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© Workforce Development Authority, 2017
Copies available from:
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel: (+250) 255113365
Fax: (+250) 255113365
Email: [email protected]
Web: www.wda.gov.rw
Original published version updated:
September, 2017
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Copyright
The Competent Development Body of this Curriculum is © Workforce Development Authority
(WDA). Reproduced with permission.
The following copyright warning applies to the material from the Training Package:
All rights reserved. This work has been produced initially with WDA. This work is copyright, but
permission is given to trainers and teachers to make copies by photocopying or other
duplicating processes for use with their own training organizations or in a workplace where the
training is being conducted. This permission does not extend to the making of copies for use
outside the immediate training environment for which they are made, nor the making of copies
for hire or resale to third parties. The views expressed in this version of the work do not
necessarily represent the views of WDA. The competent Body does not give warranty nor
accept any liability.
The WDA owns the copyright on all Curricula. Schools may reproduce this program in part or in
full for bona fide study or classroom purposes only. Acknowledgement of the WDA copyright
must be included on any reproductions. Learners may copy reasonable portions of the
curriculum for the purpose of study. Any other use of this curriculum must be referred to
theWDA. Ph: (+250) 255113365; fax: (+250) 255113365.
© Workforce Development Authority (WDA) 2017
Published by
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel: (+250) 255113365
Internet: http:// www.wda.gov.rw
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Table of Contents
C o p y r i g h t i i
T a b l e o f C o n t e n t s i i i
L i s t o f a b b r e v i a t i o n s v i i i
A c k n o w l e d g m e n t s i x
1 . G E N E R A L I N T R O D U C T I O N 1
2 . Q U A L I F I C A T I O N D E T A I L S 2
2.1 Description 2
2.2 Minimum entry requirements 2
2.3 Information about pathways 3
2.4 Job related information 3
2.5 Employability skills and life skills 3
2.6 Information about competencies 6
3 . T R A I N I N G P A C K A G E 7
3.1 Course structure 7
3.2Competencies chart 7
3.3 Flowchart 9
4 . A S S E S S M E N T G U I D E L I N E S 1 0
4.1 Assessment Methodology 10
4.2 Portfolio 10
C C M C S 4 0 1 - C O M P U T E R S K I L L S 1 3
LU 1:Describe the operating system 15
LU 2:Customize computer features 23
LU 3: Protect computer system 28
C C M H E 4 0 1 - I M P L E M E N T I N G S . H . E . P O L I C I E S A N D P R O C E D U R E S 3 4
LU 1: Identify hazardous areas to be improved. 36
LU 2 : Apply SHE practices. 42
LU 3: Assess and control risks. 51
LU 4: Awareness of SHE in working place. 56
C C M E N 4 0 1 - I N T E R M E D I A T E W O R K P L A C E E N G L I S H 6 2
LU 1:Write factual, descriptive, and explanatory texts. 65
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LU 2:Apply a range of listening strategies to understand predictable messages. 74
LU 3:Discuss general and trade-related topics. 80
LU 4:Read medium texts on general and trade-related topics. 86
C C M F T 4 0 1 - A P P L I C A T I O N D E S E L E M E N T S D E L A L A N G U E F R A N C A I S E 9 2
LU 1:Lire les différents textes techniques devant le public 94
LU 2:Rédiger des textes simples et autres écrits techniques. 98
LU 3:Appliquer certains éléments de la littérature en rapport avec son métier 102
LU 4:Utiliser les expressions usuelles de la langue française. 106
Unité d’apprentissage 110
LU 5:Exécuter les accords 110
C C M K N 4 0 1 - I K I N Y A R W A N D A C Y ’ U M U N Y A M W U G A 1 1 8
LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 121
LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ibyiza by’ikoranabuhanga mu iterambere
ry’umwuga no kugaragaza intêgo y’izina mbonera. 128
LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no
kugaragaza amategeko y’igenamajwi mu izina mbonera. 137
LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza
ibidukikije. 143
Imbumbe 151
LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no
kwandika yubahiriza imyandikire y’Ikinyarwanda. 151
C C M K K 4 0 1 - K I S W A H I L I K A T I K A S E K T A T O F A U T I Z A K A Z I 1 5 9
LU 1: Kutumia kimazungmuzo istilahi/rejesta zinazohusiana na kazi. 161
LU 2:Kutumia kimaandishi istilahi/rejesta zinazohusiana na kazi 166
LU 3:Kutumia istilahi/rejesta za utatuzi wa migogoro katika kampuni. 171
C C M B P 4 0 1 - B U S I N E S S P L A N D E V E L O P M E N T 1 7 6
LU 1: Identify elements of business plan. 178
LU 2: Write a business plan in line with the identified elements 185
LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan). 198
LU 4: Present a business plan 205
C C M Q S 4 0 1 - P R O V I D I N G Q U A L I T Y C U S T O M E R S E R V I C E 2 1 1
LU 1: Develop and maintain product, service and market knowledge. 214
LU 2: Provide a quality service experience to customers. 223
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LU 3: Deal with complaints and difficult customer service situations. 231
LU 4: Manage and use information about clients and customers. 240
C C M I A 3 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 2 4 5
LU 1: Apply for internship/employment 247
LU 2:Demonstrate appropriate workplace behavior and attitudes 252
LU 3: Respect worker’s and employer’s rights and responsibilities 258
LU 4: Organize and evaluate one’s internship 265
G E N A M 4 0 1 - B A S I C A N A L Y S I S 2 7 3
LU 1: Determine and analyze numerical functions 276
nnLU 2: Apply fundamentals of differentiation 282
LU 3: Apply natural logarithmic functions 287
LU 4: Apply exponential functions 293
O M G A R 4 0 1 - A C C E S S R E C O R D S 3 0 0
LU 1: Identify materials, equipment and tools materials 302
LU 2:Communicate the availability of the records equipment and tools 308
LU 3: Avail records (Process for applications and avail the record 315
Summative Assessment 323
O M G P G 4 0 1 - P U R C H A S E O R D E R S P R E P A R A T I O N A N D G O O D S R E C E I V I N G 3 2 7
LU 1: Write and Fill the purchase order 329
LU 2 Make follow up of the purchases orders 337
LU 3: Receive goods delivered in collaboration with the storekeeper 342
Summative Assessment 350
O M G P P 4 0 1 - P U R C H A S E O R D E R S P L A C I N G 3 5 4
LU 1: Receive purchase requisition equipment 356
LU 2: Operate embroidery equipment and tools 362
LU 3 Liaise with the purchasing officer to evaluate the quotations 367
Summative Assessment 375
O M G P P 4 0 1 - P R O C E S S I N G P A Y M E N T 3 7 9
LU 1: Operate point of sale terminal 381
LU 2: Receive cash from customers 390
LU 3: Record cash and provide receipt 398
Summative Assessment 407
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O M G P S 4 0 1 - P R O D U C T S A N D S E R V I C E S S E L L I N G 4 1 3
LU 1: Gather information about the Product /service 416
LU 2: Gather information about the Customer 422
LU 3: Collect perceptions about the product/service from the Customer 427
LU 4: Select the market 433
LU 5: Conduct close sales 439
LU 6: Deliver the products/services to the selected market 446
LU 6: Maximize sales opportunities 452
Summative Assessment 459
O M G R K 4 0 1 - R E C O R D K E E P I N G 4 6 4
LU 1: Identify materials, equipment and tools tools 466
LU 2: Register records 475
LU 3: Sort and Classify records using filing systems 481
ummative Assessment 487
O M G R S 4 0 1 - R E C O R D S S E C U R I T Y 4 9 1
LU1: Identify materials, equipment and tools 493
LU 2: Perform road assessment techniques 499
LU 3: Apply indexing to the records 504
LU4: Protect records against destroyers 509
Summative Assessment 517
O M G R T 4 0 1 - R E C O R D S ’ T O O L S , E Q U I P M E N T , M A T E R I A L S A N D L O C A T I O N
I D E N T I F I C A T I O N 5 2 1
LU 1: Differentiate materials, equipment and tools to manage records 523
LU 2: Select records location 531
records and set up the criteria of records selection 536
LU 3: Collect records and set up the criteria of records selection 537
LU 4: Select filing system to be used 545
Summative Assessment 551
O M G S I 4 0 1 - S T O C K - R E L A T E D I S S U E S H A N D L I N G 5 5 5
LU 1: Identify stocks items 557
LU 2: Tag Price on items 563
LU 3: Use LIFO and FIFO methods to evaluate the stock 569
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Summative Assessment 576
O M G C S 4 0 1 - Q U A L I T Y C U S T O M E R S E R V I C E P R O V I S I O N 5 8 0
LU 1: Offer quality service to Customer 582
LU 2:Handle complaints and difficult Customer service situations 589
LU 2: Identify customers’ complaints 589
LU 3: Build links with customers 596
Summative Assessment 603
G L O S S A R Y 6 0 7
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List of abbreviations
ADMOMG Administration sector / Office management sub-sector
CCM Complementary Competencies
CDU Curriculum Development Unit
DACUM Develop a Curriculum
FIFO First In First Out
ICT Information Communication Technology
IPRC Integrated Polytechnics Regional Centers
LIFO Last in First Out
NGO Non-Gouvernemental Organization
PO Purchase Order
POS Point of Sale
PPE Personel Protection Equipment
PR Purchase Requisition
REQF RwandanEducation Qualification Framework
TVET Technical Vocational Education and Training
VTC Vocational Education Center
WDA Workforce Development Authority
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Acknowledgments
Workforce Development Authority wishes to thank the following persons who participated in
the development of this curriculum:
Coordination
RWAMASIRABO Aimable, WDA
Facilitators
NIKUZE Beranadette, CDU, WDA
Curriculum Development Team
# Names Company/Institution Function
1. MUSAFIRI Ernest Instructor IPRC NGOMA
2. MUSONI Jean Claude Trainer Nyabihu TVET School
3. UWERA Marceline Socio-linguistics Officer RALC
4. MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara
5. MATATA Jean Bosco Teacher College Ami des Enfants
6. GASIMBA François Xavier Lecturer UR/College of Education
7. KAMBARI Vincent Trainer GS St Marcel/Kayonza
8. MUREGO Yves Quality Assurance
Officer
WDA
9. BUCYENSENGE Vincent Instructor IPRC KARONGI
10. GASANA Vedaste Lecturer INES
11. FURAHA INEZA Jean Raymond Trainer Lycee de Gisenyi
12. MUREGO Yves Quality assurance WDA
13. MUGANJI Luke Trainer ESA Nyarugunga
14. HARELIMANA Jean Eric Finance Assistant Next Growth-LTD
15. BAMURANGE claudine Archivist WDA
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1. GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competencies to
acquire to perform the occupation of a Sales Clerk, Purchases Clerk and Sales
Clerk. It is designed with an approach that takes into account the training
needs, the work situation, as well as the goals and the means to implement training.
The modules of the curriculum include a description of the expected results at the end of
training. They have a direct influence on the choice of the theoretical and practical learning
activities. The competencies are the targets of training: the acquisition of each is required for
certification.
The curriculum is the reference to carry out the assessment of learning. Assessment tools of
learning are developed on the basis of this document.
The curriculum consists of three parts. The first part is of general interest and shows the nature
and goals of a program and the key concepts and definitions used in the document. The second
part presents the qualification, its level in the qualification framework, its purpose, its rationale
and the list of modules it comprises. The third part deals with the training package. It includes
the competencies chart, the sequencing of module learning, the description of each module
and the course structure.
The pages describing the modules are the heart of a curriculum. They present the title of the
module, the length of training, the amount of credits, the context in which the competency is
performed, the prerequisite competencies, the learning units and the performance criteria.
In each module, a course structure is provided. The course structure describes the learning
outcomes (knowledge, skills and attitude) and the learning contents related to each learning
unit. Also, the learning activities and resources for learning are suggested.
Finally, the assessment specifications and guidelines are included in each module.
Section
1
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Section
2
2. QUALIFICATION DETAILS
2.1 Description
This qualification provides the skills,
knowledge and attitudes for a learner to be
competent in tasks and activities that
require the application of practical skills in a
defined context. Work would be
undertaken in various enterprises such as
Hospitals, Schools, Business Centres, Public
and Private Offices, Factories, Hotels, banks
where office administration and business
services are needed. In addition to that the
learner may perform various tasks including
operating a range of office equipment to
complete routine tasks,cleaning premises
and equipment, working with colleagues
and customers, and maintaining access and
security of records . Learners may work
under supervision.
At the end of this qualification, qualified
learners will be able to:
1. Implement health safety and environment precaution
2. Develop business plan
3. Provide quality customer service 4. Apply Computer Skills 5. Use Intermediate English at workplace 6. Gukoresha i Kinyarwanda cy’
umunyamwuga 7. Kutumia kiswahili katika sekta tofauti
za kazi 8. Communiquer en appliquant les
elements de la langue aux domaines techniques
9. Apply Basic Analysis 10. Identify ’ tools, equipment, materials
and location 11. Inspect Raw Materials physical quality 12. Keep the Records 13. Organize and Manage the records 14. Record security Provision 15. Purchase order placing 16. Purchase order preparation and goods
receiving 17. Handle Stock -related issues 18. Sell Products and services 19. Process payment 20. Integrate the workplace
2.2 Minimum entry requirements
The minimum entry requirement to this
qualification is to be physically and mentally
fit with broad knowledge, skills and attitude
of Office management background.
Title: TVET Certificate IV in Office
Management
Level: REQF Level 4
Credits: 117
Sector: Administration
Sub-sector: Office management
Issue date: September, 2017
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2.3 Information about pathways
2.4 Job related information
This qualification prepares individuals to integrate the office management industry with the
professionalization of record keeping, offering sales services, offering purchasing services; this
qualification again offers the opportunity to execute the works as record clerk while ensuring that
safety, security and environmental regulations are respected.
2.5 Employability skills and life skills
Through the generic modules, individuals with this qualification have acquired the life and
employability skills to meet the following industry or enterprise requirements:
Possible jobs related to this qualification
Records clerk Sales clerk Purchases clerk
Preferred pathways for candidates entering
this qualification include:
TVET Certificate III in Office
Management
Recognition of prior learning related
to this qualification
Progression route of candidates achieving
this qualification include:
TVET Certificate V in Office
Management
A range of other related TVET
Certificate V qualifications.
Pathways into the qualification
Pathways from the qualification
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Communication
Documenting technical work in plain English
Writing and presenting reports
Safety and security precautions
Working collaboratively with project team members
Health and environment
Health and reproduction
Rwanda environmental protection, practices rules and regulations
Business Plan
Producing a small business plan
Planning and organizing
Preparing feasibility reports that take into account project scope, time, cost, quality,
communications and risk management
Self-management
Taking responsibility for own outputs in relation to specified quality standards
Working according to the Rwandan Computer Society Code of Ethics regarding security, legal,
moral and ethical issues
Technology
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Manipulate computer
Using internet
Languages other than Kinyarwanda
Using English as the medium of communication in the working environment
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Number of competencies: 20 Core competencies : 12 Complementary competencies : 8 The total number of Credits: 120
2.6 Information about competencies
No Code Complementary competencies Credit
1 CCMCS401 Apply Computer skills 3
2 CCMQS401 Provide quality customer service 3
3 CCMHE401 Provide quality customer service 3
4 CCMEN401 Use intermediate English at workplace 3
5 CCMKN401 Gukoresha I Kinyarwanda cy’umunyamwuga 3
6 CCMKK401 Kutumia Kiswahili katika sekta tofauti za kazi 3
7 CCMFT401 Appliquer les elements de la langue francaise 3
8 CCMDB401 Develop business plan 3
Total 24
No Code Core competencies Credit
GN
ERA
L
1 GENAM401 Apply Basic Analysis 10
SPEC
IFIC
2 OMGRI401 Records’ tools, equipment, materials and location identification 6
3 OMGCS Apply Quality customer service provision 5
4 OMGRK401 Records Keeping 8
5 OMGRA401 Records Access 8
6 OMGRS401 Records security Provision 6
7 OMGPO405 Purchase order placing 5
8 OMM406 Purchase order preparation and goods receiving 5
9 ADOM408 Products and service selling 5
10 ADOM409 Stock -related issues Handling 5
11 ADOM 410 Process payment 3
12 OMGIA401 Integrate the workplace 30
Total 96
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3. TRAINING PACKAGE
The training package includes the competencies chart, the flowchart, the
modules, the course structure, and the assessment guidelines.
3.1 Course structure
The course structure describes the learning outcomes for each learning unit. These learning
outcomes are the essential skills and knowledge to be acquired. The contents to be covered for
each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,
usually with several options, that will guide the learner and the trainer.
3.2Competencies chart
The competencies chart is a table that presents an overview of the specific competencies, the
general competencies, the work process and the time allocated to each competency. This table
provides an overall view of the competencies of the training program and allows identification
of the logical sequence of the learning of these competencies.
The competencies chart shows the relationship between general competencies and specific
competencies that are particular to the occupation, as well as the key stages of the work
process. It shows the links between the elements in the horizontal axis and those in the vertical
axis. The symbol (ο) marks a relationship between a general competency and specific
competency. The symbol (∆) indicates a relationship between a specific competency and a step
in the process of work. When the symbols are darkened, it indicates that the link is taken into
account in the description of the specific competency.
The competencies chart allows the trainer to consider the complexity of the competencies in
the organization of the progress of learning. Therefore, the vertical axis shows the specific
competencies in the order they should be acquired.
This is the starting point of the presentation of the competencies in the flowchart presented in
the following pages.
Section
3
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SALES CLERK, PURCHASES CLERK AND SALES CLERK.
PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES
SPECIFIC COMPETENCIES
Du
rati
on
(7
70
Hrs
)
Ass
ess
con
dit
ion
of
the
clie
nt
Man
age
the
case
Eval
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e th
e ac
tio
ns
take
n
Rep
ort
/ d
ocu
men
t th
e ac
tivi
ty
Ap
ply
Co
mp
ute
r sk
ills
Pro
vid
e q
ual
ity
cust
om
er s
ervi
ce
Pro
vid
e q
ual
ity
cust
om
er s
ervi
ce
Use
inte
rme
dia
te E
ngl
ish
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wo
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lace
Gu
kore
sha
I Kin
yarw
and
a cy
’um
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ga
Dev
elo
p b
usi
nes
s p
lan
Ku
tum
ia K
isw
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Ap
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anca
ise
Ap
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Bas
ic A
nal
ysis
# 1
2
3
4
5
6
7
8
11
Duration (430 Hrs)
30
30
30
30
30
30
30
30
10
0
1
Identify ’ tools, equipment, materials and location 60
▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○
2 Inspect Raw Materials physical quality 50
▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○
3 Keep the Records 80 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○
4 Organize and Manage the records
80 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○
5 Record security Provision
60 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○
6 Purchase order placing
50 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○
7 Purchase order preparation and goods receiving 50
▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○
8 Handle Stock -related issues
50 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○
9 Sell Products and services
50 ○ ○ ○ ○ ○ ○ ○ ○
10 Process payment
30 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○
11 Integrate the workplace 300 ▲ ▲ ▲ ▲ ● ● ● ●
Figure 1: Competencies chart
Between the process and particular competencies| Between general and particular competencies
▲: Functional link application ●: Functional link application
∆: Functional link existence ο: Functional link existence
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3.3 Flowchart
The flowchart of sequencing of learning is a schematic representation of the order of
acquisition of the competencies. It provides an overall planning of the entire training
programme and shows the relationship between the modules. This type of planning is to ensure
consistency and progression of learning. For each module, the flowchart shows the learning
that is already in place, the learning that is to take in parallel or later. The positions defined will
have a decisive impact on all subsequent pedagogical choices. The flowchart of the sequence of
learning of the modules of the training programme is presented on the following page.
Quality customer service provision 6
Records security Provision 6
Purchase order preparation and goods receiving
5
Stock -related issues Handling 5
Figure 2: Flowchart
Computer skills 3 Providing quality customer service 3
Implementing S.H.E. Policies and procedures 3 Intermediate workplace english 3
Ikinyarwanda cy’umunyamwuga 3
Basic Analysis 10
Records Keeping 5
Records Access 8 Records Access 8
Purchase order placing 5
Products and service selling 5
Process payment 3
Industrial Attachment Program (IAP) 30
Business plan development 3
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4. ASSESSMENT GUIDELINES
4.1 Assessment Methodology
To assess knowledge, practical, and application skills through a jury system of continuous
evaluation that encourages learners to display understanding of the principles in application to
set practical tasks and their attendant theory to assess self-learning.
4.2 Portfolio
A portfolio is a collection of learner work representing learner performance. It is a folder (or
binder or even a digital collection) containing the learner’s work as well as the learner’s
evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work
produced (such as papers and assignments, direct demonstration, indirect demonstration,
products, documents), but also it is a record of the activities undertaken over time as part of
learner learning. The portfolio is meant to show learner growth, development, and
achievements in the education system. It also shows that you have met specific learning goals
and requirements. A portfolio is not a project; it is an ongoing process for the formative
assessment. The portfolio output (formative assessment) will be considered only as enough for
complementary and general modules. Besides, it will serve as a verification tool for each
candidate that he/she attended the whole training before he/she undergoes the summative
assessment for specific modules.
There are two types of assessment (Formative Assessment and Summative/Integrated
Assessment). Each assessment has its own rule for passing to be declared competent.
Formative Assessment
This is applied on all types of modules (e.g. Complementary, General and Specific modules)
A trainee to be competent for a formative module must have at least 70% on checked
items or “yes” in indicators (e.g. questions, indicators in the checklist)
Each trainee should be competent on all formative assessments to be declared competent
on that module
All formative assessment should be declared competent before taking the
summative/integrated assessment
Section
4
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Summative/Integrated Assessment
All Summative/Integrated assessment should match with the content of the module in the
curriculum.
Summative/Integrated Assessment is always in practical, giving it as a theoretical type of
assessment is not acceptable.
The integrated situation provided in the curriculum is a sample of the assessment to be
carried out, the Trainer/Teacher has the role of developing another one referring to the
task to be carried out in the integrated situation in accordance to the circumstances inside
school, but the integrated situation should stick on the components of a task.
During Summative/Integrated assessment, assessor panel members should be three (3).
This Summative/Integrated assessment can be seen in specific modules and the Trainee
can be declared competent by the following rules:
For YES or NO scoring of indicators in Summative/Integrated Checklist
The trainee can be declared competent based on the assessment CRITERIA and its respective
assessment indicators
Assessment Criteria Passing Line in the
assessment indicators
Quality of Process 90%
Quality of Product 100%
Relevance 90%
Rest of Criteria/ any other criteria
(example: Safety)
100%
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Note: the Assessor should check if the 10% indicator (Quality of Process and Relevance) in
which the Trainee was not able to meet during Summative/Integrated Assessment should not
be among those indicators that can cause any hazard, or the one indicator that is performed
poorly where there is room for improvement.
1. During assessment, trainees with special needs (e.g. people with disability) should be
assisted accordingly.
2. Deputy School Manager in-charge of Studies, Class Teacher, and Trainer should consider
the status (competent/not yet competent) of trainees before delivering the next module
with pre-requisites.
3. Respect of flowchart particularly in considering the delivery of modules which has
prerequisite of a following/subsequent module is considered in issuing TVET certificate,
otherwise other modules can be given anytime.
4. All evidences during assessment (e.g. quiz, checklist, forms) should have a written form
that is compiled in the Trainer (source) and Trainee (result) portfolio. Portfolio is the
responsibility of School, Class Teacher, and Trainees. It should be given to trainees after
certification.
5. Industrial Attachment Program (IAP)
- All Trainees should finish and declared competent on all modules before taking IAP
module.
- Trainees should finish and declared competent on the 30 hours content of IAP
module written in the curriculum before they go to workplace or industry.
- The school should organize visit for all trainees in the workplace or industry to
confirm and assist IAP especially in filling up the logbook.
- An interview to the trainee should be conducted in the school after the IAP has
been completed and should be documented in the trainee portfolio.
- All completed logbooks should be part of the trainee portfolio.
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Competence
C C M C S 4 0 1 - COMPUTER SKILLS
CCMCS401 Apply Computer Skills
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
The use of ICT in several areas has grown appreciably in recent years. ICT products are now used by most people, ranging from mobile phones and digital TVs through to personal computers and the World Wide Web. This qualification focuses on providing skills, experience and confidence for those learners who struggle to make the most of technology to demonstrate creative thinking, problem solving and knowledge construction. It focuses on completing workplace tasks, such as creating documents with text, graphics and numerical information using commonly used tools such as: Microsoft Office – Excel, PowerPoint. Also the leaner will have the skills on how to protect the data in the computer systems.
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Learning assumed to be in place
Not applicable
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1.Describe the operating system
1.1 Proper description of operating system components
1.2 Proper description of characteristics of an Operating System
1.3 Proper description of operating system types
1.4 Proper description of operating system functions
1.5 proper description of operating system file system
2.Customize the computer
features
2.1 Proper identification of customer requirements for an
operating system
2.2 Proper Identification of Minimum Hardware Requirements
for operating system to be used
2.3 Proper customization of operating system
3. Protect computer system
3.1 Proper installation of software utilities according to the
manufacturer specifications
3.2 Regular scanning of computer and elimination of virus as
per safety standards
3.3 Accurate backup of computer data based on OS installation
3.4 Appropriate restoration of computer data based on OS
installed
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Learning unit
LU 1:Describe the operating system
1
Learning Outcomes:
1. Describe components of operating system 2. Describe the characteristics of operating system 3. Describe the types of operating system 4. Describe the functions of operating system 5. Describe the operating system file system
15 Hours
Learning Outcome 1.1:Describe components of operating system
User interface Graphical user interface
(GUI). Shell(CLI)
Kernel micro kernel monolithic kernel
File management system Disk-based Network-based Virtual
o Brainstorming on components of operating system
o Demonstration on components of operating system
o Group discussions on
components of operating
system
- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet
Formative Assessment 1.1
Performance criterion
Proper description of components of operating system
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation )
Checklist Score
Yes No
Indicator: User interface is described
Graphical user interface (GUI).
Shell(CLI)
Indicator: kernel is described
Micro kernel
Monolithic kernel
Indicator : File management system is described
Disk-based
Network-based
Virtual
Observation
Learning Outcome 1.2: Describe the characteristics of operating system
Multi-user
Multitasking
Multiprocessing
Multithreading
o Brainstorming on
characteristics of operating system
o Group discussions on
characteristics of operating system
- Computer - Projector - software - Whiteboard - Marker - Duster
Resources Learning activities Content
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- Text books - Lecture notes - Papers - Internet -
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator: Multi-user computer is described
Indicator: Multitasking computer is described
Indicator: Multiprocessing computer is described
Indicator: Multithreading computer is described
Observation
Performance criterion
Proper description of characteristics of an operating system
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Learning Outcome 1.3: Describe the types of operating system
Single-user, single task Android Blackberry iOS(iPhone OS) Windows 8 phone
Multi-user, multi-task Unix Lunix
Real Time Operating Systems
Industrial machine Laboratories
machine
Single-user, Multi-tasking Windows xp Windows vista Windows 7 Windows 8 Windows 10 Mac OS
o Demonstration on types of operating system
o Group discussions on types of operating system
- Computer - Projector - software - Text books - Lecture notes - Papers - Internet
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Performance criterion
Proper description of operating system types
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Single-user, single task operating system are described
Android
Blackberry iOS(iPhone OS) Windows 8 phone
Indicator : Multi-user, multi-task operating system are described Unix
Lunix
Indictor: Real Time Operating Systems operating system are described Industrial machine
Laboratories machine
Indicator : Single-user, Multi-tasking operating system are described Windows xp
Windows vista
Windows 7
Windows 8
Windows 10
Observation
Learning Outcome 1.4: Describe the functions of operating system
Basic functions of operating system Intermediator Process Management File Management Memory Management
o Group discussions on functions of operating system
o Brainstorming on functions of operating system
- Computer - Projector - software - Text books - Internet
Resources Learning activities Content
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Security Job Scheduling
Formative Assessment 1.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Indicator: Basic functions of operating system are described
Intermediator
Process Management
File Management
Memory Management
Security
Job Scheduling
Observation
Performance criterion
Proper description of operating system functions
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Learning Outcome 1.5: Describe the operating system file system
File system role
File system types File Allocation
Table(FAT12,FAT16,FAT32,exFAT)
New Technology File System (NTFS).
Apple file system (APFS) Hierarchical file system(HFS
and HFS Plus) Veritas File System(VFS)
o Demonstration on number and mathematical calculations
o Group discussions on addition, multiplication and division operations.
o Practical exercises on number and mathematical calculations
o Practical exercises on
mathematical
function(average, minimum,
maximum and count
numbers
- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet
Formative Assessment 1.5
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator : File system types are described
File Allocation Table(FAT12,FAT16,FAT32,exFAT)
New Technology File System (NTFS).
