (debates, negotiations, cooperative/collaborative learning) by using information and arguments to support thesis, formulate hypotheses, refuting or understand conflicting


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opinions

Discuss solutions and present own ideas inside a group Develop, comparing ideas with the other technicians, the optimum

installation solution ICT Laboratory

ICT 1.2


Illustrate with multimedia tools the solution Realize multimedia documents to explain previously projects and ideas Realize multimedia data-sheets or schema after the realization of the full

solution


Find on the web new ideas and new technologies to be applied to the project Mathematics

MAT 1.1


Process technical communications using numerical data Describe the electrical installation using numbers, formulas and symbol to

enhance own technical choiceIntegrated Science

IS 4.1


Analyse the possible physics phenomena that could compromise the efficiency of the residential electrical installations

Use electrical, electronic and physic instruments to test the entire circuit and provide to final functioning

Knowledge



IEC 60617 - Graphical Symbols for Diagrams related to residential electrical installations


Kirchoff, Thevenin and Norton rules Calculation of electrical circuits


Commissioning procedures for part of residential installations Trouble-shouting guidelines for electrical residential installations


IEC standards of cables for residential applications


Precautions against fell down, slippery and hits.

Unit content


How physical phenomena work and how they are applied. The physical units used, how they are measured, the range of such units in typical application. How physical formulas represents physical phenomena. This Training Unit covers the following physical phenomena at least: none


This Training Unit covers the following equipment are at least: revision of the equipment presented in previous Training Units and used for electrical installations under plaster in


Page 46 of 185

residential buildings.


This Training Unit covers the following installations at least: Installation for bathroom, Installation for bedroom, Installation for entrance, Installation for hallway / closet, Installation for kitchen, Installation for living, Installation for master bedroom, Installation for stairway, Installation for study. Teachers of practical subjects should focus on:


This Training Unit covers the following installations at least: electrical installations under plaster and use of the wall snake.


This Training Unit covers the following situations at least: the ladder.

Teaching staff

The Italian language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a Italian speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The English language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a English speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in the working environment assisting the Italian and English language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical teacher of residential electrical should guide the development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of residential electrical should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when


Page 47 of 185

working on electrical. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Assistant to the Professional practical teacher of residential electrical installation should guide the practice of electrical engineering principles and good manufacturing principles (GMP) when carrying out practical activities related to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings


Installation for entrance Installation for hallway / closet Installation for study Installation for living Installation for kitchen Installation for bathroom Installation for master bedroom


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Installation for bedroom Installation for stairway

Learning resources


Assessment modes


Thinking critically and making judgments Performing procedures and demonstrating techniques Accessing and managing information Communicating The evaluation of demonstrating knowledge and understanding the fundamentals of the residential electric installations should include:


Beneficiaries Students attending the 1th year of IeFP Electrical Junior Technician programme

Pre-requisites

TP_1_01 Protection against electrical accidents TP_1_02 Residential lighting installations TP_1_03 Residential power installations TP_1_04 Residential electrical panels TP_1_05 Residential auxiliary installations TP_1_06 Pipes and flat ducts installations

Gu

ided learn

ing h

ours

TU discipline Theoretical Practical Residential electrical installations 18 18 Industrial electrical installations 0 0 Automation and PLC 0 0 Assessment 0 3 Subtotal hours: 18 21 Related disciplines Theoretical Practical Italian language and ICT 2 1 English language and ICT 2 1 Mathematics 1 2 Integrated Science 1 1 50 guided learning hours Total Theoretical: 24 Total Practical: 26

Level Level 3 EQF


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INT 1_01 Safety in the working environment


INT 1_01 Safety in the working environment

Subject Internship Brief description This Training Unit will allow students to focus on experiencing and collecting evidence of

the skills and abilities acquired at school by performing specific tasks. Throughout this Unit students will learn about safety procedures, regulations and normal work requirements of the organization. In particular they will identify potential sources of accident and suggest preventive actions. During the internship period, students should focus on the following activities:

Verify the correspondence of electrical drawings and layouts with the reality Identify the presence (absence) of warning and dangers signs Verify the compliance of electrical protection network with national and international

requirements Identify plugs and lines (20Vac) not complaining with safety standards The internship may allow employer to benefit from the information generated as part of student activity, as well as to create a network of young and more skilled students who may work within the enterprises.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )

Technical and Professional

TPC1.1


Search, retrieve, classify and organise electrical technical drawings and layouts of the production equipment and facilities in order to comprehend the physical structure of the enterprise

Interpret technical drawings of the earth network for ground protection to identify the location of the connecting points


Identify sources of electrical and other (fire, explosion, etc.) risks in the working environment to advice on appropriate signalling

TPC3.3


Search for warning signs in the facility to assess their appropriateness Verify the correct use of personal protection equipment to provide statistical

evidence to the managementRELATED LEARNING OUTCOMES Italian Language

IT 2.5


Browse technical documentation of Italian manufactured machine the warning signs in Italian and assure the proper correspondence to local signs

English Language

EN 2.5


Browse technical documentation of European manufactured machine the warning signs in English and assure the proper correspondence to local signs

Knowledge The main objective of the internship is to develop competences and not to acquire knowledge.

Unit content The unit constitutes of three parts. Pre-internship: designing the internship (1 hour)


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Presentation of the personalized internship project o Internship objective o "Code" of norms and rules of behaviour within the enterprise o Time and working calendar o Administrative requirements

Overview of the sector and enterprise Internship: working in the enterprise (36 hours)

Presentation and walking around: o Main characteristics of the enterprises o Enterprise products / services offered and markets o The organizational structure o Working process

Activities to be carried out: o Tasks at the workstation o Process and product control o Maintenance of equipment and installations

Post-Internship: assessment of the internship (3 hours)

Presentation of the experience and lessons learned Comparison of internship experiences between the students Analysis and evaluation of the overall results achieved Reasoning on advantages and disadvantages of the internship in the enterprise and on the

differences and similarities between training at school and the experience in the enterprise

For more details see the Guide to Internship.

Teaching staff

The internship tutor is the company staff responsible of introduction, general instruction and follow up of the student(s) during the whole internship period within the company. S/he introduces the student into the production environment(s), interfacing the student with all the staff in charge of detailed instruction and supervision of the student operations and activities, with special reference to the safety rules in every/any situation. S/he briefs and debriefs the student at the beginning and the end of each day, describing the tasks to be accomplished and taking notes about the student remarks on the difficulties met. As needed, s/he meets the company staff in charge of instructions and supervision of the daily tasks complementing the collection of records about possible difficulties met during implementation of the tasks allocated. S/he coordinates with the Internship coordinator of the educational institute before the start of the internship, during its implementation and at the end, contributing to the assessment of the student's job performance with own point of view and considerations and relaying the final information to the person in charge of internships. The internship coordinator actively contacts and courts businesses throughout the working environment. Throughout the course of the internship program, the internship coordinator maintains constant contact with the employer and intern (students), monitoring the student's job performance and relaying that information to the head of the academic department. S/he must create formal examinations that test students' abilities and performance, as well as evaluation of tests to determine students' strengths and areas on which they can improve. S/he can use the results of this test to determine what field placement would best suit each student. S/he must prepare students for their field placements by running an orientation program, which focuses on real world skills and gives students an idea of what to expect in their placed position.


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The Professional practical teacher of residential electrical installation should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on electrical installations. S/he should focus on developing an integrated set of skills and abilities indicated in the abilities/capacity group above mentioned.

Learning settings

The internship is a real opportunity for the students to demonstrate the competences acquired in a working environment. It is the proper training environment in which the student is forced to use in a holistic approach the different competences acquired. Confronting real working situations with limited knowledge (new experience) of equipment and people is the core of the learning process of the internship. The presence of a company supervisor observing and controlling job performances of the students, becomes a factor enhancing the learning process. The typical learning settings during an internship are:

Face-to-face relations with employees of the company such as listening and understanding instructions to be followed, communicating actions to be taken, confronting possible solutions to problems

Observation of the processes carried out in the enterprise: from internal logistic, production process, maintenance of the facilities, employees management

Reading and understanding instructions, procedures and standards to be followed in particular the one related to safety in the working environment

Participation in the working process taking on a specific job place for a limited time but adequate to practice manual and machine operations

Identification, elaboration and presentation of lessons learned in a working experience supporting the retention of the experience and the consolidation of the competences practiced.

Learning resources

Classroom, workshops and laboratories equipped with smartboard.

Personalized Internship Project

Technical documentation

Equipment and installations in the enterprise

Self-assessment sheet

Assessment sheet

Assessment modes


Solving problems and developing plans Performing procedures and demonstrating techniques Managing and developing oneself Demonstrating knowledge and understanding Communicating The evaluation of demonstrating knowledge and understanding the fundamentals of the residential electric installations should include:

the observation of the process of carrying on the internship the evaluation of the outcomes of the internship the questioning and reasoning on topics related to the internship The practical teacher records the result of the assessment in the student’s portfolio. For more details see the Guide to assessing learning outcomes.

Beneficiaries Students attending the 1st year of IeFP Electrical Junior Technician program.


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Pre-requisites TP_1_01 Protection against electrical accidents TP_1_02 Residential lighting installations

Gu

ided

learnin

g hours

TU discipline Theoretical Practical Residential electrical installation 28 Industrial electrical installations 0 Automation and PLC 0 Italian language and ICT laboratory 2 English language and ICT laboratory 2 Mathematics 2 Integrated Science 1 Subtotal hours: 0 35 Pre-Internship / Post-Internship 3 Internship Assessment 4 42 guided learning hours in 6 calendar days

Total theoretical: 7 Total practical: 35

Level Level 3 EQF


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TP_2_01 Panels on equipment with power control devices Training Unit

Denomination/Title TP_2_01 Panels on equipment with power control devices

Subject Industrial electrical installations

Brief description

At the end of this Training Unit the participant will be able assembling and installing panels in small-industries and on automation machines. He will be skilled in reading schematic drawings to assemble wiring, selectors, push-button, contactors, protected switches (MCB) and light-signalling devices. Panel on equipment assembler will be able working alone and produce simple problem-solving solutions as it relates to the assembly process and the functioning of the panels and components. This professional can also install the completed panel on a client's site.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )


TPC1.1


Read electrical schematics and drawings to choose the right components and get them before starting the work

Use technical documentation related to small-industrial, automation machines installations to plan the different phases of activity

TPC1.2

Interpret specifications of equipment

Understand technical demands of the specifications in order to recognize the technical data of the different devices involved and the feasibility of their integration

Select right contactors and protected switches on the basis of their specific electrical (up to 125A) according to their specifications

TPC1.3


Understand specifications and choose the correct devices (panels, switches, contactors, pushbuttons, lamp socket, three-pole thermal relay, cables, connectors, auxiliaries) to verify the suitability of installation


Read the dimensional drawings in order to assess the adequacy of the spaces in which the electrical panels will be installed

TPC2.2


Choose the most appropriate wiring method (wire, structured cabling, pins) and know how to dimensioning it

Interconnect electrical panels with the tool machine or other automation system


Wire using rules to ensure proper wiring

TPC2.4


Assemble panels and special enclosures using manufacturer's specifications and ensure the integrity of the structure

Verify the right requirements (IP, segregation, mechanical features)


Install the completed product (panels, boards) on a client's site and realize a


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test functioning

TPC3.2


Identify the cause of faults (not operation, short-circuit, not start-stop of equipment connected, ground fault)

Isolate the fault and know how to fix it also with the substitutions of specific components

TPC3.3


Ensure all standards for the protection of the operators against electrical injuries during and after the installation of electrical panels

Ensure safety standards also during the realization of the electrical panel

TPC3.4

Record data and information of the commissioned installation

Collect all the data about the devices used in the realization of the electrical panel and to organize these information in a data record and data sheet


TPC4.1


Choose signaling devices and be able to install them (digital voltmeter and ampere meter, lights, buzzers)

Read and interpret the limited and intervention curves



Realize a periodically maintenance to assure the correct functioning of all the alarm devices and of the full system


Practice measure and tests for the recovery and restart of the electrical system (panels)


IT 2.5


Utilize 20 technical words and 10 sentences about panels and automation equipment

Read and understand information from catalogues and manuals


IT 4.3


Utilize the Italian dictionary to translate procedures and rules about panels assembling

English Language


Ask information and specification about the panel features EN 2.5 Recognize the specific characteristics and details of short and simple


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messages, advertisements, dialogues, instructions




ICT Laboratory

ICT 1.1


Illustrate with multimedia tools the wired circuit inside the panels

Realize multimedia data-sheets or schema after the work showing devices and connections

IT 4.3


Use specific software for the dimensioning and organizing of the structure and the layout of the panels

Mathematics


Produce calculation procedures for the dimensioning of the protection circuit

MAT 2.2


Calculate technical electrical values and make equivalence to properly dimension and describe the panel system

Integrated Science

IS 1.1


Illustrate all the dangers and risks for the operator of the panel using scientific symbols, formulas and scientific languages

Realize documentation about the human security and safety according to medical standards

IS 4.1


Analyse the possible physics phenomena that could compromise the efficient functioning of the panel

Understand how different electromagnetic phenomena may influence the behaviour of some devices inside the panel

Knowledge


TPK01

Electrical drawing

IEC 60617 - Graphical Symbols for Diagrams related to electrical service panels

IEC 60529/1 (CEI 70-1) – IP (International Protection Rating) of cabinets IEC 61032 (CEI 70-2) - protection of persons and equipment by enclosures IEC 60865/1 (CEI 23-48) - enclosures for fixed installations for domestic and

tertiary IEC 60670/22 - Boxes and enclosures for electrical accessories for household

and similar fixed electrical installations - Part 22: Particular requirements for connecting boxes and enclosures


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TPK02


Electrical circuits: short circuit current and time of interruption, IP (Internal Protection), Segregation Forms, Special Automation Panels (naval sector, oil & gas, environments with risk of fire or explosion)

Electrical enclosures: wall mounting panels for installation in the service sector, compact cabinets with depth reduced (usually 175mm) for installations of small and average size environments, panels beside machines

TPK03

Principles of electronic engineering technology and installations

Electrical units: digital voltmeter and ampere meter

Digital devices for communication systems (gateway)

TPK04


Know the different electrical installations where the different panels could be installed (board tool machine, automations: packaging, oil & gas, shipping sector, offices)

Know the different equipment according the installation: ON-OFF switch/ magneto-thermal protection switch, relays/contactors, selectors/push-buttons, multi-function timers

TPK05


Electrical units: switch and remote control switch, power contacts and auxiliary contacts, auxiliary relays, lights, buzzers, modular, automatic reset devices, multi-function timers, timers for loads, auxiliary signalling contacts, three-pole contactors, mushroom-head emergency button

TPK06

Electrical equipment for measure, control, command, regulation, protection

Electrical units: magneto-thermal protection switch, digital voltmeter and ampere meter, under voltage releases or shunt trip unit, motor command for modular switches, isolators

TPK07

Modular and moulded-case equipment for boards and cabinets

Circuit breakers: modular breakers and their curve of protection (B, C, D, MA, Z, K), RCDs (residual current device), MCCB (Moulded Case Circuit Breaker) up to 160A, ON-OF switches with isolator, fuse holders up to 125A

TPK08

Instruments and working tools and their use

Electrical units: command devices (under voltage releases or shunt trip unit, contactors)

Contactors: differences and structural characteristics of a switch and of a remote control switch, power contacts (main) and auxiliary contacts, terminal identification and composition of the contacts of a contactor

TPK10

Design and dimensioning techniques

Read electrical schematics

Understand the data sheet of the devices and their limitations

Know where to search and find out technical and standardizations

TPK11

Computer technology applied to diagnostic instruments

Know the software realized by the different producers of panels and breakers in order to: dimensioning the panels (ex. TISYSTEM 6.0), selection the proper structures of panels (ex. TIQUADRI 1.2), editing the data sheets to attach to the panels



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Know the Standard EN 60439-1 (CEI 17-13/1) for panels and cabinets

TPK13


Security against overload and short circuits

Insulation tests

Verification of the operating temperatures

Unit content



This Training Unit covers the following physical phenomena at least: defining the technical characteristics of all devices involved, such as physical variables can influence the behaviour of the devices studied (panels and devices) How equipment works and how they are used. What are the graphical symbols used in


This Training Unit covers the following equipment are at least: wall mounting panels for installation in industrial sector, compact cabinets with depth reduced (usually 175mm) for installations of small and average size environments, cabinets suitable for installation in medium plants How typical installations are made and which equipment are used. What are the typical


This Training Unit covers the following installations at least: schemas of panels and how they can installed in workshops, laboratories, departments of small factories, automation line. Teachers of practical subjects should focus on:


This Training Unit covers the following installations at least: study of the different structures of the panels, know the solution of quick systems wiring, modular structures and block structures, practical testing of available materials for panels and cabinets (metal, plastic).


This Training Unit covers the following situations at least: discuss and show the more frequent risks in the realization of a common panel, practice measure and tests for the recovery and restart of the electrical panels, approach to the fault with a problem solving mentality.

Teaching staff

The Italian language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in an Italian speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The English language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a English speaking working environment by using proper terminology and ICT technology. He/She should focus on


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developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in the working environment assisting the Italian and English language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical teacher of industrial electrical installation should guide the development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of industrial electrical installation should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on electrical installations (industrial electrical installation, automation and PLC). He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Assistant to the Professional practical teacher of industrial electrical installation should guide the practice of electrical engineering principles and good manufacturing principles (GMP) when carrying out practical activities related to industrial electrical installation. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Practical activities Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing


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documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities:

Reading schematic drawings to assemble wiring, switches, cables and other electrical devices.

Know the devices installed inside the panels and their connection with the panel structure Controlling a contactor from a point Impulse control of a contactor and separate control of two contactors Remote control reverser with block on pushbuttons and with timer Start-delta starter Starting by stator resistances, by autotransformer and by rotor resistances by steps Remote controlled pole-change switch for two-winding motors and for single-winding

(Dahlander) motor Remote control reverser, star-delta starter Assembling and installing panels in small-industrial and automation electrical

installations on a client's site

Learning resources

Classroom with projector and an ICT laboratory. Laboratory for residential electric installations with individual working place. Documentation provided by suppliers of electrical equipment and materials. Documentation related to standardisation (IEC). Multimedia tools (video, PPT, technical SW)

Assessment modes

The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of industrial electrical installation, but also other abilities as:

Thinking critically and making judgments Performing procedures and demonstrating techniques Accessing and managing information The evaluation of demonstrating knowledge and understanding the fundamentals of industrial electrical installation should include:


Beneficiaries Students attending the 2nd year of IeFP Electrical Junior Technician programme Pre-requisites none


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Italian language and ICT 1 2 English language and ICT 2 2 Mathematics 1 1 Integrated Science 2 2

65 guided learning hours Total Theoretical: 30 Total practical: 35 Level Level 3 EQF


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TP_2_02 Cabinets with power control devices Training Unit

Denomination/Title TP_2_02 Cabinets with power control devices


Brief description

At the end of this Training Unit the participant will be able assembling and installing cabinets in small-industrial, commercial, villas and small buildings installations. He will be skilled in reading schematic drawings to assemble wiring, switches, cables and other electrical devices. Cabinet assembler will be able working with electrical engineers in problem-solving solutions as it relates to the assembly process and the functioning of the cabinets and components. This professional can also install the completed product, or cabinet, on a client's site and make all the setup and tests.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )


TPC1.1



Use technical documentation related to industry, commercial and small-buildings electrical installations to plan the different phases of activity

TPC1.2


Understand of technical demands of the specifications in order to recognize the technical data of the different devices involved and the feasibility of their integration

Select right contactors and protected switches on the basis of their electrical features (up to 250A) according to their specifications

TPC1.3


Choose the correct enclosure and understand specifications of all the devices (switches, cables, connectors, auxiliaries) to verify the suitability of installation

TPC2.1

Use electrical and not electrical data

Realize the selectivity (logic or dynamic) choosing the correct electronic unit protection and set them properly

Read the dimensional drawings in order to assess the adequacy of the spaces in which the electrical cabinets will be installed

TPC2.2



Interconnect different electrical cabinets

Choose the proper enclosure according to the features of the environment



TPC2.4


Assemble cabinets with different size using manufacturer's specifications and ensure the integrity of the structure

Verify the right requirements (IP, segregation, mechanical features) of the cabinet before proceed to install devices inside



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Install the completed cabinet on a client's site and realize a test functioning

TPC3.2


Identify the cause of faults (not operation, short-circuit, not switch ON-OFF of the breakers installed, ground fault)


TPC3.3


Ensure all standards for the protection of the operators against electrical injuries during and after the installation of electrical cabinets

Ensure safety standards also during the realization of the electrical cabinet

TPC3.4


Collect all the data about the devices used in the realization of the electrical cabinet and to organize these information in a technical data sheet


Realize drawing, on the front side of the enclosure, of the connection of the main MCCBs in a cabinet

TPC4.1


Choose signaling devices and be able to install them (digital voltmeter and ampere meter, lights, buzzers, colored flags on the MCCBs)

Read and interpret of the curves and limited intervention of the different breakers

Interpret signals related to malfunctioning situations and individuate a quick solution to solve the problem

TPC4.2

Adopt simple maintenance techniques


Realize tests to assure: temperature-rise limits

Realize tests to assure: dielectric properties

Realize tests to assure: short-circuit protection

Realize tests to assure: efficiency of the protection circuit


Practice measure and tests for the recovery and restart of the electrical system (cabinets)


IT 2.1


Dialogue to collaborate in an international working team to expose choices and decisions

Use Italian documents to endorse the own technical decisions

IT 2.5


Utilize 30 technical words and 20 sentences about cabinets with power control devices


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Communicate during the execution of the realization of the cabinets for any necessity or unforeseen

IT 4.3



English Language


Ask information and specification about the panel features

EN 2.1



Use English documents to endorse the own technical decisions

EN 2.5





ICT Laboratory

ICT 1.1


Illustrate with multimedia tools the wired circuit inside the panels

Realize multimedia data-sheets or schema after the work showing devices and connections (switch, auxiliaries, lines)

IT 4.3



Mathematics

MAT 1.1


Produce calculation procedures for the dimensioning of the protection circuit

Produce calculation procedures for the dimensioning of breakers inside the panels according to the full electrical system

MAT 2.2



Integrated Science


Illustrate all the dangers and risks for the operator of the panel using


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scientific symbols, formulas and scientific languages

Realize documentation about the human security and safety about the realization of panels considering physics theories

Knowledge


TPK01

Electrical drawing

IEC 60617 - Graphical Symbols for Diagrams related to electrical service cabinets

IEC 60529/1 (CEI 70-1) – IP (International Protection Rating) of cabinets

IEC 61032 (CEI 70-2) - protection of persons and equipment by enclosures

IEC 60865/1 (CEI 23-48) - enclosures for fixed installations for domestic and tertiary

IEC 60670-22 - Boxes and enclosures for electrical accessories for household and similar fixed electrical installations - Part 22: Particular requirements for connecting boxes and enclosures

TPK02


Electrical circuits: short circuit current and time of interruption, IP (Internal Protection), Segregation Forms, Special Cabinets (Medical, Outdoor, )

Electrical enclosures: wall mounting cabinets for installation in the service sector, compact cabinets with depth reduced (usually 175mm) for installations of small and average size environments, cabinets suitable for installation in medium and large plants, mounting frames

TPK03



Electronic protection unit for MCCBs


TPK05


Electrical units: switch and remote control switch, power contacts and auxiliary contacts, auxiliary relays, modular, timers for loads, auxiliary contacts, self-resetting devices both for modular and moulded case circuit breakers, DIN or plate mounting devices

Mechanical units: fix plate, cage nut, withdrawable systems, terminal mounting (rear, front)

TPK06


Electrical units: magneto-thermal protection switch, digital voltmeter and ampere meter, under voltage releases or shunt trip unit, motor command for modular switches, isolators

TPK07


Circuit breakers: MCCBs (Moulded Case Circuit Breaker) up to 1600A, RCDs (residual current device), fuse holders up to 1000A (3P vertical and horizontal solution)

TPK08


Electrical units: command devices (under voltage releases or shunt trip unit, contactors, motor operator for MCBs and MCCBs)

Contactors: power contactor up 1600A, control system in DC and AC, three or four-pole version

TPK10 Design and dimensioning techniques


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TPK11


Know the software realized by the different producers of cabinets and breakers in order to: dimensioning the cabinets (ex. TISYSTEM 6.0), selection the proper structures of cabinets (ex. TIQUADRI 1.2), editing the data sheets to attach to the cabinets, calculate the selectivity between devices

TPK12

ISO, CEN, IEC (UNI and CEI) standards for electrical installations

Know the Standard EN 60439-1 (CEI 17-13/1) generals for cabinets

Know the Standard EN 60364-7-740 (CEI 17-13/1) definition of AS (series manufacturing – type 2 tests)

Know the Standard EN 60439-3 definition of ASD (devices for power distribution for trained persons)

Know the Standard EN 60439-3 definition of ASC (series manufacturing devices for general yard)

Know electrical standards for cabinets type ASD (distribution boards)

TPK13



Insulation tests


Mechanical functioning

IP Internal Protection

Resistance of the insulating materials to the heat and in the abnormal heating

Unit content



This Training Unit covers the following physical phenomena at least: defining the technical characteristics of all devices involved, such as physical variables can influence the behaviour of the devices studied (cabinets and devices)


This Training Unit covers the following equipment are at least: realization of a cabinet and verify the mechanical structure (door, key or lever lock, hinges of a cabinet, faceplate and other structural part), mechanical connection of devices on the structure of the cabinet, cabling of the singular device and organize the flow of the wire


This Training Unit covers the following installations at least: schemas of cabinets and cabling system, where and how the cabinets can be installed in Small industrial electrical installations, commercial/Tertiary sector, villas or small buildings.


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Teachers of practical subjects should focus on:


This Training Unit covers the following installations at least: the quick and secure assembly of the structure of the cabinet and how organize the different devices inside the cabinet


This Training Unit covers the following situations at least: discuss and show the more frequent risks in the realization of a common panel. Practice measure and tests for the recovery and restart of the electrical cabinets, approach to the fault with a problem solving mentality.

Teaching staff

The Italian language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in an Italian speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The English language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a English speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in the working environment assisting the Italian and English language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical teacher of industrial electrical installation should guide the development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of industrial electrical installation should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on electrical installations (industrial electrical installation, automation and PLC). He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.


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The Assistant to the Professional practical teacher of industrial electrical installation should guide the practice of electrical engineering principles and good manufacturing principles (GMP) when carrying out practical activities related to industrial electrical installation. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings


Reading schematic drawings to assemble wiring, switches, cables and other electrical devices

Ability to draw a schema starting from the environment requirement

Chose the correct materials (cabinet and devices) in order to answer the specification request from the drawings

Know the devices installed inside the cabinets and their connection with the structure (ability to mechanic assembly)

Know the devices installed inside the cabinets and their connection with the other electrical devices (ability to electrical cabling)


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Check the correct of the installation measuring the values with instruments as (multi-meter and clamp-meter)

Ability to working with electrical engineers in problem-solving solutions

Assembling and installing cabinets in small-industrial, automation and commercial electrical installations

Learning resources


Assessment modes





Communicating The evaluation of demonstrating knowledge and understanding the fundamentals of industrial electrical installation should include:




Beneficiaries Students attending the 2nd year of IeFP Electrical Junior Technician programme Pre-requisites TP_2_01 Panels on equipment with power control devices



Related disciplines Theoretical Practical Italian language and ICT 1 1 English language and ICT 1 1 Mathematics 2 2 Integrated Science 2 1 50 guided learning hours Total theoretical: 24 Total practical: 26

Level Level 3 EQF


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TP_2_03 Diodes and AC/DC rectifiers Training Unit

Denomination/Title TP_2_03 Diodes and AC/DC rectifiers


Brief description At the end of this Training Unit the participant will be able repairing simple stabilised AC/DC rectifiers with diodes, interpreting drawings and diagrams, identifying and replacing faulty parts and commissioning the repaired rectifier

Ab

ility / Cap

acity / Detailed

skill (T

o be ab

le to ...)



Use technical documentation related to diodes and simple stabilised AC/DC rectifiers as a mean to plan the different phases of activity


Use specifications of power diodes to properly carry out the repair


Use temperature data to properly carry out the repair of AC/DC rectifiers


Apply methods and procedures disconnecting, removing, mounting and connecting power diodes

TPC3.1 Select and adopt appropriate commissioning and testing techniques

Adopt step by step start-up procedures assuring the proper commissioning of AC/DC rectifiers avoiding the incurrence of faulty conditions


Decide if the stabilised AC/DC rectifier can be repaired and how or should be replaced


Interpret overcurrent and overheating measures as malfunctioning conditions


Adopt step by step trouble shouting procedures to identify faults and malfunctions in AC/DC rectifiers


Use oscilloscope to monitor voltage, current and temperature in stabilised AC/DC rectifiers


IT 2.6

Use word processing, graphics and publishing as aids for constructing and representing meaning in communication

Utilize 20 technical words about electronic system

Utilize 15 sentences to describe and ask explanations about electronic system

IT 4.3


Utilize the Italian dictionary to translate procedures and rules about diodes and AC/DC rectifiers

English Language



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Utilize 30 technical words about electronic system

Utilize 20 sentences to describe and ask explanations about electronic system

EN 4.3


Utilize the English dictionary to translate procedures and rules about diodes and AC/DC rectifiers

ICT Laboratory

ICT 1.3

Gather information, communicate, and share resources on the web

Search and find the correct data sheet about electronic components on the web

Find on the web security standards for the general electronic system

Utilize simulation online applet to study and verify the electronic circuit for AC/DC rectifier

Mathematics


Calculate of simple parameters and proportions about diodes for the realization of AC/DC rectifier

MAT 2.2


Manage equivalences and proportions about electrical and electronic parameter for the realization of AC/DC rectifier

Integrated Science

IS 1.1


Illustrate all the dangers and risks for the operator in the realization of electronic system


IS 3.3


Investigate how and why the physical phenomena (temperature, humidity, pollution) may change the behaviour of the rectifier circuit

Knowledge


TPK02


Electric condenser

Dielectric constant

Electric condenser with parallel shields

Parallel and series of electrical condenser

Charging and discharging electric condenser

Types of electrical condenser

TPK03


PN junction

Zener and LED types

Diodes for microelectronic and power applications

Graphical approach calculating current in electric circuits with Diodes

Current limiting circuits with single Diode


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Electric circuit with LED and resistors

Electric circuit with single Diode and electric condenser

TPK04

Types of electrical installations and electric equipment

Types of power diodes (cases) and types of cooling devices

AC/DC rectifier with two Diodes and transformer with a central tap

AC/DC rectifier with four Diodes (Graez bridge)

TPK08


Overview of an oscilloscope

CRT working principles

Display of waves and signals

Waves time characteristics

Oscilloscope probes

Voltage and current measure

Temperature measure

Unit content



This Training Unit covers the following physical phenomena at least: dielectric materials for condenser and semiconductors for diodes.


This Training Unit covers the following equipment are at least: AC/DC simple rectifiers with diodes and stabilised AC/DC rectifiers.

How typical installations are made and which equipment are used. What are the typical diagrams / schemes and the characteristics of the installations? What are the typical malfunctioning situations and how can be corrected.

This Training Unit covers the following installations at least: Stabilised AC/DC rectifiers for light installations Teachers of practical subjects should focus on:


This Training Unit covers the following installations at least: verify the correct functioning of stabilised AC/DC rectifier using the oscilloscope and repair in case of faulty conditions.


This Training Unit covers the following situations at least: use Personal Protection Equipment when required and standard precautions when operating with powered circuits.

Teaching staff

The Italian language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in an Italian speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the


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abilities/capacity group above mentioned. The English language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a English speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in the working environment assisting the Italian and English language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical teacher of industrial electrical installation should guide the development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of industrial electrical installation should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on electrical installations (industrial electrical installation, automation and PLC). He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Assistant to the Professional practical teacher of industrial electrical installation should guide the practice of electrical engineering principles and good manufacturing principles (GMP) when carrying out practical activities related to industrial electrical installation. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context.


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Students should compete the following calculations:

Calculate the resistance of a bar

Identify the material of a bar knowing voltage and current

Calculate the value of a current in a PN junction

Calculate the current and the dissipated power in a diode

Calculate the value of a resistor limiting the current in a LED

Calculate the value of a current in a two legs network one with a diode

Calculate the value of a resistor to stabilise the DC current

Calculate the dissipated power in Graetz bridge Practical activities Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places Students should complete the following practical activities:

Assemble and test a single pulse rectifier (direct polarization)

Assemble and test a single pulse rectifier (inverse polarization)

Assemble and test a two pulse rectifiers - cathodes connected

Assemble and test a two pulse rectifiers - anodes connected

Assemble and test a three pulse rectifiers - cathodes connected

Assemble and test a three pulse rectifier - anodes connected

Assemble and test a six pulse rectifier - cathodes connected

Assemble and test a two pulse bridge rectifier

Assemble and test a six pulse bridge rectifier documentation, tools, materials and components. The student should inform the assistant in case of damaged items.

Learning resources

Classroom with projector and an ICT laboratory. Laboratory for industrial electronic installations with individual working place. Documentation provided by suppliers of electronic equipment and materials. Documentation related to standardisation (IEC).

Assessment modes






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The evaluation of demonstrating knowledge and understanding the fundamentals of industrial electrical installation should include:




Beneficiaries Students attending the 2nd year of IeFP Electrical Junior Technician programme Pre-requisites none


TU discipline Theoretical Practical Residential electrical installations 0 0 Industrial electrical installations 18 18 Automation and PLC 0 0 Assessment 0 3 Subtotal hours: 18 21 Related disciplines Theoretical Practical Italian language and ICT 1 1 English language and ICT 1 1 Mathematics 2 2 Integrated Science 2 1 50 guided learning hours Total Theoretical: 24 Total practical: 26

Level Level 3 EQF


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TP_2_04 Transistors and amplifiers Training Unit

Denomination/Title TP_2_04 Transistors and amplifiers


Brief description At the end of this Training Unit the participant will be able repairing simple amplifiers circuits with discrete transistors, interpreting drawings and diagrams, identifying and replacing faulty parts and commissioning the repaired amplifier.

Ab

ility / Cap

acity / Detailed

skill (T

o be ab

le to ...)



Use technical documentation related to transistors and simple amplifiers as a mean to plan the different phases of activity


Use specifications of power transistors to properly carry out the repair


Use temperature data to properly carry out the repair of simple amplifiers


Apply methods and procedures disconnecting, removing, mounting and connecting power amplifiers


Adopt step by step start-up procedures assuring the proper commissioning of RC amplifiers avoiding the incurrence of faulty conditions


Decide if the amplifier can be repaired and how or should be replaced


Interpret waves signals, overcurrent and overheating measures as malfunctioning conditions


Adopt step by step trouble shouting procedures to identify faults and malfunctions in amplifiers


Use oscilloscope to monitor voltage, current, temperature and time/frequency in amplifiers


IT 4.2


Utilize 20 technical words and 10 sentences about transistors and amplifiers

Recognize the meaning of danger and urgency warnings using transistors and amplifiers also in association to graphical symbols

IT 4.3


Utilize the Italian dictionary to translate procedures and rules about transistors and amplifiers



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English Language

EN 2.6


Utilize 20 technical words and 10 sentences about converters

Recognize the meaning of danger and urgency warnings using transistors and amplifiers also in association to graphical symbols

Request information to the client to precisely know the instructions for the realization of transistors and amplifiers

EN 4.3


Utilize the English dictionary to translate procedures and rules about transistors and amplifiers

ICT Laboratory

ICT 1.3


Analyse and study the evolution of transistors and amplifiers thanks to the web

Find technical information, manuals and data sheets on the web pages of the leading manufacturers of transistors and amplifiers

Mathematics

MAT 2.2


Dimension of transistors and amplifiers by calculation, reporting and proportions

Apply mathematical formulas to calculate all the values of transistors and amplifiers

Integrated Science

IS 1.1


Illustrate the risks for final users due by the improper use of transistors and amplifiers

IS 4.1


Interpret and manage which are the physical relations between electric-magnetic fields and human body using transistors and amplifiers

Analyse the frequencies of electromagnetic fields generated from transistors and amplifiers and which problems may cause in the human body

Knowledge


TPK03


Overview of a transistor

Transistor static characteristics

JBT working mode

Case and junction working temperature

Saturation and interdiction

TPK04


Amplifiers

Graphic approach calculating amplifier’s gain


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Stabilise the working point

Audio amplifiers

Amplifier’s bandwidth

TPK05


Types of heat-sink and characteristics

Types of transistors (cases) and characteristics

TPK08


Waves time characteristics

Oscilloscope probes


Temperature measure

Time and frequency measure

Unit content



This Training Unit covers the following physical phenomena at least: PNP and NPN junctions


This Training Unit covers the following equipment are at least: Simple common base, emitter, collector discrete amplifiers


This Training Unit covers the following installations at least: discrete RC amplifiers Teachers of practical subjects should focus on:


This Training Unit covers the following installations at least: verify the correct functioning of simple amplifier using the oscilloscope and repair in case of faulty conditions.



Teaching staff

The Italian language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in an Italian speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The English language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a English speaking working


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environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in the working environment assisting the Italian and English language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical teacher of industrial electrical installation should guide the development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of industrial electrical installation should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on electrical installations (industrial electrical installation, automation and PLC). He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Assistant to the Professional practical teacher of industrial electrical installation should guide the practice of electrical engineering principles and good manufacturing principles (GMP) when carrying out practical activities related to industrial electrical installation. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Students should complete the following calculations:

Calculate Voltage and currents in a simple circuit with a PNP transistor

Calculate the input and output resistance of a transistor


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Calculate the working point resistors

Calculate the heat transfer of a transistor

Calculate the heat transfer of a heat-sink

Calculate the switching characteristics of a transistor

Calculate the resistors for saturation and for interdiction of a transistor

Calculate the commutation time of a transistor

Calculate the working point of a simple amplifier with one transistor

Calculate the gain of an amplifier using diagrams

Draw the output curve of an amplifier using a diagram

Calculate the heat of the case of an amplifier (without and with signal)

Calculate the stabilised working point resistors

Draw the output curve for the different types of amplifiers (common emitter, common base, common collector)

Calculate the equivalent circuit for an amplifier

Calculate the gain of a two stage amplifier Practical activities Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities:

Verify the integrity of a transistor

Assemble a simple circuit with transistors and measure the voltage in different points, the current in the legs and the heat on the case of the transistor changing the value of the working point resistor

Power with a signal (sinusoidal, triangular and square) a simple circuit with transistors and visualise the waves of the voltage in different points, the current in the legs and the heat on the case of the transistor changing the value of the working point resistor and the amplitude of the input,

Assemble a simple switching circuit with a transistor and visualise and measure the voltage in different points, the current in the legs, the commutation time and the heat on the case of the transistor changing the frequency of the input signal and the value of the working point resistors


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Assemble a simple common emitter, common base and common collector amplifiers and visualise and measure the voltage in different points, the current in the legs, the commutation time and the heat on the case of the transistor changing the frequency of the input signal and the value of the working point resistors

Assemble a simple RC amplifier and compare the input and output waves using sinusoidal, triangular waves and the voice

Replace a non-working transistor in a simple amplifier

Learning resources


Assessment modes








Beneficiaries Students attending the 2nd year of IeFP Electrical Junior Technician programme Pre-requisites None

Gu

ided

learnin

g hou

rs



65 guided learning hours Total Theoretical: 30 Total practical : 35 Level Level 3 EQF


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TP_2_05 220V AC/DC converters Training Unit

Denomination/Title TP_2_05 220V AC/DC converters


Brief description At the end of this Training Unit the participant will be able repairing 220V AC/DC converters with SCR and FET, interpreting drawings and diagrams, identifying and replacing faulty parts and commissioning the repaired converter.

Ab

ility / Cap

acity / Detailed

skill (T

o be ab

le to ...)



Use technical documentation related to SCR, FET and 220V AC/DC converters as a mean to plan the different phases of activity


Use specifications of power SCR and FET to properly carry out the repair of 220V AC/DC converters


Use temperature data to properly carry out the repair of 220V AC/DC DC/AC inverters


Apply methods and procedures disconnecting, removing, mounting and connecting power SCR and FET


Adopt step by step start-up procedures assuring the proper commissioning of DC/AC inverters avoiding the incurrence of faulty conditions


Decide if a 220V AC/DC converter can be repaired and how or if it should be replaced


Interpret overcurrent and overheating measures in 220V AC/DC DC/AC inverters as malfunctioning conditions


Adopt step by step trouble shouting procedures to identify faults and malfunctions in


Use oscilloscope to monitor voltage, current and temperature in 220V AC/DC converters


IT 4.2



Recognize the meaning of danger and urgency warnings using converters devices also in association to graphical symbols


IT 4.3 Use dictionaries and / or consultation tools or paper-based media to acquire


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information necessary to understand and write texts

Utilize the Italian dictionary to translate procedures and rules about converters and electrical devices


English Language

EN 2.6



Recognize the meaning of danger and urgency warnings using converters devices also in association to graphical symbols


EN 4.3


Utilize the English dictionary to translate procedures and rules about converters

ICT Laboratory


Edit brief technical descriptions of the solutions chosen

ICT 1.3


Analyse and study the evolution of electronic components thanks to the web

Find technical information, manuals and data sheets on the web pages of the leading manufacturers of electronic components

Mathematics

MAT 2.2


Dimension of electrical transformers by calculation, reporting and proportions

Apply mathematical formulas to calculate all the values of the electrical converters

Integrated Science

IS 1.1


Know and illustrate the risks for final users due by the improper use of converters

IS 4.1


Know which are the physical relations between electric-magnetic fields and human body

Analyse the frequencies of electromagnetic fields and which problems may cause in the human body

Knowledge



Batteries for power applications (automotive and UPS)

TPK03 Principles of electronic engineering technology and installations

Semiconductors and the SCR


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Simple circuit with one SCR: switching on circuit (gate current) and natural switching-off (zero voltage)

Semiconductors and JFET and MOSFET

Characteristics of JFET and MOSFT (Drain, gate and source)

Graphical approach calculating working point of a JFET

Working characteristics of a JFET: saturation and interdiction

Switching characteristics of a MOSFET

Electric circuit with single JFET or MOSFET

Voltage setting and current limitation in converters

TPK04


Types of SCR (cases) and types of cooling devices

Types of JFET and MOSFET (cases) and types of cooling devices

AC/DC regulated voltage with one SCR

AC/DC regulated voltage with four SCR (Graez bridge)

DC/DC regulated voltage with one MOSFET

Battery chargers characteristics and operating modes

TPK08



Temperature measure


Unit content



This Training Unit covers the following physical phenomena at least: semiconducting materials and switching devices.