Performance criterion
Proper description of operating system file system
Resources Learning activities Content
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Apple file system (APFS)
Hierarchical file system(HFS and HFS Plus)
Veritas File System(VFS)
Observation
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Learning unit
LU 2:Customize computer features
2
Learning Outcomes:
1. Identify the customer requirement for an operating system 2. Identify the minimum hardware requirements for operating system
for operating system to be sued 3. Customize the operating system
10 Hours
Learning Outcome 2.1:Identify the customer requirement for an operating system
Requirements to be
considered
Budget constraints
Compatibility with
current hardware
Compatibility with
new hardware
How the computers
will be used
Compatibility with
existing applications
Types of new
applications to be
used
o Brainstorming on operating system customer requirements
o Group discussions on operating system customer requirements
o Demonstration on operating
system customer requirements
- Computer - Projector - software - Text books
Resources Learning activities Content
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Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation
Checklist Score
Yes No
Indicator: Customer requirement for an operating system are identified
Budget constraints
Compatibility with current hardware
Compatibility with new hardware
How the computers will be used
Compatibility with existing applications
Types of new applications to be used
Observation
Performance criterion
Proper identification of customer requirements for an operating system
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Learning Outcome 2.2: Identify minimum hardware requirements for operating system
to be used
Possible hardware upgrades RAM capacity Hard drive size CPU Video card memory and
speed Motherboard
o Group discussions on
minimum hardware requirements
- Computer - Projector - software - Text books - Internet
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator: Possible hardware upgrades are identified
RAM capacity
Hard drive size
CPU
Video card memory and speed
Motherboard
Performance criterion
Proper identification of minimum hardware requirements for operating system to be used
Resources Learning activities Content
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Observation
Learning Outcome 2.3:Customize the operating system
User account creation
computer and windows explorer
Manage user account
Manager disk drives
Manage windows services
Schedule tasks with Task Scheduler
Check system events with Event Viewer
Verify your network shares with Shared Folders
Control panel utilities
o Brainstorming on operating system customization
o Demonstration on operating system customization
o Practical exercises on operating system customization
- Computer - Projector - software - Text books - Internet
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Performance criterion
Proper customization of the operating system
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: operating system is customized
User account creation
computer and windows explorer
Manage user account
Manager disk drives
Manage windows services
Schedule tasks with Task Scheduler
Check system events with Event Viewer
Observation
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Learning unit
LU 3: Protect computer system
3
Learning Outcomes:
1. Install software utilities 2. Scan and Eliminate virus 3. Backup of computer data based on OS 4. Restore computer data based on OS installed
5 Hours
Learning Outcome 3.1:Install software utilities
Description of software tools utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media
Installation of software tools\utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media
o Brainstorming on security software
o Group discussion on computer security
o Practical exercise on antivirus
installation
- Computer Lab - Projector - Computer with OS
installed - White Board - Markers - Computer Lab with
internet access - Projector - Computer with OS
installed - Antivirus
Formative Assessment 3.1
Performance criterion
Proper installation of software utilities according to the manufacturer
specifications
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written or Oral
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator: Software tools utilities are installed
Anti-virus
Anti-malware
Anti-spyware
Adware
Backup software
Backup media
Observation
Learning Outcome 3.2: Scan and Eliminate virus
Description of scan types Full system scan On demand scan On access scan
Description of san mode Manual Automatic Scheduled
o Presentation on computer virus scan types
o Brainstorming on computer virus scan
o Practical exercises on
computer virus scan
- Computer Lab with internet access
- Projector - Computer with OS
installed - Antivirus - White Board - Markers
Resources Learning activities Content
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Virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Indicator: Scan type are described
Full system scan
On demand scan
On access scan
Indicator: Scan mode is described
Manual
Automatic
Scheduled
Indicator: Virus are eliminated
Neutralization
Deleting
Quarantine
Observation
Performance criterion
Regular computer scan and elimination of virus as per safety standards
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Learning Outcome 3.3: Backup of computer data based on OS
Selection of backup types Normal/Full backup Copy backup Differential backup Incremental backup Daily backups
Selection of common backup devices Tape drive Digital audio
tape(DAT) drives Auto-loader tape
systems Magnetic optical
drives Removable disks Disk drives
o Brainstorming on backup types o Practical exercises on backup
- Computer Lab with internet access
- Projector - Computer with OS
installed - Antivirus - White Board - Markers
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Matching Sentence completion Ticking Expose (presentation ) Task on backing up data
Performance criterion
Accurate backup of computer data based on OS installation
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Backup types are described
Normal/Full backup
Copy backup
Differential backup
Incremental backup
Daily backups
Indicator: Common backup devices are selected
Tape drive
Digital audio tape(DAT) drives
Auto-loader tape systems
Magnetic optical drives
Removable disks
Disk drives
Observation
Learning Outcome 3.4: Restore computer data based on OS installed
Selection restore devices HHD/SSD USB/ Flash Driver Tapes drives Magnetic optical
drives CDs DVDs Disc drives
o Brainstorming on backup types
o Practical exercises on data
restore
o Computer Lab with internet access
o Hard disk drive o Flash drive o Tape drive o CDs, DVDs o Projector o Computer with OS
installed o Antivirus
Formative Assessment 3.4
Performance criterion
Appropriate restoring of computer data based on OS installed
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Matching Expose (presentation ) Task on restoring data
Checklist Score
Yes No
Indicator: Restoring devices are selections
HHD/SSD
USB/ Flash Driver
Tapes drives
Magnetic optical drives
CDs
DVDs
Disc drives
Observation
References:
1. https://www.ctdlc.org/remediation/indexComputer.html
2. https://www.ctdlc.org/remediation/mouse.html
3. https://www.ctdlc.org/remediation/software.html
4. https://www.ctdlc.org/remediation/copypaste.html
5. https://cce.sydney.edu.Sau/course/BCEI
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Competence
C C M H E 4 0 1 - IMPLEMENTING S.H.E. POLICIES AND PROCEDURES
CCMHE401 Implement S.H.E. policies and procedures
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module describes the outcomes required to implement Safety, Health and Environmental
(SHE) policies and procedures on a site adhering to defined policies and procedures to ensure
own safety and that of others; together with protection of the environment. This includes
implementation of recognized environmental care principles.
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Learning assumed to be in place
Maintaining SHE at workplace
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Identify hazardous areas to be
improved
1.1 Proper physical inspection of the working area
1.2 Proper selection of the tools and materials
1.3 Proper marking and reporting of hazardous area
1.4 Proper reporting on the area of weakness according to
company procedure
2. Apply SHE practices 2.1 Proper identification of applicable Occupational Health, Safety and Environmental (OHSE) requirements
2.2 Appropriate instruction to workers to follow safety best practices and enforce health and safety regulations
2.3 Proper establishment and maintenance of
communication with others in line with SHE
requirements
2.4 Proper performance of tasks in a safe manner and in
line with SHE best practices
3. Assess and control risks 3.1 Proper analysis of work practices and processes to
identify areas for improvement in relation to SHE issues
and hazards
3.2 Proper detection and assessment of risk, and detailed report and investigation of all incidents/ accidents
3.3 Proper control of hazard to make them less dangerous
by looking at the most effective options
4. Promote awareness of SHE in working place
4.1 Proper implementation of environmental procedures
4.2 Adequate training of workers to operate tools and
equipment
4.3 Proper inspection of the working area and appropriate remedial action to be taken to minimize or eliminate
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hazards
Learning Outcome 1.1: Select tools and materials
Types of tools, materials and equipment used to identify hazards: Dust sampler Noise meter Hammer Brushes Crowbar Ladder Rock drill Tape measure Infrared thermometer
Types of tools, materials and equipment used to control hazards: Hammer Brushes
o Presentation on types of
equipment
o Group discussion
o Practical exercises on types of
equipment
o Setting visual aids
o Preparing video and audio
materials with types of
equipment
- Reference Books - internet - TV screen - Module manuals - Visual aid - Steel bar - Dust sampler - Mining anemometer - Noise meter - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Cement - Wire mesh - Marking paints
Learning
unit
LU 1: Identify hazardous areas to be improved.
1
Learning Outcomes:
1. Select tools and materials 2. Inspect and identify physical feature of dangerous area 3. Mark and report on the hazardous areas
5 Hours
Resources Learning activities Content
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Crowbar Ladder Timber Nails Cement Wire mesh Marking paints Tape measure Level meter Pick Shovel Saw PPEs: - nose masks, - hearing Protection, - goggles, - helmets , - overalls, - protective footwear, - gloves
- Tape measure - Infrared
thermometer - Strings and ropes - PPEs
Formative Assessment1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Selecting tools and materials for hazardous area
identification
Performance criterion
Proper selection of the tools and materials
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Checklist Score
Yes No
Indicator :Tools, materials and equipment used to identify hazards are selected accordingly
Dust sampler
Noise meter
Hammer
Brushes
Crowbar
Ladder
Rock drill
Tape measure
Infrared thermometer
etc
Indicator :Tools, materials and equipment used to control hazards are selected accordingly
Hammer
Brushes
Crowbar
Ladder
Timber
Nails
Cement
Wire mesh
Marking paints
Tape measure
Level meter
Pick
Shovel
Saw
PPEs
Etc
Observation
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Learning Outcome 1.2: Inspect and identify physical feature of dangerous area
Tools and equipment for inspection:
Adequate supply of tools and equipment for inspection
Appropriate PPE for inspection according to each job specification.
Work place examination for unsafe area
Environment condition Water Cracks Air Dust
o Presentation on checklists and work place examinations
o Observation of the working place
o Group discussion about qualities of a good working place
o Practical exercises of inspecting o On checklists and work place
examinations o Preparation of visual Aid
materials o Preparation of Video and audio
aids
- Reference books - Visual aids - Computer - internet - Module manuals - Steel bar - Dust sampler - Hammer - TV Screen
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choice True or false question Matching Ticking Sentence completion Expose (presentation) Task: Inspecting of the working place
Performance criterion
Proper physical inspection of the working area
Resources Learning activities Content
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Checklist Score
Yes No
Indicator : Tools and equipment for inspection are identified and supplied accordingly
Tools and equipment for inspection are identified according to each job specification
PPEs for inspection are supplied according to each job specification
Indicator : Environment conditions are examined accordingly
Water
Cracks
Air
Dust
Observation
Learning Outcome 1.3: Mark and report on the hazardous areas
Introduction to tools and
equipment for marking
hazardous area:
Hammer Brushes Crowbar Ladder Timber Nails Barricade tap
(Warning sign) Cones
Use of tools and
equipment for marking
hazardous area
Reporting:
o Presentation on tools and equipment and reporting
o Group discussion on tools and equipment and reporting
o Practical exercises on marking and temporary supporting
o Preparation of visual Aid materials
o Preparation of video and audio materials
- Reference books - Visual aids - Computer - internet - Module manuals - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Barricade tap
Resources Learning activities Content
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Through the administrative hierarchy
Emergency reporting
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choice
True or false question
Matching
Ticking Sentence completion Expose (presentation) Task: marking hazardous areas and reporting
Checklist Score
Yes No
Indicator : Tools and equipment for marking hazardous area are introduced and used accordingly
Hammer
Brushes
Crowbar
Ladder
Timber
Nails
Barricade tap (Warning sign)
Cones
Indicator : Hazardous areas are reported according to the situation
Through the administrative hierarchy
Through Emergency reporting
Observation
Performance criterion
Proper marking of hazardous area and proper reporting on the area of
weakness according to company procedure
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Learning unit
LU 2 : Apply SHE practices.
2
Learning Outcomes:
1. Identify and follow applicable Occupational, Health, Safety and environmental (OHSE) requirements
2. Instruct workers to follow safety best practices and enforce health and safety regulations.
3. Establish and maintain communication with others in line with SHE requirements
4. Perform tasks in a safe manner and in line with SHE best practices 10 Hours
Learning Outcome 2.1: Identify and follow applicable Occupational, Health, Safety and
environmental (OHSE) requirements
Occupational and
organizational requirements:
Organizational policies
and procedures about
Manual handling
- shifting,
- lifting and
- carrying
Machine guarding Organizational and site
guidelines Own role and
responsibility Quality assurance
and continuous improvement processes and standards
Emergency and evacuation procedures
Ethical values Recording and reporting Equipment use,
maintenance and
o Research on OHS,
environmental, legislative and
Organizational requirements.
o Brainstorming on OHS,
environmental, legislative
requirements and
Organizational requirements.
o Group discussion on OHS,
environmental, Legislative and
organizational requirements
- PPEs - Reference books - Work sheet - Markers - Flip charts
Resources Learning activities Content
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storage
Healthy and Safety
requirement:
Personal protective
equipment and clothing
First Aid and Firefighting
equipment
Hazard and risk control
equipment
Psychological conditions
control mechanisms
Environment requirement:
Safe forest practices
Waste management: Disposal, Recycling and Re-use guidelines
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: identification of applicable Occupational Health, Safety
and Environmental (OHSE) requirements
Performance criterion
Proper identification and application of Occupational Health, Safety and
Environmental (OHSE) requirements
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Checklist Score
Yes No
Indicator : Occupational requirements are properly identified and followed
Organizational policies and procedures about
Manual handling
Machine guarding
Organizational and site guidelines
Own role and responsibility
Quality assurance and continuous improvement processes and standards
Emergency and evacuation procedures
Ethical values
Indicator: Health and safety requirements are properly identified and followed
Personal protective equipment and clothing
First Aid and Firefighting equipment
Hazard and risk control equipment
Psychological conditions control mechanisms
Indicator : Environment requirement are properly identified and followed
Safe forest practices
Waste management guidelines
Disposal,
Recycling and
Re-use guidelines
Observation
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Learning Outcome 2.2: Instruct workers to follow safety best practices and enforce
health and safety regulations.
Appropriate SHE
standards, regulations
to be followed, and
tools and materials to
be used:
Use of PPEs
Use of inspection
checklist
o Observation about the need
of appropriate SHE
standards, regulations to be
followed, and tools and
materials to be used
o Group discussion on role of
appropriate SHE standards,
regulations to be followed,
and tools and materials to be
used
o Practical exercises on
following appropriate SHE
standards, regulations, and
using appropriate tools and
materials
- PPEs - Reference books - Work sheet - Markers - Flip charts
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Instructing SHE standards and regulations
Performance criterion
Appropriate instruction to workers to follow safety best practices and to
enforce health and safety regulations.
Resources Learning activities Content
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Checklist Score
Yes No
Indicator : Workers are instructed to follow safety best practices, to enforce health and safety regulations
Use of PPEs Use of inspection checklist
Observation
Learning Outcome 2.3: Establish and maintain communication with others in line with
SHE requirements
Applying basics of effective communinication:
Types of effective communication with others in line with SHE requirements:
Verbal and Non-Verbal Communication
Formal and Informal Communication
Downward and Upward Communication
Categories of effective communication with others in line with SHE requirements:
Effective oral communication
o Group discussion about
communication with others in
line with SHE requirements.
o Role play about effective communication
o Practical exercises of
communication with others in line with SHE requirements
- Public Board notices
- Communication
devices/phones
- Safety signage
Resources Learning activities Content
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Effective written communication
Techniques of Effective Oral communication in line with SHE requirements: Active listening Constructive feedback Positive, confident and
cooperative language Appropriate language
and concepts to individually social and cultural differences
Appropriate questioning to clarify and confirm understanding
Effective control of tone of voice and body language
etc
Types of questions to be asked during a communication process Close-ended
questions Open-ended
questions
etc
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper establishment and maintenance of communication with others in line
with SHE requirements.
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Communicate with others in line with SHE
requirements
Checklist Score
Yes No
Indicator : Communication with others in line with SHE requirements is established and maintained through applying basics of workplace communication
Types of workplace effective communication
Verbal and Non-Verbal Communication
Formal and Informal Communication
Downward and Upward Communication
Categories of effective communication
Effective oral communication
Effective written communication
Techniques of effective oral communication
Active listening
Constructive feedback
Positive, confident and cooperative language
Appropriate language and concepts to individually social and cultural differences
Appropriate questioning to clarify and confirm understanding
Effective control of tone of voice and body language
etc
Types of questioning in oral communication
Close-ended questions
Open-ended questions
etc
Observation
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Learning Outcome 2.4: Perform tasks in a safe manner and in line with SHE best practices
Environmental policy
content :
Compliance, improvement (where
required to reflect) and
prevention Continuous cycle of
planning, implementing, monitoring, reviewing and improving practices
and systems
o Group discussion on content of the environment policy
o Practical exercises on applying environment policy
- Registration documents
- Regulations
- Safety standards
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Perform tasks in a safe manner and in line with SHE best
practices ( according to their specific trade)
Performance criterion
Proper performance of tasks in a safe manner and in line with SHE best
practices
Resources Learning activities Content
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Checklist Score
Yes No
Indicator : Tasks are performed in a safe manner and in line with SHE best practices
Environmental policy content:
Compliance Improvement (where required to reflect) Prevention
Continuous cycle of
planning, implementing, monitoring, reviewing and improving practices and systems
Observation
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Learning unit
LU 3: Assess and control risks.
3
Learning Outcomes:
1. Analyze work practices and identify areas for improvement in relation to SHE issues and hazards
2. Detect, assess and report SHE issues and Hazards in the work area to appropriate personnel
3. Control hazard to make them less dangerous by looking at the most effective options.
10 Hours
Learning Outcome 3.1: Analyse work practices and identify areas for improvement in
relation to SHE issues and hazards
Applying Continuous Process Improvement
(CPI) concepts and tools: CPI “Musts” and
Principles:
Stop fixing and start improving
The best practices are the ones you already have
Changing behavior is more important than changing processes
If you aren’t failing, you aren’t trying
CPI Methods: Lean Six Sigma Theory of Constraints
o Small group discussion about Continuous Process Improvement (CPI) concepts and tools
o Individual work about CPI Methods
o Role play about application of CPI musts and principles
o Simulation about roles and responsibilities of CPI
- Role play scenario - Reference books - Online materials - Scholarly materials - Video record
Resources Learning activities Content
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Business Process Reengineering
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Analyze of work practices and processes to identify areas
for improvement in relation to SHE issues and hazards
Checklist Score
Yes No
Indicator: Work practices and processes are properly analyzed to identify areas for improvement in
relation to SHE issues and hazards
Analysis of Work practices and processes according CPI musts and principles
Analysis of Work practices and processes according CPI Methods
Observation
Performance criterion
Proper analysis of work practices and processes to identify areas for
improvement in relation to SHE issues and hazards
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Learning Outcome 3.2: Detect, assess and report SHE issues and Hazards in the work area
to appropriate personnel
Steps of Risk assessment tool Identify and Describe Risk Identify Triggers Estimate risk impact Estimate risk Likelihood Risk Matrix – Risk
Exposure Threshold Develop Risk Mitigation
Option
Principles for Effective Verbal Intervention
Remain calm. Isolate the individual. Watch your body
language. Keep it simple. Use reflective
questioning. Use silence. Watch your preverbal.
Elements of good quality risk
statement Event or condition,
Consequences on program
objectives, and
Cause
o Group work on observing possible risks
o Presentation about risks assessment findings
o Brainstorming on risks awareness
o Role play about effective verbal intervention
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper detection and assessment of risk, and detailed report and
investigation of all incidents/ accidents.
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Detecting and assessing risks, and detailed report and
investigating all
Checklist Score
Yes No
Indicator: Risks are properly detected, assessed and reported through
Steps of Risk assessment tool
Principles for Effective Verbal Intervention Elements of good quality risk statement
Observation
Learning Outcome 3.3: Control hazard to make them less dangerous by looking at the
most effective options.
Methods of Hazard control: prevention, handle, isolation, remove or use of PPE
Practical Problem Solving Model (PPSM):
Clarify & Validate the Problem Break Down the Problem/Identify
o Group discussion about control of hazards
o Practical exercises on Practical Problem Solving Model (PPSM)
o Brainstorming on control of hazards
Procedural manuals
Environmental policy
Reference books
Checklist
Papers
Pens
Internet
Resources Learning activities Content
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Performance Gaps Set Improvement Targets Determine Root Causes Develop Countermeasures See Countermeasures Through Confirm Results & Process Standardize Successful Processes
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Control of hazard options in working area
Checklist Score
Yes No
Indicator: Hazards are properly controlled to make them less dangerous by looking at
the most effective options through:
Application of methods of Hazard control
Practical Problem Solving Model (PPSM)
Observation
Performance criterion
Proper control of hazard to make them less dangerous by looking at the most
effective options.
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Learning unit
LU 4: Awareness of SHE in working place.
4
Learning Outcomes:
1. Implement environmental procedures 2. Provide training to workers on SHE and operational control 3. Inspect the working area and remedial action to be taken to
minimize or eliminate hazards.
5 Hours
Learning Outcome 4.1: Implement environmental procedures
Definitions Environmentally sustainable work practices
Environmental Sustainability Strategies Recycling Strategy Waste Reduction
Paper Reduction Photocopiers,
Printers, Faxes & Office Equipment
Travel & Meetings Energy Efficiency &
Conservation Lights Computers and
monitors Air Conditioning
Workers & Business
o Brainstorming on
Environmental goals
o Research on Environmental
goals
o Group discussion
Environmental Sustainability
Strategies
- Procedural manuals - Organizational policies
and procedures - Environmental policy
Resources Learning activities Content
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Partner Awareness
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: Implementing environmental procedures
Checklist Score
Yes No
Indicator: Environmental procedures are Properly implemented through:
Environmentally sustainable work practices definition
Environmental Sustainability Strategies
Observation
Performance criterion
Proper implementation of environmental procedures
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Learning Outcome 4.2: Provide training to workers on SHE and operational control
Design of OH&S package for training:
Program awareness Specific roles in the safety and
health program Hazard identification and
controls skills
Use of best methods in crosscutting issues training On the job training
Off the job training
Apprenticeship Training
Vestibule or Training Center
Training
Training Via Internship
o Brainstorming on types
of trainings
o Group discussion of best
methods of training
o Preparation SHE package
to deliver
- Fire extinguisher - First aid kit - Fire triangle - Personal protective
equipment and clothing
- Safety equipment - First aid equipment - Procedural manuals - Organisational policies
and procedures - Environmental policy
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Training on operating tools and equipment In line with SHE
requirements
Performance criterion
Adequate training of workers to operate tools and equipments
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Workers are adequately trained to operate tools and equipments through:
Design of OH&S package for training
Use of best methods in crosscutting issues training
Observation
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Learning Outcome 4.3: Inspect the working area and remedial action to be taken to
minimize or eliminate hazards.
Environmental Impacts awareness: Soil degradation Erosion Leaching Climate change Air, soil, water pollution Land sliding
Remedial actions: Workplace waste management
systems Emissions control of greenhouse
gases Use of non-renewable resources
control Chemical use control Supply chain management
o Research on environmental
impact
o Group discussion on work
sustainability
o Brainstorming on measures
for sustainability
- Environmental policy
- Procedural manuals
- Organisational policies and procedures
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Training on operating tools and equipment In line with SHE
requirements
Performance criterion
Proactive inspection of the working area and appropriate remedial action to
be taken to minimize or eliminate hazards.
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Proactive inspection and appropriate remedial action are taken to minimize or eliminate hazards
Environmental Impacts awareness Remedial actions
Observation
References:
1. International Organization for Standardization (ISO), ISO 31000:2009, Risk management—
Principles and guidelines, Switzerland, 2009
2. The Green Workplace: Sustainable Strategies that Leigh Benefit Employees, the Environment
and the Bottom Line, Stringer 2009. New York
3. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner, Derek , ISBN: 9781472419712, Publication Date: 2015
4. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc. (Author, Editor)
5. OH&S : a management guide by Richard Archer, Kerry Borthwick, Susanne Tepe. Publication Date: 2009
6. Safety Management a Comprehensive Approach To developing A Sustainable System, Chitram Lutchman, 2012, Taylor & Francis Group,NY
7. Environmental Sustainability in the Work Place. (2018, Feb 04). Retrieved from
https://paperap.com/paper-on-environmental-sustainability-in-the-work-place/
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Competence
C C M E N 4 0 1 - INTERMEDIATE WORKPLACE ENGLISH
CCMEN401 Use intermediate English at the workplace
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: January, 2017
Purpose statement
This module describes the skills, knowledge and attitudes to be acquired for the trainee’s. The trainee will be able to present personal ideas and opinions, discuss selected topics of interest, build a convincing argument to support or refute an opinion, support or refute an idea in a debate/discussion, use proper terminology to report facts, describe, explanation and stating facts , use tenses Accurately, write structured factual, descriptive, and explanatory texts on a range of topics, produce correspondence texts stating, describe facts in the workplace, produce small scale-reports on trade-related issues, read medium texts on general and trade-related topics, identify different reading techniques, select and apply reading techniques to different texts, draw inferences from medium-length texts ,Identify listening strategies, select appropriate listening strategy depending on the listening
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purpose, Apply listening strategies while listening to audio messages, Use nonverbal clues to detect messages implied by the speaker.
Learning assumed to be in place
Not applicable
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Write factual, descriptive, and
explanatory texts
1.1 Effective use of proper terminology to report facts 1.2 Correct use of tenses to describe, explain and state
facts accurately 1.3 Clear distinction of factual, description and
explanatory paragraphs 1.4 Appropriate writing of well-structured factual,
descriptive, and explanatory texts on a range of topics
1.5 Production of correspondence texts (letters, emails) stating, explaining, or describing facts at the workplace
1.6 Production of small-scale reports on trade-related issues (field visits, industrial attachments)
2. Apply a range of listening strategies
to understand predictable
messages
2.1 Accurate identification of different listening strategies
2.2 Proper selection of a listening strategy depending on the listening purpose
2.3 Active application of listening strategies while listening to audio messages
2.4 Adequate use of non-verbal clues (intonation, tone, body movement) to detect messages implied by the speaker
3. Discuss general and trade-related
topics
3.1 Presentations of personal ideas and opinions during discussions selected topics of interest
3.2 Proper detection and avoidance of argumentation fallacies in debates and discussions
3.3 Proper use of functional language to support of refute ideas in a debate or discussion
3.4 Convincing building of arguments to support or
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refute an opinion (elements and types of an argument
Elements of competency Performance criteria
4. Read medium texts on general and
trade-related topics
4.1 Accurate identification of different reading techniques (skimming, scanning, extensive reading, critical reading)
4.2 Proper selection of a reading technique depending on the reading purpose and material
4.3 Active application of reading techniques while reading different texts messages
4.4 Demonstration of the ability to understand the inferences made in a range of medium length texts
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Learning unit
LU 1:Write factual, descriptive, and explanatory texts.
1
Learning Outcomes:
1. Use proper terminology to report facts 2. Describe, explain and state facts using tenses accurately 3. Distinguish factual, description and explanatory paragraphs 4. Write well-structured factual, descriptive, and explanatory texts on a
range of topics 5. Production of correspondence texts (letters, emails) stating,
explaining, or describing facts at the workplace 6. Produce small-scale reports on trade-related issues (field visits,
industrial attachments)
10 Hours
Learning Outcome 1.1:Use proper terminology to report facts
Expressing facts
Expressions used in
outlining facts
The fact is that…
The (main) point is
that …
This proves that …
What it comes down to
is that …
It is obvious that …
It is certain that …
One can say that …
It is clear that…
There is no doubt that …
Comparing and reporting facts
Using comparatives and
superlatives
Quantifiers and modifiers
o Group discussions
o Dialogues
o Role plays
o Short presentations
o Practical writing exercises
o Modelling
Projector
Computer
Flipcharts
Markers
Scenarios
Trainee
manuals
Stationeries
Lesson plans
Reference
books
Written
speeches
Newspaper
reports
Resources Learning activities Content
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Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Presentations
Sentence completion
Matching
Writing practice
Task: Using comparatives and superlatives, report key information
facts at your workplace.
Checklist Score
Yes No
Indicator : Expressions are well used in outlining facts
The fact is that…
The (main) point is that …
This proves that …
What it comes down to is that …
It is obvious that …
It is certain that …
One can say that …
It is clear that…
There is no doubt
Indicator : Comparing and reporting facts are well used
Using comparatives and superlatives
Quantifiers and modifiers
Observation
Performance criterion
Use proper terminology to report facts
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Learning Outcome 1.2: Describe, explain and state facts using tenses accurately
Using present tenses to
describe, explain and
state present facts
Using past tenses to
describe, explain and
state past facts
o Dialogues
o Storytelling
o Short presentations
o Practical writing exercises
o Modelling
o Brainstorming
o Vocabulary Games
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Photos or pictures
Written speeches
Newspaper reports
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Writing practice
Discussions
Matching
Task: Describe present facts about your career using appropriate
tenses
Performance criterion
Describe, explain and state facts using tenses accurately
Resources Learning activities Content
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Checklist Score
Yes No
Indicator : Tenses are well used to describe , to explain and state facts
Present tenses
Past tenses
Observation
Learning Outcome 1.3: Distinguish factual, description and explanatory paragraphs
Factual paragraph Title Introduction Describe in detail Additional info conclusion
Descriptive paragraph Sensory details Precise language Dominant impression Careful organization
Explanatory paragraph Organization Transitions Evidences and examples conclusion
o Group discussions
o Brainstorming
o Group works
-
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Distinguish factual, description and explanatory paragraphs
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written
Performance
Writing practice
Discussions
Matching
True or false questions
Task: Classify the paragraphs given to you by the teacher according
to their types
Checklist Score
Yes No
Indicator: Paragraphs are well classified and distinguished
Factual paragraphs
Descriptive paragraphs
Explanatory paragraphs
Observation
Learning Outcome 1.4: Write well-structured factual, descriptive, and explanatory texts on
a range of topics
Sentence structure
Compound sentences
Coordinative
conjunction
Complex sentences
Main clauses
Subordinate clause
Subordinate
conjunctions
Compound complex
sentences
Structure of narrative,
o Group works
o Pair work
o Jumbled paragraphs
o Gap-fill
Audiovisual
materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Photos or pictures
Resources Learning activities Content
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argumentative, descriptive,
and explanatory texts
Present and past tenses
Formative Assessment 1.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Matching
Writing practice Presentation Task: Write a short essay describing your career dreams
Checklist Score
Yes No
Indictor: An eassy is well written
Text is well structured
Types of texts is identified
Tense is well used
Observation
Learning Outcome 1.5: Production of correspondence texts (letters, emails) stating,
explaining, or describing facts at the workplace
Resources Learning activities Content
Performance criterion
Write well-structured factual, descriptive, and explanatory texts on a
range of topics
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Introduction to business
letters
Parts of a business letter
Introduction to email
correspondence
Parts of an email
Strategies for writing a
good email
o Pair work
o Jumbled paragraphs
o Gap-fill
o Peer feedback
o Practical exercises on email
writing
o Practical exercises on
business letters
Audiovisual
materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Photos or pictures
Letter samples
Formative Assessment 1.5
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Writing practice Task: Compose an email outlining some of the challenges you
face at work.
Checklist Score
Yes No
Indicator: Parts of an email
Recipient's Address
Cc and Bcc
Subject Line
Body
Sender’s address
Send
Indicator :Parts of letters are well placed and recognized
The heading
Performance criterion
Produce correspondence texts (letters, emails) stating, explaining, or
describing facts at the workplace
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Addresses are well placed
The salutation
The body
The complimentary close
The signature
Observation
Learning Outcome 1.6: Produce small-scale reports on trade-related issues (field visits,
industrial attachments)
Writing small-scale reports
Structure of a formal
report
Layout
Introduction
Body
Conclusion
o Report Writing practice
o Peer feedback
o Group work
Audiovisual
materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Reference books
Sample reports
Formative Assessment 1.6
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Writing practice
Presentation Task: Produce a short report on your recent field visit
Performance criterion
Produce small-scale reports on trade-related issues (field visits,
industrial attachments)
Resources Learning activities Content
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Checklist Score
Yes No
Indicator : Formal reports is well structured
Layout
Introduction
Body
Conclusion
Language is well used
Observation
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Learning unit
LU 2:Apply a range of listening strategies to understand predictable messages.
2
Learning Outcomes:
1. Identify different listening strategies 2. Select appropriate listening strategy depending on the listening
purpose 3. Apply listening strategies while listening to audio messages 4. Use non-verbal clues to detect messages implied by the speaker
7 Hours
Learning Outcome 2.1:Identify different listening strategies
Listening strategies
Listening for details
listening for the gist
note taking
Active listening and
response
Listening for specific
information
predicting
drawing inferences
summarizing
recognizing cognates
recognizing word-
order patterns
o Dialogues
o Role plays
o Short presentations
o Modelling and drilling
o Listening to TV shows
o Listening to radio programs
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Written speeches
Newspaper reports
Scenarios
Formative Assessment 2.1
Performance criterion
Identify different listening strategies
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Discussions
Presentations
Multiple choice
Listening practice Task: List and explain at least three listening strategies.
Checklist Score
Yes No
Indicator :Listening strategies are explained
Listening for details
listening for the gist
note taking
Active listening and response
Listening for specific information
Summarizing
predicting
drawing inferences
recognizing cognates
recognizing word-order patterns
Observation
Learning Outcome 2.2: Select appropriate listening strategy depending on the listening
purpose
Refer to Learning Outcome
2.1
Refer to Learning Outcome 2.1 Refer to Learning Outcome
2.1
Resources Learning activities Content
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Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Discussions
Presentations
Multiple choice
Listening practice Task: Which listening strategy would you use to get the main
idea of a recording?
Checklist Score
Yes No
Indicator : Listening strategies are well selected Listening for details
listening for the gist
note taking
Active listening and response
Listening for specific information
Summarizing
predicting
drawing inferences
recognizing cognates
recognizing word-order patterns
Observation
Performance criterion
Select appropriate listening strategy depending on the listening purpose
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Learning Outcome 2.3: Apply listening strategies while listening to audio messages
Refer to Learning Outcome
2.1
Refer to Learning Outcome 2.1 Refer to Learning Outcome
2.1
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Discussions
Multiple choice
Listening practice Task: listen to the audio and find out the main idea and answer
question of comprehension on it
Checklist Score
Yes No
Indicator : The audio is well interpreted Main points are given
Questions of comprehension are answered
The message from the audio is clear and focus on the topic
Observation
Performance criterion
Apply listening strategies while listening to audio messages
Resources Learning activities Content
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Learning Outcome 2.4: Use non-verbal clues to detect messages implied by the speaker
Understanding non-verbal
clues
Voice clues Intonation Voice tone
Body movement facial expressions gestures
o role play o video watching o note taking o modelling o drilling
video materials
posters/banners
wallpapers
audiovisual materials
Projector
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Scenarios
Trainee manuals
Formative Assessment 2.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice Discussions
Audio-visual practice Task: Watch a video shown by the teacher and say what the
speaker’s gestures mean.
Performance criterion
Use non-verbal clues to detect messages implied by the speaker
Resources Learning activities Content
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Checklist Score
Yes No
Indicator : Non -verbal clues are used to detect the message implied by the speaker Voice clues
Body movement
Message is fully detected
Observation
.
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Learning unit
LU 3:Discuss general and trade-related topics.
3
Learning Outcomes:
1. Present personal ideas and opinions during discussions on selected topics of interest
2. Use functional language to support or refute ideas in a debate or discussion
3. Detect and avoid argumentation fallacies in debates and discussions 4. Build convincing arguments to support or refute an opinion 7 Hours
Learning Outcome 3.1:Present personal ideas and opinions during discussions on
selected topics of interest
Expressing opinion in English
Agreeing with an opinion
Full agreement with an
opinion
Partial agreement with
an opinion
Disagreeing with an opinion
Forms of disagreement
When to disagree
Disagreeing politely
Using functional language in
argument building
Persuasion
Asking questions
Cause and effect
Summarizing ideas to be
refuted
Sequencing ideas
Predicting ideas
o Dialogues o Role plays o Modelling o Group discussions o Debates o Mock speeches
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Written speeches
Newspaper reports
Scenarios
Trainee manual
Resources Learning activities Content
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Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance
Presentation practice
Writing practice
Discussions Task: Prepare a short presentation on a topic of interest and
share it with your class.
Checklist Score
Yes No
Indicator : Ideas and opinions are well presented during discussions
Agreeing with an opinion
Disagreeing with an opinion
Indicator : Functional language in argument building are well used
Persuasion
Asking questions
Cause and effect
Summarizing ideas to be refuted
Sequencing ideas
Predicting ideas
Observation
Performance criterion
Present personal ideas and opinions during discussions on selected topics of
interest
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Learning Outcome 3.2: Use functional language to support or refute ideas in a debate or
discussion
Refer to Learning Outcome 3.1 Refer to Learning Outcome 3.1 Refer to Learning Outcome
3.1
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance
Discussions Presentations Task: Following instructions given by your teacher, use
functional language in supporting or refuting ideas in a group discussion
Checklist Score
Yes No
Indicator : Functional language in supporting or refuting ideas in a group discussion are well used Persuasion Asking questions Cause and effect Summarizing ideas to be refuted Sequencing ideas Predicting ideas
Observation
Performance criterion
Use functional language to support of refute ideas in a debate or
discussion
Resources Learning activities Content
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Learning Outcome 3.3: Detect and avoid argumentation fallacies in debates and discussions
Dealing with argumentation fallacies Types of Fallacies
Formal Fallacies
Propositional fallacies
Quantification fallacies
Formal syllogistic fallacies
Informal Fallacies
Faulty generalizations
Red herring fallacies Conditional fallacies
Responding to fallacies
o Dialogues
o Role plays
o Modelling and drilling
video materials
posters/banners
wallpapers
audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice Discussions Listening practice Note taking Presentation Task: Listen to the recording played to you by the teacher and
tell which argumentation fallacies the speaker is using then respond to them.
Performance criterion
Detect and avoid argumentation fallacies in debates and discussions
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Argumentation fallacies are well identified and respond to them during listening Formal Fallacies
Informal Fallacies
Observation
Learning Outcome 3.4: Build convincing arguments to support or refute an opinion
Building a convincing argument Definition of an argument Elements of an argument
Claims Counterclaims Reasons Evidence
Types of arguments Deductive Argument Inductive Argument Abductive
o Debates
o Group discussions
o Brainstorming
o Presentations
o Mock speeches
video materials
posters/banners
wallpapers
audiovisual materials
Projector
Flipcharts
Lesson plans
Recordings
Reference books
Speech samples
Formative Assessment 3.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Build convincing arguments to support or refute an opinion
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Discussions Writing practice Presentation Task: After drafting your argument on the role of TVET on
Rwanda’s development, indicate all the elements of an argument in it.
Checklist Score
Yes No
Indicator : Elements of an arguments are indicated Claims
Counterclaims
Reasons
Evidence
Indicator : Types of arguments are considered
Deductive Argument
Inductive Argument
Abductive
Observation
.
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Learning unit
LU 4:Read medium texts on general and trade-related topics.
4
Learning Outcomes:
1. Identify different reading techniques
2. Select a reading technique depending on the reading purpose
and material
3. Apply reading techniques while reading different texts
4. Demonstrate ability to understand the inferences made in a
range of medium length texts
6 Hours
Learning Outcome 4.1:Identify different reading techniques
Reading techniques
Skimming
Scanning
Deep reading
Critical reading
o Practical exercises
o Debating texts read
o Presentations on texts
read
o Group discussions
Projector
Computer
Flipcharts
Markers
Lesson plans
Reference books
Written speeches
Newspaper reports
Reading materials
Formative Assessment 4.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Identify different reading techniques
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Multiple choice
True and false questions
Presentations Task: Differentiate reading techniques
Checklist Score
Yes No
Indicator: Reading techniques are differentiated
Skimming
Scanning
Deep reading
Critical reading
Observation
Learning Outcome 4.2: Select a reading technique depending on the reading purpose and
material
Refer to Learning Outcome 4.1 Refer to Learning Outcome 4.1 Refer to Learning
Outcome 4.1
Formative Assessment 4.2
Performance criterion
Adequate training of workers to operate tools and equipment
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Multiple choice
True and false questions
Presentations Task: Select an appropriate reading strategy based on the
reading task given to you by the teacher.
Checklist Score
Yes No
Indicator: Selection of reading strategy is understood due to its purpose Skimming
Scanning
Deep reading
Critical reading
Observation
Learning Outcome 4.3: Apply reading techniques while reading different texts
Applying reading techniques to
texts
General texts
Trade-related texts
o Practical exercises
o Debating texts read
o Presentations on texts
read
Projector
Computer
Flipcharts
Markers
Lesson plans
Reference books
Resources Learning activities Content
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o Group discussions Written speeches
Newspaper
reports
Reading materials
Reference books
Formative Assessment 4.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Presentations Task: Read a text and apply reading strategy based on the task
given to you by the teacher.
Checklist Score
Yes No
Indicator : Reading strategies are applied according to the purpose Look only for a specific fact or piece of information without reading everything
(scanning)
Looking only for the general or main ideas (skimming)
Read a text thoroughly to understand and remember what you’ve read (deep
reading)
Involves analysis, interpretation, and evaluation. (Critical reading)
Observation
Performance criterion
Apply reading techniques while reading different texts
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Learning Outcome 4.4: Demonstrate ability to understand the inferences made in a range
of medium length texts
Refer to Learning Outcome 4.3 Refer to Learning Outcome 4.3 Refer to Learning Outcome 4.3
Formative Assessment 4.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Presentations Task: Read the text given by the teacher and identify what the
writer implies. How did you come up with such inferences?
Checklist Score
Yes No
Inferences are developed
Inferences are justified
Observation
Performance criterion
Demonstrate ability to understand the inferences made in a range of medium
length texts
Resources Learning activities Content
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References:
1. http://www.howtolearn.com/2013/02/skimming-and-scanning-two-important-strategies-for-
speeding-up-your-reading/
2. Wheeler, Dr.L.Kip. “Critical Reading of an Essay’s Argument.” Dr. Wheeler’s Website. 12 Oct.
2004.
3. A. Garr Cranney and William E. McKellJournal of Reading Vol. 27, No. 1 (Oct., 1983),
4. Day, R.R., &Bamford, J. (1998). Extensive Reading in the Second Language Classroom.
Cambridge: Cambridge University Press.
5. Clay, M. (1993). Reading Recovery: a Guidebook for Teachers in Training. New Zealand:
Heinemann Education.
6. Charles Wilbanks. Values and Policies in Controversy: An Introduction to Argumentation and
Debate. Scottsdale, AZ: GorsuchScarisbrick, 1986.
7. Solt, Roger. “Negative Fiat: Resolving the Ambiguities of Should.” Argumentation and Advocacy
25 (Winter 1989): 121–139.
8. Miller, C. (1994). The empowered communicator: Keys to unlocking an audience. Nashville:
Broadman& Holman Publishers
9. Pease, A., & Pease, B. (2006). The definitive book of body language. New York: Bantam Books.
10. Brownell, J. (1996). Listening: Attitudes, principles, and skills. Boston: Allyn and Bacon.
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Competence
C C M F T 4 0 1 - APPLICATION DES ELEMENTS DE LA LANGUE FRANCAISE
CCMFT401 Communiquer en appliquant les elements de la langue francaise
Niveau: 4 Heures d’apprentissage
Credits: 3 30
Section: Toutes
Option: Toutes
Date d'élaboration: Décembre, 2016
But visé
Ce module décrit l’application des éléments de la langue aux domaines techniques. A la fin de
ce module, l’apprenant sera capable de lire les différents textes techniques devant le public,
rédiger des textes simples et autres écrits techniques, appliquer certains éléments de la
littérature en rapport avec le métier, utiliser les expressions usuelles de la langue française tels
que jeux de rôles, devinettes, humours, proverbes et dictons et rédiger des lettres en rapport
avec le métier.
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Prérequis pour le nouvel apprentissage
Non appliqué
Elements de compétence et les Critères de performance
Les unités d’apprentissage décrivent les résultats essentiels d’une compétence
A la fin de ce module, l’apprenant sera capable de:
Elements de competence Critères de performance
1. Lire les différents textes techniques
devant le public.
1.1. Lecture correcte du texte en prose respectant la
ponctuation, la liaison et les accents ;
1.2. Application correcte des règles d’intonation et
d’accentuation dans un texte donné
1.3. Déclamation rythmée d’un poème sur le métier
2. Rédiger des textes simples et autres
écrits techniques.
2.1. Composition propre d’un texte sur le thème du
règlement intérieur du centre de
formation
2.2. Description précise des traits caractéristiques de son
métier
2.3. Exposition méthodique de son expérience personnelle
dans le métier
3. Appliquer certains éléments de la
littérature en rapport avec le métier.
3.1. Interprétation adéquate de jeux de rôle sur le métier
3.2. Interprétation adéquate de chansons sur le métier
3.3. Exploitation correcte du vocabulaire technique d’un
texte sur les transports des
matériels et produits de son métier
4. Utiliser les expressions usuelles de la
langue française jeux de rôles,
devinettes, humours liés au métier
4.1. Utilisation correcte des proverbes et des dictons de la
langue française en rapport avec le métier
4.2. Interprétation correcte des devinettes en rapport avec
le métier
4.3. Utilisation correcte des locutions et des maximes de la
langue française en rapport avec le métier
5. Rédiger les lettres en rapport avec le
métier.
5.1. Adaptation correcte des formules aux destinataires
5.2. Application correcte des formules de politesse
5.3. Structuration appropriée d’un écrit épistolaire
5.4. Organisation correcte de la mise en page d’une lettre
et le curriculum vitae
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Unité
d’apprentissage
LU 1:Lire les différents textes techniques devant le public
1
Résultats d’apprentissage:
1. Lire le texte en prose respectant la ponctuation, la liaison et les accents.
2. Appliquer des règles d’intonation et d’accentuation dans un texte donné.
3. Déclamer un poème sur le métier. 6 Heures
Résultats d’apprentissage 1.1:Lire le texte en prose respectant la ponctuation, la liaison et les accents.
Lecture du texte en
prose
Ponctuation
Liaison
Accents
o Lire un texte en respectant la
ponctuation, la liaison et les accents.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Flash Disk
Matériels tactiles
Evaluation Formative 1.1
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Critère de performance
Lecture correcte du texte en prose respectant la ponctuation, la liaison
et les accents.
Ressources Activités d’Apprentissage Contenus
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Types de preuves Instruments d’evaluation du portfolio
Preuves écrites
Preuves orales
Dictée
Texte écrit
Lire le paragraphe donné
Liste de contrôle Résultat
Oui Non
Indicateur : Lecture d’un texte en respectant :
La ponctuation
La liaison
Les accents
Observations
Résultats d’apprentissage 1.2:Appliquer des règles d’intonation et d’accentuation dans
un texte donné..
Règles d’intonation.
Règles d’accentuation.
o Lire un texte en appliquant les règles
d’intonation et d’accentuation.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Flash Disk
Matériels tactiles
Ressources Activités d’Apprentissage Contenus
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Evaluation Formative 1.2
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Instruments d’evaluation du portfolio
Preuves écrites
Preuves orales
Dictée. Texte écrit. Lire le paragraphe donné
Liste de contrôle Résultat
Oui Non
Indicateur : Lecture d’un texte en appliquant les règles:
D’intonation
D’accentuation
Observations
Résultats d’apprentissage 1.3:Déclamer un poème sur le métier.
Rythmée d’un poème
Liaison
Pause
Ponctuation
o Déclamer un poème en respectant le rythme en particulier la liaison, la pause et la ponctuation.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et tableaux
feutres
Ressources Activités d’Apprentissage Contenus
Critère de performance
Application correcte des règles d’intonation et d’accentuation dans un
texte donné.
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- Projecteurs
- Matériels tactiles
Evaluation Formative 1.3
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Poème écrit Déclamation d’un poème
Liste de contrôle Résultat
Oui Non
Indicateur : Déclamation d’un poème en respectant le rythme, en particulier :
La liaison
La pause
La ponctuation
Observations
Critère de performance
Déclamation rythmée d’un poème sur le métier
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Unité
d’apprentissage
LU 2:Rédiger des textes simples et autres écrits techniques.
2
Résultats d’apprentissage:
1. Composer un texte sur le thème du règlement intérieur du centre de formation.
2. Décrire les traits caractéristiques de son métier. 3. Exposer de son expérience personnelle dans le métier.
6 Heures
Résultats d’apprentissage 2.1:Composer un texte sur le thème du règlement intérieur
ducentre de formation.
Composition d’un texte
sur le règlement
intérieur du centre de
formation :
L’introduction
Le corps
La Conclusion
o Composer un texte en respectant les
parties d’un texte.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Flash Disk
Matériels tactiles
Evaluation Formative 2.1
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté.
Critère de performance
Précision nette de sa réponse relative au texte.
Ressources Activités d’Apprentissage Contenus
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Types de preuves Outils d’evaluation Portfolio
Preuves ecrites
Preuves orales
Rédiger un texte Présentation du texte.
Liste de contrôle Résultat
Oui Non
Indicateur: Composition d’un texte en dégageant:
L’introduction
Le corps
La Conclusion
Composition d’un texte en décrivant au moins 3 caractéristiques de son métier.
Observations
Résultats d’apprentissage 2.2:Décrire les traits caractéristiques de son métier
Traits caractéristiques
de son métier :
L’introduction
Le corps
La Conclusion
o Composer un texte sur les caractéristiques de son métier.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Flash Disk
Matériels tactiles
Ressources Activités d’Apprentissage Contenus
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Evaluation Formative 2.2
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Rédiger un texte. Présentation du texte.
Liste de contrôle Résultat
Oui Non
Indicateur : Composition d’un texte en dégageant :
L’introduction
Le corps
La conclusion
Composition d’un texte en décrivant au moins 3 caractéristiques de son métier.
Observations
Résultats d’apprentissage 2.3:Exposer de son expérience personnelle dans le métier
Son expérience
personnelle dans le
métier.
o Composer et exposer un texte sur son
expérience dans le métier.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
Ressources Activités d’Apprentissage Contenus
Critère de performance
Précision nette de sa réponse relative au texte.
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tableaux feutres
- Projecteurs
- Flash Disk
- Matériels tactiles
Evaluation Formative 2.3
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Outils d’evaluation Portfolio
Preuves ecrites
Preuves orales
Rédiger un texte et l’exposer Présentation du texte.
Liste de contrôle Résultat
Oui Non
Indicateur : Composition et exposition d’un texte décrivant son expérience :
Professionnelle
Economique
Socio-culturelle dans le métier
Observations
Critère de performance
Articulation convenable tenant compte de la ponctuation.
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Résultats d’apprentissage 3.1: Interpréter les jeux de rôle sur le métier
Jeux de rôle sur le métier
Scènes
Humour
o Interpréter un jeu de rôle
humoristique sur le métier.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Flash Disk
Matériels
tactiles
Evaluation Formative 3.1
Unité
d’apprentissage
LU 3:Appliquer certains éléments de la littérature en rapport avec son métier
3
Résultats d’apprentissage:
1. Interpréter les jeux de rôle sur le métier. 2. Interpréter les chansons sur le métier. 3. Exploiter le vocabulaire technique d’un texte sur les transports
des matériels et produits de son métier.
6 Heures
Critère de performance
Production effective d’avis personnels dans son argumentation devant
l’auditoire.
Ressources Activités d’Apprentissage Contenus
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Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Rédiger un texte du jeu de rôle. Préparer par écrit les arguments à exposer.
Liste de contrôle Résultat
Oui Non
Indicateur : Interprétation d’ un jeu de rôles humoristique sur le métier en réalisant l’humour et le comique par :
Les mots
Les gestes
Les répétitions
Les situations
Observations
Résultats d’apprentissage 3.2:Interpréter les chansons sur le métier.
Chansons sur le métier
Scènes
Les mots
Les gestes
Les répétitions
o Interpréter des chansons sur le métier. - Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Flash Disk
Matériels tactiles
Ressources Activités d’Apprentissage Contenus
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Evaluation Formative 3.2
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Rédiger une chanson du jeu de rôle. Présentation du chanson.
Liste de contrôle Résultat
Oui Non
Indicateur : Interprétation d’ un jeu de rôles humoristique sur le métier en réalisant l’humour et le comique par :
Les mots
Les gestes
Les répétitions
Les situations
Observations
Résultats d’apprentissage 3.3:Exploiter le vocabulaire technique d’un texte sur les
transports des matériels et produits de son métier.
Vocabulaire technique
d’un texte
Transports des
matériels de son
o Identifier et définir le vocabulaire technique à travers un texte sur le métier.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
Ressources Activités d’Apprentissage Contenus
Critère de performance
Appliquer certains éléments de la littérature en rapport avec son métier.
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métier
Transports des
produits de son métier
- Figurines et
tableaux feutres
- Projecteurs
- Flash Disk
Matériels tactiles
Evaluation Formative 3.3
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Texte écrit. Présentation du texte.
Liste de contrôle Résultat
Oui Non
Indicateur: Application correcte de vocabulaire technique à travers un texte sur le métier :
Vocabulaire technique d’un texte :
Transports des matériels de son métier
Transports des produits de son métier
Observations
Critère de performance
Application correcte de vocabulaire technique à travers un texte sur le métier.
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Unité
d’apprentissage
LU 4:Utiliser les expressions usuelles de la langue française.
4
Résultats d’apprentissage:
1. Utiliser des proverbes et des dictons de la langue française en rapport avec le métier.
2. Interpréter des devinettes en rapport avec le métier. 3. Utiliser des locutions et des maximes de la langue française en
rapport avec le métier. 6 Heures
Résultats d’apprentissage 4.1 : Utiliser des proverbes et des dictons de la langue
française en rapport avec le métier.
Proverbes de la langue
française liés au
métier ;
Dictons de la langue
française liés au métier.
o Insérer les expressions usuelles liées au
métier dans son discours.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Flash Disk
Matériels tactiles
Evaluation Formative 4.1
Critère de performance
Utiliser les expressions usuelles de la langue en rapport avec le métier.
Ressources Activités d’Apprentissage Contenus
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Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Rédiger un texte et l’exposer. Présentation du texte avec des expressions usuelles
Liste de contrôle Résultat
Oui Non
Indicateur:Insertion d’expressions usuelles liées au métier :
3 Proverbes
3 Dictons
Idiomes
Observations
Résultats d’apprentissage 4.2 Interpréter des devinettes en rapport avec le métier
Devinettes liées au
métier.
o Répondre aux devinettes liées au métier.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Matériels tactiles
Ressources Activités d’Apprentissage Contenus
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Evaluation Formative 4.2
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Rédiger un texte de jeu de rôle. Présentation des devinettes.
Liste de contrôle Résultat
Oui Non
Indicateur : Analyser des Devinettes liées au métier
Déchiffrement de 5 devinettes liées au métier
Observations
Résultats d’apprentissage 4.3 Utiliser des locutions et des maximes de la langue
française en rapport avec le métier
Locutions de la langue
française liées au
métier.
Maximes de la langue
française liées au
métier.
o Interpréter un jeu de rôle en utilisant
des locutions et maximes de la langue
française en rapport métier.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Matériels tactiles
Ressources Activités d’Apprentissage Contenus
Critère de performance
Répondre aux devinettes liées au métier
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Evaluation Formative 4.3
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Outils d’evaluation Portfolio
Preuves ecrites
Preuves orales
Rédiger un texte de jeu de rôle.
Présentation de jeu de rôle.
Liste de contrôle Résultat
Oui Non
Indicateur : Production effective des messages personnels liés à son métier
Interprétation d’un jeu de rôles en utilisant :
2 locutions ὰ rapport avec le métier
Maximes de la langue française liées au métier
Observations
Critère de performance
Production effective des messages personnels liés à son métier.
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Unité d’apprentissage
LU 5:Exécuter les accords
5
Résultats d’apprentissage
1. Adaptation correcte des formules aux destinataires. 2. Application correcte des formules de politesse. 3. Structurer d’un écrit épistolaire. 4. Organiser la mise en page d’une lettre et le curriculum vitae.
6 Heures
Résultats d’apprentissage 5.1:Adaptation correcte des formules aux destinataires.
Formules aux
destinataires.
Au début
Au milieu
A la fin.
o Rédiger des lettres en faisant
correspondre les formules requises aux
destinataires.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Flash Disk
Matériels tactiles
Evaluation Formative 5.1
Critère de performance
Adaptation correcte des formules aux destinataires.
Ressources Activités d’Apprentissage Contenus
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Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté.
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Rédiger une lecture. Présentation.
Liste de contrôle Résultat
Oui Non
Indicateur : Rédaction d’une lettre ordinaire en faisant correspondre les formules requises aux destinataires :
Au début
Au milieu
A la fin.
Observations
Résultats d’apprentissage 5.2 : Application correcte des formules de politesse.
Formules de politesse
Formules de politesse
formelles pour un
supérieur hiérarchique
ou un client.
Formules de politesse
formelles pour une
lettre de motivation.
Formules de
o Rédiger une lettre en y appliquant les formules de politesse.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Matériels tactiles
Ressources Activités d’Apprentissage Contenus
112 | P a g e
politesse classiques
pour la fin d’un email.
Formules de politesse
pour les nobles.
Evaluation Formative 5.2
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Rédiger une lettre Présentation
Liste de contrôle Résultat
Oui Non
Indicateur: Rédiger une lettre en y appliquant les formules de politesse.
Formules de politesse formelles pour un supérieur hiérarchique ou un client.
Formules de politesseformelles pour une lettre de motivation.
Formules de politesse classiques pour la fin d’un email.
Observations
Critère de performance
Application correcte des formules de politesse.
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Résultats d’apprentissage 5.3 : Structurer d’un écrit épistolaire
Ecrit épistolaire.
Les caractéristiques
de la lettre.
L’objet distribué.
L’objectif prioritaire
de la lettre.
o Structurer un écrit épistolaire.
o Distinguer Les caractéristiques de la
lettre épistolaire.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Matériels tactiles
Evaluation Formative 5.3
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Rédiger d’un écrit épistolaire
Présentation d’un écrit épistolaire
Liste de contrôle Résultat
Oui Non
Indicateur : Structuration appropriée d’un écrit épistolaire en respectant 5 éléments caractéristiques.
Les caractéristiques de la lettre.
L’objet distribué.
L’objectif prioritaire de la lettre.
Observations
Critère de performance
Structuration appropriée d’un écrit épistolaire.
Ressources Activités d’Apprentissage Contenus
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Résultats d’apprentissage 5.4 : Organiser la mise en page d’une lettre et le curriculum
vitae.
Mise en page
Lettre
Curriculum vitae.
o Organiser la mise en page d’une
lettre.
o Etablir un curriculum vitae.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Matériels tactiles
Evaluation Formative 4.3
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Composition d’une lettre.
Etablissement d’un curriculum vitae.
Liste de contrôle Résultat
Oui Non
Indicateur: Composition d’une lettre en indiquant:
Le lieu
La date
L’auteur
Le destinataire
Critère de performance
Organisation correcte de la mise en page d’une lettre et le curriculum vitae
Ressources Activités d’Apprentissage Contenus
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Les paragraphes dans le corps de la lettre
La signature
Le post-scriptum
Etablissement d’un curriculum vitae en en dégageant :
L’identification
Les études faites
Les diplômes obtenus
L’expérience professionnelle
Les préférences La certification
La signature
Observations
116 | P a g e
Références:
1. EDICEF – CNDP MINEDUC (2002). Apprenons le français au Rwanda. ISBN : 978-2-84129-826-.
2. ÉDOUARD BLED ET ODETTE BLED (1998). BLED Orthographe, HACHETTE LIVRE.
3. GREVISSE MAURICE (1990). Précis de grammaire Française.
4. LIBRAIRIE LAROUSSE (1972). Dictionnaire PETIT LAROUSSE en couleurs
5. MINISTERE DE L’ENSEIGNEMENT PRIMAIRE ET SECONDAIRE (1983). Ma Colline, Méthode de
Français pour les écoles primaires. 5ème, Livre du maître.
6. Bardin, Laurence. 1996. L'analyse de contenu. Paris: Presses Universitaires de France. 291 p.
7. NATIONAL CURRICULUM DEVELOPPEMENT CENTRE (2007). A l’unisson : Méthode de Français.
ISBN : 978-2-7531-0103-6.
8. Y.DELATOUR et al. , (1991). Grammaire du Français. HACHETTE, Paris.
9. Achille, Alice, Odile Deveme, Michel Gellereau et Evelyne Thoizet. 1992. La lettre et le récit. Paris:
Bertrand-Lacoste. 127 p.
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C C M K N 4 0 1 - IKINYARWANDA CY’UMUNYAMWUGA
CCMKN401 Gukoresha Ikinyarwanda cy’umunyamwuga
Ikiciro: 4 Amasaha ateganijwe
Credits: 3 30
Ishami: Yose
Agashami: Twose
Igihe yateguriwe: Mutarama, 2017
Intego nyamukuru
Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga ashobore Gukoresha ikinyarwanda cy’umwuga mu kumva, kuvuga, gusoma no kwandika, mu bikorwa bijyanye n’umwuga we; Gukoresha ubuvanganzo gakondo mu gushyikirana n’abandi abagezaho ibitekerezo bye kandi agaragaza uko yakira ibyabo; Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu myandiko n’ikinamico binyuranye; Gutandukanya ingeri zinyuranye z’ubuvanganzo nyarwanda; Guhanga no kumurika mu rurimi rw’ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko; Gusobanura intego n’ amategeko y’igenamajwi by’izina mbonera; Gukoresha neza indangahantu no Kwandika yubahiriza
ifatana n’itandukana ry’amagambo.
Ubushobozi fatizo
119 | P a g e
Ubushobozi mu Kinyarwanda kiboneye
Ingingo n’ibipimo by’ubushobozi
Ingingo z’ubushobozi zisobanura umusaruro w’ibanze ugomba kugerwaho.
Ibipimo by’ubushobozi bisobanura ubushobozi busabwa mu kugaragaza ko intego zikubiye mu mbumbe
zagezweho.
Ingingo z’Ubushobozi Ibipimo by’Ubushobozi
1. Gukoresha ubuvanganzo
gakondo bufatiye ku
mwuga ashyikirana
n’abandi
1.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko
yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije
mu ngiro zitandukanye.
1.2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo
gakondo bufatiye ku mwuga.
1.3. Gusoma neza umwandiko w’ubuvanganzo gakondo bufatiye
ku mwuga
yubahiriza utwatuzo n’isesekaza.
1.4. Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga
akurikiranya neza ingingo.
1.5. Gutarama akoresheje ubuvanganzo bwizwe.
2. Gukoresha Ikinyarwanda
kiboneye agaragaza ibyiza
by’ikoranabuhanga mu
iterambere ry’umwuga no
kugaragaza intego y’izina
mbonera.
2.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko
yumva umwandiko ku nsanganyamatsiko
y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu
ngiro zinyuranye.
2.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
2.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
2.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.
2.5. Kumurika ingero zifatika zihamya uruhare
rw’ikoranabuhanga mu iterambere ry’umwuga.
2.6. Kugaragaza intego y’izina mbonera ku buryo bukwiye.
120 | P a g e
Ingingo z’Ubushobozi Ibipimo by’Ubushobozi
3. Gukoresha Ikinyarwanda
kiboneye uwiga agaragaza
ububi bw’ibiyobyabwenge
mu rubyiruko no
kugaragaza amategeko
y’igenamajwi mu izina
mbonera.