This Training Unit covers the following equipment are at least: 220V AC/DC converters with SCR and MOSFET.


This Training Unit covers the following installations at least: 220V AC/DC and DC/DC converters for power suppliers and battery chargers Teachers of practical subjects should focus on:


This Training Unit covers the following installations at least: verify the correct functioning of controlled 220V AC/DC and DC/DC converters using the oscilloscope and repair in case of faulty conditions.

How equipment can generate harm to people and to equipment in the domestic and working environment. How behaviour of people can cause harm to people and to equipment. What are the precautions and the corrective actions that should be taken to


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reduce the risk of harm and to minimise the effect of accidents. This Training Unit covers the following situations at least: use Personal Protection Equipment when required and standard precautions when operating with powered circuits.

Teaching staff

The Italian language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in an Italian speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The English language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a English speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in the working environment assisting the Italian and English language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical teacher of industrial electrical installation should guide the development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of industrial electrical installation should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on electrical installations (industrial electrical installation, automation and PLC). He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Assistant to the Professional practical teacher of industrial electrical installation should guide the practice of electrical engineering principles and good manufacturing principles (GMP) when carrying out practical activities related to industrial electrical installation. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge.


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Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Students should compete the following calculations:

Calculate the gate current in an SCR

Calculate the dissipated power in a SCR

Calculate the value of the switching-off a current in a SCR

Calculate the input signal to regulate the output voltage

Calculate the dissipated power in a MOSFET

Calculate the effect of a short circuit in a circuit with a MOSFET Practical activities Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities:

Assemble and test a single pulse converter (direct polarization)

Assemble and test a single pulse converter (inverse polarization)

Assemble and test a two pulse midpoint converter - cathodes connected

Assemble and test a two pulse midpoint converter - anodes connected

Assemble and test a three pulse midpoint converter - cathodes connected

Assemble and test a three pulse midpoint converter - anodes connected

Assemble and test a half controlled bridge

Assemble and test a fully controlled bridge

Assemble and test a three-phase half controlled bridge

Assemble and test a three-phase fully controlled bridge

Assemble and test a current limiting circuit for a 220V DC/DC converter Assess the correct functioning of a battery charger for an UPS

Learning resources Classroom with projector and an ICT laboratory.


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Laboratory for industrial electronic installations with individual working place. Documentation provided by suppliers of electronic equipment and materials. Documentation related to standardisation (IEC).

Assessment modes




Demonstrating knowledge and understanding The evaluation of demonstrating knowledge and understanding the fundamentals of industrial electrical installation should include:




Beneficiaries Students attending the 2nd year of IeFP Electrical Junior Technician programme

Pre-requisites TP_2_03 Diodes and AC/DC rectifiers TP_2_04 Transistors and amplifiers

Gu

ided

learnin

g hou

rs

TU discipline Theoretical Practical Residential electrical installations 0 0 Industrial electrical installations 18 18 Automation and PLC 0 0 Assessment 0 3 Subtotal hours: 18 21 Related disciplines Theoretical Practical Italian language and ICT 1 1 English language and ICT 1 1 Mathematics 2 2 Integrated Science 2 1 50 guided learning hours Total Theoretical: 24 Total Practical: 26

Level Level 3 EQF


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TP_2_06 220V DC/AC inverters Training Unit

Denomination/Title TP_2_06 220V DC/AC inverters

Subject Industrial electrical and electronic installations

Brief description At the end of this Training Unit the participant will be able repairing 220V DC/AC inverters with FET, interpreting drawings and diagrams, identifying and replacing faulty parts and commissioning the repaired inverter.

Ab

ility / Cap

acity / Detailed

skill (T

o be ab

le to ...)



Use technical documentation related to FET and to 220V DC/AC inverters as a mean to plan the different phases of activity


Use specifications of power FET to properly carry out the repair of 200V DC/AC inverters


Use temperature data to properly carry out the repair of 220V DC/AC inverters


Apply methods and procedures disconnecting, removing, mounting and connecting power FET


Adopt step by step start-up procedures assuring the proper commissioning of 220V DC/AC inverters avoiding the incurrence of faulty conditions


Decide if a nonworking 220V DC/AC inverter can be repaired and how or it should be replaced

TPC4.1


Interpret overcurrent and overheating measures in 220V DC/AC inverters as malfunctioning conditions

Interpret voltage waves shapes in 220V DC/AC inverters as malfunctioning conditions


Adopt step by step trouble shouting procedures to identify faults and malfunctions in 220V DC/AC inverters


Use oscilloscope to monitor voltage, current and temperature in 220V DC/AC inverters


IT 4.2


Utilize 20 technical words and 10 sentences about DC/AC inverters

Recognize the meaning of danger and urgency warnings using inverters devices also in association to graphical symbols

Request of any information to the client to precisely know the instructions for


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the realization of DC/AC inverters

IT 4.3


Utilize the Italian dictionary to translate procedures and rules about DC/AC inverters and electrical devices


English Language

EN 2.6



Recognize the meaning of danger and urgency warnings using DC/AC inverters devices also in association to graphical symbols

Request of any information to the client to precisely know the instructions for the realization of DC/AC inverters

EN 4.3


Utilize the English dictionary to translate procedures and rules about DC/AC inverters

ICT Laboratory



ICT 1.3


Be aware about the evolution of DC/AC inverters thanks to the web

Find technical information, manuals and data sheets on the web pages of the leading manufacturers of DC/AC inverters

Mathematics

MAT 2.2


Dimension DC/AC inverters by calculation, reporting and proportions

Apply mathematical formulas to calculate all the values of the electrical DC/AC inverters

Integrated Science


Illustrate the risks for final users due by the improper use of DC/AC inverters

IS 4.1


Manage the physical relations between electric-magnetic fields and human body


Knowledge


TPK02


Active and reactive power in 220V supply

Batteries for power applications (automotive and UPS)


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TPK03


Pulse Wave Modulation (PWM)

PWM control circuits

MOSFET drivers

MOSFET protection circuits (overcurrent, short-circuit and overvoltage)

Working operations of a 220V DC/AC inverter with active and reactive power

Control card for a 220V DC/AC inverter

TPK04


220V DC/AC inverter

220V AC/AC inverter (AC/DC inverter + DC/AC inverter)

UPS characteristics and operating modes

TPK08



Temperature measure


Unit content





This Training Unit covers the following equipment are at least: 220V DC/AC inverters with FET.


This Training Unit covers the following installations at least: 220V DC/AC and 220V AC/AC inverters for photovoltaic cells, wind mills and UPS Teachers of practical subjects should focus on:


This Training Unit covers the following installations at least: verify the correct functioning of a 220V DC/AC and 220V AC/AC inverter using the oscilloscope and repair in case of faulty conditions.



Teaching staff The Italian language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in an Italian speaking working


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environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The English language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a English speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in the working environment assisting the Italian and English language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical teacher of industrial electrical installation should guide the development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of industrial electrical installation should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on electrical installations (industrial electrical installation, automation and PLC). He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Assistant to the Professional practical teacher of industrial electrical installation should guide the practice of electrical engineering principles and good manufacturing principles (GMP) when carrying out practical activities related to industrial electrical installation. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using


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videos, glossaries and dictionaries to relate concept and situations to different language context. Students should compete the following calculations:

Calculate the dissipated power in a 220V DC/AC inverter

Calculate the characteristics of a 220V DC/AC inverter for solar panels

Calculate the characteristics of a 220V DC/AC inverter for a windmill Practical activities Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities:

Assemble and test a PWM control card for UPS

Assemble and test a 220V DC/AC inverter for UPS

Test operating functions of a 220V DC/AC inverter with active load

Test operating functions of a 220V DC/AC inverter with reactive load

Test operating functions of a 220V DC/AC inverter under over-current conditions

Test operating functions of a 220V DC/AC inverter under short-circuit conditions

Asses the correct functioning of the control card in a 220V DC/AC inverter

Assess the correct functioning of a 220V UPS

Learning resources


Assessment modes




Managing and developing oneself The evaluation of demonstrating knowledge and understanding the fundamentals of industrial electrical installation should include:



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Gu

ided

learning h

ours





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TP_2_07 380V AC/AC inverters Training Unit

Denomination/Title TP_2_07 380V AC/AC inverters

Subject Industrial electrical and electronic installations

Brief description At the end of this Training Unit the participant will be able repairing 380V AC/AC inverters with FET, interpreting drawings and diagrams, identifying and replacing faulty parts and commissioning the repaired inverter.

Ab

ility / Cap

acity / Detailed

skill (T

o be ab

le to ...)



Use technical documentation related to FET and to 380V AC/AC inverters as a mean to plan the different phases of activity


Use specifications of power FET to properly carry out the repair of 380V AC/AC inverters


Use temperature data to properly carry out the repair of 380V AC/AC inverters


Apply methods and procedures disconnecting, removing, mounting and connecting power FET


Adopt step by step start-up procedures assuring the proper commissioning of 380V AC/AC inverters avoiding the incurrence of faulty conditions


Decide if a nonworking 380V AC/AC inverter can be repaired and how or if it should be replaced

TPC4.1


Interpret overcurrent and overheating measures in 380V AC/AC inverters as malfunctioning conditions

Interpret voltage waves shapes in 380V AC/AC inverters as malfunctioning conditions


Adopt step by step trouble shouting procedures to identify faults and malfunctions in 380V AC/AC inverters


Use oscilloscope to monitor voltage, current and temperature in 380V AC/AC inverters


IT 4.2


Utilize 20 technical words and 10 sentences about 380V AC/AC inverters

Recognize the meaning of danger and urgency warnings using inverters devices also in association to graphical symbols

Request of any information to the client to precisely know the instructions for the realization and installation of 380V AC/AC inverters


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IT 4.3


Utilize the Italian dictionary to translate procedures and rules about 380V AC/AC inverters and other electrical devices


English Language

EN 2.6



Recognize the meaning of danger and urgency warnings using 380V AC/AC inverters also in association to graphical symbols

Request of any information to the client to precisely know the instructions for the realization of 380V AC/AC inverters

EN 4.3


Utilize the English dictionary to translate procedures and rules about 380V AC/AC inverters

ICT Laboratory



ICT 1.3


Search information about the evolution of 380V AC/AC inverters thanks to the web

Find technical information, manuals and data sheets on the web pages of the leading manufacturers of 380V AC/AC inverters

Mathematics

MAT 2.2


Dimensioning of 380V AC/AC inverters by calculation, reporting and proportions

Apply mathematical formulas to calculate all the values of the electrical 380V AC/AC inverters

Integrated Science

IS 1.1


Illustrate the risks for final users due by the improper use of 380V AC/AC inverters

IS 4.1


Manage physical relations between electric-magnetic fields and human body


Knowledge



Induction 380V AC motors, squirrel cage


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TPK03


Working operations of a 380V AC/AC inverter with active and reactive power

Control card for a 380V AC/AC inverter

TPK04


380V AC/AC inverter (AC/DC converter + DC/AC inverter)

380V AC power drive and operating modes

TPK08



Temperature measure


Unit content





This Training Unit covers the following equipment are at least: 380V AC/AC inverters with FET.


This Training Unit covers the following installations at least: 380V AC/AC and 220V AC/AC inverters for photovoltaic cells, wind mills and UPS Teachers of practical subjects should focus on:


This Training Unit covers the following installations at least: verify the correct functioning of a 380V AC/AC and 220V AC/AC inverter using the oscilloscope and repair in case of faulty conditions.



Teaching staff

The Italian language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in an Italian speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The English language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a English speaking working


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environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in the working environment assisting the Italian and English language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical teacher of industrial electrical installation should guide the development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of industrial electrical installation should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on electrical installations (industrial electrical installation, automation and PLC). He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Assistant to the Professional practical teacher of industrial electrical installation should guide the practice of electrical engineering principles and good manufacturing principles (GMP) when carrying out practical activities related to industrial electrical installation. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Students should compete the following calculations:

Calculate the dissipated power in a 380V AC/AC inverter

Calculate the characteristics of a 380V AC/AC inverter for solar panels


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Calculate the characteristics of a 380V AC/AC inverter for a windmill Practical activities Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities:

Assemble and test a PWM control card for 380V AC/AC inverter

Assemble and test a 380V AC/AC inverter for power drive

Test operating functions of a 380V AC/AC inverter with active load

Test operating functions of a 380V AC/AC inverter with reactive load

Test operating functions of a 380V AC/AC inverter under over current conditions

Test operating functions of a 380V AC/AC inverter under short-circuit conditions

Asses the correct functioning of the control card in a 380V AC/AC inverter

Assess the correct functioning of a 380V power drive for cranes

Learning resources


Assessment modes








Beneficiaries Students attending the 2nd year of IeFP Electrical Junior Technician programme Pre-requisites TP_2_03 Diodes and AC/DC rectifiers


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TP_2_04 Transistors and amplifiers TP_2_05 220V AC-DC converters






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TP_2_08 Power Centre with power control devices maintenance


TP_2_08 Power Centre with power control devices maintenance


Brief description

At the end of this Training Unit the participant will be able assembling and installing power centre unit in industrial, commercial and buildings installations. He will be skilled in reading schematic drawings of a singular cabinet and of a full line divided in more cabinets. to assemble wiring, switches, cables and other electrical devices. Power centre assembler will be able working with electrical engineers in problem-solving solutions as it relates to the assembly process and the functioning of the cabinets and components. This professional can also install the completed product on a client's site and make all the setup, tests and guarantee the maintenance during the life of the system. Cabinets can include computer or PLC circuit.

Ab

ility / Cap

acity / Detailed

skill

(to be ab

le to .. )


TPC1.1

- Interpret technical drawings and layouts


Use technical documentation related to industry, buildings and commercial electrical installations to plan the different phases of activity

Interpret data sheet from software

TPC1.2


Understand of technical demands of the specifications in order to recognize the technical data of the different devices involved and the feasibility of their integration (ACBs, MCCBs, switchboards)

Select right contactors and protected switches on the basis of their electrical features (up to 6000A) according to their specifications

TPC1.3


Choose the correct electrical cabinet and understand specifications of all the devices (switches, cables, connectors, auxiliaries) to verify the suitability of installation

TPC2.1


Realize and guarantee the selectivity (logic or dynamic) choosing the correct electronic unit protection and set them properly also between MCCB and ACB

Read the dimensional drawings in order to assess the adequacy of the spaces in which the power center will be installed

TPC2.2





Wire using rules to ensure proper wiring for the safety of the operator

TPC2.4



Verify the right requirements (IP, segregation, mechanical features) of the


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electrical cabinet before proceed to install devices inside it



TPC3.2


Identify the cause of faults (not operation, short-circuit, not switch ON-OFF of the breakers installed, ground fault)


TPC3.3


Ensure all standards for the protection of the operators against electrical injuries during and after the installation of electrical cabinets

Knows the safety standards and to be able to ensure them also during the realization of the electrical cabinet

TPC3.4


Collect all the data about the devices used in the realization of the electrical cabinet and to organize these information in a technical data sheet to have a full detailed description of the power center


Realize drawing of the connection of the main ACBs in the entire power center on the front side of the enclosure

TPC4.1


Choose signaling devices and install them (digital voltmeter and ampere meter, lights, buzzers, colored flags on the ACBs)

Read and interpretation of the curves and limited intervention of the different breakers and the setting of the electronic protection unit

Interpret signals related to malfunctioning situations and individuate a quick solution to solve the problem

TPC4.2



Realize tests to assure: temperature-rise limits

Realize tests to assure: dielectric properties

Realize tests to assure: short-circuit protection

Realize tests to assure: efficiency of the protection circuit

Create control panel of all the electrical data (voltage, current, energy consumption, ...)

TPC4.3

Select and use testing tools and techniques to restart operation

Practice measurements and tests for the recovery and restart of the electrical system in a power center

Install a double source lines (main line and generator line) controlled from a switch electronic unit



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IT 2.1



Use Italian documents to endorse the own technical decisions during the Power Centre realization

IT 2.5


Request of any information to the client to precisely know the instructions for the realization of the Power Centre

Communicate during the execution of the works for any necessity or unforeseen English Language

EN 2.1



Use Italian documents to endorse the own technical decisions during the Power Centre realization

EN 2.5


Request of any information to the client to precisely know the instructions for the realization of the switch-board

Communicate during the execution of the works for any necessity or unforeseen ICT Laboratory

ICT 1.2


Illustrate with multimedia tools all the Power Centre case structure, devices connections and power line

Realize multimedia documents to explain previously projects and ideas

IT 4.3



Mathematics

MAT 2.1


Calculate of parameters and proportions about the Power Centre for the realization of the bars system

Calculate of parameters and proportions about the Power Centre for the dimensioning of the devices, according to the final solution

Integrated Science

IS 1.1


Describe the design and implementation of the solution using correct and scientific words according to physical, mechanical and electrical phenomena

Collect and communicate field data in order to underline their relation with the Power Centre structure and device

Knowledge TECHNICAL and PROFESSIONAL


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TPK01

Electrical drawing

IEC 60617 - Graphical Symbols for Diagrams related to electrical service cabinets

IEC 60529/1 (CEI 70-1) – IP (International Protection Rating) of cabinets

IEC 61032 (CEI 70-2) - protection of persons and equipment by enclosures

TPK02


Electrical circuits: short circuit current and time of interruption, IP (Internal Protection), Segregation forms, the supervision system

Electric enclosures: power centre cabinet for installations in large plants

TPK03



Electronic protection unit for MCCBs and ACBs

Digital devices for communication systems (gateway and other components of data conversion RS485/RS232, RS485/USB etc)

TPK05


Electrical units: switch and remote control switch, power contacts and auxiliary contacts, auxiliary relays, auxiliary contacts, self-resetting devices for air circuit breakers (ACBs), advantages of fixed or removable solution

Circuit breakers: MCBs (Air Circuit Breaker) up to 6000A, fuse holders up to 1000A with electrical signalling of fault (3P and 4P vertical and horizontal solution)

Mechanical units: fix plate, cage nut, withdrawable systems, terminal mounting (rear, front) for ACBs

TPK06 Electrical equipment for measure, control, command, regulation, protection

Electrical units: magneto-thermal protection switch, digital voltmeter and ampere meter, under voltage releases or shunt trip unit and their installation inside ACBs

TPK08


Electrical units: command devices (under voltage releases or shunt trip unit, contactors and motor operator for ACBs)

Contactors: power contactor up 1600A, control system in DC and AC, three or four-pole version

TPK10





TPK11


Know the software realized by the different producers of cabinets and breakers in order to: dimensioning the cabinets (ex. TISYSTEM 6.0), selection the proper structures of cabinets (ex. TIQUADRI 1.2), editing the data sheets to attach to the cabinets, calculate the selectivity between devices


Know the Standard EN 60439-1 (CEI 17-13/1) generals for cabinets

TPK13



Insulation tests


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Mechanical functioning

IP Internal Protection

Resistance of the insulating materials to the heat and in the abnormal heating

Unit content



This Training Unit covers the following physical phenomena at least: defining the technical characteristics of all devices involved (big electrical cabinets, ACBs, Bus-bar system ), such as physical variables can influence the behaviour of the devices intalled


This Training Unit covers the following equipment are at least: realization of different cabinet and verify the mechanical structure (door, key or lever lock, hinges of a cabinet, faceplate and other structural part) of each cabinets and of the full system, mechanical connection of devices on the structure of the cabinet, cabling of the singular device and organize the flow of the wire and the space inside the enclosure


This Training Unit covers the following installations at least: schemas of the full power centre, of the cabinets and of the cabling system, where and how the cabinets can be installed in an industrial electrical installations, in building or in commercial sector Teachers of practical subjects should focus on:


This Training Unit covers the following installations at least: study of the different structures of the cabinets, know the solution of quick systems wiring, modular structures and block structures, focus on base and roof of the structures of the cabinet, methods and implementation of priority in the assembly.


This Training Unit covers the following situations at least: pay attention at the methodology and the steps during the first test of the cabinets with current, isolate the area block the access to unauthorized and non-expert personnel, discuss and show the more frequent risks in the realization of a common panel. Practice measure and tests for the recovery and restart of the electrical devices, approach to the fault with a problem solving mentality.