3.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko
yumva umwandiko ku nsanganyamatsiko y’ububi
bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro
zitandukanye.
3.2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko.
3.3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.
3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.
3.5. Kumurika ingamba zifatika zo kurwanya ikoreshwa
ry’ibiyobyabwenge mu rubyiruko.
3.6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.
4. Gukoresha Ikinyarwanda
kiboneye uwiga agaragaza
uburyo bunyuranye bwo
gufata neza ibidukikije no
gukoresha indangahantu.
4.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko
yumva umwandiko ku nsanganyamatsiko yerekeye
uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro
zitandukanye.
4.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
4.3. Gusoma neza umwandiko yubahiriza utwatuzo
n’isesekaza.
4.4. Guhimba no kumurika umwandiko akurikiranya neza
ingingo.
4.5. Kumurika no gusobanura ibikorwa by’abanyamwuga
bishobora kwangiza ibidukikije.
4.6. Gukoresha neza indangahantu.
5. Gukoresha Ikinyarwanda
kiboneye uwiga agaragaza
akamaro k’ubutabazi
bw’ibanze no kwandika
yubahiriza imyandikire
y’Ikinyarwanda.
5.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko
yumva ikinamico ku nsanganyamatsiko yerekeye akamaro
k’ubutabazi bw’ibanze mu ngiro zitandukanye.
5.2. Gusubiza neza ibibazo mu mvugo iboneye ku ikinamico.
5.3. Gusoma neza ikinamico yubahiriza uturango twayo.
5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro.
5.5. Gukoresha mu mvugo n’inyandiko amagambo akwiye
avuga ibice n’ingingo by’umubiri.
5.6. Kwandika yubahiriza ifatana n’itandukana ry’amagambo.
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LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi.
1
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.
2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku mwuga.
3. Gusoma umwandiko w’ubuvanganzo gakondo bushingiye ku mwuga yubahiriza utwatuzo n’isesekaza.
4. Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga akurikiranya neza ingingo.
5. Gutarama akoresheje ubuvanganzo bwizwe.
Amasaha 6
Umusaruro w’inyigisho 1.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.
Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo
Urwenya
inyunguramagambo ingingo z’umuco
n’amateka inshoza n’uturango
by’Urwenya Ihimbamwandiko
Urwenya
o Gutega amatwi urwenya o Gusoma urwenya bucece o Gusoma urwenya mu
matsinda bashaka ibisubizo byo kumva umwandiko, ibisobanuro by’amagambo akomeye no kumurika ibyavuyemo
o Gutera urwenya baranguruye o Guhuza ibivugwa mu
nshoberane n’indangagaciro o Gusobanura ingingo z’umuco
n’amateka o Gusobanura inshoza
n’uturango by’ urwenya
- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)
- Sede (cd) - Disiketi - Ikibaho - Marikeri - Murandasi - Inkoranyamagambo
n’inkoranyamuga
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
122 | P a g e
Umusaruro w’inyigisho 1.2. : Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko
yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.
(Ibikurikira)
Ubuvanganzo
gakondo bufatiye ku
mwuga
Amavumvu, Amasare, ibyidogo, amahamba,.. Isesekaza
n’utwatuzo
Igitaramo gishingiye
ku buvanganzo
gakondo
Umwitozo wo gusoma
ubuvanganzo gakondo bufatiye ku
mwuga
o Gusoma ubuvanganzo gakondo o bufatiye ku mwuga bucece o Gusoma ubuvanganzo
bunyuranye gakondo bufatiye ku mwuga mu matsinda, bashaka ibisubizo byo kumva umwandiko, basobanura amagambo akomeye, banamurikaibyavuyemo.
o Gusoma ubuvanganzo gakondo bunyuranye bufatiye ku mwuga baranguruye
o Guhuza ibivugwa mu ubuvanganzo gakondo bunyuranye bufatiye ku mwuga n’indangagaciro
o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza insanganyamatsiko z’ingenzi
o Gusobanura ingingo z’umuco n’amateka
o Gusobanura inshoza n’uturango by’ ubuvanganzo gakondo bunyuranye bufatiye ku mwuga
o Guhina ubuvanganzo gakondo bunyuranye bufatiye ku mwuga
o Gutahura isomo ry’ingenzi o Gutarama
- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)
- Sede (cd) - Disiketi - Ikibaho - Marikeri - Murandasi - Inkoranyamagambo
n’inkoranyamuga
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
123 | P a g e
Isuzuma Mbonezanyigisho 1.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo
Ikitabwaho 2:Urwenya:
uwiga yateye urwenya aranguruye
uwiga yateye urwenya ahuza ibivugwa n’indangagaciro
uwiga yateye urwenya asobanura ingingo z’umuco n’amateka
uwiga yateye urwenya anasobanura uturango tw’urwenya
Umwanzuro
Umusaruro w’inyigisho 1.2: Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo
bufatiye ku mwuga.
Reba
Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba
Umusaruro w’inyigisho 1.1
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ubuvanganzo
gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.
124 | P a g e
Isuzuma Mbonezanyigisho 1.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma ubuvanganzo gakondo bufatiye ku mwuga
Uwiga yasomye ubuvanganzo bwitwa “amavumvu” aranguruye ijwi
Uwiga yasomye kandi asubiza ibibazo k’ubuvanganzo
bwitwa”Amasare”
Uwiga yasobanuye uturango tw’ubuvanganzo gakondo afatiye ku
buvanganzo bwitwa “Ibyidogo”
Uwiga yabashije gutarama akoresheje ubuvanganzo bwitwa
“Amahamba”
Ikitabwaho 2:igitaramo gishingiye ku buvanganzo gakondo
Umwanzuro
Ubushobozi busuzumwa
Yashubije mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku
mwuga.
125 | P a g e
Umusaruro w’inyigisho 1.3: Gusoma umwandiko w’ubuvanganzo gakondo bushingiye ku
mwuga yubahiriza utwatuzo n’isesekaza.
Reba
Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba
Umusaruro w’inyigisho 1.1
Isuzuma Mbonezanyigisho 1.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’isomwa ry’umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Gusoma yubahiriza Isesekaza n’utwatuzo
Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo
n’isesekaza
Uwiga yahinye umwandiko k’ubuvanganzo yubahiriza amategeko
y’ihinamwandiko
Umwanzuro
Ubushobozi busuzumwa
Yasomye neza umwandiko w’ubuvanganzo gakondo bufatiye ku mwuga
yubahiriza utwatuzo n’isesekaza.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
126 | P a g e
Umusaruro w’inyigisho 1.4: Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga
akurikiranya neza ingingo.
Reba
Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba
Umusaruro w’inyigisho 1.1
Isuzuma Mbonezanyigisho 1.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibihangano bishingiye ku buvanganzo gakondo mu mwuga
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Ihimbamwandiko n’ihimbamwandiko
Uwiga yahimbye umwandiko afatiye k’ubuvanganzo gakondo kandi
akurikiza amategeko y’ihimbamwandiko
Uwiga yahinye umwandiko k’ubuvanganzo yubahiriza amategeko
y’ihinamwandiko
Umwanzuro
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
127 | P a g e
Umusaruro w’inyigisho 1.5: Gutarama akoresheje ubuvanganzo bwizwe.
Reba
Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba
Umusaruro w’inyigisho 1.1
Isuzuma Mbonezanyigisho 1.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ku gitaramo
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Igitaramo gishingiye ku buvanganzo gakondo
Uwiga yateguye igitaramo ashingiye ku buvanganzo gakondo yize
Umwanzuro
Ubushobozi busuzumwa
Yataramye akoresheje ubuvanganzo bwizwe.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
128 | P a g e
LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza
ibyiza by’ikoranabuhanga mu iterambere ry’umwuga no kugaragaza intêgo y’izina mbonera.
2
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu ngiro zinyuranye.
2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhina no guhimba umwandiko akurikiranya ingingo. 5. Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu
iterambere ry’umwuga. 6. Kugaragaza intêgo y’izina mbonera.
Amasaha 6
Umusaruro w’inyigisho 2.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu
ngiro zinyuranye.
Ibimenyetso by’uteze amatwi atarogoye;
Umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga;
Inyunguramagambo; Insanganyamatsiko
y’umwandiko; Ingingo z’umuco; ingingo z’amateka; indangagaciro zo gukunda
umurimo (umurimo unoze, kubahiriza igihe…);
Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;
o Gutega amatwi umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga.
o Kutarogoya ufite ijambo nta mpamvu;
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo;
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko;
o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo gukunda umurimo;
o Gusoma bucece;
- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga; - Ibikoresho
by’ikoranabuhanga;
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
129 | P a g e
Isuzuma Mbonezanyigisho 2.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Ibimenyetso by’uteze amatwi atarogoya
Uwiga ntiyaciye mu ijambo uvuga
Uwiga yabajije ibibazo ku byavuzwe
Ikitabwaho 2: kuvumbura i nsanganyamatsiko ku mwandiko uvuga ku ikoranabuhanga niterambere
ry’umwuga
Uwiga yasubije ibibazo ku mwandiko
Uwiga yavumbuye insanganyamatsiko iri mu mwandiko
Uwiga yagaragaje indangagaciro zo gukunda umurimo abikomoje ku
nsanganyamatsiko
Umwanzuro
Umusaruro w’inyigisho 2.2 : Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko
yumva umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko
ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije
mu ngiro zinyuranye
130 | P a g e
abinyujije mu ngiro zinyuranye. (Ibikurikira).
Isesekaza n’utwatuzo; Ihangamwandiko ku
nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;
ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga;
Intego y’izina mbonera.
o Gusoma mu matsinda bashaka ibisubizo by’ibibazo byo kumva umwandiko, inyunguramagambo no kumurika ibyavuyemo;
o Gusoma aranguruye agaragaza isesekaza;
o Gukusanya, mu matsinda, ibitekerezo ku ruhare rw’ikoranabuhanga mu iterambere ry’umwuga;
o Gukora inshamake y’umwandiko;
o Kujya impaka ku ngaruka zo gukoresha nabi ikoranabuhanga mu mwuga n’ingamba zafatwa mu kubirwanya;
o Kugaragaza intego y’izina mbonera.
- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga; - Ibikoresho
by’ikoranabuhanga;
Isuzuma Mbonezanyigisho 2.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko
ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije
mu ngiro zinyuranye
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
131 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Ibimenyetso by’uteze amatwi atarogoya
Uwiga ntiyaciye mu ijambo uvuga
Uwiga yabajije ibibazo ku byavuzwe
Umwandiko ku nsanganyamatsiko y”ikoranabuhanga niterambere
ry’umwuga
Umwanzuro
Umusaruro w’inyigisho 2.3 : Gusubiza ibibazo mu mvugo iboneye ku mwandiko.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ku bibazo byo kumva umwandiko
Ubushobozi busuzumwa
Yashubije ibibazo mu mvugo iboneye ku mwandiko
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
132 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: kumva umwandiko ku nsanganyamatsiko y’ikoranabuhabunga
Uwiga yagaragaje Insanganyamatsiko y’umwandiko
Uwiga yasobanuye amagambo akomeye ari mu
mwandiko(Inyunguramagambo)
Uwiha yasobanuye ingingo z’umuco ziri mu mwandiko
Uwiga yasobanuye ingingo z’amateka ziri mu mwandiko
Umwanzuro
Umusaruro w’inyigisho 2.4 : Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ry’isomwa ry’umwandiko
Ubushobozi busuzumwa
Yasomye umwandiko yubahiriza utwatuzo n’isesekaza
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
133 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Gusoma yubahiriza Isesekaza n’utwatuzo
Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo
n’isesekaza
Umwanzuro
Umusaruro w’inyigisho 2.5 : Guhina no guhimba umwandiko akurikiranya ingingo.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amashusho, amajwi n’inyandiko z’ihimba, imurika n’ihinamwandiko
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
134 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga
Uwiga yahinnye umwandiko ku nsanganyamatsiko afatiye
k’ubuvanganzo gakondo kandi akurikiza amategeko y’ihimbamwandiko
Ikitabwaho 2:Ihangamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga
Uwiga yahanze umwandiko ku nsanganyamatsiko yubahiriza
amategeko y’ihangamwandiko
Umwanzuro
Umusaruro w’inyigisho 2.6: Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu
iterambere ry’umwuga.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amashusho n’amajwi y’imurika ry’ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga
Ubushobozi busuzumwa
Yamuritse ingero zihamya uruhare rw’ikoranabuhanga mu iterambere
ry’umwuga
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
135 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga
Umwanzuro
Umusaruro w’inyigisho 2.6: Kugaragaza intêgo y’izina mbonera.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Inyandiko y’ibisubizo ku ntêgo y’izina mbonera
Ubushobozi busuzumwa
Yagaragaje intêgo y’izina mbonera
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
136 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Kujya impaka ku ngaruka zo gukoresha nabi ikoranabuhanga mu mwuga n’ingamba
zafatwa mu kubirwanya;
Uwiga Yashimangiye Ingingo Zigaragaza Ububi Bw’ibiyobyabwenge
Ikitabwaho 2:Intego y’izina mbonera
Uwiga yasobanuye icyo izina mbonera ari cyo
Uwiga yagaragaje indomo y’izina mbonera
Uwiga yagaragaje indanganteko y’izina mbonera
Uwiga yagaragaje igicumbi cy’izina mbonera
Umwanzuro
137 | P a g e
Imbumbe
LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no kugaragaza amategeko y’igenamajwi mu izina mbonera.
3
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro zitandukanye.
2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 5. Kumurika ingamba zifatika zo kurwanya ikoreshwa
ry’ibiyobyabwenge mu rubyiruko. 6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.
Amasaha 6
Umusaruro w’inyigisho 3.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko
yumva umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko
abinyujije mu ngiro zitandukanye.
Umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;
Ibimenyetso by’uteze amatwi atarogoya; Inyunguramagambo; Insanganyamatsiko y’umwandiko; Ingingo z’umuco;
ingingo z’amateka; indangagaciro zo kubaha
ubuzima (kwiyitaho);
Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;
o Gutega amatwi umwandiko ku nsanganyamatsiko y’ ububi bw’ibiyobyabwenge mu rubyiruko.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo kubaha ubuzima.
o Gusoma bucece.
- Ibitabo bikubiyemo imyandiko ku bubi bw’ibiyobyabwenge mu rubyiruko;
- Ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
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Umusaruro w’inyigisho 3.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
Reba
Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba
Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :kumva no gusubiza ibibazo ku mwandiko ku nsanganyamatsiko ivuga y’ububi
bw’ibiyobyabwenge
Uwiga yasobanuye amagambo akomeye mu
mwandikoInyunguramagambo
Uwiga yasobanuye Ingingo z’umuco ziri mu mwandiko
Uwiga yasobanuye ingingo z’amateka
Uwiga yatanze ingero z’ indangagaciro zo kubaha ubuzima (kwiyitaho)
Umwanzuro
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
139 | P a g e
Umusaruro w’inyigisho 3.3: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
Reba
Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba
Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’isomwa ry’umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Gusoma yubahiriza Isesekaza n’utwatuzo
Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo n’isesekaza
Umwanzuro
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
140 | P a g e
Umusaruro w’inyigisho 3.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.
Reba
Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba
Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi, amashusho n’inyandiko ku ihina n’ihimbamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko
Uwiga yahinnye umwandiko ku nsanganyamatsiko afatiye
k’ubuvanganzo gakondo kandi akurikiza amategeko
y’ihimbamwandiko
Ikitabwaho 2:Ihangamwandiko ku nsanganyamatsiko ku”ibibi by’ibiyobyabwenge mu rubyiruko”
Uwiga yahanze umwandiko ku nsanganyamatsiko yubahiriza amategeko
y’ihangamwandiko
Umwanzuro
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
141 | P a g e
Umusaruro w’inyigisho 3.5: Kumurika ingamba zifatika zo kurwanya ikoreshwa
ry’ibiyobyabwenge mu rubyiruko.
Reba
Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba
Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi, amashusho n’inyandiko ku ngamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Kujya impaka ku ngaruka zo gukoresha z’ibiyobyabwenge mu rubyiruko
Uwiga Yashimangiye Ingingo Zigaragaza Ububi Bw’ibiyobyabwenge
Uwiga yatanze ingero zigaragaza ububi bw’ibiyobyabwenge mu
rubyiruko
Umwanzuro
Ubushobozi busuzumwa
Yamuritse ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu
rubyiruko
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
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Umusaruro w’inyigisho 3.6: Kugaragaza amategeko y’igenamajwi mu izina mbonera.
Reba
Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba
Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo by’imyitozo ku mategeko y’igenamajwi mu izina mbonera
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Amategeko y’igenamajwi mu izina mbonera
Uwiga yasesenguye izina mbonera rivuye mu mwandiko yubahiriza
amategeko y’igenamajwi
Umwanzuro
Ubushobozi busuzumwa
Yagaragaje amategeko y’igenamajwi mu izina mbonera
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
143 | P a g e
Imbumbe
LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza ibidukikije.
4
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro zitandukanye.
2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhimba no kumurika umwandiko akurikiranya neza ingingo. 5. Kumurika no gusobanura ibikorwa by’abanyamwuga bishobora
kwangiza ibidukikije. 6. Gukoresha neza indangahantu
Amasaha 6
Umusaruro w’inyigisho 4.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu
ngiro zitandukanye.
Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije;
Ibimenyetso by’uteze amatwi atarogoye.
Inyunguramagambo ku mwandiko uvuga ku bidukikije
Insanganyamatsiko y’umwandiko ushingiye ku bidukikije
Ihimbamwandiko
Ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije;
o Gutega amatwi umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva umwandiko n’ inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gusoma bucece. o Gusoma mu matsinda. o Gusoma aranguruye agaragaza
isesekaza. o Gukorera mu matsinda,
bungurana ibitekerezo ngamba
- Ibitabo bikubiyemo imyandiko ku kurengera ibidukikije;
- Ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga; - Amafoto.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
144 | P a g e
Isesekaza n’utwatuzo;
Indangahantu.
zo kurengera ibidukikije. o Gukora inshamake
y’umwandiko. o Kujya impaka ku ngaruka zo
kwangiza ibidukikije. o Gukoresha neza indangahantu.
Isuzuma Mbonezanyigisho 4.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1.Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije
Uwiga yagaraje Ibimenyetso by’uteze amatwi atarogoye
Uwiga yagaragaje insanganyamatsiko y’umwandiko
Uwiga yasobanuye amagambo akomeye ari mu mwandiko
Uwiga yagaragaje ibikorwa bibangamira ibidukikije biboneka ku mwuga
we
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko
ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza
ibidukikije mu ngiro zitandukanye
145 | P a g e
Umusaruro w’inyigisho 4.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Gusubiza ibibazo ku mwandiko
Uwiga yasubije yasobanuye amagambo akomeye
Uwiga yavumbuye insanganyamatsiko ziri mu mwandiko
Umwanzuro
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
146 | P a g e
Umusaruro w’inyigisho 4.3: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’isomwa ry’umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Gusoma yubahiriza Isesekaza n’utwatuzo
Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo
n’isesekaza
Umwanzuro
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
147 | P a g e
Umusaruro w’inyigisho 4.4: Guhimba no kumurika umwandiko akurikiranya neza ingingo
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi, amashusho n’inyandiko ku ihimba n’imurikamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Ihimbamwandiko ku nsanganyamatsiko
Uwiga yahimbye umwandiko ku nsanganyamatsiko akurikiranya neza
ingingo
Umwanzuro
Ubushobozi busuzumwa
Yahimbye anamurika umwandiko akurikiranya neza ingingo
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
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Umusaruro w’inyigisho 4.5: Kumurika no gusobanura ibikorwa by’abanyamwuga
bishobora kwangiza ibidukikije.
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ku bisobanuro by’ ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: ihimbamwandiko
Uwiga yamuritse Ibikorwa by’abanyamwuga bishobora kwangiza
ibidukikije
Umwanzuro
Ubushobozi busuzumwa
Yataramye akoresheje ubuvanganzo bwizwe.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
149 | P a g e
Umusaruro w’inyigisho 4.6: Gukoresha neza indangahantu.
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
150 | P a g e
Isuzuma Mbonezanyigisho 4.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo ku mikoreshereze y’indangahantu
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: kumenya no gukoresha indangahantu
Umwanzuro
Ubushobozi busuzumwa
Yakoresheje neza indangahantu
151 | P a g e
Imbumbe
LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no kwandika yubahiriza imyandikire y’Ikinyarwanda.
5
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro zitandukanye.
2. Gusubiza ibibazo mu mvugo iboneye ku ikinamico. 3. Gusoma ikinamico yubahiriza uturango twayo. 4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro. 5. Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga ibice
n’ingingo by’umubiri. 6. Kwandika yubahiriza ifatana n’itandukana ry’amagambo.
Amasaha 6
Umusaruro w’inyigisho 5.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro
zitandukanye.
Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze;
Ibimenyetso by’uteze amatwi atarogoye;
Inyunguramagambo ku ngeri y’ikinamico;
Amagambo akwiye avuga ibice n’ingingo z’umubiri;
Ingingo z’umuco n’amateka;
Udukino ku nsanganyamatsiko k’ubutabazi bw’ibanze.
Ifatana n’itandukana ry’amagambo.
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubutabazi bw’ibanze.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.
o Gusoma bucece ikinamico. o Gusoma bakuramwa
baranguruye bigana abakinankuru.
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Kujya impaka ku ngaruka z’ingeso yo kudatabara abari mu
- Ibitabo bikubiyemo imyandiko;
- Ibitabo by’ikibonezamvugo ;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo; - Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
152 | P a g e
kaga. o Kubahiriza ifatana n’itandukana
ry’amagambo. o Gutahura no gukosora amakosa
yubahiriza itandukana n’ifatana ry’amagambo.
Isuzuma Mbonezanyigisho 5.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze
Uwiga yasomye ikinamico neza
Uwiga yagaragaje uturango tw’ikinamico
Ibimenyetso by’uteze amatwi atarogoye
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva
ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi
bw’ibanze mu ngiro zitandukanye
153 | P a g e
Umusaruro w’inyigisho 5.2: Gusubiza ibibazo mu mvugo iboneye ku ikinamico.
Reba
Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba
Umusaruro w’inyigisho 5.1
Isuzuma Mbonezanyigisho 5.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Inyunguramagambo Inyunguramagambo ku ngeri y’ikinamico
Ingingo z’umuco n’amateka
Umwanzuro
Ubushobozi busuzumwa
Yashubije ibibazo mu mvugo iboneye ku ikinamico
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
154 | P a g e
Umusaruro w’inyigisho 5.3: Gusoma ikinamico yubahiriza uturango twayo.
Reba
Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba
Umusaruro w’inyigisho 5.1
Isuzuma Mbonezanyigisho 5.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho uwiga asoma ikinamico
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :Iyubahirizwa ry’uturango tw’ikinamico
Uwiga yasomye ikinamico yubahiriza Isesekaza n’utwatuzo
Umwanzuro
Umusaruro w’inyigisho 5.4: Guhimba no gukina ikinamico ahuza imvugo n’ingiro.
Reba
Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba
Umusaruro w’inyigisho 5.1
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yasomye ikinamico yubahiriza uturango twayo
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
155 | P a g e
Isuzuma Mbonezanyigisho 5.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho n’inyandiko ku ikinamico
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho :ihangakinamico
Udukino ku nsanganyamatsiko y’ubutabazi bw’ibanze
Umwanzuro
Umusaruro w’inyigisho 5.5: Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga
ibice n’ingingo by’umubiri.
Reba
Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba
Umusaruro w’inyigisho 5.1
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yahimbye anakina ikinamico ahuza imvugo n’ingiro
156 | P a g e
Isuzuma Mbonezanyigisho 5.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo ku myitozo y’ikoreshwa ry’ amagambo akwiye avuga ibice n’ingingo by’umubiri
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Ikeshamvugo
Uwiga yakoresheje amagambo akwiye avuga ibice n’ingingo z’umubiri
Umwanzuro
Umusaruro w’inyigisho 5.6: Kwandika yubahiriza ifatana n’itandukana ry’amagambo.
Reba
Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba
Umusaruro w’inyigisho 5.1
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yakoresheje mu mvugo n’inyandiko amagambo akwiye avuga ibice
n’ingingo by’umubiri
157 | P a g e
Isuzuma Mbonezanyigisho 5.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo ku myitozo y’ ifatana n’itandukana ry’amagambo
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Imyandikire ikwiye y’ikinyarwanda
Uwiga yafatanije amagambo aho bikwiye
Uwiga yatandukanije amagambo aho bikwiye
Umwanzuro
Ubushobozi busuzumwa
Yanditse yubahiriza ifatana n’itandukana ry’amagambo
158 | P a g e
Ibitabo n’inyandiko byifashishijwe:
1. BIZIMANA S, KAYUMBA C., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST, 2ème,
Edition
2. BIZIMANA, S., RWABUKUMBA, G., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST,
1ère Edition
3. CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris.
4. CONFÉRENCE DES MINISTRES DE L’EDUCATION DES ETATS D’EXPRESSION FRANÇAISE, (1986),
Promotion et intégration des langues nationales dans les systèmes éducatifs, Librairie Honoré
Champion, Paris.
5. COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura
6. Dictionnaire Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB.
7. EDITION BAKAME (2010) Ikinyarwanda Ikibonezamvugo cy’amashuri abanza n’ayisumbuye,
Kigali
8. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4,
Fountain Publishers, Kigali
9. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain
Publishers, Kigali
10. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain
Publishers, Kigali
11. GAGNÉ, G., PAGÉ, M. na ARRAB, E, (2002), Didactique des langues maternelles. Questions
actuelles dans différentes régions du monde, De Boeck Universitégions du monde, De Boeck
Université, Bruxelles.
12. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima . Paris, OIF
13. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC),( 2013), Indangagaciro z’Umuco w’u
Rwanda, Imfashanyigisho ibanza, Kigali
14. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS
15. MINEDUC (2008), Ikinyarwanda : Imyandiko mfashanyigisho, Igitabo cy’Umunyeshuri, NCDC,
Kigali
16. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986), Ikinyarwanda: Ikibonezamvugo cyo
mu Cyiciro cya Gatatu, Kigali
17. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo
Nyarwanda , Kigali.
18. VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.
159 | P a g e
Competence
C C M K K 4 0 1 - KISWAHILI KATIKA SEKTA TOFAUTI ZA KAZI
CCMKK401 Kutumia Kiswahili katika sekta tofauti za kazi
Daraja: 4 Masaa yanayofaa
Idadi ya vipindi: 3 30
Idara: Zote
Mikondo: Yote
Wakati ilipoandaliwa:Januari, 2017
Lengo
Moduli hii inaeleza ujuzi na uwezo vinavyostahiliwa ili mwanafunzi aweze:
Kutumia Kiswahili kwa kusikiliza, kusoma, kuzungumza na kuandika katika sekta
tofauti za kazi;
Kutumia istilahi/rejesta kimazungumzo, kwa kuhudumia wateja na wageni wa
kampuni;
Kutumia istilahi/rejesta zitumikazo kimaandishi katika idara mbalimbali za kazi;
Kutumia istilahi/rejesta za utatuzi wa migogoro kazini.
160 | P a g e
Ujuzi wa awali
Ustadi wa kutumia kiswahili wastani
Kitengo na vigezo vya kitengo
Kitengo kinaeleza mategemeo muhimu yanayohitajiwa.
Vigezo vya kitengo vimepangwa kupima ikiwa mwanafunzi anazingatia kitengo ifaavyo.
Mwishoni mwa moduli hii mwanafunzi atakuwa na uwezo wa:
Kitengo Vigezo vya kitengo
1. Kutumia kimazungumzo
istilahi/rejesta zinazohusiana na
kazi.
1.1 Uwezo wa kujitambulisha na kueleza kampuni na
shughuli zake;
1.2 Uwezo wa kupokea wageni/wateja kimazungumzo
kwa kutumia rejesta mahususi;
1.3 Uwezo wa kuambatanisha ishara za mwili na istilahi
mahususi katika lugha ya Kiswhili.
2. Kutumia kimaandishi
istilahi/rejesta zinazohusiana na
kazi.
2.1 Uwezo wa kujaza fomu na kuandaa orodha kama
inavyotakiwa katika idara fulani za kampuni;
2.2 Uwezo wa kuandika na kufahamu maelekeo na
miongozo inayohitajika katika warsha au kampuni
2.3 Uwezo wa kueleza kazi na majina ya nafasi za kazi
katika kampuni.
3. Kutumia istilahi/rejesta za utatuzi wa
migogoro katika kampuni.
3.1 Uwezo wa kueleza migogoro inayoweza kujitokeza
ndani ya kampuni;
3.2 Zingatio la wadau;
3.3 Matumizi ya istilahi za lugha zinazohusiana na utatuzi
wa migogoro ya kampuni.
161 | P a g e
Kitengo
LU 1: Kutumia kimazungmuzo istilahi/rejesta zinazohusiana na kazi.
1
Yanayotegemewa:
4. Uwezo wa kujitambulisha na kueleza kampuni na shughuli zake. 5. Uwezo wa kupokea wageni/wateja kimazungumzo kwa kutumia
rejesta mahususi. 6. Uwezo wa kuambatanisha lugha ya ishara na istilahi mahususi.
Masaa 10
Yanayotegemewa 1.1:Uwezo wa kujitambulisha na kueleza kampuni na shughuli zake
Zoezi la kuigiza:
Msamiati wa
kujitambulisha;
Uchambuzi wa lugha
ya wahusika na tabia
zao;
Muundo wa zoezi la
kujitambulisha na
kuieleza kampuni.
o Kutazama zoezi la kuigiza;
o Kujadili katika makundi;
o Kuigiza mchezo mwenyewe;
o Kutoa mifano ya kujitambulisha na kueleza
kampuni.
- Kanda (CD);
- Mtandao;
- Kamusi ya
Kiswahili;
- Kipazasuti;
- Kinasa-sauti;
- Projekta.
Tathimini Endelezi/Arifu1.1
Vifaa Kazi ya mwanafunzi Yaliyomo
162 | P a g e
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Thibitisho simulizi
Kanda ya filamu
Majibizano
Uwasilishaji
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho: Kujitambulisha na kueleza kampuni na shughuli zake
Tawasifu
Kampuni yake
Shughuli za kampuni
Maoni
Vigezo vya kitengo
Kujitabulisha na kueleza kampuni na shughuli zake
163 | P a g e
Yanayotegemewa 1.2:Uwezo wa kupokea wageni/wateja kimazungumzo kwa kutumia rejesta
mahususi.
Majibizano katika uwanja wa
kazi (Mazungumzo):
Msamiati wa kupokea
wateja;
Uchambuzi wa muundo
wa mazungumzo.
o Kufuata mazungumzo;
o Kubishana juu ya muundo katika
mazungumzo;
o Kuigiza mchezo mwenyewe;
o Kutoa mifano ya kupokea wageni/wateja;
- Kanda (CD);
- Mtandao;
- Kamusi ya Kiswahili;
- Ubao;
- Chaki.
Tathimini Endelezi/Arifu1.2
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Thibitisho simulizi
Kanda ya filamu
Majibizano
Usaili
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho: Kupokea wageni/wateja kimazungumzo kwa kutumia rejesta mahususi
Msamiati wa mapokezi
Misemo ya nidhamu
Ishara za mwili
Maoni
Vigezo vya kitengo
Kupokea wageni/wateja kimazungumzo kwa kutumia rejesta mahususi
Vifaa Kazi ya mwanafunzi Yaliyomo
164 | P a g e
Yanayotegemewa 1.3:Uwezo wa kuambatanisha ishara za mwili na istilahi mahususi katika
lugha ya Kiswahili.
Hotuba zilizohifadhiwa:
Msamiati kuhusu istilahi
maalumu;
Uchunguzi wa ishara
zinazotumiwa na mhusika
na zinazoambatanishwa na
masimulizi;
Maoni kulingana na ishara
za mhusika.
o Kufuata hotuba;
o Kuvumbua ishara zinazoambatanishwa
na masimulizi;
o Kutoa maoni kuhusu ishara za mhusika
o Kuwakilisha hotuba kwa kutumia ishara
iwezekanavyo.
- Kanda (CD);
- Mtandao
- Kamusi
- Ubao;
- Chaki.
Tathimini Endelezi /Arifu1.3
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Thibitisho simulizi
Kanda ya filamu
Ishara kulingana na wageni
Uchangamfu kulingana na mazingira
Rejesta maalum
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho : Kuambatanisha ishara za mwili na istilahi mahususi katika lugha ya Kiswahili.
Ishara kulingana na wageni
Uchangamfu kulingana na mazingira
Vigezo vya kitengo
Kuambatanisha ishara za mwili na istilahi mahususi katika lugha ya
Kiswahili.
Vifaa Kazi ya mwanafunzi Yaliyomo
166 | P a g e
Kintengo
LU 2:Kutumia kimaandishi istilahi/rejesta zinazohusiana na kazi
2 Masaa 10
Yanayotegemewa:
1. Uwezo wa kujaza fomu na kuandaa orodha kama inavyotakiwa kwenye idara fulani za kampuni.
2. Ufahamu wa maelekeo na miongozo inayohitajika katika warsha/kampuni.
3. Uwezo wa kueleza kazi na majina ya nafasi za kazi
Yanayotegemewa 2.1:Uwezo wa kujaza fomu na kuandaa orodha kama inavyotakiwa kwenye
idara fulani za kampuni
Makala kuhusu ushirikiano wa
idara tofauti katika kampuni:
Msamiati unaofaa;
Uchambuzi wa makala;
Istilahi mbalimbali katika
makala.
o Kusoma makala;
o Kutambua istilahi za kazi katika makundi;
o Kujaza fomu zinazoshirikisha idara tofauti
katika kampuni.
- Kanda (CD);
- Mtandao
- Kamusi ya
Kiswahili;
- Kipazasauti;
- Kinasa-sauti;
- Ubao na chaki;
- Projekta.
Vifaa Kazi ya mwanafunzi Yaliyomo
167 | P a g e
Tathimini Endelezi/Arifu 2.1
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Thibitisho andishi
Kanda ya filamu
Maswali yakinifu
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho : Kujaza fomu na kuandaa orodha kama inavyotakiwa
Rejesta zinazofaa
Walengwa
Maoni
Yanayotegemewa 2.2:Ufahamu wa maelekeo na miongozo inayohitajika katika
warsha/kampuni
Uchunguzi kuhusu
vifaa katika kampuni:
Msamiati;
Utunzaji wa kifaa;
Uhusiano wa kifaa
o Kuchunguza vifaa vya kampuni;
o Kusoma utunzaji wa kifaa;
o Kupatanisha maelekeo, miongozo na
utunzaji;
o Kuhitimisha na kuwasilisha utunzaji wa
- Kanda (CD);
- Mtandao ;
- Kamusi ya
kiswahili;
- Ubao;
Vifaa Kazi ya mwanafunzi Yaliyomo
Vigezo vya kitengo
Kujaza fomu na kuandaa orodha kama inavyotakiwa
168 | P a g e
na maelekeo au
miongozo;
Maelezo ya kifaa
na jinsi
kinavyotumika.
kifaa fulani. - Chaki.
169 | P a g e
Tathimini Endelezi/Arifu 2.2
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Thibitisho andishi
Kanda ya filamu
Maswali yakinifu
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho: Kuandika na kufahamu maelekeo na miongozo inayohitajika katika warsha
Rejesta zinazofaa
Lugha sanifu
Maoni
Yanayotegemewa 2.2:Kueleza kazi na majina ya nafasi za kazi katika kampuni
Makala ya kazi
mbalimbali :
Msamiati;
Kazi zipatikanapo;
Majina ya kazi;
o Kusoma makala kwa kimya;
o Kusoma katika makundi;
o Kusoma kwa sauti;
o Kueleza kazi zipatikapo;
o Kutoa majina ya wafanyakazi.
- Vitabu vya habari za
kiswahili;
- Kanda (CD);
- projekta;
- Mtandao ;
- Kamusi ya
kiswahili;
Vifaa Kazi ya mwanafunzi Yaliyomo
Vigezo vya kitengo
Kuandika na kufahamu maelekeo na miongozo inayohitajika katika
warsha/kampuni
170 | P a g e
Majina ya nafasi za
kazi.
- Ubao;
- Chaki;
Tathimini Endelezi/Arifu 2.3
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Thibitisho simulizi
Thibitisho andishi
Kanda ya filamu
Maswali yakinifu
Uwasilishaji
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho :Kueleza kazi na majina ya nafasi za kazi katika kampuni.
Kazi muhimu katika kampuni fulani
Majina ya nafasi za kazi katika kampuni
Maoni
Vigezo vya kitengo
Kueleza kazi na majina ya nafasi za kazi katika kampuni.
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Kitengo
LU 3:Kutumia istilahi/rejesta za utatuzi wa migogoro katika kampuni.
3
Yanayotegemewa:
1. Uwezo wa kueleza migogoro inayoweza kujitokeza katika kampuni
2. Zingatio la wadau. 3. Matumizi ya istilahi za lugha zinazohusiana na utatuzi wa
migogoro kampuni. Masaa 10
Yanayotegemewa 3.1:Uwezo wa kueleza migogoro inayoweza kujitokeza katika kampuni
Tabaka mbalimbali
katika kampuni:
Viongozi;
Wafanyakazi;
Wateja/wageni;
o Kutoa migogoro inayoweza kujitokeza
baina ya tabaka hizo;
o Kutoa wajibu wa kila wadau;
o Kutoa mbinu za utatuzi;
- Kanda (CD) ;
- Mtandao ;
- Kamusi ya Kiswahili ;
- Kipazasuti ;
- Kinasa-sauti ;
- Projekta.
Tathimini Endelezi /Arifu 3.1
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Vigezo vya kitengo
Kueleza migogoro inayoweza kujitokeza katika kampuni
Vifaa Kazi ya mwanafunzi Yaliyomo
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Aina za thibitisho Vifaa
Thibitisho simulizi
Kanda ya filamu
Majibizano
Usaili
Uwasilishaji
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho : Kueleza migogoro inayoweza kujitokeza katika kampuni
Aina za migogoro
Majina ya migogoro
Maoni
Yanayotegemewa 3.2:Zingatio la wadau
Kifungu cha habari
kuhusu wadau:
Msamiati;
Wadau;
Mazingira ya wadau
(mahali na wakati).
o Kutoa tabia za wadau;
o Kutoa hisia za wadau;
o Uchambuzi wa mandhari.
- Vitabu vya vifungu
vya habari;
- Kanda (CD);
- Mtandao ;
- Kamusi ya Kiswahili;
- Ubao
- Chaki
Vifaa Kazi ya mwanafunzi Yaliyomo
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Tathimini Endelezi /Arifu 3.1
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Thibitisho simulizi
Thibitisho andishi
Kanda ya filamu
Majibizano
Uwasilishaji
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho : Zingatio la wadau
Istilahi ya hisia za wadau
Istilahi ya tabia za wadau
Maoni
Yanayotegemewa 3.3:Matumizi ya istilahi za lugha zinazohusiana na utatuzi wa migogoro
ya kampuni.
Kifungu cha habari (kuhusu
migogoro au ajali kazini):
Msamiati;
Istilahi kuhusu migogoro;
Istilahi kuhusu utatuzi wa
migogoro.
o Kusoma kifungu cha habari;
o Kutoa jedwali la migogoro na istilahi
zinazotumiwa;
o Kutoa istilahi kuhusu utatuzi wa
migogoro;
o Kuigiza utatuzi wa migogoro kwa
- Kifungu cha habari;
- Kanda (CD)
- Mtandao
- Kamusi
- Ubao
- Chaki
Vifaa Kazi ya mwanafunzi Yaliyomo
Vigezo vya kitengo
Zingatio la wadau
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kutumia istilahi zinazofaa.
Tathimini Endelezi /Arifu 3.3
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Thibitisho simulizi
Kanda ya filamu
Majibizano
Uwasilishaji
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho : Matumizi ya istilahi za lugha zinazohusiana na utatuzi wa migogoro kampuni
Istilahi za kueleza migogoro
Istilahi za utatuzi wa migogoro
Maoni
Vigezo vya kitengo
Matumizi ya istilahi za lugha zinazohusiana na utatuzi wa migogoro ya
kampuni
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Marejeo:
1. BAKITA (2005) Istilahi za Kiswahili: Dar-es- Salaam
2. TUKI (2004), Kamusi ya Kiswahili Sanifu. Dar Es Salaam: Oxford University Press
3. Wamitila,K.W.(2003), Kamusi ya Fasihi, Istilahi na Nadharia. Nairobi: Focas Book
4. Hassan O. Ali& Ali Mazrui (2004). Teach yourself Swahili.Nairobi: Oxford University
Press.
5. Niyomugabo.C. (2013) Mafunzo ya Kiswahili, kitabu cha mwanafunzi, Kidato cha tano,
fountain Publisher Rwanda Kigali
6. Sager.J.C. (1990) Practical course in Terminology Processing: Amsterdam and
Philadelphia.
7. Niyomugabo.C. (2013) Mafunzo ya Kiswahili, Kitabu cha mwanafunzi, kidato cha sita,
Fountain Publisher Rwanda, Kigali
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Competence
C C M B P 4 0 1 - BUSINESS PLAN DEVELOPMENT
CCMBP401 Develop a business plan
REQF Level: 4 Learning hours
Credits: 3
Sector: All 30
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module covers the skills, knowledge and attitude to develop a business plan which is
linked to organizational strategic outcomes and facilitates the achievement of service
delivery. The module will allow the learner to identify elements of business plan, develop
business plan in line with the identified elements, establish strategies to monitor, evaluate
and update the business plan (Contingency plan) and present a business plan.
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Learning assumed to be in place
Not applicable
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Identify elements of business plan 1.1 Proper analysis of business environment in accordance with identified business idea.
1.2 Appropriate conduct of business feasibility study in line with business environment analysis results
1.3 Correct definition of business plan elements
2. Write a business plan in line with the identified elements
2.1 Proper description of the business in accordance with business environment analysis results
2.2 Proper design of business production plan in line with results from business environment analysis
2.3 Clear design of marketing plan in line with market feasibility study and business products
2.4 Accurate develop of business staffing requirement plan in line with business activities
2.5 Proper design of business financial plan in line with business needs
2. Establish strategies to monitor, evaluate and update the business plan- contingency plan
3.1 Clear identification of risk in accordance with business environment
3.2 Accurate assessment of risk associated to the business in line with the business plan developed
3.3 Clear explanation of business contingency plan concepts
3.4 Accurate development of contingency plan in accordance of assessed risks
4. Present a business plan
1.1 Accurate preparation of business plan presentation in accordance with business plan Clearly explain Clear different ways to present the business plan
1.2 Appropriate presentation of a business plan 1.3 Present a business plan
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Learning Outcome 1.1: Analyse business environment in accordance with identified business
idea.
Meaning of business environment
Meaning of business situation
Types of business environment.
Internal environment
Financial resources
Assets
Human resources
Technological resources
External environment
Suppliers of Inputs
Customers
Marketing Intermediaries
Competitors
Publics
Economic environment
Social and Cultural environment
Political and Legal environment
o Brainstorming
o Questions and answers
o Story telling
o Problem solving
o Role play
o Practical exercise
- Flipchart
- Marker pen
- Internet
- Reference books
- Case studies
- scenarios
- SWOT analysis
template
- Industry trends
analysis
template
Learning unit
LU 1: Identify elements of business plan.
1
Learning Outcomes:
1. Analyze business environment in accordance with identified business idea.
2. Conduct business feasibility study in line with business environment analysis results
3. Define elements of business plan 4 Hours
Resources Learning activities Content
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Technical environment
Demographical environment
Natural environment
Learning Outcome 1.1: Analyse business environment in accordance with identified business
idea. (Cont’d)
Current industrial trends analysis:
Industry rivalry (Degree of
competition among existing
firms)
Treat of substitutes (products
or services)
Bargaining power of buyers
Bargaining power of suppliers
Barriers to entry (threat of new
entrants)
SWOT analysis of the business
o Brainstorming
o Questions and answers
o Story telling
o Problem solving
o Role play
o Practical exercise
- Flipchart
- Marker pen
- Internet
- Reference books
- Case studies
- scenarios
- SWOT analysis template
- Industry trends analysis
template
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Product evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced industrial analysis
Performance criterion
Proper analysis of business environment in accordance with identified
business idea.
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Business environment in accordance with identified business idea is analyzed
Meaning of business environment explained
Meaning of business situation
Indicator: Types of business environment explained
Internal environment
Financial resources
Assets
Human resources
Technological resources
External environment
Suppliers of Inputs
Customers
Marketing Intermediaries
Competitors
Publics
Economic environment
Social and Cultural environment
Political and Legal environment
Technical environment
Demographical environment
Natural environment
Indicator: Current industrial trends analysis applied
Industry rivalry (Degree of competition among existing firms)
Treat of substitutes (products or services)
Bargaining power of buyers
Bargaining power of suppliers
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Barriers to entry (threat of new entrants)
Indicator: SWOT analysis of the business explained
Observation
Learning Outcome 1.2: Conduct business feasibility study in line with business environment
analysis results
Meaning of business feasibility study
Purpose of business feasibility study
Components of business feasibility
study
Product feasibility
Market feasibility
Organizational feasibility
Financial feasibility
Recommendations and conclusion
Steps involved in feasibility analysis
Step 1. Conduct a preliminary
analysis
Step 2. Prepare a projected income
statement
Step 3. Conduct a market survey
Step 4. Plan business organization
and operations
Step 5. Prepare an opening day
balance sheet
Step 6. Review and analyze all data
Step 7. Make "go/no go" decision
o Brainstorming
o Questions and answers
o Problem solving
o Story telling
o Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
- Case studies
- scenarios
- Feasibility study
template
Resources Learning activities Content
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Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Product evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Problem solving A produced business feasibility study.
Checklist Score
Yes No
Indicator: business feasibility study in line with business environment analysis results are
conducted
Meaning of business feasibility study
Purpose of business feasibility study
Components of business feasibility study identified
Product feasibility
Market feasibility
Organizational feasibility
Financial feasibility
Recommendations and conclusion
Performing steps involved in feasibility analysis explained
Steps involved in feasibility analysis
Step 1. Conduct a preliminary analysis
Step 2. Prepare a projected income statement
Step 3. Conduct a market survey
Step 4. Plan business organization and operations
Step 5. Prepare an opening day balance sheet
Performance criterion
Appropriately conduct business feasibility study in line with business
environment analysis results
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Step 6. Review and analyze all data
Step 7. Make "go/no go" decision
Observation
Learning Outcome 1.3: Define elements of business plan
Meaning of the term business plan
Difference between business plan and project plan
Importance of the business plan
The needs of the business plan Internal use External use
Elements of business plan Title/cover Page Executive Summary Description of the business Production plan Marketing plan Business staff plan Financial plan
Risk associated to the business Meaning of business risk Types of risks associated to
the business activities
o Brainstorming o Questions and answers o Story telling o Problem solving
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - scenarios
Formative Assessment 1.3
Performance criterion
Correctly define elements of business plan
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion
Checklist Score
Yes No
Indicator: elements of business plan are defined
Meaning of the term business plan
Importance of the business plan
The needs of the business plan
Internal use
External use
Indicator: Elements of business plan identified
Title/cover Page
Executive Summary
Description of the business
Production plan
Marketing plan
Business staff plan
Financial plan
Risk associated to the business identified
Meaning of business risk
Types of risks associated to the business activities
Observation
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Learning unit
LU 2: Write a business plan in line with the identified elements
2
Learning Outcomes:
1. Describe the business 2. Design business production plan in line with results from business
environment analysis 3. Design marketing plan in line with market feasibility study and
business products 4. Design business staff in line with business activities 5. Develop business financial plan in line with business needs 20 Hours
Learning Outcome 2.1: Describe the business
Title Page Business name Business logo Product mark Address Name of person who developed the
business In which month and year plan is
issued.
Executive summary the name and location of the
business Type of business to be done the industry/market of the business the uniqueness of the
products/services and what proprietary rights of the business
the current stage of development for the venture
the legal form of the organization and why
the key management personnel
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan template
Including questions that guiding trainee to write a business plan
Resources Learning activities Content
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and what skills do they have that will help the business
Learning Outcome 2.1: Describe the business (Cont’d)
Executive summary (Cont’d) Projection of sales the break-even Who is requesting the funds For what purpose are the funds
being requested the expected benefits of this
investment to your company funds repayment collateral to be used to secure a
loan the business financial milestones
Description of the business The rationale of the business idea Structure of the business What is the type of the business
(Manufacturing? Services? Construction?
Business mission Business vision Business objectives Competitive advantage of the
business
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan template
Including questions that guiding trainee to write a business plan
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper description of the business in accordance with business environment
analysis results
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced business caver page and description of the business.
Checklist Score
Yes No
Indicator: business is described
Title Page
Business name
Business logo
Product mark
Address
Name of person who developed the business
In which month and year plan is issued.
Executive summary
the name and location of the business
Type of business to be done
the industry/market of the business
the uniqueness of the products/services and what proprietary rights of the business
the current stage of development for the venture
the current stage of development for the venture
the legal form of the organization and why
the key management personnel and what skills do they have that will help the business
Projection of sales
the break-even
Who is requesting the funds
For what purpose are the funds being requested
the expected benefits of this investment to your company
funds repayment
collateral to be used to secure a loan
the business financial milestones
Description of the business are identified
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The rationale of the business idea
Structure of the business
What is the type of the business (Manufacturing? Services? Construction?
Business mission
Business vision
Business objectives
Competitive advantage of the business
Observation
Learning Outcome 2.2: Design business production plan in line with results from business
environment analysis
Product design Branding and Packaging
Business premises and plant location Location and reason of the choice House or land for the production
Equipment and machinery required types, quality and quantity for the
production
Production planning process under which the
production will pass through
Raw materials The amount of raw materials
needed to produce a given quantity of product
Amount of each ingredient that will be needed to formulate a batch/set of product
Competing technologies the technology to be used during
the production process technologies that should be
developed by other and affect your business
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Resources Learning activities Content
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Learning Outcome 2.2: Design business production plan in line with results from business
environment analysis (Cont’d)
Manufacturing and operations the cost of manufacturing Reduction of the manufacturing cost
Quality control and ongoing service plan to avoid defects or imperfections
of products Monitoring or inspection that you
intend to build into the production process
strategies will you use to satisfy the customer changing preferences
Labour requirements Types of workers needed during
production process the required skills of each workers
Operations The design of your production
operations
Utilities and office consumables Consumables needed in the
production
Packaging equipment required Types of materials that you will use to
package your product Source of supply and the quantity
needed The terms and conditions of suppliers
Importance of business product
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper designing of business production plan in line with results from
business environment analysis
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced production plan of the business.
Checklist Score
Yes No
Indicator : Design business production plan in line with results from business environment
analysis are designed Product design
Identification of business premises and plant location
Estimation of equipment and machinery required
Designing production planning
Estimation of raw materials
Setting competing technologies
Manufacturing and operations
Quality control and ongoing service
Labour requirements
Operations
Utilities and office consumables
Packaging equipment required
Importance of business product
Observation
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Learning Outcome 2.3: Design marketing plan in line with market feasibility study and business
products
Market research (Customer description)
Market Analysis Geographical location of the customers The size of the different market
segments? The current and past trends affecting the
market you plan to enter
Competition analysis Major competitors the SWOT of your competitors Use their weakness to compete them strategy to address the threats
Target market core customer group of customers that made you to start
your business
Marketing objectives market share The level of sales Market intermediaries
Product description Product positioning the proportions of sales revenue for each
type of product/service Economic value of your products/services
Price of products/services
Place Where will you locate your business and
why At which market will you sell your
product? What is channel of distribution of your
product
Promotion How will you communicate to customers
the availability of your product How will you offer discount to customer
o Oral presentation
o Brainstorming
o Questions and answers
o Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
- Case studies
- Business plan
template Including
questions that
guiding trainee to
write a business
plan
Resources Learning activities Content
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Learning Outcome 2.3: Design marketing plan in line with market feasibility study and
business products (Cont’d)
Market Strategies What will be the partners of your
business How will you manage your
customers How will you increase market
share
Ongoing marketing evaluation What methods will you use to
track customer satisfaction What methods will you use to
track the effectiveness of your marketing activities
What communication will you use to get feedback from customers
Marketing budget What will be the cost of
marketing activities
- Oral presentation
- Brainstorming
- Questions and answers
- Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
- Case studies
- Business plan
template Including
questions that guiding
trainee to write a
business plan
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced marketing plan of the business plan.
Performance criterion
Clearly design marketing plan in line with market feasibility study and
business products
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Marketing plan in line with market feasibility study and business products are designed
Market research Target market Marketing objectives Product description Price Place Promotion Market Strategies Ongoing marketing evaluation Marketing budget
Observation
Learning Outcome 2.4: Design business staff in line with business activities
Job analysis What are the business
activities
Job description How each task will be
performed
Job specifications What are the
performance requirements to a specific task
Organizational structure What is the hierarchy of
the staff
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Resources Learning activities Content
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Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced developed business staff.
Checklist Score
Yes No
Indicator: business staff in line with business activities are designed Job analysis designed
Job description designed
Job specifications designed
Organizational structure designed
Observation
Performance criterion
Accurately develop business requirements in terms of staffing in line with
business activities
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Learning Outcome 2.5: Develop business financial plan in line with business needs
Total cost
Start-up requirements plan Cost items (What are the cost
items your business will need in its first year of implementation
Cost : how much each item cost Source of funds: what are the
source of fund: What is the share owner
Projected cash flow statement for the first three years what is the estimated profit in three years?) Details Period of twelve months
Projected Income: Profit & Loss statement for the first three years How your business will vary in
term of income for 3 years
Projected balance sheet for the first three years What will be the financial
position of your business in the first three years
Liquidity ration What is the business ability to
pay its short term obligations
Debt Equity ratio
Return of investment ratio What is profitability percentages
on business performance How efficiently the company will
use their total assets base to generate sales
Breakeven point At which point your business,
product will become financially viable
Payback period At which period the business
will cover cash invested on its asset
Projected sales plan
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference
books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Resources Learning activities Content
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Loan payment plan
Formative Assessment 2.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced business financial plan.
Checklist Score
Yes No
Indicator: business financial plan in line with business needs are developed Total cost
Start-up requirements plan
Projected Income (Profit & Loss) statement for the first three years
Projected balance sheet for the first three years
Projected cash flow statement for the first three years
Liquidity ration
Debt Equity ratio
Return of investment ratio
Performance criterion
Properly design business financial plan in line with business needs
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Learning Outcome 3.1: Analyse risk in accordance with business environment
Meaning of Monitoring, Evaluation and Updating business plan
Important tools used in updating business plan CANVAS model Marketing plan review
Importance of Monitoring and Evaluation
Steps involved in risk analysis. Identify threats Financial Technical Political Natural Structural Threats identification
tools: SWOT Analysis PESTEL Analysis
Estimate risks (Quantitative and
o Oral presentation
o Brainstorming
o Questions and answers
o Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
- Case studies
- Risk analysis
template
LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan).
3
Learning Outcomes:
1. Analyze risk in accordance with business environment 2. Assess identified risks in accordance with business plan
developed 3. Explain business contingency plan concepts 4. Development contingency plan in accordance of assessed risks
3 Hours
Resources Learning activities Content
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Qualitative risk estimation)
Risk estimation tools: Risk impact chart Probability chart
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: risk in accordance with business environment is analyzed
Meaning of monitoring, evaluation and updating business plan
Important tools used in updating business plan
Meaning of risk analysis
Importance of risk analysis
Steps involved in risk analysis
Steps involved in risk analysis
Observation
Performance criterion
Clearly identified risk in accordance with business environment
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Learning Outcome 3.2: Assess identified risks in accordance with business plan developed
Factors influencing risks assessment
SWOT analysis
What factors are critical for
the success of your plan?
What risk does your plan
should face?
Analyze the source of the
risk, the probability of it
happening and the effects
What measures can you
take to avoid these risks?
Define operational plan
PESTEL analysis
What factors are critical
for the success of your
plan in relation with
politics, economy, social,
technological,
environment and legal
What measures can you
take to avoid these risks
Define operational plan
o Brainstorming
o Oral presentation
o Group discussion
o Documentary research
o Internet research
o Practical exercise
o Questions and answers
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- Business plan
- Computer
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Accurately assess risk associated to the business in line with the business
plan developed
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: Assess identified risks in accordance with business plan are developed
Factors influencing risks assessment identified
SWOT analysis
What factors are critical for the success of your plan?
What risk does your plan should face?
Analyze the source of the risk, the probability of it happening and the effects
What measures can you take to avoid these risks?
Define operational plan
PESTEL analysis
What factors are critical for the success of your plan in relation with politics,
economy, social, technological, environment and legal
What measures can you take to avoid these risks
operational plan defined
Observation
Learning Outcome 3.3: Explain business contingency plan concepts
Meaning of contingency plan
Purpose of contingency plan
Importance of contingency plan
o Brainstorming on identifying
meaning of key words
o Oral presentation
- Flipchart
- Markers
- Pen
Resources Learning activities Content
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Types of business contingency plan o Group discussion
o Questions and answers
o Documentary research
o Internet research
- Internet
- Reference books
- Case studies
- Business plan
- Computer
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced schedule
Checklist Score
Yes No
Indicator : business contingency plan concepts are explained Meaning of contingency plan
Purpose of contingency plan
Importance of contingency plan
Types of business contingency plan
Observation
Performance criterion
Briefly explain business contingency plan concepts
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Learning Outcome 3.4: Development contingency plan in accordance of assessed risks
Steps involved in contingency plan
Identifying requirements related to
specific contingency plan
Cost Calculation of requirements
identified
Appreciation of company capacity
to cover risks identified
Decide choice to undertake
Adaptation
Complementarity
Abandon
Specific strategies to make the
contingency plan operational
Describe the risk statement
Define the protocol
o Brainstorming
o Oral presentation
o Group discussion
o Documentary research
o Internet research
o Practical exercise
o Questions and answers
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- Role play scenarios
- Business plan
- Computer
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced contingency
Performance criterion
Accurate development of contingency plan in accordance of assessed risks
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: A Development contingency plan in accordance of assessed risks are explained
Steps involved in contingency plan
Identifying requirements related to specific contingency plan
Cost Calculation of requirements identified
Appreciation of company capacity to cover risks identified
Decide choice to undertake
Specific strategies to make the contingency plan operational
the risk statement described
the protocol defined
Observation
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Learning unit
LU 4: Present a business plan
4
Learning Outcomes:
1. Explain different ways to present the business plan 2. Explain different ways to present the business plan 3. Present a business plan
3 Hours
Learning Outcome 4.1: Explain different ways to present the business plan
Purpose of business plan presentation Financing support Strategic orientation Attracting investors
Types of preparation required Content preparation Material preparation Psychological preparation
Steps involved in preparation of business plan presentation
Analyze your audience Select a topic Define the objective of the presentation
of business plan. Prepare the body of the business plan to
be presented and anticipate the questions from audience
Prepare the suggestions and conclusion. Practice delivering the presentation of
business plan
Presentation content Business idea Market
o Brainstorming
o Group discussion
o Questions and answers
o Practical exercise
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- play scenarios
- Computer
Resources Learning activities Content
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Marketing strategy
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced presentation of business plan
Checklist Score
Yes No
Indicator: different ways to present the business plan are explained
Purpose of business plan presentation
Financing support Strategic orientation
Attracting investors Types of preparation required
Content preparation
Material preparation
Psychological preparation
Steps involved in preparation of business plan presentation Analyze your audience
Select a topic Define the objective of the presentation of business plan
Prepare the body of the business plan to be presented and anticipate the questions from audience
Performance criterion
Accurately prepare of business plan presentation in accordance with business
plan
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Prepare the suggestions and conclusion.
Practice delivering the presentation of business plan
Presentation content explained
Business idea
Market Marketing strategy
Observation
Formative Assessment 4.2
Learning Outcome 4.2: Explain different ways to present the business plan
The business plan shall be presented
shareholder
stakeholder
Procedures involved in business plan
presentation
Connect with your audience
Business like
Simple language
Presentation touch at a
personal level
Paint a picture in your audience’ minds
Pick out great images and
visual
Lasting impression
Put credibly content
Use statistics and data
Charts
Graph
o Brainstorming Questions
and answers
o Group discussion
o Role play
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- scenarios
- Computer
- Internet
Performance criterion
Clearly explain different ways to present the business plan
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: different ways to present the business plan are explained
The business plan shall be presented
Shareholder
stakeholder
Procedures involved in business plan presentation
Connect with your audience
Business like
Simple language
Presentation touch at a personal level
Paint a picture in your audience’ minds
Pick out great images and visual
Lasting impression
Put credibly content
Use statistics and data
Charts
Observation
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Learning Outcome 4.3: Present a business plan
Techniques to present your business plan Only write key points Don’t read them, speak about
them Use visualization, pictures,
symbols, colours, tables Short, concise, come to the point,
not more than 10 min. React positive to questions Use body language, voice,
appearance Try to convince
Integrating comments, suggestions and remarks in the business plan
Planning to maintain and enforce relationship with stakeholders (audience) for further collaboration
o Brainstorming o Group discussion o Questions and answers o Role play
o Internet o Reference books o Case studies o scenarios o Computer o Internet
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist Video Photos
Performance criterion
Appropriately present a business plan
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Present a business plan explained Techniques to present your business plan explained
Integrating comments, suggestions and remarks in the business plan explained
Planning to maintain and enforce relationship with stakeholders (audience) for
further collaboration explained
Observation
References:
1. Omagor, P. a. (2010). Entrepreneurship education for advanced level students.
2. Ssempijja, M. (2011). Entrepreneurship education for advanced level and business
institutions, third edition. Uganda: Kyambogo University.