Teaching staff

The Italian language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in an Italian speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the


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abilities/capacity group above mentioned. The English language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a English speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in the working environment assisting the Italian and English language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical teacher of industrial electrical installation should guide the development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of industrial electrical installation should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on electrical installations (industrial electrical installation, automation and PLC). He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Assistant to the Professional practical teacher of industrial electrical installation should guide the practice of electrical engineering principles and good manufacturing principles (GMP) when carrying out practical activities related to industrial electrical installation. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Practical activities


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Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities:

Reading schematic drawings to assemble wiring, switches, contactors, signalling tools and other electrical devices inside the power centre cabinets

Ability to draw a schema starting from the environment requirement

Chose the correct materials (cabinet and devices) in order to answer the specification request from the drawings

Know the devices installed inside the power centre and their connection with the structure (ability to mechanic assembly)

Know the devices installed inside the power centre and their connection with the other electrical devices (ability to electrical cabling)

Check the correct of the installation measuring the values with instruments as (multi-meter and clamp-meter)

Ability to working with electrical engineers in problem-solving solutions

Assembling and installing cabinets in industry, commercial centres and hospitals

Learning resources


Assessment modes









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Pre-requisites

TP_2_02 220V AC-DC rectifiers and diodes TP_2_03 220V AC-DC converters TP_2_04 220V DC-AC inverters TP_2_05 380V AC-AC inverters TP_2_06 Amplifiers and transistors TP_2_07 Cabinets with power control devices

Gu

ided

learnin

g hou

rs



65 guided learning hours Total Theoretical: 30 Total practical :35 Level Level 3 EQF


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INT 2_01 Realize a distribution panel board Training Unit Denomination/Title

INT 2_01 Realize a distribution panel board

Subject Internship

Brief description

This Training Unit will allow students to focus on experiencing and collecting evidence of the skills and abilities acquired at school by performing specific tasks. Throughout this Unit students will learn about specific procedures, receive an understanding of the rules, regulations and normal work requirements of the organization, perform to the best of their abilities the tasks related to the established objectives of the internship experience. During the internship period, students should focus on the following activities:

Identify the technologies in the company

Ask previously questions and work in autonomy

Collaborate with colleagues where required

Assemble the mechanical structure of a panel board

Install the switches previously selected according to calculations for the dimension of the solution

Complete the panel and test his functionality

Know the main technologies for packaging of the final product The internship may allow employer to benefit from the information generated as part of student project, as well as to create a network of young and more skilled students who may work within the enterprises.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )


TPC1.1



Use technical documentation related to industry, commercial and small-buildings electrical installations to plan the different phases of the activity

TPC1.2


Understand technical demands of the specifications in order to recognize the technical data of the different devices involved and the feasibility of their integration

Identify which equipment and tools will be required from the work

TPC2.4


Create panel board with different size using manufacturer's specifications and ensure the integrity of the structure

Verify the right requirements (IP, segregation, mechanical features) of the cabinet before proceed to install devices inside

TPC3.3 Assess the correct use of protection measures against electrical injury

Ensure all standards for the protection of the operators against electrical injuries during the realization of the panel board

TPC3.4


Collect all the data about the devices used in the realization of the electrical cabinet and to organize these information in a technical data sheet

Realize schemas and drawings of the connection of the different devices inside the panels and also between two or more panels (information to be


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attached to the data sheet) RELATED LEARNING OUTCOMES Italian Language

IT 2.1


Dialogue to collaborate in an Italian working team to expose choices and decisions

IT 2.5


Browse and use Italian documents (catalogue, data sheets, etc.) to select devices and follow the instructions from the Italian manufacturer

Read and follow the warning signs in Italian and assure the proper correspondence to local signs

English Language

EN 2.1



EN 2.5


Browse and use international documents (catalogue, data sheets, etc.) to select devices and follow the instructions from the specific manufacturer

Read and follow the warning signs in English and assure the proper correspondence to local signs

ICT Laboratory


Realize, with multimedia tools, technical document to describe the system, connection and to illustrate the main electrical features

Mathematics

MAT 2.1


Perform some quick calculations for the dimension and the choice of breakers and cables

Elaborate mental computation to preview the feasibility of the panel installation (mechanical dimension according to the environment)


Unit content

The unit constitutes of three parts. Pre-internship: designing the internship (1 hour)



Presentation and walking around:


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o Main characteristics of the enterprises o Enterprise products / services offered and markets o The organizational structure o Working process



Presentation of the experience and lessons learned

Comparison of internship experiences between the students

Analysis and evaluation of the overall results achieved

Reasoning on advantages and disadvantages of the internship in the enterprise and on the differences and similarities between training at school and the experience in the enterprise


Teaching staff

The internship tutor is the company staff responsible of introduction, general instruction and follow up of the student(s) during the whole internship period within the company. S/he introduces the student into the production environment(s), interfacing the student with all the staff in charge of detailed instruction and supervision of the student operations and activities, with special reference to the safety rules in every/any situation. S/he briefs and debriefs the student at the beginning and the end of each day, describing the tasks to be accomplished and taking notes about the student remarks on the difficulties met. As needed, s/he meets the company staff in charge of instructions and supervision of the daily tasks complementing the collection of records about possible difficulties met during implementation of the tasks allocated. S/he coordinates with the Internship coordinator of the educational institute before the start of the internship, during its implementation and at the end, contributing to the assessment of the student's job performance with own point of view and considerations and relaying the final information to the person in charge of internships. The internship coordinator actively contacts and courts businesses throughout the working environment. Throughout the course of the internship program, the internship coordinator maintains constant contact with the employer and intern (students), monitoring the student's job performance and relaying that information to the head of the academic department. S/he must create formal examinations that test students' abilities and performance, as well as evaluation of tests to determine students' strengths and areas on which they can improve. S/he can use the results of this test to determine what field placement would best suit each student. S/he must prepare students for their field placements by running an orientation program, which focuses on real world skills and gives students an idea of what to expect in their placed position. The Professional practical teacher of industrial electrical installation should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on industrial electrical installation. S/he should focus on developing an integrated set of skills and abilities indicated in the abilities/capacity group above mentioned.

Learning settings The internship is a real opportunity for the students to demonstrate the competences acquired in a working environment. It is the proper training environment in which the student is forced to use in a holistic approach the different competences acquired.


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Confronting real working situations with limited knowledge (new experience) of equipment and people is the core of the learning process of the internship. The presence of a company supervisor observing and controlling job performances of the students, becomes a factor enhancing the learning process. The typical learning settings during an internship are:






Learning resources






Assessment sheet

Assessment modes








Communicating The evaluation of demonstrating knowledge and understanding the fundamentals of industrial electrical installation, should include:

the observation of the process of carrying on the internship

the evaluation of the outcomes of the internship

the questioning and reasoning on topics related to the internship The practical teacher records the result of the assessment in the student’s portfolio. For more details see the Guide to assessing learning outcomes.


Pre-requisites TP_2_01 Panels on equipment with power control devices TP_2_02 Cabinets with power control devices


TU discipline Theoretical Practical Residential electrical installation


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Electrical installations, materials and components

28

Automation and PLC Italian language and ICT laboratory 2 English language and ICT laboratory 2 Mathematics 2 Integrated Science 1 Subtotal hours: 0 35 Pre-Internship / Post-Internship 3 Internship Assessment 4 42 guided learning hours in 5 calendar days

Total theoretical: 7 Total practical: 35

Level Level 3 EQF


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INT 2_02 Realize and check electronic circuits Training Unit

Denomination/Title INT 2_02 Realize and check electronic circuits

Subject Internship

Brief description


Recognize electronic devices and their electrical features

Use of measuring machines for signals and for electrical variables (oscilloscope, multi-meter, tester)

Use breadboard for simulation and verification of simple circuits

Soldering components on predrilled boards

Practice operation verification of electronic boards

Verify the correct power supply of the devices checking voltage, current and frequency

Perform basic research of defaults in an electronic system (inverters, converters, rectifier) The internship may allow employer to benefit from the information generated as part of student project, as well as to create a network of young and more skilled students who may work within the enterprises.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )


TPC1.1


Read electrical and electronic schematics to choose the right components and get them before starting the work

Draw new electronic schematics and realize circuits according to the specifications

TPC1.2


Understand of technical demands (voltage and frequency of DC-AC-DC inverter/converter) for the realization of electric/electronic devices

Identify which equipment and tools will be required from the work

TPC4.3


Use oscilloscope to monitor voltage, current and frequency in electronic circuits

Test electronic components and circuits to verify their proper functionality RELATED LEARNING OUTCOMES Italian Language

IT 2.1


Dialogue to collaborate in an Italian working team to support decisions and accept recommendations

Ask components and explain features


Browse and use Italian documents (catalogue, data sheets, etc.) to select


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components and follow the instructions from the Italian manufacturer

Read and follow the warning signs in Italian and assure the proper correspondence to local signs

English Language

EN 2.1


Dialogue to collaborate in an Italian working team to support decisions and accept recommendations

Ask components and explain features

EN 2.5


Browse and use international documents (catalogue, data sheets, etc.) to select components and follow the instructions from the multinational manufacturer

ICT Laboratory

ICT 1.3


Search and find the correct data sheet about electronic components on the web

Find on the web security standards for the general electronic system

ICT 1.4

Elaborate and display data using tables and spreadsheet

Simulate, with specific software, the behaviour of components and circuits before their installation

Produce data sheets and schematics using multimedia tools (excel, PPT, Visio, etc.)

Mathematics

MAT 2.2


Manage equivalences and proportions about electrical and electronic parameter for the realization inverters, rectifiers and other devices

Use specific formulas to calculate values of main parameters (voltage, current, power, frequency, energy, etc.)

Integrated Science

IS 3.3


Investigate how and why the physical phenomena (temperature, humidity, pollution) may change the behaviour of electronic circuits

Verify the correct functioning of electronic devices according to manufacturer’ indications and measuring physical phenomena


Unit content

The Use specific formulas to unit constitutes of three parts. Pre-internship: designing the internship (1 hour)

Presentation of the personalized internship project o Internship objective o "Code" of norms and rules of behaviour within the enterprise o Time and working calendar


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o Administrative requirements










Teaching staff

The internship tutor is the company staff responsible of introduction, general instruction and follow up of the student(s) during the whole internship period within the company. S/he introduces the student into the production environment(s), interfacing the student with all the staff in charge of detailed instruction and supervision of the student operations and activities, with special reference to the safety rules in every/any situation. S/he briefs and debriefs the student at the beginning and the end of each day, describing the tasks to be accomplished and taking notes about the student remarks on the difficulties met. As needed, s/he meets the company staff in charge of instructions and supervision of the daily tasks complementing the collection of records about possible difficulties met during implementation of the tasks allocated. S/he coordinates with the Internship coordinator of the educational institute before the start of the internship, during its implementation and at the end, contributing to the assessment of the student's job performance with own point of view and considerations and relaying the final information to the person in charge of internships. The internship coordinator actively contacts and courts businesses throughout the working environment. Throughout the course of the internship program, the internship coordinator maintains constant contact with the employer and intern (students), monitoring the student's job performance and relaying that information to the head of the academic department. S/he must create formal examinations that test students' abilities and performance, as well as evaluation of tests to determine students' strengths and areas on which they can improve. S/he can use the results of this test to determine what field placement would best suit each student. S/he must prepare students for their field placements by running an orientation program, which focuses on real world skills and gives students an idea of what to expect in their placed position. The Professional practical teacher of industrial electrical installation should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on industrial electrical installation. S/he should focus on developing


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an integrated set of skills and abilities indicated in the abilities/capacity group above mentioned.

Learning settings







Learning resources






Assessment sheet

Assessment modes












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TP_2_05 220V AC/DC converters TP_2_06 220V DC/AC inverters

Gu

ided

learnin

g hours

TU discipline Theoretical Practical Residential electrical installation Industrial electrical installations 21 Automation and PLC Italian language and ICT laboratory 2 English language and ICT laboratory 2 Mathematics 2 Integrated Science 1 Subtotal hours: 0 28 Pre-Internship / Post-Internship 3 Internship Assessment 4 35 guided learning hours in 5 calendar days

Total Theoretical: 7 Total Practical: 28

Level Level 3 EQF


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TP_3_01 Home Automation and Building management System (BMS) Training Unit

Denomination/Title TP_3_01 Home Automation and Building management System (BMS)

Subject Automation and PLC

Brief description

At the end of this Training Unit the participant will be able to identify the needs and respond properly realizing a Home Automation System. He will have an overview of the BMS (Building Management System) managing data as temperature, humidity, lights, shutters, curtains, access control, video surveillance, security (gas, water, fire) and implementing a proper program that can execute the necessary commands for the correct functioning of the system (main ON-OFF and condition operations). He will be able to select the correct sensors and actuators for the realization of the Home Automation system and check their proper connection. He will be able to appoint properly input and output and create datasheet and schemas that could represent the data circuit.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )


TPC1.1


Design concept and plant layouts and P&I diagram

Interpret the technical operation drawings requested from the Home Automation system

Translate the requirements of the application in a clear layout with schemas, datasheet and connection drawings

Read, interpret and draw electrical input and output schema

TPC1.2


Recognize the technical demands of the the Home Automation system

Recognize the different data of the input and translate them in output signals compiling instructions and programming devices

Interpret specifications of sensors to know which signal they send (temperature, contact sensor, presence and moving, light, emergency)

Interpret specifications of actuators to know which signal they have to receive (relays, motors, alarm bells)

TPC2.1


Measure the power supply of each sensors (temperature, speed, torque, pressure)

Measure the power supply of each actuator (motor, pneumatic electro-valve, solenoid)

TPC3.3


Ensure all the standards for the protection of the operators against electrical injuries during the connection of communication and BUS cables

Monitor the correct functioning of the BUS system before and during the program editing



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Collect all the data and all the information about all the programs of the main devices integrated for the Home Automation

Realize drawings of the connection of the different devices inside the home automation panels and also between two or more panels

TPC4.1



Use of LED signals to guarantee the BUS communication

Use of LED status I / O signal and know how to interpret them to individuate a quick solution

Read and interpret the limited intervention curves of protection devices (MCBs and MCCBs)


Apply routine maintenance procedures on cables and hardware


Practice actions to restart and reset the devices configuration RELATED LEARNING OUTCOMES Italian Language

IT 2.1


Dialogue to collaborate in an working team to find shared solutions and take technical decisions

Use Italian technical documents (brochures, catalogues, data sheets) to choose the correct devices

IT 2.5


Utilize 30 technical words and 15 sentences about Home Automation field

Request of any information to the client to precisely know the instructions for the realization of the work

English Language

EN 2.1


Dialogue to collaborate in an working team to find shared solutions and take technical decisions

Use English technical documents (brochures, catalogues, data sheets) to choose the correct devices

EN 2.5


Utilize 40 technical words and 30 sentences about Home Automation field


ICT Laboratory

ICT 1.2


Illustrate with multimedia tools Home Automation system drawing schema and layout of the structure



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Realize multimedia data-sheets and schema about all the data at the end of the work both for the maintainer and the final client

ICT 1.3


Utilize all the web tools to manage the full automation system

Edit web based interfaces for the control of the Home Automation System Mathematics

MAT 2.2


Use mathematical skills to develop the program for the management of the system: conditions of work and off, assessments about data from the sensors, logic functions elaborating data from different sensors

MAT 2.4


Use graphic symbols for mathematical functions and logical communication

Represent with flowcharts the logic of the automation Integrated Science

IS 4.1


Analyse the possible physics phenomena that could compromise the efficiency of the Home Automation system (electromagnetic phenomena, temperature, humidity, etc.)

Analyse the possible physics phenomena that could compromise the efficient functioning of the panel

Realize solutions that can guarantee correct operation despite interactions with physical phenomena

Knowledge


TPK01

Electrical drawing

Structured implementation of program (block diagram, functional arrows)

Know which data is useful to perform a communication between systems and to be able to read data grids

TPK02


Expertize about the power supply of the different components of an Home Automation system in order to properly operate in cables sizing with particular attention to the communication

Basic knowledge in power relays wiring

Basic knowledge base in automation control panels assembling

TPK03


Know the functioning of the different interfaces (Serial, RS232/485, USB, TCP/IP) installed on communication cables

Skill on electronic devices as RS485 / Ethernet Modbus Gateway to perform the Modbus TCP / IP Modbus RS485 conversion to let the panel board’s devices to be connected to an Ethernet network

TPK04


Know all the devices interested by the supply of electricity and provide to the proper power supply (220Vac, 24Vdc, 12Vdc)

Know the UPS typologies to ensure the continuity of the systems functioning


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TPK05


Know all the devices interested by the supply of electricity (PC, control units, cameras, contacts interfaces, temperature sensors, temperature sensors, auxiliary relays, IR sensor, contact sensor, etc.) and provide to the proper power supply (220Vac, 24Vdc, 12Vdc)


Electrical units: multi-meter, oscilloscope, power and signals generator (waves generator)

TPK08 Instruments and working tools and their use

Mechanical units: crimping tool, scissors for electric operators, screw drivers

TPK10


Workspace layouts and their electrical schemas

Calculate the cables length for the wiring of the different devices

TPK11


Know the functions of the program software realized by the different Home Automation producers and their evolution (MyHome Bticino, Gewiss, Crestron, AMX, etc.)

Know the websites the different where download software updating


International Standard ISO/IEC 29341:2011 for Information technology (UPnP Device Architecture)

Unit content



This Training Unit covers the following physical phenomena at least: modelling of the Industrial Automation system in order to represent it with a transfer function able to show how the external or internal physical phenomena can modify the results. Focus on the feed-back system and the importance of the auto-regulation depending from the external phenomena.


This Training Unit covers the following equipment are at least: give an overview of the different languages (according to the different producers) to program a PLC and underline the main differences to give to the student the flexibility to work on different machines.


This Training Unit covers the following installations at least: explain with concrete and real example the solutions actually provide n the different sectors: Oil & Gas, Chemical & Pharmaceutical, Food and beverage, Metallurgical, Pulp and paper, Steel, Mining, Plastic field. Teachers of practical subjects should focus on:

How installations are made starting from the interpretation of technical specifications and drawings, using data sheet of equipment and applying the knowledge of general


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principles of installations. This Training Unit covers the following installations at least: study of the different structures of the cabinets, know the solution of quick systems wiring, modular structures and block structures, focus on base and roof structures, methods and implementation of priority in the assembly. Practical testing of available materials for panels and cabinets (metal, plastic). Realize some practical exercises in order to study some real case history and be confident with the work world.


This Training Unit covers the following situations at least: discuss and show the more frequent risks in the realization of communication to avoid both personal and equipment faults.

Teaching staff

The Italian language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a Italian speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The English language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a English speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in the working environment assisting the Italian and English language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical teacher of automation and PLC should guide the development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of automation and PLC should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on automation and PLC. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Assistant to the Professional practical teacher of automation and PLC should guide


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the practice of electrical engineering principles and good manufacturing principles (GMP) when carrying out practical activities related to automation and PLC. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings


Design a Home Automation system with the list of all the devices and their connection

Realize the BUS structure of a Home Automation System and know connect interfaces and devices

Organize and edit a PLC program for Building Automation application

Recognize and select cables, install them and realize all the necessary connections between PC and PLC and also between PLCs

Employ procedures for setting parameters of PLC-PC communication

Know how to organize a program able to manage also a production line in Industrial Automation sectors (Sterilization machine, Plastic Injection Machines, Food & Beverage production line, Packaging, Water desalinization and purification, etc.) starting and


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basing the reasoning from the Building Automation System

Work with electrical engineers in problem-solving solutions, with workers and specific technicians (electricians, maintainers, mechanics)

Install the completed PLC system and the relative control panel on a client's site

Learning resources

Classroom, workshops and laboratories equipped with smartboard. Laboratory for automation and PLC with individual working place. Documentation provided by suppliers of electrical equipment and materials. Documentation related to standardisation (IEC) Multimedia tools (video, PPT, technical SW)

Assessment modes

The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of automation and PLC, but also other abilities as:



Demonstrating knowledge and understanding The evaluation of demonstrating knowledge and understanding the fundamentals of automation and PLC should include:




Beneficiaries Students attending the 3rd year of IeFP Electrical Junior Technician programme Pre-requisites none

Gu

ided

learnin

g hou

rs

TU discipline Theoretical Practical Residential electrical installations 0 0 Industrial electrical installations 0 0 Automation and PLC 24 18 Assessment 0 3 Subtotal hours: 24 21 Related disciplines Theoretical Practical Italian language and ICT 2 1 English language and ICT 2 1 Mathematics 1 1 Integrated Science 1 1 55 guided learning hours: Total Theoretical:30 Total Practical: 25

Level Level 3 EQF


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TP_3_02 Realize an Intelligent Industrial Processes Control Training Unit

Denomination/Title TP_3_02 Realize an Intelligent Industrial Processes Control


Brief description

At the end of this Training Unit the participant will have a complete introduction to understand the logic of the PLC, he will know how to assemble and install a PLC in a small-industrial, tertiary and commercial electrical installations. He will be skilled in knowing the different producers (Siemens, ABB, Omron and Mitsubishi, Allen-Bradley) and the differences between the products. He will be able to read schematic drawings, assemble input and output units, cable the main power supply, install the full machine in a panel or in a rack, insert protected circuit breakers on the main power line.

Ability / C

apacity / D

etailed sk

ill (to be ab

le to .. )


TPC1.1


Read layouts, schemas and drawings and choose the right modular components and get them before starting the assembly

Use technical documentation and manuals of a PLC machine and understand his structure and parts.