3. SANGSTER, F. W. (2005). Bussiness accounting, tenth edition. UK: Pearson Education
Limited.
4. Read more: http://www.businessdictionary.com/definition/breakeven-point.html
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Competence
C C M Q S 4 0 1 - PROVIDING QUALITY CUSTOMER SERVICE
CCMQS401 Provide quality customer service
REQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module describes the skills, knowledge and attitude required to provide quality customer service and deal with any matter related to business during, before and after a service delivery. The module will allow the participant to identify opportunities for products and services delivery and reflect on information received to devise changes and suggest coping strategies.
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Moreover, the trainee will also develop and use communication techniques intended for the management of the complaints and ways of recording customer information.
Learning assumed to be in place
Not applicable
Elements of competency and perfomance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Develop and maintain product, service and market knowledge.
1.1 Proper identification of opportunities and use of formal and informal research to develop and maintain knowledge of products and services.
1.2 Appropriate use of customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.
1.3 Effective sharing of market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team.
1.4 Suggestion of ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.
2. Provide a quality service experience to customers.
1.1. Determination and clarification of customer preferences, needs and expectations.
1.2. Proper offering of accurate information about appropriate products and services to customers to meet their needs and expectations.
1.3. Anticipation of customer preferences needs and expectations throughout the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.
1.4. Offering possible extras and add-ons appropriately and provision of personalized and additional services and products where appropriate.
1.5. Proactive promotion of products and services at appropriate opportunities according to current organization goals and promotional focus and appropriate employment of selling
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3. Deal with complaints
and difficult customer
service situations.
3.1 Proper use of questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assessment of the impact on the customer of the situation.
3.2 Effective use of communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.
3.3 Proper determination of possible options to resolve the complaint and prompt analysis and decision on the best solution, taking into account any organization constraints.
3.4 Appropriate use of techniques to turn complaints into opportunities to demonstrate high quality customer service.
3.5 Effective provision of feedback on complaints to appropriate personnel in order to avoid future occurrence.
3.6 Reflection and evaluation of complaint and solution to enhance response to future complaints or difficult service situations.
4. Manage and use
information about
clients and customers
3.1 Proper determination and record of customer information where appropriate to provide personalized service.
3.2 Perfect development and maintaining of knowledge of organization promotional initiatives and implementation where appropriate.
3.3 Proactive provision of enhanced products and services to clients and customers based on client information.
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Learning Outcome 1.1: Identify opportunities and use formal and informal research to
develop and maintain knowledge of products and services.
Products and services knowledge and its importance
Opportunities to develop and maintain knowledge of products and services Membership of
industry associations and networks
Conventional and creative sources of information
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Learning unit
LU 1: Develop and maintain product, service and market knowledge.
1
Learning Outcomes:
1. Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services.
2. Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.
3. Share market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team
4. Suggest ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.
5 Hours
Resources Learning activities Content
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Learning Outcome 1.1: Identify opportunities and use formal and informal research to
develop and maintain knowledge of products and services. (Cont.)
Formal and informal research techniques: o Discussions with
colleagues
Reading organization information
Research of product and service information brochures
General media Attendance at
conferences, trade shows and industry events
Distributing surveys and questionnaires
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 1.1
Performance criterion
Proper identification of opportunities and use of formal and informal
research to develop and maintain knowledge of products and services.
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice True or false question Matching Sentence completion Ticking Essay (short responses / extended responses)
Checklist Score
Yes No
Products and services are identified
Opportunities to develop and maintain knowledge of products and services are
identified
Use of formal research techniques
Use of informal research techniques
Observation
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Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate
products, services and promotional initiatives and identify changes in customer
preferences, needs and expectations.
Products, services and promotional initiatives Tours and transport Conferences and
conventions Function facilities Entertainment Shopping services Restaurant facilities Food and beverage Add-on services Special offers or
packages.
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Resources Learning activities Content
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Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate
products, services and promotional initiatives and identify changes in customer
preferences, needs and expectations. (Cont.)
Resources Learning activities Content
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Ways to determine customer preferences, needs and expectations:
Active listening Questioning Observation Recognition of non-
verbal signs
Factors influencing customer preferences, needs and expectations:
Age Gender Social and cultural
characteristics Prior knowledge Special needs
Ways to satisfy customer preferences, needs and expectations:
Friendliness
Courtesy
Value for money
Prompt or timely
service
Assistance
Empathy and support
Comfort
New experience
Basic needs for food,
shelter, transport or
other services.
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate use of customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify
changes in customer preferences, needs and expectations.
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Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses)
Checklist Score
Yes No
Identification of promotional initiatives
Application of ways to determine customer preferences, needs and expectations
Identification of Factors influencing customer preferences, needs and
expectations
Application of ways to satisfy customer preferences, needs and expectations
Observation
Learning Outcome 1.3: Share market, product and service knowledge obtained with
colleagues to enhance the effectiveness of the team
Reasons to share knowledge
Methods and techniques of sharing knowledge at workplace
o Group discussion
o Role play
o Presentation
- Role play scenario - Reference books - Online materials - Scholarly materials
Resources Learning activities Content
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Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Practical task of a team
Checklist Score
Yes No
Identification of reasons to share knowledge of market, product and service
Application of methods and techniques of sharing knowledge at workplace
Observation
Learning Outcome 1.4: Suggest ideas to appropriate person for product and service
adjustments to meet customer needs for future planning according to organization
policy.
Resources Learning activities Content
Performance criterion
Effective sharing of market, product and service knowledge obtained with
colleagues to enhance the effectiveness of the team.
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Product and Service adjustment procedure
Importance of Product and Service adjustment on customer satisfaction
o Individual reflection o Brainstorming o Large group discussion o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Application of product and Service adjustment procedure
Identification of the importance of product and Service adjustment procedure on customer satisfaction
Observation
Performance criterion
Suggestion of ideas to appropriate person for product and service
adjustments to meet customer needs for future planning according to
organization policy.
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Learning Outcome 2.1: Determine and clarify customer preferences, needs and
expectations.
Customer needs and preferences
The importance of researching your customers needs and preferences
o Experience sharing o Brainstorming o Trainer guide o Individual reflection o Large group discussion o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Learning unit
LU 2: Provide a quality service experience to customers.
2
Learning Outcomes:
1. Determine and clarify customer preferences, needs and expectations 2. Offer accurate information about appropriate products and services
to customers to meet their needs and expectations. 3. Anticipate customer preferences needs and expectations throughout
the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.
4. Offer possible extras and add-ons appropriately and provide personalized and additional services and products where appropriate
5. Promote products and services at appropriate opportunities according to current organization goals and promotional focus and employ selling techniques appropriately to encourage usage and purchase
10 Hours
Resources Learning activities Content
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Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation
Checklist Score
Yes No
Identification of customer needs and preferences
Clarification of customer needs and preferences
Identification of the importance of researching customers needs and
preferences
Observation
Performance criterion
Proper determination and clarification of customer preferences, needs
and expectations.
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Learning Outcome 2.2: Offer accurate information about appropriate products and
services to customers to meet their needs and expectations.
Needs and expectations of customers on products and services
General features Special features Benefits Disadvantages Price Special offers Availability How to purchase or
order
o Experience sharing o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Performance criterion
Proper offering of accurate information about appropriate products and
services to customers to meet their needs and expectations.
Resources Learning activities Content
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Checklist Score
Yes No
Information about products and services to customers
Observation
Learning Outcome 2.3: Anticipate customer preferences needs and expectations
throughout the service experience and provide products and services in a timely manner,
appropriate to individual needs and preferences, and according to organization
standards.
Steps to anticipate customer needs and preferences
Timely customer service
Importance of timely customer service
o Role play o Simulation o Brainstorming
- Role play scenario - Reference books - Online materials - Scholarly materials - Video record
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Anticipation of customer preferences needs and expectations throughout
the service experience and provide products and services in a timely
manner, appropriate to individual needs and preferences, and according
to organization standards.
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Application of steps to anticipate customer needs and preferences
Identification of the importance of timely customer service
Observation
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Learning Outcome 2.4: Offer possible extras and add-ons appropriately and provide
personalized and additional services and products where appropriate.
Importance of offering extras and add-ons
Ways to improve customer service
Promoting products and services
Displays Promotions special offers and
deals menus and specials word of mouth up-selling.
Selling techniques: Serving Helping Advising building rapport with
customers
arousing interest.
o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Question and answer o Debate
- Reference books - Online materials - Scholarly materials
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation
Performance criterion
Offering possible extras and add-ons appropriately and provision of
personalized and additional services and products where appropriate.
Resources Learning activities Content
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Checklist Score
Yes No
Identification of the importance of offering extras and add-ons
Identification of ways to improve customer service
Provision of personalized and additional services
Observation
Learning Outcome 2.5: Promote products and services at appropriate opportunities
according to current organization goals and promotional focus and employ selling
techniques appropriately to encourage usage and purchase.
Importance of offering extras and add-ons
Ways to improve customer service
Promoting products and services
Displays Promotions special offers and
deals menus and specials word of mouth up-selling.
Selling techniques: Serving Helping Advising building rapport with
o Large group discussion o Question and answer o Debate o Observation o Role play
- Reference books - Online materials - Scholarly materials - Role play scenario
Resources Learning activities Content
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customers arousing interest.
Formative Assessment 2.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Identification of methods to promote products and services
Application of selling techniques
Observation
Performance criterion
Proactive promotion of products and services at appropriate opportunities
according to current organization goals and promotional focus and
appropriate employment of selling
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Learning unit
LU 3: Deal with complaints and difficult customer service situations.
3
Learning Outcomes:
1. Use questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assess the impact on the customer of the situation.
2. Use communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.
3. Determine possible options to resolve the complaint and promptly analyse and decide on the best solution, taking into account any organisation constraints
4. Use techniques to turn complaints into opportunities to demonstrate high quality customer service.
5. Provide feedback on complaints to appropriate personnel in order to avoid future occurrence
6. Reflect on and evaluate complaint and solution to enhance response to future complaints or difficult service situations.
9 Hours
Learning Outcome 3.1: Use questioning techniques to establish and agree on the nature,
possible cause and details of the complaint or difficult customer service situation with the
customer and assess the impact on the customer of the situation.
Questioning techniques
When and when not to use questioning techniques
Complaints or difficult customer service situations
o Small group discussion o Individual work o Role play o Simulation
- Role play scenario - Reference books - Online materials - Scholarly materials - Video record
Resources Learning activities Content
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Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Identification of questioning techniques
Application of questioning techniques while dealing with difficult customer
service situations
Observation
Performance criterion
Proper use of questioning techniques to establish and agree on the nature,
possible cause and details of the complaint or difficult customer service
situation with the customer and assessment of the impact on the customer
of the situation.
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Learning Outcome 3.2: Use communication techniques to assist in the management of
the complaint and handle the situation sensitively, courteously and discreetly.
Communication techniques Listening and active
listening Asking questions to
gain information, clarify ambiguities and adequately understand requirements
Rephrasing and repeating questions, requests and statements to confirm that they have been correctly understood
Empathizing with the customer's situation while upholding organisation policy
Non-verbal communication and recognition of non-verbal signs
Using communication techniques appropriate to different social and cultural groups
Ability to speak clearly, be understood and use appropriate language, style and tone.
o Group work o Presentation o Brainstorming o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Resources Learning activities Content
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Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Role play
Checklist Score
Yes No
Application of communication techniques while handling customer complaints
Observation
Performance criterion
Effective use of communication techniques to assist in the management of
the complaint and handle the situation sensitively, courteously and discreetly
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Learning Outcome 3.3: Determine possible options to resolve the complaint and promptly
analyse and decide on the best solution, taking into account any organisation constraints..
Organisation
constraints
Emotional and logical aspects of complaints.
Methods to manage and reduce stress when resolving complaints
Proactive complaint handling
- Small group discussion - Individual work - Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Identification of organization constraints
Determination of emotional and logical aspects of complaints
Application of methods to manage and reduce stress while handling complaints
Performance criterion
Proper determination of possible options to resolve the complaint and
prompt analysis and decision on the best solution, taking into account any
organization constraints.
Resources Learning activities Content
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Observation
Learning Outcome 3.4: Use techniques to turn complaints into opportunities to
demonstrate high quality customer service.
Methods of transforming complaints into additional service opportunities
High quality customer service
o Individual work o Debate o Discussion o Role play
- Reference books - Online materials - Scholarly materials - Role play scenario
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Performance criterion
Where appropriate, proper use of techniques to turn complaints into
opportunities to demonstrate high quality customer service.
Resources Learning activities Content
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Checklist Score
Yes No
Use of techniques of transforming complaints into opportunities
Observation
Learning Outcome 3.5: Provide feedback on complaints to appropriate personnel in order
to avoid future occurrence
The importance of feedback on customer complaints
Effective feedback giving
o Group work o Presentation o Brainstorming o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 3.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation
Performance criterion
Effective provision of feedback on complaints to appropriate personnel in
order to avoid future occurrence.
Resources Learning activities Content
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Role play
Checklist Score
Yes No
Identification of the importance of feedback on customer complaints
Effective feedback giving
Observation
Learning Outcome 3.6: Reflect on and evaluate complaint and solution to enhance
response to future complaints or difficult service situations.
Complaint analysis May include:
Tools of analyzing customer complaints
Customer complaint checklist
Customer satisfaction
o Individual work o Debate o Discussion o Pair work
- Reference books - Online materials - Scholarly materials
Formative Assessment 3.6
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Reflection and evaluation of complaint and solution to enhance response
to future complaints or difficult service situations.
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Product evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Tools of analyzing customer complaints
Process to solve customer complaint to enhance response to future complaints
or difficult service situations
Observation
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Learning Outcome 4.1: Determine and record customer information where appropriate to
provide personalised service.
Customer information
Collecting customer information
Storing information
Maintaining customer information
o Brainstorming o Large group discussion o Individual reflection o Pair work
- Reference books - Online materials - Scholarly materials
Learning unit
LU 4: Manage and use information about clients and customers.
4
Learning Outcomes:
1. Determine and record customer information where appropriate to provide personalised service
2. Develop and maintain knowledge of organisation promotional initiatives and implement where appropriate
3. Proactively provide enhanced products and services to clients and customers based on client information.
2 Hours
Resources Learning activities Content
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Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Identification of types of customer information
Application of techniques of collecting customer information
Identification of means of storing and maintaining customer information
Observation
Performance criterion
Proper determination and record of customer information where
appropriate to provide personalized service.
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Learning Outcome 4.2: Develop and maintain knowledge of organisation promotional
initiatives and implement where appropriate.
Importance of promotional activities
Types of promotional activities
Steps to successfully implement organisation promotional initiatives
o Brainstorming o Large group discussion o Individual reflection o Pair work o Small group activity
- Reference books - Online materials - Scholarly materials
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation
Checklist Score
Yes No
Identification of the importance of promotional activities
Identification of steps to successfully implement organization promotional
initiatives
Observation
Performance criterion
Perfect development and maintaining of knowledge of organization
promotional initiatives and implementation where appropriate.
Resources Learning activities Content
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Learning Outcome 4.3: Proactively provide enhanced products and services to clients and
customers based on client information.
Using stored customer information
The impact of enhanced products and services
Systems and methods of providing enhanced products and services
o Large group discussion o Individual reflection o Pair work o Small group activity o Presentation by trainer o Experience sharing
- - Reference books - Online materials - Scholarly materials
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation
Checklist Score
Yes No
Identification of the impact of enhanced products and services
Identification of Systems and methods of providing enhanced products and services
Observation
Performance criterion
Proactive provision of enhanced products and services to clients and
customers based on client information.
Resources Learning activities Content
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References:
2. Solomon, Micah (4 March 2010). "Seven Keys to Building Customer Loyalty--and Company
Profits"
3. Dall, Michael; Bailine, Adam (2004). Service this: Winning the war against customer disservice
(1st ed.). Last Chapter First. ISBN 0-9753719-0-8.
4. https://www.dalecarnegie.com/events/transforming_customer_complaints_into_opportunities/
5. https://www.customersure.com/blog/customer-complaints-online/
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Competence
C C M I A 3 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)
CCMIA301 Integrate workplace
REQF Level: 3 Learning hours
Credits: 30 300
Sector: ALL
Sub-sector: ALL
Issue date: July, 2019
Purpose statement
This module describes the skills, knowledge and attitudes required to integrate the workplace for an internship or employment. At the end of this module, participants know how to apply for and present themselves for employment. They demonstrate good time management and show up for work on time. They demonstrate behavior and attitudes that are appropriate for the workplace and understand that workplaces have policies and procedures that need to be followed. They take initiative and responsibility for their own work and know how to work under and respect supervision. Participants are familiar with the rights and responsibilities of workers and employers and have explored ways to exercise rights in the workplace.
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Learning assumed to be in place
All the modules covered at REQF level 3.
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Apply for internship/employment
1.1. Appropriate use of resources in the community or nationwide to find internship/employment information
1.2. Writing of a basic accurate and neat CV 1.3. Proper writing of application letters 1.4. Proper demonstration of effective interviewing skills
2. Demonstrate workplace behavior and attitudes
2.1. Appropriate application of workplace habits and attitudes 2.2. Adequate implementation of strategies to manage time
effectively 2.3. Efficient management of personal and work lives
3. Respect worker’s and employer’s rights and responsibilities
a. Respect of universal human rights b. Respect of worker’s and employer’s obligations according
to the Rwandan Labour code c. Respect of worker’s rights and responsibilities at the
workplace d. Respect of employer’s rights and responsibilities at the
workplace e. Appropriate reaction when the labor code is broken
4. Organize and evaluate one’s internship
a. Appropriate securing of the internship agreement with the enterprise
b. Adequate outlining of findings and experience c. Proper writing of the internship report that contains all
the required elements as well as one’s own findings and
experience
d. Active participation in the assessment of one’s internship
5. Develop one’s competences on the workplace
5.1. Adequate performance of tasks assigned according to the agreement with the enterprise
5.2. Positive response and active participation in meetings with the internship supervisor (“maître de stage”)
5.3. Adequate demonstration of work behaviour and attitudes
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Learning Outcome 1.1:Identify and use resources to find a job.
Resources to find employment in the community and at national level
- Job announcements
- Newspapers
advertisements
- From recruitment
agencies
- Internet websites
Identify contact persons
o Small group work o Panel discussion o Large group discussion o Speakers
- Job announcements and information: newspaper advertisements; information from recruitment agencies, youth organizations such as YES Rwanda and government agencies such as the RDB, RP; sample advertisements posted on business walls or bulletin boards, internet websites, through cooperatives…
Learning unit
LU 1: Apply for internship/employment
1
Learning Outcomes:
1. Identify and use resources to find a job 2. Write a Curriculum Vitae (CV) and an application letter 3. Take part in an interview
10 Hours
Resources Learning activities Content
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Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidences
Perfomance
Essay
Scenarios
Checklist Score
Yes No
Indicator: Resources to find a job are identified
Job announcements
From recruitment agencies
Newspaper advertisements
Internet websites
Observation
Performance criterion
Appropriate use of resources in the community or nationwide to find internship/employment information
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Learning Outcome 1.2: Write a Curriculum Vitae (CV) and an application letter.
Differences between a CV and an application letter
Types of application letters
Elements of a well written CV
Elements of an application letter
o Large group discussion o Individual work o Pair work
- Sample CVs and application letters
- Format of an application letter
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Observation checklist
Questions and answers
Checklist Score
Yes No
Indicator: difference between CV and letter is explained
A letter is more concise
A letter express interest
CV gives detailed information
Performance criterion
Proper writing of a basic accurate and neat CV
Resources Learning activities Content
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Observation
Learning Outcome 1.3: Take part in an interview.
Main parts of an interview
Interviewing tips: what to do before, during and after the interview
Typical questions asked during an interview
o Small group work o Interview role plays o Large group discussion
- Interview observation tool
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
written
oral
performance
questionnaires and answers
scenarios
True or false questioning
Performance criterion
Proper demonstration of effective interviewing skills
Resources Learning activities Content
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Checklist Score
Yes No
Indicator : Main parts of the interview are identified
- The body of the interview
- The opening
- The closing
Indicator: Typical questions asked during an interview are identified
Tell me about yourself.
Describe a difficult work situation or project and how.
How do you handle stress and pressure?
How do you handle stress and pressure?
How do you handle stress and pressure?
How do you handle stress and pressure?
Why do you want this job?
What are your salary expectations?
Why are you leaving or why have you left your job?
What is your greatest weakness?
What is your greatest strength?
Why should we hire you?
Observation
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Learning unit
LU 2:Demonstrate appropriate workplace behavior and attitudes
2
Learning Outcomes:
1. Identify appropriate workplace behaviors and attitudes
2. Manage time
2. Balance work and personal life
15 Hours
Learning Outcome 2.1:Identify appropriate workplace behaviours and attitudes.
Appropriate workplace behaviours and attitudes (dress code, time management, respect, honesty, integrity, work as a team member)
Work habits (cooperation, initiative, courtesy, constructive criticism, supervision, accuracy, pace of work, time usage, adaptability, personal appearance, attendance, punctuality)
o Small group work o Large group discussion o Brainstorming
- Workplace behaviour scenarios
- Work habits inventory
Resources Learning activities Content
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Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Essay& Cases study
True or false questioning
Observation checklist
A produced schedule
Checklist Score
Yes No
Indicator1: appropriate workplace behaviors and attitudes are identified
dress code
time management
respect
honesty
integrity
work as a team member
Indicator2: Appropriate working habits are identified
Cooperation
Initiative
Courtesy
Performance criterion
Appropriate application of workplace habits and attitudes
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Constructive criticism
Supervision, accuracy
Pace of work
Adaptability
Personal appearance
Punctuality
Attendance
Observation
Learning Outcome 2.2: Manage time.
Importance of task planning and managing time
Strategies to better manage time
Start your day with a clear focus.
Have a dynamic task list.
Focus on high-value activities.
Minimize interruptions.
Limit multi-tasking. Review your day.
o Large group discussion o Small group activity (tower
building) o Reflection o Pair sharing
- Workplace behaviour scenarios
- Work habits inventory
Resources Learning activities Content
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Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
pPerformance
Product
Scenarios Different workplace documents
Checklist Score
Yes No
Indicator: Effective management of time
Plan activities on time
Attend regularly
Promote effective work
Indicator Strategies to better manage time are mentioned
Start your day with a clear focus.
Have a dynamic task list.
Performance criterion
Adequate implementation of strategies to manage time effectively
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Focus on high-value activities.
Minimize interruptions.
Limit multi-tasking.
Review your day.
Observation
Learning Outcome 2.3: Balance work and personal life.
Common situations that make it challenging to balance work & personal life
Tips to manage personal and work lives
o Large group discussion o Individual work o Self-assessment o Pair sharing
- Scenarios: “did she/he do the right thing?”
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Workplace documents
Performance criterion
Efficient management of personal and work lives
Resources Learning activities Content
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Checklist Score
Yes No
Indicator : Challenging to balance work and personal life are mentioned
Lack of control.
Unrealistic demands.
Unsupportive relationships
Lack of resources.
Unhelpful attitude
High-stress levels.
Indicator : Tips to manage personal and work lives are identified
Prioritize your time
Know your peaks and troughs
Have set work hours and stick to them
Find time for your finances
Manage your time, long term
Make your workspace work for you
Observation
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Learning unit
LU 3: Respect worker’s and employer’s rights and responsibilities
3
Learning Outcomes:
1. Get familiar with the universal human rights 2. Get familiar with some of the provisions of the Rwandan Labour
Law 3. Identify one’s rights and responsibilities at work 4. Explore one’s personal rights and responsibilities 5. React appropriately when the labour code is broken
5Hours
Learning Outcome 3.1:Get familiar with the universal human rights.
Definition of “right” and “human rights.
Universal Declaration of Human Rights
o Small group work o Large group discussion
-Universal Declaration of
Human Rights
- Plain language version
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate of universal human rights
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
written
oral
performance
Essay& Cases study
True or false questioning
Observation checklist
A produced schedule
Checklist Score
Yes No
Indicator: Universal declaration is explained
know about your right
be informed touniversal declaration human rights
Observation
Learning Outcome 3.2: Get familiar with some of the provisions of the Rwandan Labour Law.
Legal obligations of employers Duty to pay worker
Plan for work
To have managerial skills
Legal obligations of workers Control of the workplace
Provide information
Take reasonable care
o Large group activity o Discussion o Small group work o Observation
- Statements and answers for Agree/Disagree game on Rwandan labour law
- Articles 47 and 48 of the labour code
Resources Learning activities Content
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Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
writtten evidence
oral evidence
Multiple choice exercises True or false questioning Matching Sentence completion Expose (presentation
Checklist Score
Yes No
Indicator :Legal obligations of employers are identified
Duty to pay worker
Plan for work
To have managerial skills
Indicator : Legal obligations of workers are mentioned
Provide information
Control of the workplace
Take reasonable care
Observation
Performance criterion
Appropriate respect of worker’s and employer’s obligations according to the Rwandan Labour code
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Learning Outcome 3.3: Identify one’s rights and responsibilities at work.
‘Rights’ (what you can expect your employer to provide)
‘Responsibilities’ (what your employer can expect that you will do)
o Large group discussion o Small group work o Skits
- Worksheet on rights and responsibilities at work.
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
writtten
oral
Perfornce
Questions and answers
Expose
Discussion
Scenarios
Checklist Score
Yes No
Indicator: one’s rights and responsibilities at work are identified.
- Understanding the conditions of your employment.
Performance criterion
Appropriate respect of worker’s rights and responsibilities at the workplace
Resources Learning activities Content
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- Working in a way that is not harmful to the health and safety of yourself or
others
Observation
Learning Outcome 3.4: Explore one’s personal rights and responsibilities.
Definition of “responsibility”
Relationship between rights and responsibilities
o Individual work o Pair share o Large group brainstorming and
discussion
- Worksheet on rights and responsibilities at work.
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
writtten evidence
oral evidence
Multiple choice exercises True or false questioning Matching Sentence completion Expose (presentation
Performance criterion
Appropriate respect of employer’s rights and responsibilities at the workplace
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Definition of responsibility is well understood
- the state or fact of having a duty to deal with something or of having control
over someone.
Indicator: Relationship between rights and responsibilities is indicated.
- Right is a freedom that is protected, such as the right to free speech and religion.
- A responsibility is a duty or something you should do, such as recycling or doing
your homework.
- Voting is both a right and a responsibility
Observation
Learning Outcome 3.5: React appropriately when the labour code is broken.
Possible solutions or responses in case the labour code is broken
o Small group work o Scenario analysis o Large group discussion
- Labour code scenarios
- Labour code excerpts
Formative Assessment 3.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate reaction when the labour code is broken
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Writtten
oral
Perfornce
Essay (short responses /extended responses) Role play Scenarios Scenarios – Completed checklist.
Checklist Score
Yes No
Indicator: possible solutions when the labour code is broken are identified
Dismiss the work
Reduction to a lower post
Stoppage of promotion
Suspension without wages
Withholding of increment
Observation
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Learning unit
LU 4: Organize and evaluate one’s internship
4
Learning Outcomes:
1. Conclude an internship agreement
2 Outline one’s findings and experience
3. Write and present the report of the internship
4. Participate actively to the assessment of one’s internship
270 Hours
Learning Outcome 4.1:Conclude an internship agreement.
Definition of the concept “internship”
Objectives of the internship
Presentation of internship agreement
o Brainstorming o Group discussion o Presentation by the trainer
- Sample internship agreement
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate securing of the internship agreement with the enterprise
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Writtten
Oral
Perfornce
Essay (short responses /extended responses) Role play Questionnaire and answers. Scenarios – Completed checklist.
Checklist Score
Yes No
Indicator: Definition of internship is well understood
- A structured work experience related to a student's major and/or career goal. An
experience that should enhance a student's academic, career, and personal
development.
Indicator: Objectives of the internship are mentioned
- Gain valuable work experience
Explore a career path.
Develop and refine skills.
Receive financial compensation
Network with professionals in the field.
Gain confidence
Transition into a job
Indicator :Presentation of internship agreement is indicated
Number your slides and give them a title
Prepare an Agenda or Table of Contents slide.
Tell a story
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Prepare a company logo slide for your presentation
You can add a logo and other graphics to every slide using the slide master feature or by adding them to the footer
Observation
Learning Outcome 4.2: Outline one’s findings and experience.
Presentation of the logbook
Tips to fill in the logbook
o Presentation by the trainer - Logbook
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Adequate outlining of findings and experience
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
writtten
oral
Expose
Questions and answers
Checklist Score
Yes No
Indicator: presentation of the logbook is identified
IAP list of competencies to be developed
sheet
IAP agreement
IAP report form
IAP interview form
IAP Evaluation form
Indicator: Tips to fill in the logbook are mentioned
Take Time to Write Your Log.
Use a Rough Book.
Have One Logbook Per Project
Keep a Summary List
Computer Filing
Be Consistent
Write a Conclusion.
Observation
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Learning Outcome 4.3: Write and present the report of the internship.
Presentation techniques Contents of the internship report
o Group discussion o Role play
- Sample internship report
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
writtten
oral
Questions and answers
present
oral questions and their answers
Performance criterion
Proper writing of the internship report that contains all the required elements as well as one’s own findings and experience
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: contents of the internship report
- Declaration
- Approval
- Acknowledgement
- Abbreviations and acronyms
- General introduction
- Presentation of the institution where internship took place
- achievements
- conclusion and recommendation
Indicator 2: Presentation techniques
Students-centered approach
make a structure
Observation
Learning Outcome 4.4: Participate actively to the assessment of one’s internship.