Manage technical language interpreting components, symbols and data flows

TPC1.2


Understand of technical request in order to recognize the technical data of the different devices involved and the feasibility of their integration (PLC, sensors and actuators)

Manage of the technical data of the system integrated

Use a systematic approach of control system design

TPC1.3


Understand specifications of the devices



Install the completed product (PLC system and its control unit) on a client's site and realize a test functioning

TPC3.2


Identify the cause of faults (not operation, not connection of inputs, not connection of outputs)


TPC3.3


Ensure all standards for the protection of the operators against electrical injuries during and after the installation of a PLC and their input and output modules

Ensure safety standards also during the realization of the full PLC system


Collect all data about the solution required, organizing input and output for the realization of the terminals and the dimensioning of the number of modules


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Organize system information in a data record

Realize drawings of the connection of the different devices around the PLC

TPC4.1




TPC4.2


Realize a periodically maintenance to assure the correct functioning of all the PLC system, checking the functioning of all the input and output signals

Verify the integrity of the memory and the correctness of his power supply RELATED LEARNING OUTCOMES Italian Language

IT 2.1


Dialogue to collaborate in an wide working team and expose choices and decisions

Use Italian documents, catalogues and brochures to endorse the own technical decisions

IT 2.5


Utilize 30 technical words and 15 sentences about Logic Control System


English Language

EN 2.1


Dialogue to collaborate in an wide working team and expose choices and decisions

Use Italian documents, catalogues and brochures to endorse the own technical decisions

EN 2.5


Utilize 50 technical words and 20 sentences about Logic Control System


ICT Laboratory

ICT 1.2


Represent with schematics and PPT presentations the structure of the system

Use photos and other video documentation to better explain the integrated system

IT 4.3


Use specific software for the dimensioning and the organizing of the structure and the layout of the automation

Mathematics


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MAT 2.2


Produce calculation procedures for the dimensioning of the different circuits of the system (power supply, protection, bus and communication)

MAT 2.4


Manage equivalences and proportions about electrical and electronic parameter for the realization of Programmable Control Solution

Determine the parameters and the variables for the control of the system and define their operating curves

Integrated Science

IS 4.1


Understand how different electromagnetic phenomena may influence the behaviour of some devices in PLC system

Use calculation and science knowledge to foresee possible problems and malfunctions

Knowledge


TPK02


Know what is a control system, difference between Wired Logic Control (WLC) and programmable logic control (PLC)

Know the role of the Programmable Controllers and their electrical circuits

Know the different application areas of a PLC: Mechanical machine and automatic operating Printing machines Dosing and mixing processes Control in chemical, steel and metallurgical industries process Water treatment plants Automatic warehousing systems Management of lighting and heating control Building automation system

TPK03


Electrical units: input and output digital devices

Digital devices for communication systems (gateway, Profibus connection, serial ports for communications connection)

Conversion of conventional Control Circuit to PLC

TPK04


Know the different inputs (from sensors) that a PLC may revive and how to wire them

Know the different outputs (to actuators) that a PLC can send

Know the PLC Panel and their advantages

TPK05


Electrical units: protected switches, auxiliary relays, input module, output module, battery, power selector, power supply, internal and external memory, central unit (processor and program memory), RAM, Flash Eprom, CPU (Central Processor Unit), signalling LEDs, signal lamps


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Electrical enclosures: wall mounting panels for installation in the service sector, compact console beside the machines, automation panels

TPK10





TPK11


Know the software realized by the different producers for the design of the structure of the PLC

Software realized to organize the list of the input and the output

TPK12


CEI 3-35. Regards the preparation of functional diagrams for command and control systems

IEC 44-5. It refers to protection of machinery

IEC 65-23. It refers to general information about the PLC

IEC 65-39. It describes techniques and mechanical tests

IEC 65-40. It refers to several PLC programming languages

IEC 110-13. It refers to electromagnetic compatibility (generic standards)

IEC 110-25. Concerning electromagnetic compatibility (technical standard

immunity)

IEC 61131-1 about the overview of control architectures based on the PLC

EN 60439-1 (CEI 17-13/1) for panels and cabinets in industrial field

Unit content



This Training Unit covers the following physical phenomena at least: power supply and its transformation, conversion of conventional control circuit (cabling system) to PLC (Programmable Logic Controlled), analogic and digital signals, conversion of the main measurement unit


This Training Unit covers the following equipment are at least: schema of the PLC system, module division and organization, different typology for each module


This Training Unit covers the following installations at least: schema of the full system, installation layout and connecting with the different input and output Teachers of practical subjects should focus on:


This Training Unit covers the following installations at least: study of the different structures of enclosure, conventional control panel and it’s difficulties, disadvantages of


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conventional control panel, PLC panel and their advantages, conversion of a conventional control circuit to PLC (from cabling to programmable logic)


This Training Unit covers the following situations at least: demonstrate the risks of an installation that does not follow a workmanlike procedure

Teaching staff

The Italian language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a Italian speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The English language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a English speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in the working environment assisting the Italian and English language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical teacher of automation and PLC should guide the development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of automation and PLC should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on automation and PLC. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Assistant to the Professional practical teacher of automation and PLC should guide the practice of electrical engineering principles and good manufacturing principles (GMP) when carrying out practical activities related to automation and PLC. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings Theoretical learning Theoretical subjects should be presented with close reference to working situations and


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linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Practical activities Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities:

Select the right PLC controller according to the specifications of the project

Implement the advantages of PLC solution assembling and installing their Input / Output modules in a automation panel

Choose the proper PLC power supply (considering the CPU, input and output lines)

Choose the right electrical protection for the whole PLC system

Wire communication cable (to PC, to the NET) trough USB, LAN, RS232, RS484 and other serial cables

Learning resources


Assessment modes The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of automation and PLC, but also other abilities as:



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Demonstrating knowledge and understanding The evaluation of demonstrating knowledge and understanding the fundamentals of the automation and PLC should include:




Beneficiaries Students attending the 3rd year of IeFP Electrical Junior Technician programme Pre-requisites none

Gu

ided

learnin

g hou

rs



70 guided learning hours: Total Theoretical: 36 Total Practical: 34 Level Level 3 EQF


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TP_3_03 Industrial Processes Supervision - SCADA system Training Unit

Denomination/Title TP_3_03 Industrial Processes Supervision - SCADA system


Brief description

At the end of this Training Unit the participant will be able to choose the correct sensors, feed them with the right current and cabling them as input for a PLC system. He will be skilled in reading catalogues, data sheet, search in internet the new technologies and the schematic drawings of sensor devices. He will know the classification of the sensors and select them for specific applications. The training unit will provide the competences about SCADA systems (Supervisory Control And Data Acquisition) and the management of analog and digital inputs. He will be able to compare physical inputs from different sensors and to distinguish active or passive sensors. The student will identify and work on their parameters such as: measuring range, resolution, sensitivity, linearity, accuracy, promptness, reliability.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )


TPC1.1



Use technical documentation and data sheet related to the status or the physical phenomenon that the system has to control or check

TPC1.2


Understand of technical demands in order to recognize the technical data of the different sensors involved and the feasibility of their integration

Define technical data and additional information such as accessories, characteristic curves, connection diagrams and technical drawings


Choose and understand specifications of the devices (power supply, typology of sensors, connecting systems) to verify the suitability of installation

TPC2.2


Choose the most appropriate wiring method (wire, structured cabling, bus) and know how to dimensioning it

Interconnect different sensors and them with the PLC


Read technical rules to install sensors and their connection to the PLC realizing functioning tests step by step

TPC3.2


Identify the cause of faults (not operation of the sensor, wrong out signal from the sensor, malfunction in the operation)


TPC3.3


Ensure all standards for the protection of the operators against electrical injuries during and after the installation of sensors circuit

Ensure safety standards also during the realization of the connection of the sensors


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TPC3.4


Collect all the data about the sensors selected and installed in the realization of the PLC system and to organize these information in a multimedia file (excel files, lists, schemas)

Realize drawings of the connection of the different sensors, their supply and connection to the PLC

TPC4.1



Fix problems, replacing or calibrating the sensors


Realize a periodically maintenance to assure the correct functioning of all the alarm devices and of the full PLC input system


IT 2.1



IT 2.5


Utilize 30 technical words and 15 sentences about Sensors and SCADA system


English Language

EN 2.1


Use English technical documents (brochures, catalogues, data sheets) to choose the correct devices

EN 2.5


Utilize about 40 technical words and 25 sentences about Sensors and SCADA system


ICT Laboratory

ICT 1.2


Represent with schematics and PPT presentations to explain sensors functionalities

Use photos and other video documentation to better explain the integration of the devices (sensors and BUS system)

IT 4.3


Use specific software for the dimensioning and the organizing of the choice of the sensors


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List the devices selected and, according their technical data, edit textual documentation

Mathematics

MAT 2.4


Manage equivalences and proportions about electrical and electronic parameter for the realization of the sensor structure

Determine and elaborate transfer functions for the feedbacks from sensors Integrated Science

IS 1.1


Describe the physical phenomena and the physical measure by appropriate symbols and formulas

IS 4.2


Implement physical principles for the measurement of physical values (sensors)

Manage systems utilized to translate physical signals into an electrical signals (transducers)

Investigate how and why the physical phenomena (temperature, humidity, pollution) may change the behaviour of the sensors

Knowledge



Know the meaning of the connecting schema of different sensors


Electrical circuits: sensor structure and their wiring, definition and classifications, selection criteria of sensors

TPK03


Digital sensors and regulators

Transducers: from physical to electrical signal

TPK04


Know sensor classification and their functioning (active and passive sensors) mechanical, electrical resistive, inductive, capacitive, ferromagnetic, thermal, electromagnetic, acoustic, semi-conductor, Hall effect, magneto-elastic

Characteristic of different transducers Position sensors: optical line, differential transformer, Resolver, Synchro, encoders, proximity sensors Angular-position sensors: steering-angle and angle sensor Velocity transducers: dynamo tachometric, alternator tachometric Rotational-speed sensor: inductive speed with cable, Hall speed sensor with and without cable Acceleration sensors: piezoelectric vibration sensor, signal analysis for vibration sensors Force transducers: resistance strain-gages, piezoelectric strain gauges, load cells Pressure sensors: differential pressure, absolute pressure, high pressure


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Level, flow, magneto-inductive, ultrasonic, microwave, calorimeter transducers Temperature transducers - NTC: thermistors, thermocouples, air and liquid temperatures Air –mass meters: hot-film air-mass meter


Electrical units: digital voltmeter and ampere meter, oscilloscope, multi-meter

TPK07


Circuit breakers: MCBs (Modular Circuit Breakers), MCCBs (Moulded Case Circuit Breakers), RCDs (Residual Current Devices) to protect the power supply line of the sensors



TPK11


Know the software realized by the different producers of sensor for their regulation, test and installation

Web based SW to configure and control data from digital IP sensors

TPK12


EN 61000-6-3. Electromagnetic compatibility. Generic emission standard

Know the IEC/EN 60947-5-1 about safety function by positive opening contacts

IP standards (IP65 for maximum protection)

Know the Standard EN 60439-1 (CEI 17-13/1) for panels and cabinets in industrial field

TPK13



Insulation tests


Unit content



This Training Unit covers the following physical phenomena at least: defining physical phenomena for each sensors type, focusing on the components inside the sensors and the role of each transducer. Underline the importance of the measuring system in an automatic control.


This Training Unit covers the following equipment are at least: focus on the importance of symbols using block diagrams. Use diagrams current-voltage, speed-torque and if it is possible draw simple transfer functions to illustrate the behaviour of the sensors according to external conditions.

How typical installations are made and which equipment are used. What are the typical diagrams / schemes and the characteristics of the installations. What are the typical


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malfunctioning situations and how can be corrected. This Training Unit covers the following installations at least: illustrate the installation of sensors in a specific environment or in an automation system, their preferred position utilizing practical examples and analysing real case history. Invite the students to realize specific demonstrations and exercises in the laboratory. Teachers of practical subjects should focus on:


This Training Unit covers the following installations at least: realize specific demonstrations and exercises in the laboratory.

Utilize companies web-sites to present solution and understand real technologies: (Example: http://www.pentacquesrl.it/filtrazioni_meccaniche.htm http://www.taiweb.it)


This Training Unit covers the following situations at least: focus on power supply line of sensors and transformer to understand the electrical risks. Pay attention in cabling sensors in dynamic systems where the movement of mechanical parts might hurt some operators (for example for the measure of velocity, rotatory position and so on)

Teaching staff

The Italian language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a Italian speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The English language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a English speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in the working environment assisting the Italian and English language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical teacher of automation and PLC should guide the development to understand electrical engineering principles applied to electrical


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installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of automation and PLC should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on automation and PLC. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Assistant to the Professional practical teacher of automation and PLC should guide the practice of electrical engineering principles and good manufacturing principles (GMP) when carrying out practical activities related to automation and PLC. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings


Choose the most appropriate sensor knowing all his features, for the requested measurement


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Wire the sensors properly realizing a suitable power supply circuit

Select and dimension the different protection breakers

Bring the sensor signals to the PLC system and wire them correctly

Check the proper functioning of the value of the signals and their reading by the PLC

Practice ordinary and extraordinary maintenance

Know the characteristics, advantages and potentialities of a SCADA system

Learning resources


Assessment modes




Demonstrating knowledge and understanding The evaluation of demonstrating knowledge and understanding the fundamentals of automation and PLC should include:




Beneficiaries Students attending the 3rd year of IeFP Electrical Junior Technician programme Pre-requisites TU_3_01 Realize an Intelligent Industrial Processes Control En

Gu

ided

learnin

g hou

rs





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TP_3_04 Inside the PLC - CPU, Memories & IO Addressing Training Unit

Denomination/Title TP_3_04 Inside the PLC - CPU, Memories & IO Addressing


Brief description

At the end of this Training Unit the participant will know all the memories (internal, external) of a PLC system and will be able to read and write them. The student will be skilled in connecting PC and PLC, install software and verify the correct functioning. He will know the different cables features and upload and download programs. He will be trained about machine languages and will be able to realize transformation between decimal, binary and hexadecimal numerical systems. The participant will know the different typologies of variables inside the memories (Bit, Byte, Word, DWord) and will be able to complete exercises. He will skilled in addressing and management of the information.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )



Interpret block schemas and drawing of the CPU (Central Processing Unit) input and output


Understand of technical features of the different memories (internal and external)

TPC2.1


Select the proper elements (CPU, EPROM, connecting cables) considering their technical characteristics

Read the dimensional drawings in order to dimensioning the electronic elements

Connect USB, RS-232/PPI and others communication cables

Recognize number systems and practice transformations (decimal, binary and hexadecimal)

TPC2.2


Identify the different memories present in a PLC and know how to access to them

Interconnect a PLC to a PC trough a communication cable

Install and uninstall a EPROM memory

TPC2.3

Adopt setting up procedures

Control the operations to assure the conformance to specifications in cabling communication bus

Monitor memories and CPU functionality and respond according to procedures

Use the operator panels for the setting of setup data

TPC3.1


Respond to the requirements downloading, writing and uploading the data from memories and CPU

Select the proper security level in the access of the CPU (no protection, only reading, password protection)



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Identify the cause of faults (not operation, no communication, no possibility to write and read)

Isolate the fault and know how to fix it also with the substitutions of specific components (EPROM , CPU, cable)

Check the power supplies and power connections

Check CPU status

Interpret of the signalling LED

Use the operator panels for diagnostic surveys

TPC3.4


Collect all data about the elements used in the PLC programming, their typology, technical data, physical characteristics, how to supply them and to organize these information in a data record

Realize drawings of the connection of the different elements inside the PLC machine and also between PLC and PC

TPC4.3


Know how to practice measurements and tests for CPU, memories and cables installed using multi-meter and other diagnostic tools for the recovery and restart of the system

Identification of communication facilities on board machines and check their operation

Identification of the connection cables and connection points and check their operation

Interpreting the LED indicators RELATED LEARNING OUTCOMES Italian Language

IT 2.5


Utilize about 20 technical words about PLC hardware


English Language

EN 2.5


Utilize about 20 technical words about PLC hardware


ICT Laboratory

ICT 1.5


Use multimedia tools to create diagrams of all the structural parts and the hardware of a PLC

Develop schemes to fully describe the flow of information, of the inputs and of the outputs

Mathematics



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Realize transformation between decimal, binary and hexadecimal numerical systems

Interpret the numerical data using the binary (digital) logic

Define memories and processors capability to implement programs and functionalities

Integrated Science

IS 3.1


Investigate the physical aspects related to the implementation of the electronic control realized with a PLC

Structure of memories

Structure of the CPU of a computer

Knowledge


TPK01

Electrical drawing

Know the meaning of digital and analogue signal diagrams

Know the representation of binary systems and the addresses (cells, grids, tables)

TPK03 Principles of electronic engineering technology and installations

Power supply of electronic modules (transformers and conversion of electric power to supply CPU, memories and signal lights

TPK04


Know all the devices interested by the supply of electricity and provide to the proper power supply (220Vac, 24Vdc, 12Vdc)

Know the UPS typologies to ensure the continuity of the systems functioning

TPK05


Electric units: different cables and interfaces (USB, RS-232/PPI)

Electronic units: CPU, RAM, EEPROM, ROM

Know the different areas inside the RAM and EPROM electronic units where: process image of inputs (I) and outputs (Q), storage of variables (V memory) storing the current values of counters (C), Speed Counters (HC), timers (T);

TPK06


Electrical units: digital voltmeter and ampere meter and multi-meter to check and control the proper functioning of the electrics and electronics devices

Know the meaning of the status and error LED for each CPU

Recognize the function and the description of each signalling LED

Know the safety principles of the CPU and the meaning of the different switching positions of the key switch

TPK11


Know the software realized by the different PLC producers in order to communicate and access the memories and the CPUs (step7 for Siemens, CX for Omron, MELSEC FX Mitsubishi)

Know the different configurations of PC communication ports (COM1, COM2, USB)



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IEC 1131 the standard on PLC: Part 1: general concepts and typical functions Part 2: electronic, functional and mechanical properties of equipment Part 3: the five languages programs Part 4: guidelines for the design Part 5: communication between different manufacturers PLC

TPK13


Strictly follow the safety rules and make sure that the PLC system isolated from the power supply before installing or uninstalling the CPU and the memories

Unit content



This Training Unit covers the following physical phenomena at least: defining the technical characteristics of all devices involved in the training unit focusing logics and numerical competences


This Training Unit covers the following equipment are at least: teach using diagrams, symbols, schemas and flowcharts the practical way to manage the CPU and the memories of the PLC system


This Training Unit covers the following installations at least: realize layout of the connections and make visible the flow of the information between PC and PLC and inside the PLC. Teachers of practical subjects should focus on:


This Training Unit covers the following installations at least: manage cables and provide different type of connection, training in install and uninstall memories. Know and manage the different CPU understanding their features, advantages and disadvantages.


This Training Unit covers the following situations at least: discuss and show the more frequent risks in the realization of a connection and in managing of CPU and memories. Underline the importance to isolated PLC system from the power supply before installing or uninstalling the CPU and the memories

Teaching staff The Italian language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a Italian speaking working


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environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The English language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a English speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in the working environment assisting the Italian and English language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical teacher of automation and PLC should guide the development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of automation and PLC should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on automation and PLC. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Assistant to the Professional practical teacher of automation and PLC should guide the practice of electrical engineering principles and good manufacturing principles (GMP) when carrying out practical activities related to automation and PLC. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian)


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should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Practical activities Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities:

Connect a PLC with PCs stations

Read and write on CPU and on memories and configure the communication protocol

Know the numerical systems in order to manage numerical conversions

Be confident with informatics base knowledge (Bit, Byte, Word, Double Word) and their addresses in the CPU and memories

Manage input and output digital signals knowing the instruction registers on the CPU

Draw a flow-chart of the communication system and of the communication data

Learning resources


Assessment modes




Accessing and managing information The evaluation of demonstrating knowledge and understanding the fundamentals of automation and PLC should include:




Beneficiaries Students attending the 3rd year of IeFP Electrical Junior Technician programme


Page 144 of 185

Pre-requisites TU_3_02 Realize an Intelligent Industrial Processes Control En

Gu

ided

learnin

g hou

rs





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TP_3_05 Electro-Pneumatic control for robotics systems


TP_3_05 Electro-Pneumatic control for robotics systems


Brief description

At the end of this Training Unit the participant will be able to choose the correct actuator according to the technical request of the automation solution, feed them with the right current and cabling them as output of a PLC system. He will be skilled in reading catalogues, data sheet, search in internet the new technologies and the schematic drawings of actuation devices. He will know the classification of the actuator and select them for specific applications. The training unit will provide the competences about pneumatic and electro-pneumatic systems, their structures, applications and control. The student will be able to realize a circuit for the actuation of more pneumatic cylinders (at least 3) and control them simulating output signal from the PLC. Realize an automatic or semi-automatic production line

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )


TPC1.1



Use technical documentation related to small-industrial, automation and commercial electrical installations as a mean to plan the different phases of activity

TPC1.2


Understand of technical demands in order to recognize the technical data of the different devices involved and the feasibility of their integration (electrical motors, pneumatic cylinder, lights, relays, …)

Define technical data and additional information such as accessories, characteristic curves of the actuators, connection diagrams and technical drawings


Select the proper pneumatic system according to pressure, dimension and air consumption

TPC2.2


Choose the most appropriate wiring method (wire, structured cabling, bus) and know how to dimensioning it

Connect different actuators and drivers with the PLC

TPC2.3



Realize a check list to follow in the installation and in the verification of the work

TPC3.1


Read the technical rules to install actuators and their connection to the PLC realizing functioning tests step by step

Size and choose the electric system to supply the pneumatic one

Design and realization of a pneumatic circuit with more than 2 cylinders


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Design of cycles with pneumatic and electro-pneumatic technology

TPC3.2


Isolate the fault and know how to fix it also with the substitutions of specific components (cylinders, valves, communication cables)

Manage the functioning of a control system (sensors feedback) and adapt it to a new solution

Detect quickly faults identifiable at sight

TPC3.3


Ensure all standards for the protection of the operators against electrical injuries during and after the installation of actuator circuit

Ensure safety standards also during the realization of the actuators wiring

TPC3.4


Collect all the data about the drivers and actuators selected and installed in the realization of the PLC system and to organize these information in a multimedia file (excel files, lists, schemas)

Realize drawings of the connection of the different devices, their supply and connection to the PLC

TPC4.1


Choose signaling devices and install them (digital voltmeter and ampere meter, lights, buzzers) to monitoring the correct functioning of the drivers





Practice measurements and tests for each driver and actuator installed using multi-meter for the recovery and restart of the electrical system


IT 2.5


Read and interpret the main instruction from Italian catalogue and manuals

Interpret and use technical data from data-sheet

IT 2.5


Utilize about 40 technical words and 25 sentences about pneumatics and robotics systems


English Language

EN 2.5


Read and interpret the main instruction from English catalogue and manuals

Interpret and use technical data from data-sheet IT 2.5 Recognize the specific characteristics and details of short and simple messages,


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advertisements, dialogues, instructions

Utilize about 40 technical words and 25 sentences about pneumatics and robotics systems


ICT Laboratory

ICT 1.2


Present all the systems realized (both pneumatics and robotics) using schemas and multimedia tools

Use simulating software for pneumatics system and realize sequences and exercises

Print and attach schema and layouts from the simulation software Mathematics

MAT 2.2


Calculate the forces and the pressure for the pneumatic systems

Calculate for dimensioning of all the parts of a pneumatic system (compressor, cylinder, valves, etc.)

MAT 1.3


Apply geometry knowledge in the robotic configurations (joint, links)

Manage competences about degree of freedom in robotics systems

Apply transformations between different axes of reference

Apply knowledge about centrifugal forces in the displacement of bodies Integrated Science

IS 1.1


Describe, through a scientific language, physical phenomena in fluids (air, oil)

Chose correct material according to the mechanical characteristics (structures and parts)

Knowledge



Know the meaning of the connecting schema of different relays, actuators and drivers

TPK02


Electrical machines classification and constructive features

Reversibility of rotating electrical machines, dynamics of the rotational motion

Performance of an electrical machine

Transformers (ideal and real transformer)

Three-phase transformer

Autotransformers

Alternators

Types of control: constant torque, constant power TPK03 Principles of electronic engineering technology and installations


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Electronic board in transformer circuits

Electronic components for electrical motors control

TPK05


Electrical units: DC and AC rotating machines classification Synchronous and synchronous electrical motors Alternators Dynamo (characteristics diagram and performance) Motors with mechanical commutation (brush and brushless) Motors with set commutation (step motors) Drives: DC power, transistors, diodes, thermistors

Electro pneumatic units: Compressed air The pneumatic circuit (compressor, tanks, distribution network, valves, filters, lubricants) Linear and rotary actuators Types of valves (control, exhaust, relief, spool stable and bi-stable) Techniques to command drivers Speed adjustment, wiring, block signals, sequential cycles Muscle drives, mechanical, pneumatic, electric,


Electrical units: digital voltmeter, ampere meter, multi-meter

TPK07


Circuit breakers: MCBs (modular), MCCB (Moulded Case Circuit Breaker), RCDs (residual current device) to protect the power supply line of the actuators and motors



TPK10


Read electrical schematics of devices to know how to wire and realize connections


Know where to search and find out technical notice and standardizations

TPK11


Know the software realized by the different producers of motor devices and drivers

Simulation software to manage motor speed and torque (example: PC based Automation, GDC Global Drive Control by Lenze)

Software to simulate electro pneumatic systems, dimensioning and exercise (example: Fluidsim by Festo, Pneufluid, etc.)


IEC 61511: Functional safety – Safety instrumented systems for the process industry sector

TPK13



Insulation tests



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Unit content



This Training Unit covers the following physical phenomena at least: defining the technical characteristics of all devices involved, focusing on physical variables like torque, power, pressure, speed (linear and angular)


This Training Unit covers the following equipment are at least: focus on the importance of symbols using block diagrams. Use diagrams current-voltage, speed-torque and if it is possible draw simple transfer functions to illustrate the behaviour of the actuators and drivers according to external conditions.


This Training Unit covers the following installations at least: illustrate the installation of drivers and actuators in a specific automation system utilizing practical examples and analysing real case history. Invite the students to realize specific demonstrations and exercises in the laboratory. Teachers of practical subjects should focus on:


This Training Unit covers the following installations at least: realize specific demonstrations and exercises in the laboratory, use a electro pneumatic circuit to show the functioning of cylinder and of the full pneumatic circuit (compressor, valves, oil system, force and flow regulators)


This Training Unit covers the following situations at least: focus on power supply line of actuator to understand the electrical risks. Pay attention in cabling and in the test functioning of motors, cylinders and all the movement devices

Teaching staff

The Italian language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a Italian speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The English language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a English speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development


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of the use of information technology to gather, elaborate and communicate information for needed in the working environment assisting the Italian and English language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical teacher of automation and PLC should guide the development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of automation and PLC should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on automation and PLC. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Assistant to the Professional practical teacher of automation and PLC should guide the practice of electrical engineering principles and good manufacturing principles (GMP) when carrying out practical activities related to automation and PLC. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Practical activities Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity


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should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities:

Realize a model of electric-pneumatic machines selecting the necessary elements (actuators and sensors) to realize a predetermined work cycle

Identify all the components and symbols of pneumatic and electro-pneumatic circuits

Design and translate a work cycle into an efficient electro-pneumatic circuits

Manage a full process starting from the choosing of material up to the final test and trial

Create a power supply line for actuators and cabling the PLC output

Identify robotic systems that can be implemented and integrated into electro-pneumatic circuit

Learning resources


Assessment modes




Communicating The evaluation of demonstrating knowledge and understanding the fundamentals of the automation and PLC should include:




Beneficiaries Students attending the 3rd year of IeFP Electrical Junior Technician programme Pre-requisites TU_3_01 Realize an Intelligent Industrial Processes Control En





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Italian language and ICT 1 2 English language and ICT 1 2 Mathematics 1 1 Integrated Science 1 1

70 guided learning hours: Total Theoretical:36 Total Practical: 34 Level Level 3 EQF


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TP_3_06 Water Desalination Stations Programming Training Unit

Denomination/Title TP_3_06 Water Desalination Stations Programming


Brief description

At the end of this Training Unit the participant will be able to identify the needs of an industrial process (using the example of a Water Desalination Station) and implement a proper program that can execute the necessary commands for the correct functioning of the automatic system utilizing timers, counters, comparison and move functions. He will be able to select the correct sensors and actuators for the realization of the automatic system and check their proper connection to the PLC. The advanced PLC programmer will be skilled in identify, select and translate languages as LADDER, FBD, Statement List. He will be able to realize schema and block diagrams and manage problem solving procedures.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )


TPC1.1


Interpret the technical operation requested from automatic machine identifying the different stations and devices involved

Translate the requirements of the application in a clear layout

Read, interpret and draw electrical input and output schema

TPC1.2


Understand of technical demands of the full automation system in order to recognize the different data of the input and trough a proper program translate them in output signal

Interpret specifications of sensors to know which input signal the PLC will receive (pressure, level, velocity)

Interpret specifications of actuators to know which output signal the PLC will have to send (start/stop, speed modulation, valves adjustment)

TPC1.3


Program PLC systems and their features in a correct and optimized way using proper languages

Recognize and manage the specific signals of the relevant typologies of sensors and actuators

TPC2.1


Measure the different power supplies of all the sensors utilized in the Industrial Automation (temperature, speed, torque, pressure)

Measure the different power supply of all the actuators utilized in the Industrial Automation (motor, pneumatic electro-valve, solenoid)

Manage the feed-back (using Timers, Counters, Comparison functions) of sensors signals to edit the PLC program and obtain the correct functioning of the automatic system

TPC2.3


Initialize the PLC communication program on the PC

Inspect the functioning of the connections between PC and PLC setting the right communication ports (COM, Serial Port, etc.)


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Use operator panels for the setting of setup data

TPC3.2


Identify the cause of faults (no communication, no possibility to write and read on PLC CPU)

Test the program checking step by step the proper functioning

TPC3.4


Collect information about all the connections between PC and PLC and organize them in a data record (Ports configuration, Transmission speed, Connectable devices, Parity, Mode, Stop bit, Maximum distance)

Realize drawings of the connection of the different devices inside the automation panels

TPC4.1


Use of LED signals to guarantee the PLC-PC communication

Use of LED status I / O signal


Apply routine maintenance procedures on cables, PC and PLC hardware RELATED LEARNING OUTCOMES Italian Language

IT 2.5


Interpret data and general specification from catalogue

Recognize advertisement about security and safety

IT 2.6


Learn 20 words and 15 sentences for the programming of industrial automation systems

English

EN 2.5


Interpret data and general specification from catalogue

Recognize advertisement about security and safety

EN 2.6


Learn 30 words and 20 sentences for the programming of industrial automation systems

ICT Laboratory

ICT 1.1


Realize circuits schematics and data report with multimedia tools

Organize the functions selected for the programming in multimedia database Mathematics

MAT 2.4


Process calculations to develop a proper program

Elaborate mathematical consideration for the implementation of rules and logics in the automation system


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Integrated Science

IS 5.1


Manage knowledge of communication wire: new technologies of cables and connectors

Choose materials that can guarantee better performances and high speed in the data transmission (optic wire, 2 wire, etc.)

Knowledge


TPK02


Power supply of PC and PLC

Know the voltage and the current inside communication cables

TPK03



Program cycle, timing and organization of the instructions

Analogic / digital input interfaces

TPK04


Know the different and typical installation where the Industrial Automation program will be used analysing the Water Distillation Stations example:

piston system

filters and an UV-disinfection system

energy recovery system

pumps and valves

RO-membranes (Reverse Osmosis)

TPK10



Familiar with the different languages used for programming and their schematization

Know where to search and find out technical and standardizations of the equipment utilized

TPK11


Know the program software realized by the different PLC producers and their evolution (step7 for Siemens, CX for Omron, MELSEC FX Mitsubishi)

Know the websites where download the different software updating

TPK12


IEC 1131 the standard on PLC, in particular: Part 1: general concepts and typical functions Part 3: the five languages programs Part 5: communication between different manufacturers PLC

TPK13


Know all the safety rules to cabling a PC with a PLC and make sure that the PLC system is isolated from the power supply before installing or uninstalling the communication cable


Insulation tests Unit content Teachers of theoretical subjects should focus on:


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This Training Unit covers the following physical phenomena at least: focus to the pre-settings and procedures to follow in order to control the external variables and be able to manage the system according their changes.


This Training Unit covers the following equipment are at least: give an overview of the different languages (according to the different producers) to program a PLC and underline the main differences to give to the student the flexibility to work on different machines.


This Training Unit covers the following installations at least: furnish the idea and the ability to think and elaborate the information using schema, blocks and grids, organizing the data to have the full competence of their connections and relations. Teachers of practical subjects should focus on:


This Training Unit covers the following installations at least: practice and training in cabling systems and in problem solving. Exercises to check and solve communications problems between PC and PLC. Focus on the configuration pages of the communication ports in order to provide students and implement the ability to manage new situations and create a model of approach to the problems.

Use website of manufacture companies specialized in the field: (Example: http://www.wwindea.org/technology/ch05/en/5_2_1.html)


This Training Unit covers the following situations at least: discuss and show the more frequent risks in the realization of communication to avoid both personal and equipment faults.

Teaching staff

The Italian language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a Italian speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The English language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a English speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development


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of the use of information technology to gather, elaborate and communicate information for needed in the working environment assisting the Italian and English language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical teacher of automation and PLC should guide the development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of automation and PLC should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on automation and PLC. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Assistant to the Professional practical teacher of automation and PLC should guide the practice of electrical engineering principles and good manufacturing principles (GMP) when carrying out practical activities related to automation and PLC. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers (available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Practical activities Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity


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should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities:

Model hardware and software system using schemas, blocks and grids, organizing the data, their connections and relations

Manage new process (beside water desalination station) and create a model to approach to the problems (problem solving ability)

Write a PLC program according to the specification of the client and to the input and output present in system

Know the devices installed in the system and verify the correct connection with the PLC IN / OUT interfaces (select the correct sensors and actuators for the realization of the automatic system)

Identify, select and translate the processes in programs using different program languages as LADDER, FBD, Statement List.

Learning resources


Assessment modes





Communicating The evaluation of demonstrating knowledge and understanding the fundamentals of automation and PLC should include:




Beneficiaries Students attending the 3rd year of IeFP Electrical Junior Technician programme Pre-requisites TP_3_05 Building Automation Programming


TU discipline Theoretical Practical Residential electrical installations 0 0 Industrial electrical installations 0 0


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Automation and PLC 24 18 Assessment 0 3


55 guided learning hours: Total theoretical: 30 Total Practical: 25 Level Level 3 EQF


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TP_3_07 Automation Control Panel and the HMI (Human Machine Interface) Training Unit

Denomination/Title TP_3_07 Automation Control Panel and the HMI (Human Machine Interface)

Subject Automation and PLC Brief description At the end of this Training Unit the participant will be able to assemble and install

automation control panels for industrial and tertiary sector applications. He will be skilled in reading technical data sheet and schematic drawings of different machines (robots, CNCs, automatic systems) and integrate their functionalities. Automation panel assembler will be able to work with electrical and mechanical engineers in problem-solving solutions, in communication systems and in assembly process and functioning of all components of the automatic system. The student will be trained also in design Human Machine Interface (HMI) including operator stations and operator panels and personalize the interface up to the client request and liking.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )


TPC1.1


Read and interpret electrical schematics and drawings of different machines and circuits in order to integrate their functionalities

Use technical documentation related to industrial automation, robotics systems and commercial electrical installations as a mean to plan the different phases of the activities

Interpret and also realize the layout of a HMI using the different symbols and links (valves, lights, controllers, pumps, motors, air blowers, filters, level and pressure sensors, etc.)

TPC1.3


Choose and understand specifications of the devices (panels and enclosures, switches and circuit breakers, communication cables, connectors, auxiliaries) to verify the suitability of installation

Select and dimension the right components (controller, drivers, sensors, actuators) and get them before starting the work

TPC1.4


Read the commercial catalogue and the price list

Calculate discounts (installers, retailers, end-user) and the amount of the expense for the full system




Assess the adequacy of the spaces in which the electrical panels and cabinets will be installed

TPC2.2


Choose the most appropriate wiring method and typology of communication and know how to dimensioning it

Interconnect different electrical panels

Study the feasibility to control the system from different points in the factory


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and eventually from a web based interface (internet access)

TPC2.4


Create complex automation panel or cabinet using the manufacturer's specifications and ensure the integrity of the structure

Verify all the functionality requirements (IP, segregation, mechanical features)

Organize and separate inside the enclosure the different controllers, the power and communication cables, the accessories (signaling, push –buttons, buzzer) and the protection devices (magneto-thermal breakers, leakage and residual current protection)

TPC3.2


Identify the cause of faults (not operation, short-circuit, not start-stop of equipment connected) and try to prevent system crashes with warning alarms

Isolate the faults and know how to fix them also with the substitutions of specific components

TPC3.3


Ensure all the standards for the protection of the operators against electrical injuries during and after the installation of electrical panels

Ensure the safety standards also during the realization of the electrical control panel and the HMI

TPC3.4


Collect all the data about the devices used in the realization of the automation control panel.

Organize all the information in a data record (using schemas, grids, lists) useful to quickly reach a specific technical datum in each moment also from an operator not informed in advance about the structure of the system

Realize drawings of the connection of the different devices inside the panels and also between two or more panels


Realize a daily maintenance to assure the correct functioning of all the alarm devices and of the full system

TPC4.3


Practice measurements and tests to identify the reason of the faults for their quick recovery and to make possible the restart of the integrated automatic system


IT 2.1


Dialogue to collaborate in an international working team to expose choices and decisions about the realization on the Automation Control Panel and the HMI

Use Italian documents to endorse the own technical decisions and solution

IT 2.5


Utilize 30 technical words and 20 sentences about Automation Control Panel and the HMI



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Communicate during the execution of the panels for any necessity or unforeseen

IT 4.3



English Language


Ask information and specification about the panel features

EN 2.1



Use English documents to endorse the own technical decisions

EN 2.5





ICT Laboratory

ICT 1.1


Illustrate with multimedia tools all the wired circuit inside the panels

Realize multimedia data-sheets or schema after the work showing devices and connections (switch, auxiliaries, lines, PLCs, PC, other machines integrated)

IT 4.3



Mathematics

MAT 1.1


Produce calculation procedures for the dimensioning of the protection circuit inside the automation panel

MAT 2.2



Integrated Science

IS 3.2


Illustrate all the dangers and risks for the operator of the panel and of the HMI using scientific symbols, formulas and scientific languages

Realize documentation about the human security and safety about the realization of panels considering physics theories


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Knowledge

TPK01

Electrical drawing

Know the different layout of HMI utilized in the different field as Oil & Gas, Chemical & Pharmaceutical, Food and Beverage, Metallurgical, Pulp and paper, Steel, Mining, Plastic field, etc.

Familiarity with the different electrical symbol and circuit representation

Know the various electrical schema of different brand controllers

TPK02


Electrical enclosures: know the different enclosure solutions such as wall mounting panels for installation in the service sector, compact cabinets with depth reduced for installations of small and average size environments, cabinets and console suitable for installation in medium and large plants

Expertize about the power supply of the different components of an Industrial Automation system in order to properly operate in cables sizing with particular attention to the communication

Advanced knowledge in automation control panels assembling

TPK04


Know the different possible installations where the studied equipment may be installed: production lines, robotics cells, CNC cells, packaging machines, water treatment processes, etc.

Know the security mechanical system to avoid the access to devices under power such as door interlock and door coupling rotary handle (The control panel door can only be opened when the handle is turned beyond the OFF position)

TPK05


Know the technical features of controllers, PLCs and drivers of all the all electrical unit involved in the integration

Know the technical features and ratings of switches, protection devices (fuses, MCBs, RCBs) and how to install them inside the automation panel

Know all the devices supplied from electricity (PCs and PLCs, cameras, contacts interfaces, temperature sensors, pressure sensors, auxiliary relays, under voltage releases or shunt trip unit, lights, buzzers, automatic reset devices, timers for loads, auxiliary signalling contacts, etc.) and provide to the proper power supply (220Vac, 24Vdc, 12Vdc)

TPK06


Electrical units: analog and digital multi-meter, digital clamp-meter, shunt trip unit for breakers, auxiliaries, under voltage release circuit protection, volt and ampere meter

TPK07


Circuit breakers: MCBs (modular), MCCB (Moulded Case Circuit Breaker), RCDs (residual current device) to protect the power supply line of the actuators and motors




CE marking knowledge: Machinery Directive, Low Voltage Directive, EMC


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Directive, Atex Directive (if applicable), Other specific directives (if applicable) for food, medical devices, construction products, etc

Know in particular the electrical equipment:

Type A standards: EN 1050, UNI EN 292/1 292/2, UNI 414, EN 954-1

Type B standards IEC 60204-1, EN 60439, CEI EN 600073

Know electrical standards for panels type AS (series manufacturing – type 2 tests) and ANS (not series manufacturing)

Know the Standard EN 60439-1 (CEI 17-13/1) for panels and cabinets

TPK13



Insulation tests

Verification of the operating temperatures inside the automation control panel

Unit content



This Training Unit covers the following physical phenomena at least: defining the technical characteristics of all devices involved, such as physical variables can influence the behaviour of the devices involved in the automation system (both panels and devices).


This Training Unit covers the following equipment are at least: a depth overview of all the enclosure available in the market, advantages and disadvantages, the different cabling system and the organizing of the panels according to their size and the specification of the devices installed.


This Training Unit covers the following installations at least: suggest and offer to the students the possibility to know and improve their knowledge (also utilizing demo video and the multimedia training tools) about the different typical installations where the Automation Control Panels are installed: Oil & Gas, Chemical & Pharmaceutical, Food and Beverage, Metallurgical, Pulp and paper, Steel, Mining, Plastic field. The training unit has to raise their competences and to make the students more confident with real work situations. Teachers of practical subjects should focus on:


This Training Unit covers the following installations at least: practice on different structures of the enclosures and control devices to quick choose the more appropriate, functional and economic solution. The training unit will provide to the students the ability in analyse, elaborate and synthesize the procedures to assembly an Automation Control Panel and to realize a friendly Human Machine Interface.

How equipment can generate harm to people and to equipment in the domestic and working environment. How behaviour of people can cause harm to people and to equipment. What


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are the precautions and the corrective actions that should be taken to reduce the risk of harm and to minimise the effect of accidents.

This Training Unit covers the following situations at least: discuss and show the more frequent risks in the realization of an Automation Control Panel and during its installation in the automation system.