Internship assessment and self-assessment packages
o Group discussion o Presentation by the trainer
Resources Learning activities Content
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Formative Assessment 4.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
writtten
oral
Perfornce
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced schedule
Checklist Score
Yes No
Indicator:Internship assessment and self-assessment packages are indicated
Internship data
Educational and professional aspects
Relational and management aspects
Future perspective
Observation
Performance criterion
Active participation in the assessment of one’s internship
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Reference books:
1. Work Readiness Training Programme–Participant’s Manual, Akazi Kanoze–Youth Livelihoods Project
2. https://www.jobjumpstart.gov.au/article/know-your-workplace-rights-and-responsibilities
3. https://www.slideshare.net/ranobiswas/labour-law-case-solutions
4. https://fremont.edu/8-benefits-of-an-internship/
5. https://internsdc.com/internship-opportunities/its-all-in-the-presentation/
6. https://mef.unimi.it/wp-content/uploads/Non-COSP
7. https://canadiangis.com
8. https://www.lifecoach-directory.org.uk
9. https://www.roche.com/careers/country/
10. https://www.collinsdictionary.com
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Competence
G E N A M 4 0 1 - BASIC ANALYSIS
GENAM401 Apply Basic Analysis
REQF Level: 4 Learning hours
Credits: 10 100
Sector: All
Sub-sector: All
Issue date: August, 2019
Purpose statement
This general module describes the knowledge, skills and attitude required to apply basic analysis.
Analysis is at a depth, complexity, and possibly beauty, since under the surface of everyday
mathematics, there is an assurance of correctness, that we call consistency. Thus, from Analysis, in other
fields of academic study, there are sights of a strange land increasingly brought to the head (forefront)
of standard critical thinking. At the end of this module, the trainee of Level Four will be able to apply
analysis numerical functions, fundamentals of differentiation, natural logarithmic and exponential
functions. This module will be useful to trainee as a means of both measuring and improving their
understanding of Mathematics and he/she will be equipped to perform well in any fields that require
some knowledge of mathematics as well as working in design, demography, solving real problems, good
performance in critical thinking and so on.
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Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Determine and analyze numerical functions
1.1. Accurate determination of the domain and range of numerical function based on existence condition.
1.2. Adequate identification of symmetry (parity) of numerical function based on definitions of key words (even and odd).
1.3. Perfect determination of limits of a function based on theory of calculating limits.
1.4. Accurate determination of the asymptotes to the rational and irrational functions based on limits calculation.
2. Apply fundamentals of differentiation
2.1. Proper determination of derivative from given definition.
2.2. Adequate interpretation of derivative of a function by illustrating a curve with its tangent and secant line.
2.3. Appropriate application of derivative based on definitions and calculation of derivatives.
2.4. Accurate curve sketching of a numerical function from the table of variation of the given function.
3. Apply natural logarithmic functions
3.1. Proper determination of the domain of natural logarithmic functions based on existence conditions.
3.2. Accurate calculation of limits of natural logarithmic functions based on logarithmic properties.
3.3. Appropriate solving of equations involving logarithms based on domain of validity.
3.4. Perfect differentiation of natural logarithmic functions according to differentiation definition.
3.5. Accurate curve sketching of logarithmic functions
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based on table of variation.
4. Apply exponential functions
4.1. Accurate determination of the domain of definition of function based on existence condition.
4.2. Adequate calculation of limit of exponential functions based on properties of exponentials.
4.3. Appropriate determination of solutions of exponential equations according to domain of validity.
4.4. Perfect differentiation of exponential functions based on definition of derivative.
4.5. Adequate curve sketching of exponential functions according to the table of variation.
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Learning unit LU 1: Determine and analyze numerical functions
1
Learning Outcomes:
1. Determine the domain and range of numerical function
2. Identify the symmetry of numerical function
3. Determine limits of a function
4. Determine the asymptotes to the rational and polynomial functions 20 Hours
Learning Outcome 1.1: Determine the domain and range of numerical function
Definitions Existence
condition Domain of
definition of a function
Range of a function
Calculations Domain of
definition of a function
Range of a function
o Group discussion on existence condition
o Practical exercises determination of domain and range of a function
o Documentary Research
- Reference Books - Didactic materials such as
manila paper, … - Hand-out notes - Internet
Formative Assessment 1.1
Performance criterion
Accurate determination of the domain and range of numerical function based on
existence condition
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Short questions Open questions Matching
Checklist Score
Yes No
Indicator: Definition is well given
Concept of existence condition is properly given
Concept of domain of definition (all allowed inputs) is properly given
Concept of range (all possible outcomes) is properly given
Indicator: Calculation is accurately done
Launch of existence condition is appropriately given
Determination of domain of definition is appropriately done
Determination of range is accurately found
Observation
Learning Outcome 1.2:Identify the symmetry of numerical function
Even function
Odd function
o Group discussion symmetry of
numerical function
o Pairing work
o Practical exercises o Documentary Research
- Reference Books - Didactic materials
such as manila paper, …
- Hand-out notes - Internet
Resources Learning activities Content
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Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Short questions based on symmetry of numerical function Open questions based on symmetry of numerical function
Checklist Score
Yes No
Indicator: Identification of Parameters that influence symmetry
Definition of even function is well given
Definition of odd function is well given
Identification of even function is correctly done
Identification of odd function is appropriately done
Observation
Learning Outcome 1.3:Determine limits of a function
Finite limits
Infinite limits
Limit at infinity
Indeterminate case
0
0
0
o Group discussion on
calculation of limits
o Pairing work
o Practical exercises on calculation of limits
o Documentary Research
- Reference Books - Hand-out notes - Didactic materials
such as manila paper, …
- Internet
Resources Learning activities Content
Performance criterion
Adequate identification of symmetry (parity) of numerical function based on
definitions of key words (even and odd)
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Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Open questions Short questions
Checklist Score
Yes No
Indicator: Perfect determination of limit
Finite limits are accurately determined
Infinite limits are accurately determined
Limit at infinity are accurately determined
Indeterminate cases are accurately determined
Indicator: Good performance in Determination of limit for indeterminate case
0
0
0
Observation
Performance criterion
Perfect determination of limits of a function based on theory of calculating limits
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Learning Outcome 1.4: Determine the asymptotes to the rational and polynomial functions
Definitions
Boundaries of
domain of definition
Horizontal
asymptote
Vertical asymptote
Oblique asymptote
Calculations
Horizontal
asymptote
Vertical asymptote
Oblique asymptote
o Pairing work on boundaries of
domain of definition
o Practical exercises on different
types of asymptotes
o Documentary Research
- Reference Books - Didactic materials
such as manila paper, …
- Hand-out notes - internet
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Open questions
Short questions
Performance criterion
Accurate determination of the asymptotes to the rational and irrational
functions based on limits calculation
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Definition is well given
Definition of Boundaries of domain of definition is properly given
Definition of Horizontal asymptote is perfectly given
Definition of Vertical asymptote is perfectly given
Definition of Oblique asymptote is perfectly given
Indicator: Calculation/ determination of related asymptote is accurately done
Determination of Horizontal asymptote is appropriately done
Determination of Vertical asymptote is perfectly done
Determination of Oblique asymptote is appropriately done
Observation
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Learning unit nnLU 2: Apply fundamentals of differentiation
2
Learning Outcomes:
1. Determine derivative of a function 2. Interpret derivative of a function 3. Apply derivative 4. Sketch an accurate curve of a function
20 Hours
Learning Outcome 2.1:Determine derivative of a function
Definition of derivative
Calculation of derivatives Derivative of function at a given point Derivative of a polynomial function Derivative of a rational function Derivative of an irrational function Successive derivatives
o Group discussion on derivative of function
o Practical exercises o Documentary Research
- Reference Books - Didactic
materials such as manila paper, …
- Hand-out notes - internet
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Performance criterion
Proper determination of derivative from given definition
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions all based on definition or determination of derivative
Checklist Score
Yes No
Indicator:Definition is given
Definition of derivative is correctly given
Indicator : Calculation is well performed
Calculation of derivative of a function at a given point is accurately done
Calculation of derivative of a polynomial function is accurately done
Calculation of derivative of a rational function is accurately done
Calculation of derivative of an irrational function is accurately done
Calculation of successive derivative is accurately done
Observation
Learning Outcome 2.2 :Interpret derivative of a function
Geometric interpretation of a derivative of a function at a point
Kinematical meaning of a derivative
o Group discussion on derivative function
o Practical exercises o Documentary Research
- Reference Books - Geometric
instruments - Didactic materials
such as manila paper, …
- Hand-out notes - Internet
Formative Assessment 2.2
Performance criterion
Adequate interpretation of derivative of a function by illustrating a curve with its
tangent and secant line
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions based on interpretation of derivative Open questions based on interpretation of derivative
Checklist Score
Yes No
Indicator: Interpretation of derivative is correctly given
Geometric interpretation of a derivative is correctly given
Kinematical meaning of a derivative is correctly given
Observation
Learning Outcome 2.3:Apply derivative
Tangent and normal at a point of a function
Increasing and decreasing function
Maximum and minimum points of a function
Concavity, inflection point on a curve
o Group discussion on differentiation of function
o Practical exercises on different applications of derivative
o Documentary Research
- Reference Books - Geometric
instruments - Didactic materials
such as manila paper, …
- Hand-out notes
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Performance criterion
Appropriate application of derivative based on definitions and calculation of
derivatives
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions
Checklist Score
Yes No
Indicator : Application of derivative is accuratelydone
Determination of tangent at a point of a function is properly done
Determination of increasing interval is appropriately done
Determination of decreasing interval is appropriately done
Calculation of Minimum point of a function is accurately done
Calculation of Maximum point of a function is accurately done
Determination of concavity of a curve is appropriately done
Determination of inflexion point on a curve is accurately done
Observation
Learning Outcome 2.4: Sketch an accurate curve of a given function
Parameters required Variation table Additional points
Curve sketching Curve sketching of
polynomial function Curve sketching of rational
function Curve sketching of
irrational function
o Group discussion on different types of function
o Practical exercises on curves sketching
o Documentary Research
- Scientific calculator
- Reference Books - Geometric
instruments (Ruler, T-square,..)
- Didactic materials such as manila paper, …
- Hand-out notes - Internet
Resources Learning activities Content
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Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions based on derivative Open questions based on derivative and table of variation Curve sketched
Checklist Score
Yes No
Indicator : Parameters that influence curve skecthing are well established
Construction of table of variation is appropriately done
Choice of additional points is appropriately done
Indicator : Curve sketching is accurately done
Curve sketching of polynomial function is properly done
Curve sketching of rational function is properly done
Curve sketching of irrational function is properly done
Observation
Performance criterion
Accurate curve sketching of a numerical function from the table of variation of
the given function
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Learning unit LU 3: Apply natural logarithmic functions
3
Learning Outcomes:
1. Determine the domain of definition of natural logarithmic
functions
2. Calculate limits of natural logarithmic functions
3. Solve equations involving logarithms
4. Differentiate natural logarithmic functions
5. Sketch the curve of logarithmic functions 20 Hours
Learning Outcome 3.1: Determine the domain of definition of natural logarithmic functions
Existence conditions
Boundaries
Domain of definition
o Brainstorming on existence condition
o Pairing in determining the boundaries of domain of definition
o Group work on determination of domain of definition
- Hand-out notes - Reference books - Didactic materials such as
manila paper, … - Internet
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper determination of the domain of natural logarithmic functions based on
existence conditions
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Short questions related to existence condition
Open questions related to determination of domain of definition of logarithmic functions.
Checklist Score
Yes No
Indicator: Existence condition is appropriate to the given function
Determination of existence conditions is well given
Indicator: Determination of domain is accurate
Determination of boundaries of domain of definition is perfectly done
Deduction of domain of definition is correctly done
Observation
Learning Outcome 3.2: Calculate limit of natural logarithmic functions
Properties of logarithms
Finite limits
Limits at infinity
Deduction of Asymptotes
o Brainstorming on calculation of limits
o Documentary Research o Group work in determining
asymptotes equations
- Reference books - Didactic materials such as
manila paper, … - Hand-out notes - Internet
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions based on logarithmic properties Open questions related to limits calculation of natural
logarithmic function
Performance criterion
Accurate calculation of limit of natural logarithmic functions based on
logarithmic properties
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Calculation is perfectly done
Finite limits are accurately determined
Limits at infinity are well identified
Indicator: Deduction/ Calculation of asymptotes is appropriately done
Vertical asymptotes are appropriately determined
Horizontal asymptotes are appropriately determined
Oblique asymptotes are appropriately determined
Observation
Learning Outcome 3.3: Solve equations involving logarithms
Domain of validity
Solving logarithmic equations
Set of solutions
o Brainstorming on domain of validity and solution set of logarithmic equation
o Group discussion on solving logarithmic equations
o Documentary Research
- Reference books - Didactic materials such as
manila paper, … - Hand-out notes - Internet
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions Solving equations
Performance criterion
Appropriate solving of equations involving logarithms based on domain of validity
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Application of properties of logarithms is well performed
Application of properties of logarithms is properly done
Indicator: Domain of validity is accurately mentioned
Determination of domain of validity is accurately done
Indicator: Solving logarithmic equation is well done
Solutions of logarithmic equations are accurately given
Identification of domain of validity and set of solutions is accurately done
Observation
Learning Outcome 3.4: Differentiate natural logarithmic functions
Differentiation
Increasing and decreasing intervals
Concavity
o Brainstorming on differentiation o Group discussion on
differentiating natural logarithmic functions
o Pairing work on increasing or decreasing intervals and concavity for logarithmic functions.
- Reference books - Didactic materials such as
manila paper, … - Hand-out notes - Internet
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Perfect differentiation of natural logarithmic functions according to
differentiation definition
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questio
Checklist Score
Yes No
Indicator: Determination/ calculation is well performed
Calculation of First derivative
Identification of increasing intervals
Identification of decreasing intervals
Determination of maximum points
Determination of minimum points
Calculation of second derivative
Identification of concavity
Determination of inflection points
Observation
Learning Outcome 3.5: Sketch the curve of logarithmic functions
Parameters required Variation table Additional points
Curve sketching
o Brainstorming variation table o Group discussion on how to
choose additional points o Pairing work on curve sketching o Documentary Research
- Hand-out notes - Reference books - Geometric instruments
(Ruler, T-square,..) - Didactic materials such as
manila paper, … - Internet
Formative Assessment 3.5
Performance criterion
Accurate curve sketching of logarithmic functions based on table of variation
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions Curve sketched
Checklist Score
Yes No
Indicator: Parameters that influence curve sketching are well identified
Presentation of variation table is properly done
Selection of additional points is properly done
Indicator: Curve sketched is accurate
Presentation of asymptotes if any is properly done
Plotting the curve is properly done
Observation
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Learning unit LU 4: Apply exponential functions
4
Learning Outcomes:
1. Determine the domain of exponential functions
2. Calculate limit of exponential functions
3. Solve equations involving exponentials
4. Differentiate exponential functions
5. Sketch the curve of exponential functions 40 Hours
Learning Outcome 4.1: Determine the domain of exponential functions
Existence conditions
Boundaries
Domain of definition
o Brainstorming domain and range of exponential function
o Group work on determination of domain of definition of exponential function
o Documentary Research
- Reference books - Didactic materials such as
manila paper, … - Internet - Hand-out notes
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions related to existence condition Open questions related to determination of domain of definition
of exponential functions.
Performance criterion
Accurate determination of the domain of definition of function based on
existence condition
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Existence condition is appropriate to the given function
Existence conditions are appropriately indicated
Indicator: Determined domain is appropriate
Determination of boundaries of domain of definition is properly done
Deduction of domain of definition is perfectly done
Observation
Learning Outcome 4.2: Calculate limit of exponential functions
Finite limits
Limits at infinity
Deduction/ calculation of Asymptotes
o Brainstorming on calculating limits
o Documentary Research o Group work on determination
of asymptotes
- Hand-out notes - Reference books - Didactic materials such as
manila paper, … - Internet
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions
Performance criterion
Adequate calculation of limit of exponential functions based on properties of
exponentials
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Limits calculation is perfectly done
Finite limits are accurately determined
Limits at infinity are properly found
Indicator: Deduction/ Calculation of asymptotes is appropriate
Horizontal asymptotes are appropriately determined
Vertical asymptotes are appropriately determined
Oblique asymptotes are accurately determined
Observation
Learning Outcome 4.3: Solve equations involving exponentials
Properties of exponentials
Domain of validity
Solving equations involving exponentials
Set of solutions
o Discussion on domain of validity o Group work on solving
exponential equations o Documentary Research
Hand-out notes
Reference books
Didactic materials such as manila paper, …
Internet
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions Open questions Solving equations
Performance criterion
Appropriate determination of solutions of exponential equations according to
domain of validity
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Application of properties of exponentials is well performed
Application of properties of exponentials is properly done
Indicator: Domain of validity is accurately mentioned
Determination of domain of validity is appropriately done
Indicator: Solving exponential equation is well done
Solutions of exponential equations are appropriately found
Identification of domain of validity is properly done
Determination of solutions set is appropriately done
Observation
Learning Outcome 4.4: Differentiate exponentials functions
Differentiation
Increasing and decreasing intervals
Concavity
o Brainstorming differentiation o Group discussion on increasing
and decreasing intervals o Pairing work on concavity o Documentary Research
Hand-out notes
Reference books
Didactic materials such as manila paper, …
Internet
Formative Assessment 4.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions related to derivative Open questions related to derivative
Performance criterion
Perfect differentiation of exponential functions based on definition of derivative
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Calculation/determination is well performed
First derivative
Increasing and decreasing intervals
Maximum or minimum points
Second derivative
Concavity
Inflection points
Observation
Learning Outcome 4.5: Sketch the curve of exponential functions
Parameters required Variation table Additional points
Curve sketching
o Brainstorming on variation table
o Group discussion on curve sketching
o Documentary Research
Hand-out notes
Reference books
Geometric instruments (Ruler, T-square,..)
Didactic materials such as manila paper, …
Internet
Formative Assessment 4.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Adequate curve sketching of exponential functions according to the table of
variation
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Open questions related to table of variation Sketching curve
Checklist Score
Yes No
Indicator: Parameters that influence curve sketching are well identified
Presentation of variation table
Selection of additional points
Indicator: Curve sketched is accurate
Presentation of asymptotes if any
Plotting the curve
Observation
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Reference books:
1. A. J. Sadler, D. W. S. Thorning (1987). Understanding Pure Mathematics, Oxford University Press.
2. Arthur Adam, Freddy Goossens and Francis Lousberg (1991). Mathematisons 65, DeBoeck, 3rd
edition. 3. David Rayner (2000). Higher GCSE Mathematics, Oxford University Press.
4. DPES- RWANDA (1990). Complexes 5th, Livre de l’élève. IMPRISCO-Kigali.
5. Frank Ebos, Dennis Hamaguchi, Barbana Morrison & John Klassen (1990), Mathematics Principles & Process, Nelson Canada A Division of International Thomson Limited.
6. George B. Thomas, Maurice D. Weir & Joel R. Hass (2010), Thomas’ Calculus Twelfth Edition, Pearson Education.
7. J CRAWSHAW, J CHAMBERS (1984). A concise course in A-Level statistics with worked examples, Stanley Thornes (Publishers) LTD.
8. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Six. Kigali: Fountain.
9. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Five. Kigali: Fountain.
10. Ngezahayo, E. P. (2016). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Four. Kigali: Fountain.
11. Peter Smythe (2005). Mathematics HL & SL with HL options, Revised Edition, Mathematics Publishing Pty. Limited.
12. Shampiona, A. (2005). Mathématiques 6. Kigali: Rwanda Education Board
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O M G A R 4 0 1 - ACCESS RECORDS
OMGAR401 Provide access to required records
REQF Level: 4 Learning hours
Credits: 8 80
Sector: Administration
Sub-sector: Office management
Issue date: September, 2017
Purpose statement
This core module describes the skills, knowledge, ability and attitudes to be acquired for the
learners pretending to become professional Record clerk the trainees will be able to .identify
materials, tools, equipment and communicate the availability of the records and avail records.
It is fundamental for a trainee to first understand the kind of work to perform by use of tools
and equipments.
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Learning assumed to be in place
Implementing Health safety, security and environmental policies and procedures
Working with others
Intermediate workplace English
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify materials ,equipment
and tools
1.1. Appropriate identification of Tools and equipments in
accordance to the job requirements
1.2. Systematic selection of tools and equipment in
accordance to their types
1.3. Regular cleaning of tools and equipment as per the
cleaning techniques
2. Communicate the availability of
the records
2.1. Proper identification and selection of methods and
systems
2.2. to promote effective communication
2.3. Proper application selected methods of
communication
3. Avail records (Process for
applications and avail the
record)
3.1 Proper identification of tools and materials to availing
records
3.2 Right use of record search tools
3.3 Adequate creation and use of record requesting tools
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LU 1: Identify materials, equipment and tools materials
1
Learning Outcomes:
1. Identify tools, equipments and materials for assessing records. 2. Select and prepare tools, equipment and materials for accessing
records 3. Keep and Clean tools and equipment
20 Hours
Learning Outcome 1.1: Identify tools, equipments and materials for assessing records
Definition of concepts
Accessing records
Types of tools, equipments
and materials for assessing
Records
Tools used to access
records
Reference books
Index card
Cross reference card
File absent card
Computer terminals
o Group discussion on materials,
tools and equipments for
accessing records
o Research on internet
o Site visit
- Reference Books
- Catalogue
- Repertory
- Index
- internet
- Computer
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
Resources Learning activities Content
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Equipment used access
records
Shelves
File cabinets
Computer
Flash disk
CDs
Materials used to access
records
Papers
Pens
Registers
- Flash Disk
- Markers
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Short questions
Observation checklist
Task:Choose materials, equipment and tools used for accessing
records.
Checklist Score
Yes No
Definition concepts
Types of tools, equipments and materials for accessing
Records
Performance criterion
Appropriate identification of Tools and equipments
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Tools used to
equipments used to access records
Materials used to access records
Observation
Learning Outcome 1.2: Select and prepare tools, equipment and materials for accessing
records
Types of reference books
Records guide
Records inventory
Repertories
Online catalogues use
Types of equipments
Shelves
Open shelves
Closed shelves
File cabinets
Metallic cabinets
Wooden cabinets
Plastic cabinets
Computer
o Group discussion on types of
office materials, tools and
equipment
o Research on internet
o Demonstration on types of
materials and tools and
equipment
o Practical exercises on the use of
materials, tools and equipment
- Reference books
- Computer
- Internet
Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Resources Learning activities Content
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Flash disk
CDs
Microfilming machine
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Short questions
Mind map
Observation checklist
Task:Display equipment materials and tools for accessing records.
Checklist Score
Yes No
Types of reference books for accessing records
Records guide
Records inventory
Repertories
Online catalogues use
Types of equipments for accessing the records
Shelves
Open shelves
Closed shelves
Closed shelves
File cabinets
Metallic cabinets
Wooden cabinets
Performance criterion
Systematic selection of tools and equipment in accordance to their types
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Plastic cabinets
Computer
Flash disk
CDs
Microfilming machine
Observation
Learning Outcome 1.3: Keep and Clean tools and equipment
Cleaning materials
Blooms
Water
Liquid soap
(clothes)
Cleaning brushes
Blower
Cleaning techniques
Liquid removal
Dust removal
Moisture removal
Keeping records
equipments advantages
o Group discussion on record
filing order and Records
management mode
o Practical exercises on record
filing order and Records
management mode
o Research on internet
o Site visit
o Debate
- Reference books
- Computer
- Internet
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Resources Learning activities Content
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Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Essay the cleaning technique
Mind map on cleaning techniques
Observation checklist
Task:clean records equipments.
Checklist Score
Yes No
Cleaning materials
Blooms
Water
Liquid soap
Clothe
Cleaning brushes
Blower
Cleaning techniques
Liquid removal
Dust removal
Moisture removal
Keeping records equipments advantages
Observation
Performance criterion
Regular cleaning of tools and equipment as per the cleaning techniques
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LU 2:Communicate the availability of the records equipment and tools
2
Learning Outcomes:
1. Identify methods and systems to promote effective communication of records
2. Apply method of records dissemination 3. Evaluate records communication categories
30 Hours
Learning Outcome 2.1 :Identify methods and systems to promote effective communication of
records
Records life cycle
Definition of life cycle of records
Objectives of life cycle of
records
Steps of life cycle of records
Creation
Final disposition
Physical destruction
of the records
Transfer of records
Phases of the life cycle of
records
Active records
Semi-active records
o Group discussion on
importance of
communication
o Group discussion on
categories of records
communication
o Research on internet
- Reference Books
- Internet
- Computer
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Resources Learning activities Content
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Inactive records
Definition of records
communication
Importance of records
communication
Categories of records
communication
Scraps
Non confidential papers
Reference materials
Records
Personal working
records
Departmental records
Ad-hoc documents
Confidential
information
Print out information
Sensitive information
Records retention policy
o Group discussion on record
location by types
o Research on internet
o Demonstration onrecord
location by types
o Practical exercises on record
location by types
- Reference books
- Computer
- Internet
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
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Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Essay on importance of records communication
Mind map on cleaning techniques
Observation checklist
Task:clean records equipments.
Checklist Score
Yes No
Definition of concepts
Records life cycle
records communication
Steps of records’ life cycle
Creation
Final disposition
Physical destruction of the records
Performance criterion
Proper identification and selection of methods and systems to promote effective
records communication
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Transfer of records
Phases of the life cycle of records
Importance of records communication
Categories of records communication
Scraps
Records
Ad-hoc documents
Sensitive information
Records retention policy
Observation
LearningOutcome 2.2:Apply method of records dissemination
Records dissemination categories:
Records dissemination using
Archives
Records Publishing
Using physical
records(Hard copy)
Using non-physical
tools(Soft records)
Records Duplication
Stencil duplication
Offset duplication
Photocopying
Printing
o Group discussion on records
dissemination categories
o Research on internet
o Practical exercises on record
dissemination categories
- Reference books
- Computer
- Internet
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Resources Learning activities
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Scanning
Records Exhibition
Records Disseminations by Archivists
(Records Clerk)
Records dissemination tools
Blogs use
Social media use
Notice board use
Records References techniques
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Audio visual evidence
Performance evidence
Essay on importance of records communication
Observation checklist
Task:Disseminate records by their categories
Performance criterion
Proper application of selected methods of records dissemination
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Checklist Score
Yes No
Records dissemination categories:
Records dissemination using Archives
Records Publishing
Records Duplication
Records Exhibition
Records Disseminations by Archivists (Records Clerk)
Records dissemination tools
Records References techniques
Observation
Learning Outcome 2.3: Evaluate records communication categories
Records communication
Advantages
Records communication
disadvantages
o Group discussion on records
communication advantages and
disadvantages
o Debate on records communication
advantages and disadvantages
- Reference books
- Computer
- Internet
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Resources Learning activities Content
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Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
0ral evidence
Performance evidence
Essay on importance of records communication
Mind map on records communication advantages and disadvantages
Observation checklist
Checklist Score
Yes No
Records communication Advantages
Records communication disadvantages
Observation
Performance criterion
Proper evaluation and selection of records communication methods in
accordance to their advantages and disadvantages
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LU 3: Avail records (Process for applications and avail the record
3
Learning Outcomes:
1. Proper identification of record tools and materials to avail records
2. Use records search tools 3. Create and use records request tools
30 Hours
Learning Outcome 3.1: Proper identification of record tools and materials to avail records
Types of tools
Analytical tools
Repertory
Inventory
catalogue
Synthetic tools
Record Guide
Summary statement
Types of equipments
Shelves
Open shelves
Closed shelves
File cabinets
Metallic cabinets
o Group discussion on tools used
for availing records
o Group discussion on types of
equipments
o Research on internet
o Individual work
- Reference Books
- Internet
- Computer
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Resources Learning activities Content
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Wooden cabinets
Plastic cabinets
Computer
Flash disk
CDs
Microfilming machine
Types of materials
Papers
Pens
Registers
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Audio visual evidence
Performance evidence
Open questions
Short questions
Observation check list
Task: Choose equipment and materials for availing the records
Checklist Score
Yes No
Types of tools
Analytical tools
Synthetic tools
Types of equipments
Performance criterion
Proper identification of tools and materials to availing records
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Shelves
File cabinets
Metallic cabinets
Wooden cabinets
Plastic cabinets
Types of materials
Papers
Pens
Registers
Observation
Learning Outcome 3.2 Userecords seach tools
Types of search tools
Analytical tools
Repertory
Inventory
Catalogue
Synthetic tools
Record Guide
Summary statement
Parts of Records catalogue
Title
Author
Publication year
Number of copies
Accession number
Call number
o Group discussion Types of
search tools
o Practical exercises on
creation of records
catalogue
o Practical exercises on
creation of records
inventory
o Practical exercises on
creation of records
repertories
o Research on internet
o Study tour to the nearest
Archives Center
o
- Record catalogue
sample
- Computer
- Printer
- Pens
- Flipchart
- Blackboard
- Chalks
- Records inventory
sample
- Records
Repertories
sample
- Audio-visual
Resources Learning activities Content
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Introduction to records guide in
searching
Parts of records inventory
Call number
Accession number
Author
Title
Publisher
Publication year
Number of copies
Language
Observation
Parts of records repertories
Call number
Title
Publication year
Author
material
Publisher
Publication year
Number of copies
Language
Observation
Parts of records repertories
Call number
Title
Publication year
Author
o -
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Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Audio visual evidence
Performance evidence
Short questions
Mind map types of research tools
Observation check list
Task: Make records catalogues ,records inventory, records
repertories
Checklist Score
Yes No
Definition of term
Record search tools
Types of search tools
Analytical tools
Synthetic tools
Parts of Records catalogue
Title
Author
Publication year
Number of copies
Accession number
Call number
Introduction to records guide in searching
Parts of records inventory
Performance criterion
Right use of record search tools
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Call number
Accession number
Author
Title
Publisher
Publication year
Number of copies
Language
Observation
Parts of records repertories
Call number
Title
Publication year
Author
Observation
Learning Outcome 3.3.Create and use records request tools
Definition of records request
tools
Types of records request tools
Booklet
Form
Parts of the record requesting
form or booklet template
Request Date
o Group discussion on types of
records request tools
o Research on internet
Demonstration on Parts
of the record requesting
tools template
o Practical exercises on
drafting a record requesting
tools Template
- Reference books
- Computer
- Internet Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Resources Learning activities Content
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Names
Address
Record title
Author
Accession number
Call number
Returning Date
Signature
Draft a record form or booklet
Template
Filling a record form or booklet
Template tips
- Form or Booklet
sample
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Audio visual evidence
Performance evidence
Short questions
Essay
Mind map types of research tools
Observation check list
Task:Draft and fill booklet and form
Performance criterion
Adequate creation and use of record requesting tools
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Checklist Score
Yes No
Definition of concept
Records request tools
Types of records request tools
Booklet
Form
Parts of the record requesting form or booklet template
Request Date
Names
Address
Record title
Author
Accession number
Call number
Returning Date
Signature
Draft a record form or booklet Template
Filling a record form or booklet Template tips
Types of records categories
Vital
Important
Useful
Non essential
Observation
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Summative Assessment
Integrated situation Resources
Integrated situation:
Karisimbi College of Education had got a donation from BOOKS FOR AFRICA. This was a two containers of books which can be used in different domains. The school wants the staff and students to take advantage of this donation. As a record clerk help the institution above to access the records within two weeks. All the facilities are available to achieve the task.