Teaching staff

The Italian language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a Italian speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The English language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a English speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in the working environment assisting the Italian and English language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical teacher of automation and PLC should guide the development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of automation and PLC should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on automation and PLC. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Assistant to the Professional practical teacher of automation and PLC should guide the practice of electrical engineering principles and good manufacturing principles (GMP) when carrying out practical activities related to automation and PLC. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings

Theoretical learning Theoretical subjects should be presented with close reference to working situations and linked to the development of practical activities. Teachers of theoretical subjects should use visual aids such as samples, sketches, drawings and short videos to support the transfer of technical concept. Manuals, handbooks and operative instructions provided by suppliers


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(available on the web) as well as documentation provided by standardisation bodies (available on the web) should be used to provide concrete support to theoretical knowledge. Teachers presenting theoretical subjects can conduct simple demonstration and experiment to support the presentation of the concept. Experimental learning should be adopted making students to explore and discover principles and rules. The use of ICT and browsing the web should be stimulated to generate curiosity and research of solutions already available in the web. The learning of foreign languages (English and Italian) should be stimulated using videos, glossaries and dictionaries to relate concept and situations to different language context. Practical activities Practical activities should resemble as much as possible operative steps that normally are carried out in the working environment. The practical teacher, supported by the assistant for practical activities, should organise practical activities as a real working step providing documentation taken from working cases and making available tools, materials and components available in the market and normally used in such installations. The practical teacher should use videos of professionals doing similar tasks to explain how the activity should be performed. The practical teacher should provide on the spot demonstration only if he/she has professional experience in carrying out such tasks and is able to perform the task following all the safety procedures and respecting IEC standards. The assistant for practical activities should assure that all the material and tools needed are available. Students should collect documentation, tools, materials, components and boards and place neatly on the working desk. Teachers and assistant should monitor the execution of the practical activity providing feedback mainly to assure that the students is following safety rules and is following common practice procedures in doing the task. Once completed and assessed the practical activity, the students should disassemble the installation and place in the proper places documentation, tools, materials and components. The student should inform the assistant in case of damaged items. Students should complete the following practical activities:

Assemble and install an Automation Control Panel industrial and commercial automation installations

Read schematic drawings to assemble different brand controllers, wiring protection switches, auxiliaries, communication cables and other electrical devices

Ability to work with electrical and mechanical engineers in problem-solving solutions and optimization of the technological solution

Realize Human Machine Interfaces (HMI) according to the specifications, to the automatic system matching the client’s liking

Realize economic analysis; verify the sustainability of the project, comparing benefits and costs among different devices and different manufacturers

Learning resources


Assessment modes The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of automation and PLC, but also other abilities as:



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Managing and developing oneself The evaluation of demonstrating knowledge and understanding the fundamentals of automation and PLC should include:




Beneficiaries Students attending the 3rd year of IeFP Electrical Junior Technician programme Pre-requisites TP_3_06 Water Desalination Stations Programming

Gu

ided

learnin

g hou

rs



55 guided learning hours: Total Theoretical:30 Total Practical: 25 Level Level 3 EQF


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TP_3_08 Industrial Automation PLC Applications Training Unit

Denomination/Title TP_3_08 Industrial Automation PLC Applications


Brief description

At the end of this Training Unit the participant will be able to manage a full complex Industrial Automation solution (Oil & Gas, Chemical & Pharmaceutical, Food and Beverage, Metallurgical, Pulp and paper, Steel, Mining, Plastic fields) starting from his modelling to the implementation of a structured and complex program, acting in practical realization of the control panel and in wiring of sensors, actuators and machines. The industrial automation expert will be skilled in reading and writing schematic drawings for the assembling, wiring and checking all the devices involved in the system. This professional will be able to play as interface with the end customer and will be able to install the full solution on a client's site. He will also be the responsible for the start-up and the maintenance of the industrial automation system. He will respond directly to managers and supervisors who control or influence the design, specification, selection, installation, commissioning, maintenance or operation of electrical equipment.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )


TPC1.1


Read, interpret and elaborate electrical schematics and drawings and synthesize information to select components

Use technical documentation related to industrial automation to plan the different phases of each activity

Select quickly the better system layout for each specific industrial installation (according to the factory dimension, out or indoor solution, workspace utilization, etc.)


Find out the main technical feature of each devices from instruction sheet or technical and commercial catalogue

TPC1.3


Choose and understand specifications of the devices (controllers, drivers, auxiliaries, panels, cables, connectors, etc.) to verify the suitability of installation

Apply all the class lesions knowledge in phase on selection of the electrical components of the system according to the rating and nominal data (also applied directly on the device)

TPC2.3


Identify the setup data for each device involved in the system and set them properly for the start-up of the automatic system (Pharmaceutical Line Production, Food Packaging Machines, Mixing Control System)

TPC3.1


Realize the complete automation system according to the client’s specifications

Manage functioning tests and start-up actions to guarantee the procedures on


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the client’s site

TPC3.2


Create a supervision system (SCADA) to monitoring the full process and find out quickly the cause of faults (alarms, low level, high pressure, high temperature, etc.)

Isolate the fault and intervene on the point to fix it

TPC3.3


Ensure all the protection standards against electrical injuries during and after the electrical installations for the safety of the workers

Guarantee the quality on the standards for the safety of the operators (after the installation and the start-up of the automation system)

TPC3.4


Collect all the data about the devices used in the realization of the industrial automation system (sensors, controller valves and motor operators)

Organize all the information in a data record (using schemas, grids, lists) useful to quickly reach a specific technical datum in each moment also from an operator not informed in advance about the structure of the system

Supervise the realization of the drawings of the layouts and of connections of all the different devices involved in the system

TPC4.1


Select the main parameters to be monitored in the automatic installation

Optimize the number of the signaling devices around the system and their connection with the SCADA system

Realize a clear instruction list in order to identify the meaning of each signal and the relative operations useful to solve the problems

TPC4.2



Verify the functioning of the security system to ensure the protection circuit and avoid downtime machine

TPC4.3


Prepare a toolkit of useful testing and measurement tools to verify the correct functioning of the electrical devices (sensors, communication cables, drivers, signaling accessories, auxiliaries, etc.)

Plan a list of operations and verify their actuation in order to ensure a continuous monitoring of the plant status


IT 1.2


Understand the main specifications of the automation system discussing with the end customer and visiting interested environment

IT 4.1 Organize notes (ladders, maps, etc.) necessary to draft a written text by locating and correcting errors in usage, spelling and mechanics (e.g. subject-verb agreement, pronoun reference, punctuation, capitalization, sentence


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structure, etc.)

Realize simple documentation to describe the solution and the technologies utilized

Illustrate the project with a presentation and discuss it

Elaborate drawings and schematics with Italian terms English Language

EN 1.2



EN 4.1



Illustrate the project with a presentation and discuss it

Elaborate drawings and schematics with English terms ICT Laboratory

ICT 1.2


Illustrate with multimedia tools the Industrial Automation PLC solution


ICT 1.5


Use specific software for the dimensioning the technical solution and to present the full integrated system

Simulate the correct functioning of the realized solution choosing the appropriate software tool

Mathematics

MAT 2.2


Produce, for each device used in the solution, the operative curves and model them with appropriate functions

Realize simulations of control through simple flow-chart and transfer functions

MAT 5.4

Develop, select strategies and methods for describing and solving problems based on knowledge, skills and conceptual models

Realize models with the aim of problems solving during the system operation

Interpret function curves (derivative, max/min, range of existence, etc.) in order to know the behaviour of the devices installed

Integrated sciences

IS 1.1


Illustrate, for each point of the system, all the dangers and risks for the operator focusing on electrical shock and burning


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IS 4.1


Analyse the possible physics phenomena that could compromise the efficiency of the Industrial Automation PLC solution

Understand how different electromagnetic phenomena may influence the behaviour of some devices in the Industrial Automation PLC solution

Knowledge


TPK01

Electrical drawing

Know the different layout of SCADA and HMI utilized in the different Industrial Automation Application (with practical reference to Pharmaceutical Line Production, Food Packaging Machines, Plastic Injection Machines)

Familiarity with the different electrical symbol and circuit representation

Know the various electrical schema of different brand controllers

TPK02


Dimensioning of the electrical power line and the power supply for all the electrical equipment

Select the protection devices for each line or device

Identify the proper enclosures and other structures that aim to collect the different electrical devices and organize their placing in the workspace

TPK03


Know how and where the electronic engineering is important in an Industrial Automation PLC Application (communication between controllers, special sensors, communication gateways, PLC input/output modules)

Know the different signal typologies produced by sensors, processed by controllers (PLCs) and utilized by actuators and drivers

TPK04


Know the features of mechanical, pneumatic, hydraulic and electrical installation and identify the most appropriate solution according to the requests:

- Auto Clave Machine (Sterilization machine) - Rectification & distillation tower - Plastic Injection Machines - Sheets Bending Machine (CNC) - Marble and Granite polishing Machine - Food production line - Water Distillation Stations - Packaging

Know the structure of the electrical solution in an industrial automation system and identify all the devices using electrical power (PLC, sensor, actuator)

TPK06 - Electrical equipment for measure, control, command, regulation, protection

Electrical units: analog and digital multi-meter, digital clamp-meter, shunt


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trip unit for breakers, auxiliaries, under voltage release circuit protection, volt and ampere meter

Know how to set them and how to perform measurements



TPK10 Design and dimensioning techniques

Supervise the realization of the layout of the solution and check it according to the standards

TPK11


Know the functions of the program software realized by the different PLCs and drivers’ producers and their evolution (Siemens, Omron, Mitsubishi, Allen Bradley, GE Fanuc, etc.)

Know the websites the different where download software updating

TPK12


Know electrical standards as in the following Training Unit: - Realize an Intelligent Industrial Processes Control - Automation Control Panel & HMI (Human Machine Interface )

TPK13



Insulation tests

Verification of the operating temperatures inside the automation control panel

Unit content



This Training Unit covers the following physical phenomena at least: defining the technical characteristics of all devices involved, such as physical variables can influence the behaviour of the devices involved in the automation system (both panels and devices).


This Training Unit covers the following equipment are at least: overview of the integrated control system that performs multiple-layers of security access to ensure process integrity, drawings of integrated functions and layout solution also used in touch screen devices. Utilize multimedia tools to introduce the practical exercises and give and more real idea of the different solutions.


This Training Unit covers the following installations at least: a specialize view of all the possible solution and technologies they can apply in Industrial Building Automation especially on Pharmaceutical Line Production, Food Packaging Machines and Mixing Control System. Utilize the website of companies operating in the field and analyse practical examples:

(Example: http://www.readco.com/system-controls.html


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http://www.melfitechnologies.com/) Teachers of practical subjects should focus on:


This Training Unit covers the following installations at least: study of the different solution in industrial automation and prepare practical exercises able to simulate reality.


This Training Unit covers the following situations at least: discuss and show the more frequent risks in the realization of complete industrial automation application, focusing on the correct behaviour on the technicians and the example that they give to all the workers. The quality and security standards have to be presented as a fundamental part of the course and they will represent a high percentage of the assessment of profit.

Teaching staff

The Italian language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a Italian speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The English language teacher should guide the development of a professional vocabulary allowing students to read, ask and understand information in a English speaking working environment by using proper terminology and ICT technology. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Information and Communication Technology teacher should guide the development of the use of information technology to gather, elaborate and communicate information for needed in the working environment assisting the Italian and English language teachers. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Mathematics teacher should guide the development of abstract reasoning and problem solving as well as its use in the working environment by estimating physical parameters. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Integrated Science teacher should guide the development of the understanding and use of the scientific method when addressing technical issues in the working environment. He/She should focus on developing the skills and abilities indicated in the related learning outcomes section of the abilities/capacity group above mentioned. The Professional theoretical teacher of automation and PLC should guide the development to understand electrical engineering principles applied to electrical installations. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned. The Professional practical teacher of automation and PLC should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on automation and PLC. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group


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above mentioned. The Assistant to the Professional practical teacher of automation and PLC should guide the practice of electrical engineering principles and good manufacturing principles (GMP) when carrying out practical activities related to automation and PLC. He/She should focus on developing the skills and abilities indicated in the technical and professional section of the abilities/capacity group above mentioned.

Learning settings


Manage a full complex Industrial Automation solution starting from his modelling to the implementation of a structured and complex program

Find the proper solution for a new machine or productive line with new conditions respect the studied ones

Realization of the control panel and in wiring of sensors, actuators and machines

Read and write schematic drawings for the assembling, wiring and checking all the devices involved in the system

Guarantee the maintenance of the industrial automation system


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Learning resources


Assessment modes






Communicating The evaluation of demonstrating knowledge and understanding the fundamentals of automation and PLC should include:




Beneficiaries Students attending the 3rd year of IeFP Electrical Junior Technician programme

Pre-requisites

TP_3_02 Industrial Processes Supervision - SCADA system TP_3_03 Electro-Pneumatic control for robotics systems TP_3_06 Water Desalination Stations Programming TP_3_07 Automation Control Panel & HMI (Human Machine Interface)

Gu

ided

learnin

g hou

rs



70 guided learning hours: Total Theoretical:36 Total Practical:34 Level Level 3 EQF


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INT 3_01 Realize an Home Automation System Training Unit

Denomination/Title INT 3_01 Realize an Home Automation System

Subject Internship

Brief description


Overview of all the system defining all the input and output of the automation

Define of all the needs of the client and realize a layout of the personalized solution

Cabling the power, the networking and the BUS lines

Define al the devices interested in the realization and connect them to the supervisor

Realize the main electrical automation panel

Implement the proper software able to manage the rules and the condition of the automation

Realize internet connection and design the human interface The internship may allow employer to benefit from the information generated as part of student project, as well as to create a network of young and more skilled students who may work within the enterprises.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )


TPC1.1


Interpret the technical operation drawings requested from the Home Automation system and design the concept and the plant layouts according to clients’ needs

Translate the requirements of the application in a clear layout with schemas, datasheet and connection drawings

TPC1.2


Interpret specifications of sensors and wire them (temperature, contact sensor, presence and moving, light, emergency)

Interpret specifications of actuators and wire them (relays, motors, alarm bells)

TPC3.3


Ensure all the standards for the protection of the operators against electrical injuries during the connection of power and communication line

Monitor the correct functioning of the BUS system before and during the program editing


Apply routine maintenance procedures on cables (both power and data) and hardware


IT 2.1


Dialogue to collaborate in an Italian working team to find shared solutions and take technical decisions


Page 177 of 185


IT 2.6

Use written and verbal expressions for constructing and representing meaning in communication

Request of any information to the client to precisely know the instructions and desiderata for the realization of the work

Request and describe solution using written expressions (email, letters, datasheet, etc)

English Language

EN 2.1


Dialogue to collaborate in an international working team to find shared solutions and take technical decisions


EN 2.6

Use written and verbal expressions for constructing and representing meaning in communication

Request of any information to the client to precisely know the instructions and desiderata for the realization of the work

Request and describe solution using written expressions (email, letters, datasheet, etc)

ICT Laboratory

ICT 1.2


Illustrate with multimedia tools Home Automation system drawing schema and layout of the structure


Realize multimedia data-sheets and schema about all the data at the end of the work both for the maintainer and the final client

ICT 1.3


Utilize all the web tools to manage the full automation system

Edit web based interfaces for the control of the Home Automation System Mathematics

MAT 2.2


Use mathematical skills to develop the program for the management of the system: conditions of work and off, assessments about data from the sensors, logic functions elaborating data from different sensors

MAT 5.3 Detect problems using logical connectives (propositional logic)

Use of logical connectives to define and limit the error area and easily detect problems

Integrated Science

IS 4.1




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Manage the external parameters to control and make a correct acquisition of the input signals


Unit content












Teaching staff

The internship tutor is the company staff responsible of introduction, general instruction and follow up of the student(s) during the whole internship period within the company. S/he introduces the student into the production environment(s), interfacing the student with all the staff in charge of detailed instruction and supervision of the student operations and activities, with special reference to the safety rules in every/any situation. S/he briefs and debriefs the student at the beginning and the end of each day, describing the tasks to be accomplished and taking notes about the student remarks on the difficulties met. As needed, s/he meets the company staff in charge of instructions and supervision of the daily tasks complementing the collection of records about possible difficulties met during implementation of the tasks allocated. S/he coordinates with the Internship coordinator of the educational institute before the start of the internship, during its implementation and at the end, contributing to the assessment of the student's job performance with own point of view and considerations and relaying the final information to the person in charge of internships. The internship coordinator actively contacts and courts businesses throughout the working environment. Throughout the course of the internship program, the internship coordinator maintains constant contact with the employer and intern (students), monitoring the student's job performance and relaying that information to the head of the academic department. S/he


Page 179 of 185

must create formal examinations that test students' abilities and performance, as well as evaluation of tests to determine students' strengths and areas on which they can improve. S/he can use the results of this test to determine what field placement would best suit each student. S/he must prepare students for their field placements by running an orientation program, which focuses on real world skills and gives students an idea of what to expect in their placed position. The Professional practical teacher of automation and PLC solutions should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on automation and PLC installations. S/he should focus on developing an integrated set of skills and abilities indicated in the abilities/capacity group above mentioned.

Learning settings







Learning resources






Assessment sheet

Assessment modes

The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of automation and PLC installations, but also other abilities as:







Page 180 of 185


Communicating The evaluation of demonstrating knowledge and understanding the fundamentals of automation and PLC installations should include:




Beneficiaries Students attending the 3rd year of IeFP Electrical Junior Technician program. Pre-requisites TP_3_01 Home Automation and Building management System (BMS)

Guid

ed learn

ing h

ours

TU discipline Theoretical Practical Residential electrical installation Electrical installations, materials and components 28 Automation and PLC Italian language and ICT laboratory 2 English language and ICT laboratory 2 Mathematics 2 Integrated Science 1

Subtotal hours: 0 35 Pre-Internship / Post-Internship 3 Internship Assessment 4

42 guided learning hours in 5 calendar days

Total Theoretical:7 Total Practical:35

Level Level 3 EQF


Page 181 of 185

INT 3_02 Industrial Automation Operator Training Unit

Denomination/Title INT 3_02 Industrial Automation Operator

Subject Internship

Brief description


Understand the structure of the company and know how to lead properly

Collaborate with the different departments of the factory (electric, mechanical, maintenance, production)

Translate the requests of the technical solution in schematics and exemplify them in a layout

Install a PLC and communicate with the CPU through a PC

Wired inputs having previously installed sensors

Wire outputs having previously installed actuators

Develop and write a program to carry out the proper work The internship may allow employer to benefit from the information generated as part of student project, as well as to create a network of young and more skilled students who may work within the enterprises.

Ab

ility / Cap

acity / Detailed

skill (to b

e able to .. )


TPC1.1


Read, interpret and elaborate electrical schematics and drawings and synthesize information to select components (sensors, PLC, actuators)

Select the better layout for the realization of the specific work (according to the factory’s dimension, out or indoor solution, workspace utilization, etc.)

TPC1.2


Interpret specifications of sensors and wire them (temperature, contact sensor, presence and moving, light, emergency)

Interpret specifications of actuators and wire them (relays, motors, alarm bells)


Apply routine maintenance procedures to guarantee the functionality of the full automation system


IT 1.2



Communicate with Italian colleagues to promote a correct team building

IT 4.1 Organize notes (ladders, maps, etc.) necessary to draft a written text by locating and correcting errors in usage, spelling and mechanics (e.g. subject-verb


Page 182 of 185

agreement, pronoun reference, punctuation, capitalization, sentence structure, etc.)


Illustrate the project with a presentation and discuss it (elaborate drawings and schematics with Italian terms)

English Language

EN 1.2



Communicate with international colleagues to promote a correct team building

EN 4.1



Illustrate the project with a presentation and discuss it (elaborate drawings and schematics with English terms)

ICT Laboratory

ICT 1.2


Illustrate with multimedia tools the Industrial Automation and PLC solution

Realize multimedia documents to explain previously projects and ideas and after the work the final solution realized

ICT 1.5


Use specific software for the dimensioning the technical solution and to present the full integrated system

Mathematics

MAT 5.4

Develop, select strategies and methods for describing and solving problems based on knowledge, skills and conceptual models

Realize models with the aim of problems solving during the system operation

Integrated Science

IS 4.1


Understand how different electromagnetic phenomena may influence the behaviour of some devices in the Industrial Automation PLC solution


Manage the external parameters to control and make a correct acquisition of the input signals

Knowledge The main objective of the internship is to develop competences and not to acquire


Page 183 of 185

knowledge.

Unit content












Teaching staff

The internship tutor is the company staff responsible of introduction, general instruction and follow up of the student(s) during the whole internship period within the company. S/he introduces the student into the production environment(s), interfacing the student with all the staff in charge of detailed instruction and supervision of the student operations and activities, with special reference to the safety rules in every/any situation. S/he briefs and debriefs the student at the beginning and the end of each day, describing the tasks to be accomplished and taking notes about the student remarks on the difficulties met. As needed, s/he meets the company staff in charge of instructions and supervision of the daily tasks complementing the collection of records about possible difficulties met during implementation of the tasks allocated. S/he coordinates with the Internship coordinator of the educational institute before the start of the internship, during its implementation and at the end, contributing to the assessment of the student's job performance with own point of view and considerations and relaying the final information to the person in charge of internships. The internship coordinator actively contacts and courts businesses throughout the working environment. Throughout the course of the internship program, the internship coordinator maintains constant contact with the employer and intern (students), monitoring the student's job performance and relaying that information to the head of the academic department. S/he must create formal examinations that test students' abilities and performance, as well as evaluation of tests to determine students' strengths and areas on which they can improve. S/he can use the results of this test to determine what field placement would best suit each


Page 184 of 185

student. S/he must prepare students for their field placements by running an orientation program, which focuses on real world skills and gives students an idea of what to expect in their placed position. The Professional practical teacher of automation and PLC should guide the development to apply electrical engineering principles and good manufacturing principles (GMP) when working on automation and PLC installations. S/he should focus on developing an integrated set of skills and abilities indicated in the abilities/capacity group above mentioned.

Learning settings







Learning resources






Assessment sheet

Assessment modes

The assessment modes comprise not only the evaluation of demonstrating knowledge and understanding the fundamentals of automation and PLC installations, but also other abilities as:







Communicating The evaluation of demonstrating knowledge and understanding the fundamentals of automation and PLC installations should include:


Page 185 of 185




Beneficiaries Students attending the 3rd year of IeFP Electrical Junior Technician program.

Pre-requisites

TP_3_02 Realize an Intelligent Industrial Processes Control TP_3_03 Industrial Processes Supervision - SCADA system TP_3_05 Electro-Pneumatic control for robotics systems TP_3_06 Water Desalination Stations Programming

Gu

ided

learnin

g hou

rs

TU discipline Theoretical Practical Residential electrical installation Industrial electrical installations 21 Automation and PLC Italian language and ICT laboratory 2 English language and ICT laboratory 2 Mathematics 2 Integrated Science 1

Subtotal hours: 0 28 Pre-Internship / Post-Internship 3 Internship Assessment 4

35 guided learning hours in 5 calendar days

Total Theoretical:7 Total Practical: 28

Level Level 3 EQF


(13) A25a_11 EJT Program Annex En 1- SA - 120923 Page 1 of 11

Annex-13

Legal and Methodological Background

for Years I-II-III


Fayoum-ITEC Integrated Technical

Education Cluster Established in Cooperation between Egypt and Italy

Cairo, August 2012

Fayoum-Integrated Technical Education Cluster

A214_IeFP_program of Electrical Junior Technician_120716car16 (final version) Page 2 of 11

Table of content

1 Design of a IeFP programme ........................................................................................ 3 1.1 The IeFP and the education system ....................................................................... 3 1.2 The IeFP programme framework .......................................................................... 5 1.3 European Qualification Framework ...................................................................... 6 1.4 Basic and Technical Competences ........................................................................ 6 1.5 Disciplines ............................................................................................................. 8 1.6 Learning Language ................................................................................................ 9 1.7 Personalization and modularisation ..................................................................... 10 1.8 Learning outcomes and inter-disciplinary approach ........................................... 11 1.9 Orientation and Tutoring ..................................................................................... 11

Table 1 - Guided learning hours of the Italian “Istituto Professionale” .............................. 4 Table 2 - Total GLH: a comparison between ITEC IeFP and Professional Institute .......... 5 Table 3 – European Qualification Framework – Level 3 .................................................... 6 Table 4 – Correspondence between Cultural Axes and Minimum standard....................... 7 Table 5 – Correspondence between Cultural Axes, Key and Citizenship competences…..8 Table 6 – Correspondence between Minimum standard and Disciplines………………....9 Table 7 – CEFR Levels achieved at the end of each Academic Year .............................. 10



1 Design of a IeFP programme

This annex is focused on the key elements considered as reference points to design Education and Vocational Training (IeFP) program related to the vocational qualifications of 'Electrical Junior Technician'.

The concept of ‘integration’ amid Education and Vocational Training is not new to VET system in Italy; what is now evident is its greatly increased prominence over the past few years in the Italian VET policies and in any discussion about curriculum reform. Undoubtedly, developments linked to the European framework on key competences for lifelong learning (2006) and the implementation of the European qualifications framework (2008) had a decisive influence on this integration development discourse.

It is worth mentioning that the program for the three-year pathways of IeFP doesn’t exist within the Italian system since it represents a novelty in the new Italian educational and vocational training scenario; however some basic principles relating to Education and Vocational Training are laid down in Legislative Decree no. 226/051 which defines the so-called ‘essential levels of performances’ (LEPs)2.

The LEPs represent a set of minimum criteria draw up at a national level to ensure that all schools and training providers applying for IeFP courses are able to perform vocational training activities according to specific minimum requirements that should be guaranteed when designing IeFP course. The minimum requirements are declined in terms of: training offer (art. 16), total learning guided hours (orario annuale) and structure and articulation of the training pathway (art. 17), personalization and learning contents (art. 18), teaching staff (art. 19), assessment and certification of competences (art. 20), accreditation system of training institutions (art. 21).

The design of IePF programme stems from the above-mentioned LEPs and others relevant technical documents published over the last years at the Italian national level. A description of its key elements is presented below.

1.1 The IeFP and the education system

The IeFP is based on the model named ‘supplementary subsidiary offer’ (type B), within a joint education and vocational system (art. 2, c.3, DPR 87/103) that represents one of the two Italian strands defined by the ‘Guidelines following article 13, c.1- quinquies of Law Decree no. 7 of the 31 January 2007’4. This approach tries to align the IeFP

1 Decreto Legislativo 17 ottobre 2005, n. 226 "Norme generali e livelli essenziali delle prestazioni relativi al secondo ciclo del sistema educativo di istruzione e formazione, a norma dell'articolo 2 della legge 28 marzo 2003, n. 53" 2 Decreto legislativo 17 ottobre 2002, n. 226, Capo III, ’I percorsi di istruzione e formazione professionale’. 3 DPR n. 87 del 15 marzo 2010 “Regolamento recante norme per il riordino degli istituti professionali a norma dell'articolo 64, comma 4, del decreto-legge 25 giugno 2008, n. 112, convertito, con modificazioni, dalla legge 6 agosto 2008, n. 133’ 4 The Guidelines defines two tipologies of subsidiary offer (Capo II): ‘Integrative subsidiary offer’ (type A) according to which Schools may organise two distinct classes: the first one attending the normal order for



programme to the Italian regulations of Professional Institute (Istituto Professionale) in terms of learning outcomes and contents and total guided learning hours; the aim is to allow students granted a three-year vocational qualification to enter the second stage of the proposed educational model for the ITEC5 in order to attend the fourth and fifth year and to obtain the secondary school leaving diploma (diploma di maturità) consonant with the Italian laws. Table (1) shows the distribution of annual guided learning hours over the 5 years of the Professional Institues in Italy. Table 1 Guided learning hours of the Italian “Istituto Professionale”


I II III IV V


Italian Language 132 132 132 132 132

English Language 99 99 99 99 99


Mathematics 132 132 99 99 99


Physical Education 66 66 66 66 66


Competences

Religious Studies 33 33 33 33 33

History 66 66 66 66 66

Economy 66 66

Total 660 660 495 495 495



396 396 561 561 561

Total 396 396 561 561 561

Total Guided Learning Hours 1,056 1,056 1,056 1,056 1,056

The guided learning hours framework presented for the Professional Institute makes reference to Annex C ‘indirizzi, profilo, quadri orari e risultati di apprendimento del settore industria e artigianato, indirizzo C2 ‘ Manutenzione e assistenza tecnica’ of the ‘Regolamento recante norme concernenti il riordino degli istituti professionali ai sensi dell’articolo 64, comma 4, del decreto legge 25 giugno 2008, n. 112, convertito dalla legge 6 agosto 2008, n. 133’.

five-year degree, the latter the order for the qualification of the three years. The type B makes reference at the same time to the both jurisdicions above mentioned. 5 Within the proposed educational model the first stage relates to IeFP course (three years), whereas the second stage affers to the school system, Professional Institute (fourth and fifth year). For more details see the document ‘Educational Model, ITEC in Beni Swaif, Draft 6.12 for discussion’, November 2011, Mohamed Abdelrahman, Carlo Russo, Enzo Sciolla.



1.2 The IeFP programme framework

The framework guarantees the essential levels of guided learning hours (orario annuale) according to article 17 of Legislative Decree no. 226/2005. The proposed IeFP framework considers for the three years course a standard of 1,056 hours per year, more than the annual hours proposed by article 17 (at least 990 hours) and, at the same time, in line with the Italian education framework (1,056 hours) proposed for the Professional Institute6. The choice reflects two main aspects:

- To intensify the acquisition of basic competences as a mandatory requirements stated by the Italian Education system to fulfill the compulsory education7;

- To align as much as possible the IeFP programme to the curriculum developed for the Professional Institute (secondary school) even though the principles upon which IeFP lays are different. The latter are intended to provide a vocational qualification (attestato di qualifica di operatore…), instead of a qualification (diploma di maturità), and they act as a seamless system integrating education with vocational training modules. To this end the program is more closely related to jobs, and hence help bridge effective links with the labour market.

Table 2 presents the difference between the timetable for the IeFP programme developed here for adoption at Fayoum-ITEC in Egypt and the corresponding first three years of the professional educational programme.

Table 2 - Total GLH: a comparison between ITEC IeFP and Professional Institute

Competences Disciplines

Annual Year Difference Professional

Institute (Italy) ITEC IeFP

(Egypt)

I II III I II III I II III Tot


Arabic Language 87 84 84 87 84 84

186Italian Language 132 132 132 116 112 112 -16 -20 -20

English Language

99 99 99 116 84 84 17 -15 -15


Mathematics 132 132 99 116 140 140 -16 8 41

-98Integrated Sciences

66 66 58 56 -8 -10

Physical Education

66 66 66 29 28 28 -37 -38 -38

6 Annex B ‘Quadri orari’ to the Regolamento recante norme concernenti il riordino degli istituti professionali ai sensi dell’articolo 64, comma 4, del decreto legge 25 giugno 2008, n. 112, convertito dalla legge 6 agosto 2008, n. 133. 7 In Italy, education is compulsory for 10 years and covers the first cycle of education (made up of primary and lower secondary education) and the first two years of the second cycle. Therefore, the last two years of compulsory education can be fulfilled either in upper secondary schools or within the three-year Education and Vocational Training (IeFP).



Historic, socio-

economic Competences

Religious Studies 33 33 33 29 28 28 -4 -5 -5

-89Social Studies 29 29

History 66 66 66 58 56 28 -8 -10 -38

Economy 66 66 28 56 -66 -38 56

Total 660 660 495 638 616 560 -22 -44 65 - 1


Activities related to the professional address or to the professional profile

396 396 561 174 168 224

Laboratories 203 196 196

Internship 42 77 77

Total 396 396 561 419 441 497 23 45 -64 4

Total Guided Learning Hours 105

6105

6105

6105

7105

7105

71 1 1 3


1.3 European Qualification Framework

All the learning outcomes (knowledge, skill and competences) to be achieved at the

completion of the IeFP course correspond to EQF level 3.

Table 3 – European Qualification Framework – Level 3

Knowledge Skills Competences

3 Knowledge of facts,

principles, processes

and general concepts,

in a field of work or

study

A range of cognitive and practical

skills required to accomplish tasks

and solve problems by selecting and

applying basic methods, tools,

materials and information

Take responsibility for

completion of tasks in work

or study. Adapt own

behaviour to circumstances in

solving problems

1.4 Basic and Technical Competences

The design of IeFP course takes into account the LEPs considered by the above mentioned decree n. 226 in terms of minimum levels of the pathways (article 18). The program makes also reference to the Italian given standards related to the basic and technical-professional competences considered as learning outcomes. In details, the competences are:



Basic competences. The basic competences or key competences for citizenship are developed according to Annex 1 (Assi culturali)8, Annex 4 (standard minimi delle competenze di base del III e IV anno)9, Annex A (Profilo Educativo)10 and to the Document on Key Competences of citizenship11. The key competences are those that should be attained by students during the first two years in the Italian training agencies or at school. The document on key competences while not substituting curricular programmes or detailed planning of single course still represents a guide for teaching-learning the basic competences. In accordance with the European recommendations, the document foresees the acquisition of the following competences subdivided into the following four 'cultural axes': Languages; Mathematics; Scientific-technological, and Historical and social. Table 4 – Correspondence between Cultural Axes and Minimum standard


Such areas are linked to the following key competences for the citizenship: learning to learn; planning; communicating; collaborating and participating; responsible and autonomous behaviour; problem solving; identifying links and relations; and obtaining and interpreting information. The correspondence amid Cultural Axes and Minimum Standard of basic competences is presented in the table 4, whereas the correspondence between the Cultural Axes, the key competences and the competences for citizenship is given in table 5.

8 Annex 1 ‘Assi culturali’ to Ministerial Decree no 139 of 22 August 2007. 9 Annex 4 ‘Standard minimi delle competenze di base del III e IV anno’ to the Agreement of 27 July 2007. 10 Annex A ‘Profilo educativo’ to the Regolamento recante norme concernenti il riordino degli istituti professionali ai sensi dell’articolo 64, comma 4, del decreto legge 25 giugno 2008, n. 112, convertito dalla legge 6 agosto 2008, n. 133. 11 Annex 2 ‘Competenze chiave di cittadinanza da acquisire al termine dell’istruzione obbligatoria’ to Ministerial Decree no 139 of 22 August 2007.

Cultural Axes Languages Mathematic Scientific-Technological Historical-Social

Minimum Standard Linguistic competence Mathematical, Scientic and Technological competence Historical, Socio-economical competence



Table 5 – Correspondence between Cultural Axes, Key and Citizenship competences


Common technical and professional competences. These competences include working in safety, quality, health and environment and they are considered ‘cross-sectional’ to all vocational qualification related to each national professional figure (or professional profile). Specific technical and professional competences. The competences are strictly connected with the Italian national professional profile and they vary time-by-time according the each considered vocational qualification. The competences make reference to Annexe 212 considered as the national qualification framework for the three-year pathways. Still, it presents the skills and knowledge related to specific activities that this professional profile should be able to carry out. In conclusion, basic competences have been considered belonging to the Education system13, whereas the common and technical and professional competences as belonging to the Vocational Training. The distinction may help the reader to better understand the 'integration' between education and vocational training since IeFP course is an integrated type.

1.5 Disciplines

The match between cultural areas, minimum standard (annex 4) and key competences presented in the above tables 4 and 5 acts as a framework that provides overarching

12 Annex 2 ‘Figure di riferimento relative alle qualifiche professionali di cui al repertorio nazionale dell’offerta di istruzione e formazione professionale’ to Conferenza Stato-Regioni del 27 luglio 2011. 13 The term education refers to ‘academic’ term in the Arabic Educational system.

Cultural Axes Languages Mathematic Scientific,

Tecnology Historical and

Social

Key competences Communication in the

mother tongue Communication in a

foreign language Mathematical

competences and basic competence in science and technology

Digital competence Learning to learn Interpersonal,

intercultural and social competences, civic competence

Entrepreneurship Cultural expression

Competences of citizenship (DM 139) Learning to learn

Planning Communicating Collaborating and

participating Responsible and

autonomous behaviour Problem solving Identifying links and

relations Obtaining and

interpreting information



reference points to identify specific disciplines. Each discipline may include respectively different basic competences (learning outcomes) that students are expected to achieve at the completion of the three-year course. Table 6 – Correspondence between Minimum standard and Disciplines


Furthermore, the identification process of disciplines matches the Egyptian Education system based on national subjects (English, Religious Studies, Arabic Language, Social Studies) as required by current national regulations of the Egyptian Ministry of Education. The Egyptian national requirements are considered as compulsory disciplines, part of the curriculum, to be fulfilled by students attending the national education system, similar to the Italian system having regards to the so called ‘cultural axes’.

The three-year program includes the following general disciplines, which are common to all specializations (professional profile): Italian, English, Integrated Sciences (Physics and Chemistry), Mathematics, Physical Education, Religious Studies (both Islamic and Chrsitian), Arabic Language and Social Studies. As stated above, Religious Studies, Arabic Language and Social Studies are Egyptian national requirements and they represent one of the innovative elements in the proposed IeFP program.

1.6 Learning Language

The "Italian strand" (IeFP, IP and ITS) proposed in the Educational model foresees Arabic as the first language (mother tongue), with Italian as second language and English as third language14. Upgrading of learner's skills in General Italian and General English is carried out gradually (each year) and achievements are measured towards the classifications defined by the Common European Framework Reference for languages (CEFR). This approach is in line with the international trends both in secondary and

14 See footnote no. 6

Minimum Standard (annex 4) Linguistic Competence Mathematic, Scientific and Techonological Competence Historical and Socio-Economic Competence

Disciplines Arabic Language Italian Language English Language Mathematic and ICT Integrated Sciences Physical Education History Religious Studies Social Studies Economy



higher education: learning of (at least) two foreign languages. The levels to be attained in the two foreign languages' command, at the end of each year, are indicated in table 7.

Table 7 – CEFR Levels achieved at the end of each Academic Year

IeFP course Italian English

1st year A2 A2

2nd year B1 B1

3rd year B2 B2


As for the technical and professional competences, a considerable part of the programme is devoted to practical exercises in specialised fields (laboratories) and internship15. Two specific disciplines (to be chosen) every year will be taught in Italian, further to the specific Italian language study hours. This aspect allows students to acquire an in-depth knowledge of the Italian Language. The remaining subjects will be taught in Arabic Language.

1.7 Personalization and modularisation

Modularisation may be understood as the 'composition' and 'progression' of programmes. The learning outcomes framework defined in the program will be divided into outcome-based units (commonly named as ‘training units’) organising teaching, contents, learning settings and assessment activities.

Training Units raise the opportunity to combine learning outcomes according to the learner’s needs and interests (personalization); it provides each student all the cultural devices to enter the labour market. To this end, modularisation can be used to personalize the program and grant learners more autonomy to build their own learning pathways, combining training units and adapting the workload to their needs16.

Basically, a training unit represents a 'segment', a programme unit of learning objectives and contents clustering theoretical, practical, technical and basic competences and knowledge. The completion of the overall training units related to the program leads to the acquisition of a vocational qualification.

15 The interniship guarantees the LEPs stated by article 16, letter d) of Legislative Decree no. 226/2005. 16 The personalization guarantees the LEPs stated by article 18, letter a) of Legislative Decree no. 226/2005.



1.8 Learning outcomes and inter-disciplinary approach

Learning outcomes will be described according to the competence-based approach focusing on the assumption that the learner through acting in a situation and reflecting on the action acquires competences17. This approach is characterized by the definition of competences in relation to situations, which constitute ‘the point of departure from classroom learning’. The competence approach in IeFP curriculum and program entails an interdisciplinary method in its design: curricula will not be organized on school disciplines, but according to the logic of competences.

1.9 Orientation and Tutoring

In order to set a continuum alongside the VET system the IeFP program guarantees orientation and tutoring support18. The purpose of tutoring is to enable students help themselves, or to assist or guide them towards developing degrees of freedom in their lives as they become aware of options and take advantage of them. At its best, orientation should enable people to throw off chains and manage life and education situations effectively as well as to provide them with support in the learning development.

17 For more details see the document ‘A competence based approach to design VET programme’, draft December the 21st for discussion. Mohamed Megahed, Carlo Russo 18 This aspect refers to LEPs stated by article 16, letter b) of Legislative Descree no. 226/2005.

Annex-14

List of Abbreviations Used in Documents

of The IeFP Programme


Fayoum-ITEC Integrated Technical

Education Cluster Established in Cooperation between Egypt and Italy

Cairo, August 2012

List of Abbreviations Abbreviation Language Italian definition English definition AR EN Arabo Arabic AR. EN Codice per il Corso di Lingua

Araba Code for Arabic Language Course

ATC EN College Tecnico Avanzato Advanced Technical College EC. EN Codice per il Corso di Economia Code for the Economy Course EDF EN Fondo per lo Sviluppo

dell’Educazione Educational Development Fund

EJT EN Operatore elettrico Electrical Junior Technician EN EN Inglese English EN. EN Codice per il Corso di Lingua

Inglese Code for English Language Course

EQF EN Quadro Europeo di riferimento delle qualifiche

European Qualification Framework

Fayoum EN Regione a 100km sud ovest di Cairo District, 100km southwest Cairo GLH EN Ore di lezione di insegnamento

frontale Guided Learning Hours

HI. EN Codice per il Corso di Storia Code for the History Course ICT EN Tecnologie per l’Informazione e la

Comunicazione Information and Communication Technology

IeFP IT Istruzione e Formazione Professionale

Education and Vocational Training

ILO EN Risultati di apprendimento attesi Intended Learning Outcomes IP IT Istituto Professionale Professional Institute IS. EN Codice per il Corso di Scienze

Integrate Code for Integrated Science Course

IT IT Italiano Italian IT. EN Codice per il Corso di Lingua

Italiana Code for Italian Language Course

ITC EN College Tecnico Intermedio Intermediate Technical College ITEC EN Istituto Integrato di Istruzione

Tecnica Integrated Technical Education Cluster

ITS IT Istituto Tecnico Superiore Higher Technical Institute LEPs IT Livelli Essenziali di Prestazione Essential Level of Performance MAE IT Ministero degli Affari Esteri Ministry of Foreign Affairs

(Italian) MAT. EN Codice per il Corso di Matematica Code for Mathematics Course MIUR IT Ministero dell’Istruzione,

Universita’ e Ricerca Ministry of Education, University and Research (Italian)

MoE EN Ministero dell’Educazione Ministry of Education (Egyptian) MST. EN Codice per le competenze

Matematiche, Scientifiche and Tecniche

Code for Mathematics and Scientific and Technical Competences

QAS EN Sistema di Assicurazione della Qualita’

Quality Assurance System

SP. EN Codice per il Corso di Educazione Fisica

Code for the Physical Education Course

SS. EN Codice per il Corso di Studi Sociali Code for the Social Studies Course

TP. EN Codice per il Corso di formazione Tecnica e Professionale

Code for the Technical and Professional Course

TPC. EN Codice per le abilita’ di dettaglio del Corso di formazione Tecnica e Professionale

Code for the detailed skills for the Technical and Professional Course

TPK. EN Codice per le conoscenze del Corso di formazione Tecnica e Professionale

Code for the knowledge for the Technical and Professional Course

TSS EN Scuola Tecnica Secondaria Technical Secondary School TU EN Unita’ di Formazione Training Unit TU EN Unita’ di formazione Training Unit TVET EN Istruzione e Formazione Technical

e Professionale Technical and Vocational Educational Training

VET EN Istruzione e Formazione Professionale

Vocational Educational Training

Education Development Fund - Egyptian cabinet of Ministers (2012-2013)

Documents

Transcript of Education Development Fund - Egyptian cabinet of Ministers (2012-2013)