Tools, equipments and materials - Word processor - Typewriters - Cabinets - Shelves - Mobile shelving - Folders - Guides - Labels - Sorters - OUT indicators - Stapling machine - Punching machine - File folders - Hanging file - Pocket file - End tab file - Staples - Gloves and nose
mask - Overcoat - Safety shoes
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Record accession tools, equipment and PPE are identified and selected
Filing tools
accession tools
PPE
Indicator: Accession tools materials and equipment are arranged into the working area
Disposition according to the type
Disposition according to the use
Indicator: The books are identified and selected
Books identified by methods and systems
Indicator: Records/books are communicated
Communication methods are applied
Records are evaluated according to their advantages
Indicator: Records/books are accessed
Records accession tools are in place
Records search tools are availed
Records requesting tools are created
Indicator: Tools, equipment and working area are cleaned
Tools cleaning techniques
equipment cleaning techniques
Working area cleaning techniques
Type of solvent
Handover of the record accession report
Observation
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Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: The records accession is done
Record communication is effective
Records/books are available
Record communication is effective
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Lack of access to records/books is solved
The record accession is effective
Indicator: Records accession report is accomplished
Accession report is done
Filled invoice format
Indicator: Time is respected
Required time 2 weeks
Observation
Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: PPE are used
Overcoat or overall
Gloves
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Safety shoes
Nose protection mask
Observation
Reference books: www.irmt.org/documents/educ_training/public_sector.../IRMT_preserve_recs.pdf https://archives.un.org/.../Guidance%20Protecting%20Records%20in%20Emergency
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O M G P G 4 0 1 - PURCHASE ORDERS PREPARATION AND GOODS RECEIVING
OMGPG401 Prepare purchase orders and receive goods
REQF Level: 4 Learning hours
Credits: 5 50
Sector: Art and Craft
Sub-sector: Tailoring
Issue date:September, 2017
Purpose statement
This core module describes the skills, knowledge, ability and attitudes to be acquired for the
learners pretending to become professional purchase clerk, the trainees will be able to liaise
with the purchasing officer to evaluate the quotations, make follow up of the purchases order,
receive goods delivered in collaboration with the storekeeper; and it is fundamental for a
trainee to first understand the kind of work to perform by use of instruments, tools and
equipment. The trainee will be able to place in purchase orders.
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Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Write / fill the purchase order
1.4. Proper identification of equipment, material and tools
to be used
1.5. Proper drafting of the purchase order
1.6. Proper writing / filling the purchase order
1.7. Proper sending purchase order form / letter
2. Make follow up of the purchases
order
2.4. Proper follow up of the purchasing order delivery to
the destination
2.5. Accurate complain about the goods and services
delivered
2.6. Proper decision making on receipt of supplier’s reply
3. Receive goods delivered in
collaboration with the
storekeeper
3.4 Proper maintenance of cleanliness of the workplace
3.5 Receive and handle of goods delivered
3.6 Careful writing or filling of the goods received notes
in triplicate
3.7 Proper interaction with supplier in case of wrong
delivery
3.8 Proper crosschecking of the invoice with the good
received note in collaboration with his supervisor
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LU 1: Write and Fill the purchase order
1
Learning Outcomes:
1. Identify the equipment, material and tools to be used 2. Draft the purchase orders 3. Write / fill the purchase order 4. Send purchase order
20 Hours
Learning Outcome 1.1: Identify the equipment, material and tools to be used
Types of equipment
Computer
Printer
Scanner
Types Materials
Papers
Pencils
Pens
Characteristics of equipment and
materials
o Group discussion on
advantages and disadvantages
of purchase order
o Individual exercises on
elements of purchase order
o Presentation on purchase order
- Reference Books
- Internet
- Computer lab
- Documentation
- Markers marking
schemes
Formative Assessment 1.1
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Ticking questions
Multiple questions
True or false questions
Expose ( Presentation)
Questionnaire
Proposed activity: Observation checklist
Concept
Task:Identify equipment, materials, and tools.
Checklist Score
Yes No
Types of equipment Identification
Types of equipment
Computer
Printer
Scanner
Types Materials
Papers
Pencils
Pens
Types of materials
Characteristics of equipment and materials
Observation
Performance criterion
Proper identification of equipment, material and tools to be used
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Learning Outcome 1.2 : Draft the purchase orders
Definition of term
Purchase order
Types of purchase orders
Regular order
Regular order- Received
Check with order
Quoted Bid order
Blanket order
Elements of purchase order
form / letter
Company address
Order number
Formal instruction to the
supplier “please supply”
Name and address of
supplier
Quality of items to be
supplied
Description of items to
be supplied
Terms of payments
Delivery date and
address
VAT reference number
Sign of the person
authorized to issue the
order
Group discussion on equipment
and materials to be used
- Reference books
- Computer
- Internet
- Visual aids
- Drawing set
- Documentation
Resources Learning activities Content
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Advantages and
disadvantages of purchase
order
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Ticking questions
Multiple questions
True or false questions
Expose ( Presentation)
Questionnaire
Proposed activity: Observation checklist
Concept
Task:Draft a purchase order using its elements.
Checklist Score
Yes No
Types of purchase orders application
Regular order
Regular order- Received
Check with order
Elements of purchase order form / letter
Advantages and disadvantages of purchase order
Observation
Performance criterion
Proper drafting of purchase order
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Learning Outcome 1.3 : Write / fill the purchase order
Definition of purchase order
Types of purchase orders
Regular order
Regular order- Received
Check with order
Quoted bid order
Blanket order
Elements of Purchase order
form/ purchase letter
Company address
Order number
Formal instruction to
the supplier “please
supply”
Name and address of
supplier
Quality of items to be
supplied
Description of items to
be supplied
Terms of payments
Delivery date and
address
VAT reference number
Sign of the person
authorized to issue the
order
Research on internet the
types of purchase orders
Practical exercise on filling a
purchase order
Practical exercise on writing
a purchase order
- Reference Computer
- Internet
- Visual aids
- Drawing set
- Documentation books
Resources Learning activities Content
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Write / fill Purchase order
form / purchase letter
Advantages and
disadvantages of purchase
order
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Ticking questions
Multiple questions
True or false questions
Expose ( Presentation)
Questionnaire
Proposed activity: Observation checklist
Concept
Task:According to reply received choose a type of purchase order
and writer it in according to its elements.
Checklist Score
Yes No
Types of purchase orders
Elements of Purchase order form / letter
Advantages and disadvantages of purchase order
Observation
Performance criterion
Proper writing / filling the purchase order
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Learning Outcome 1.4: Send purchase order
Selection criteria of
sending purchase order
Speed
Cost
Urgency
Availability
Means of sending purchase
order
Fax
Post office
Hand-deliver
Telephone
Characteristics of each mean
Advantages and
disadvantages of delivery
means
Group discussion on
sending purchase order /
letter
Debate on the advantage s
and disadvantages of
delivery means
- ReferenceComputer
- Internet
- Visual aids
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper sending purchase order form/letter
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Ticking questions
Multiple questions
True or false questions
Expose ( Presentation)
Questionnaire
Proposed activity: Observation checklist
Concept
Task:: Choose the mean basing on its criteria and send purchase
order
Checklist Score
Yes No
Selection criteria of sending purchase order
Means of sending purchase order
Characteristics of each mean
Advantages and disadvantages of delivery means
Observation
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LU 2 Make follow up of the purchases orders
2
Learning Outcomes:
1. Make follow up of the purchases order 2. Complain about the goods and services delivered 3. Make decision on receipt of supplier’s reply
15 Hours
Learning Outcome 2.1: Make follow up of the purchases order
Techniques of purchase
orders follow up
Purchase orders
Collection
Communicate
availability of the
Purchase orders
Files Collection
Receive supplier’s
acknowledgment
o Research on internet the
techniques of purchase order
follow up
- Reference Books
- internet
- Computer lab
- Documentation
- Markers marking schemes
Resources Learning activities Content
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Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Ticking questions
Multiple questions
True or false questions
Expose ( Presentation)
Questionnaire
Proposed activity: Observation checklist
Concept
Task:According to purchase order sent make a follow-up
techniques.
Checklist Score
Yes No
Techniques of purchase orders follow up Specification of embroidery hand tools
Observation
Learning Outcome 2.2 :Complain about the goods and services delivered
Causes of complains
Delay of goods and services
Damaged goods
Poor quality of goods and
Group discussion on factors
lead to rise of complain
Individual exercises on
elements of complaint letter
- Reference books
- Computer
- Internet
- Visual aids
Resources Learning activities Content
Performance criterion
Proper follow up of the purchasing order delivery to the destination
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services
Incorrect quantity
Incorrect calculations on an
invoice
Means of communicating complaints
Written
Oral
Elements of written complaint letter
Company’s address
Address and sign off correctly
Complain reason
Solution suggestion
Format of complaint letter
Write a complain letter
Practical exercise on writing
a the complaint letter
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Ticking questions
Multiple questions
True or false questions
Expose ( Presentation)
Questionnaire
Proposed activity: Observation checklist
Concept
Task:Identify equipment, materials, and tools.
Performance criterion
Accurate complain about the goods and services delivered
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Checklist Score
Yes No
Causes of complains
Means of communicating complaints
Elements of written complaint letter
Format of complaint letter
Observation
Learning Outcome 2.3:Make decision on receipt of supplier’s reply
Assess supplier’s reply
Process of decision making
Identify a decision
Gathering information
Assessing alternative
resolution
Group discussion on strategies in
making decision
Research on internet on process of
decision making
Individual exercise on the strategy
in making decision
- Reference books
- Computer
- Internet
- Visual aids
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper decision making on receipt of supplier’s reply
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Ticking questions
Multiple questions
True or false questions
Expose ( Presentation)
Questionnaire
Proposed activity: Observation checklist
Concept
Checklist Score
Yes No
Process of decision making
Seek solution in decision making
Observation
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LU 3: Receive goods delivered in collaboration with the storekeeper
3
Learning Outcomes:
1. Maintaincleanliness of the workplace 2. Receive and handle of goods delivered 3. Write or fill the goods received notes in triplicate 4. Interact with supplier in case of wrong delivery 5. Crosscheck invoice with the goods received note in collaborating
to his supervisor 15 Hours
Learning Outcome 3.1: Maintain cleanliness of the workplace
Types and nature of wastes
Liquid type
Solid type
Hazards type
Recyclable type
Cleaning tools
Broom heads
Cleaning brushes
Dusters
Cleaning pads
Buckets
Floor machine parts
Methods of cleaning workplace
By hand
o Group discussion techniques of
receiving goods
o Research on internet
techniques of receiving goods
- Reference Books
- Internet
- Computer lab
- Documentation
Resources Learning activities Content
343 | P a g e
By machine
Waste removing techniques
Organic wastes
Non-organic wastes
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Ticking questions
Multiple questions
True or false questions
Expose ( Presentation)
Questionnaire
Proposed activity: Observation checklist
Concept
Task: Clean the office according to cleaning tools using cleaning
methods
Checklist Score
Yes No
Types and nature of wastes
Cleaning tools
Methods of cleaning workplace
Waste removing techniques
Observation
Performance criterion
Proper maintenance of cleanliness of the workplace
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Learning Outcome 3.2: Receive and handle of goods delivered
Process of receiving goods
Receive goods,
Inspecting/ monitoring
Defect
Quantity
Quality
Checking on invoice
Checking on delivery note
Acceptance
Brain storming on types of
wastes
Group discussion on types
of cleaning tools
Research on internet the
methods of cleaning
workplace
Individual exercise on waste
removing techniques
- Reference books
- Computer
- Internet
- Visual aids
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Accurate selection of cleaning materials and products
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Ticking questions
Multiple questions
True or false questions
Expose ( Presentation)
Questionnaire
Proposed activity: Observation checklist
Concept
Task:: Receive and handle goods delivered
Checklist Score
Yes No
Received goods
Inspecting / monitoring
Checking on invoice
Checking on delivery note
Acceptance
Observation
Learning Outcome 3.3: Write or fill the goods received notes in triplicate
Definition of goods received note
Elements of goods received note
Company address
Quality and quantity
Description
Sender and receiver’s address
Package
Note number
Group discussion on
elements of goods received
note
Individual exercises on filling
goods received note
Research on internet the
advantages and
disadvantages of goods
- Reference Books
- internet
- Computer lab
- Documentation
Resources Learning activities Content
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Order number
Invoice number
Sign of receiver
Format of goods received note
Fill a Good received notes
Advantages and disadvantages of
goods received note
received note
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Ticking questions
Multiple questions
True or false questions
Expose ( Presentation)
Questionnaire
Proposed activity: Observation checklist
Concept
Task:Write/fill goods received note in triplicates
Checklist Score
Yes No
Elements of goods received note
Format of goods received note
Fill a Good received notes
Advantages and disadvantages of goods received note
Performance criterion
Careful writing or filling of the goods received notes in triplicate
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Observation
Learning Outcome 3.4: Interact with supplier in case of wrong delivery
Definition of wrong delivery
Case of wrong delivery
Goods do not match with order
Quality
Quantity
Size
Tips to interact with supplier
Expectations setting
Prepare to interrogate
Understand the route cause
Provide feedback on
performance
Accept criticism
Group discussion on poor
supplier
Research on internet the
techniques to interact with a
poor supplier
- Reference books
- Computer
- Internet
- Documentation
Formative Assessment 3.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Ticking questions
Performance criterion
Proper interaction with supplier in case of wrong delivery
Resources Learning activities Content
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Performance evidence
Oral evidence
Multiple questions
True or false questions
Expose ( Presentation)
Questionnaire
Proposed activity: Observation checklist
Concept
Task:: interact with supplier on wrong delivery using interaction tips.
Checklist Score
Yes No
Case of wrong delivery
Tips to interact with supplier
Observation
Learning Outcome 3.5: Crosscheck invoice with the goods received note in collaborating to
his supervisor
Definition of invoice
Elements of an invoice
Company’s address
Invoice number
Order number
Quantity
Description
Unit price
Total price
Terms of payments
Terms of delivery
o Brainstorming on the
elements of an invoice
Research on internet the
format of invoice
Individual exercise on
advantages and
disadvantages of invoice
- Reference books
- Computer
- Internet
- Drawing set
- Documentation
Resources Learning activities Content
349 | P a g e
Sign
Format of an invoice
Advantages and disadvantages of
invoice
Formative Assessment 3.5
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Checklist Score
Yes No
Elements of an invoice
Format of an invoice
Advantages and disadvantages of invoice
Observation
Performance criterion
Proper crosschecking of the invoice with the good received note in collaboration
with his supervisor
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Summative Assessment
Integrated situation Resources
King Faysal Hospital located at Gasabo-Kigali City needs to buy 80
mattresses. The mattress specifications are: 95cm of width, 20cm of
height, 187m of length, and 7metallic beds specifications are; 1m of
width, 180m length, and 35 mopes. Previously 50 office chairs were
ordered and delivered among those 15 were in bad conditions: 10
chairs were broken, 5 chairs with torn covers. As purchase clerk you
are requested:
A. To write a purchase order to MANUMETAL Ltd for above
equipment
B. Make a follow-up of the purchase order
C. How can you complain about the damaged items amicably?
D. Submit the purchase report.
N.B: You have to do the work in 2 hours
Tools, materials and equipment: - Computer
- Fax
- Telephone
- Postage
- Scanner
- Printer
- Papers
- Pens
- Pencils
- Highlighter
- Requisition books
- Electronic mails
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Purchase order is written / filled
Equipment, materials to write / fill purchase order are selected
Purchase order drafting
Fill the purchase order
Purchase order sending
Indicator: Purchase order follow-up is made
Purchase order follow-up techniques application
Delay of goods and services is considered
Reply received and decision taken
Indicator: Purchase order follow-up is made
Cleanliness of work place maintained
Process of receiving goods respected
Goods received note filled/written
Complain about wrong delivery is done
Invoice and goods received note are checked
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: 80 mattresses width 95cm of width, 20inch of height,187m length are ordered and purchased
Reception of 80 mattresses
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The model has all details
Indicator: metallic beds width measurements:1m by 180m length are ordered and purchased
Reception of 7 metallic beds textures
Indicator: 35 mopes are purchased
Reception of 35 mopes
Indicator: 10 chairs broken and 5 chairs appear to have torn cover are replaced
Reception of 15 chairs
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Buying plan is implemented
Buying plan
Indicator: Numbers and specifications are respected
No materials are wasted
Indicator: Complain of 15 chairs is done
Complain Result
Indicator: Purchase report is completed
Filled report format
Indicator: Time is respected
Required time: 2hours
Observation
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Reference books:
13. NEGOTIATIONS WITH SUPPLIERS
14. http://www.bradford.ac.uk/purchasing/media/purchasing/campusonly/Negotiations.pdf
15. 2. Guide to Evaluating Tenders and Quotes
16. http://www.centralgoldfields.com.au/CA2573450006E09E/All/42FEBF7DFB75738FCA2579
F20018E69A/$file/Guide%20to%20Evaluating%20Tenders%20&%20Quotes.pdf
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O M G P P 4 0 1 - PURCHASE ORDERS PLACING
OMGPP401 Prepare to place purchase orders
REQF Level: 4 Learning hours
Credits: 5 50
Sector: Art and Craft
Sub-sector: Tailoring
Issue date:September, 2017
Purpose statement
This core module describes the skills, knowledge, ability and attitudes to be acquired for the
learners pretending to become professional purchase clerk, the trainees will be able to receive
purchase requisition, request for price quotations and catalogues, liaise with the purchasing
officer to evaluate the quotations , and it is fundamental for a trainee to first understand the
kind of work to perform by use of instruments, tools and equipment.
355 | P a g e
Learning assumed to be in place
Describe the occupational and training process
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1.Receive purchase requisition 1.8. Proper identification of equipment and materials to
be used
1.9. Proper receive and careful crosschecking the
purchases requisition
1.10. Adequate identification of the market factors
affecting supply
2.Request for price quotations and
catalogues
2.7. Proper preparation inquiry letter and receive reply
2.8. Proper Selection means of inquiry delivery
2.9. Proper receipt of reply to inquiry letter
3.Liaise with the purchasing officer to
evaluate the quotations
3.9 Proper comparison of price quotations according to
the selection criteria
3.10 Proper Identification and selection of supplier
3.11 Proper negotiation terms of supply and payment.
3.12 Appropriate review and evaluation of the existing
suppliers
3.13 Proper implementation of buying plan
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LU 1: Receive purchase requisition equipment
1
Learning Outcomes:
1. Identify equipment and materials to be used 2. Receive and crosscheck the purchase requisition 3. Identify market factors affecting supply
15 Hours
Learning Outcome 1.1: Identify equipment and materials to be used.
Types of equipment and materials Computer Fax Telephone Postage Scanner Printer Papers Pens Pencils Highlighter Requisition books
Characteristics of equipment and tools
Advantage and disadvantage of equipment
o Brainstorming on equipment characteristics
o Internet research on equipment used to receive purchase requisition
o Demonstration (PR format)
o Observation of equipment
o Individual exercises on advantage and disadvantage
Documentary research and group discussion on characteristics of equipment and tools
- Reference Books - Internet - Computer lab - Documentation - Markers marking
schemes - Role play - Flipcharts - Markers
Resources Learning activities Content
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Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Matching questions
Multiple questions
True or false question Ticking
Expose
Questionnaire
Proposed activity: Observation checklist
Task:Identify equipment, materials and tools according to their
characteristics.
Checklist Score
Yes No
Types of equipment and materials
Characteristics of equipment and tools
Observation
Performance criterion
Proper identification of equipment and materials to be used
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Learning Outcome 1.2:Receive and crosscheck the purchase requisition
Definition of terms
Purchasing
Purchase requisition
Types of purchase requisition
Special Item
Fixed Cost
Purchasing process
Create requisition
Budget check
requisition
Approve requisition
Generate purchase
order
Elements of Purchase
requisition
Name of requestor
Quantity and quality
Description of
item(s) service(s)
being ordered
Code number
Date required
Supplier contact
name and phone
number…
Format of purchase
o Brainstorming on definitions,
purchasing process and elements
of purchase requisition
o Documentary research and group
discussion on types of purchase
requisition
o Individual exercises on elements
of purchase requisition (PR)
o Internet research on elements of
purchase requisition
o Practical exercises on sent and
received purchase requisition
o Role play on writing, sending and
receiving purchase requisition
- Reference books
- Computer lab
- Internet
- Visual aids
- Documentation
- Flipcharts
- Markers
Resources Learning activities Content
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requisition
Write purchase requisition
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Matching questions
Multiple questions
True or false question Ticking
Expose
Questionnaire
Concept
Proposed activity: Observation checklist
Task:Receive and crosscheck purchase requisition according to its
elements
Checklist Score
Yes No
Types of purchase requisition
Purchasing process
Elements of purchase requisition
Format of purchase requisition
Observation
Performance criterion
Proper receiving and careful crosschecking the purchases requisition
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Learning Outcome 1.3: Identify market factors affecting supply
Definition of concepts
Market
Product
Supply and demand
Types of market
Local market
Advantages and
disadvantages of
market
International market
Advantages and
disadvantages of
market
Factors affecting market
supply
Government policy
Tax of the commodity
Number of producers
Level of technology
Cost of producing the
commodity
Price expectations
Consumers ignorance
Political climate
Availability of factors of
production.
o Brainstorming on definitions
o Documentary research and
group discussion on types of
market
Individual exercises on
factors affecting market
supply
Internet research on
advantage and
disadvantage
Role play
Field visit
- Reference books
- Internet
- Documentation
- Markers marking schemes
- Computer lab
- Flipcharts
- Markers
Resources Learning activities Content
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Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Matching questions
Multiple questions
True or false question
Ticking
Expose
Questionnaire
Proposed activity: Observation checklist
Task:Market visit and identify market factors affecting supply
Checklist Score
Yes No
Types of market
Advantages and disadvantages of market
Factors affecting market supply
Observation
Performance criterion
Adequate identification of the market factors affecting supply
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LU 2: Operate embroidery equipment and tools
2
Learning Outcomes:
1. Prepare inquiry letter and receive reply 2. Select means of inquiry delivery 3. Receipt of reply to inquiry letter
10 Hours
Learning Outcome 2.1: Prepare inquiry letter and receive reply
Definition of terms
Inquiry letter
Invitation to tender
Reply to inquiry letter
Components of inquiry
letter
Company address
Description
Unit price
Total price
Write an inquiry letter
Types of reply letter
Quotation
Catalogue
o Brainstorming on definitions
o Documentary research and
group discussion on
components of inquiry letter
o Internet research on
Components of quotation
o Observation (format)
o Presentation
o Individual exercises on Writing
an inquiry form / letter
- Reference Books
- Internet
- Computer lab
- Documentation
- Markers marking schemes
- Printer
- Flipcharts
- Markers
Resources Learning activities Content
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Price list
Brochures
Components of quotation
Company address
Description
Unit price
Total price
Date of delivery and
term of payment
Format of quotation
Write quotation
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Matching questions
Multiple questions
True or false question
Ticking
Expose
Questionnaire
Proposed activity: Observation checklist
Performance criterion
Proper preparation inquiry letter and receive reply
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Checklist Score
Yes No
Components of inquiry letter
Types of reply letter
Components of quotation
Format of quotation
Inquiry letter
Observation
Learning Outcome 2.2:Select means of inquiry delivery
Types of inquiry delivery means
Electronic E-mail
Postage
Hand
Fax
Differentiation of Inquiry delivery
means
Advantages and disadvantages inquiry
delivery means
o Documentary research and
group discussion on
advantages and
disadvantages of inquiry
delivery means
Individual exercises
Presentation
Internet research on
differentiation of Inquiry
delivery means
- Reference books
- Computer
- Internet
- Fax
- Visual aids
- Flipcharts
- Markers
- Fax
Formative Assessment 2.2
Performance criterion
Proper selection means of inquiry delivery
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Matching questions
Multiple questions
True or false question Ticking
Expose
Questionnaire
Proposed activity: Observation checklist
Task:Select the means of inquiry delivery according to their
characteristics.
Checklist Score
Yes No
Types of inquiry delivery means
Differentiation of inquiry delivery means
Advantages and disadvantages inquiry delivery means
Observation
Learning Outcome 2.3:Receipt of reply to inquiry letter
Ways of reply to inquiry
letter
Electronic E-mail
Postage
Hand
Fax
Differentiation of reply
means
o Documentary research and group
discussion on advantages and
disadvantages of reply means
o Research on internet
o Observation
o Presentation of types
o Individual exercises
- Reference books
- Computer
- Internet
- Visual aids
- Flipcharts
- Markers
- Fax
Resources Learning activities Content
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Advantages and
disadvantages of reply
means
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Matching questions
Multiple questions
True or false question Ticking
Expose
Questionnaire
Proposed activity: Observation checklist
Checklist Score
Yes No
Ways of reply to inquiry letter
Differentiation of reply means
Advantages and disadvantages
Observation
Performance criterion
Proper receipt of reply to inquiry letter
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LU 3 Liaise with the purchasing officer to evaluate the quotations
3
Learning Outcomes:
1. Comparison of price quotations 2. Identify and select the supplier 3. Negotiate terms of supply and payment.
25 Hours
Learning Outcome 3.1: Comparison of price quotations
Definition of term Supplier evaluation
Supplier selection process: Supplier identification Supplier evaluation Supplier’s contract
Best supplier selection criteria Price Quantity and quality Terms of payments Cost of transport
Price analysis techniques Comparison of competitive
bids Comparison of prior
quotations Comparison published price
list Price set by laws and
regulation Similar item comparison
o Brainstorming on definitions o Documentary research and
group discussion on supplier selection process
o Internet research on selection criteria
o Presentation of price analysis techniques
o Individual exercises on price analysis techniques
- Reference Books - Internet - Computer lab - Documentation - Flipcharts - Markers
Resources Learning activities Content
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Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Matching questions
Multiple questions
True or false question Ticking
Expose
Questionnaire
Proposed activity: Observation checklist
Task:Compare price quotation according to select criteria
Checklist Score
Yes No
Supplier selection process
Price analysis techniques
Selection criteria of a best supplier
Observation
Performance criterion
Proper comparison of price quotations according to the selection criteria
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Learning Outcome 3.2: Identify and select the supplier
Definition of term
Supplier evaluation
Supplier selection process:
Supplier identification
Supplier evaluation
Supplier’s contract
Best supplier selection criteria
Price
Quantity and quality
Terms of payments
Cost of transport
Price analysis techniques
Comparison of competitive bids
Comparison of prior quotations
Comparison published price list
Price set by laws and regulation
Similar item comparison
o Brainstorming on definitions
o Documentary research and
group discussion on supplier
selection process
o Internet research on
selection criteria
o Presentation of price
analysis techniques
o Individual exercises on price
analysis techniques
- Reference Books
- Internet
- Computer lab
- Documentation
- Flipcharts
- Markers
o -
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper identification and selection of supplier
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Matching questions
Multiple questions
True or false question Ticking
Expose
Questionnaire
Proposed activity: Observation checklist
Task:Compare price quotation according to select criteria
Checklist Score
Yes No
Supplier selection process
Price analysis techniques
Selection criteria of a best supplier
Observation
Learning Outcome 3.3: Negotiate terms of supply and payment.
Definition of term
Payment negotiation
Term of supply
Price negotiation
Techniques of negotiation
The stages of negotiation
Preliminary Stage
Introductory Stage
Bargaining Stage
o Documentary research and
group discussion on
definitions
o Individual exercises on
Techniques of negotiation
Presentation of negotiation
outcomes
Internet research on stages
of negotiation
- Reference books
- Computer
- Internet
- Visual aids
- Flipcharts
- Markers
Resources Learning activities Content
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Agreement Stage
Post Agreement Stage
Negotiation Outcomes
Lose-Lose
Win-lose
Win-Win
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Matching questions
Multiple questions
True or false question Ticking
Expose
Questionnaire
Proposed activity: Observation checklist
Checklist Score
Yes No
Techniques of negotiation
The stages of negotiation
Negotiation Outcomes
Observation
Performance criterion
Proper negotiation terms of supply and payment
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Learning Outcome 3.4: Review and evaluate the existing suppliers according to the market
situation.
Definition of term
Suppliers evaluation
Review criteria
Techniques of Reviewing existing
suppliers
Transportation
Cost
Time delivery
Suppliers qualification
Product quality/ services
Product name
Batch size
Review date
References to source
Comparison the review from
previous
o Documentary research and
group discussion on
definition
Individual exercises on
techniques of reviewing
existing suppliers
Research on internet
- Reference Books
- Internet
- Computer lab
- Documentation
- Flipcharts
- Markers
Formative Assessment 3.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate review and evaluation of the existing suppliers
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Matching questions
Multiple questions
True or false question Ticking
Expose
Questionnaire
Proposed activity: Observation checklist
Checklist Score
Yes No
Techniques of reviewing existing suppliers
Product quality/ services
Seek solution in review and evaluate existing supplier
Observation
Learning Outcome 3.5: Implement buying plan
Definition of term
Buying plan
The process of buying
Goods identification
Sent inquiries
Receive quotations
Issue purchase order
Receive acceptance letter
Receive goods delivery order
Receive dispatch note
o Documentary research and
group discussion on
definition
Individual exercises on
process of buying
Presentation of documentary
research
Research on internet
Practical exercises on buying
Role to play on buying
- Reference books
- Computer
- Internet
- Visual aids
- Drawing set
- Documentation
- Flipcharts
- Markers
Resources Learning activities Content
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Receive invoice note
Formative Assessment 3.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Open questions
Task: Maintain embroidery machine
Arrange embroidery equipment and tools in workplace
Checklist Score
Yes No
Buying process
Buying Plan
Seek solution in implementing buying plans
Observation
Performance criterion
Proper implementation of buying plan
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Summative Assessment
Integrated situation Resources
Rwanda Mountain Tea Company limited located at Nyarugenge-Kigali
City has three tea factories at Kitabi, Nyabihu and Rutsiro, two of the
industries have sent purchase requisitions for the following
requirements: 20 sacks of cement, 8 wheel brows and 2 water pipes of
14m and 20m long. As a purchase clerk in that company you are
requested by the Purchase Manager to prepare and put everything in
position within 2hours so that the requirements are purchased
Tools, equipments and materials - Spades - Computer - Fax - Telephone - Postage - Scanner - Printer - Papers - Pens - Pencils - Highlighter - Requisition books - Electronic -mails
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Purchase requisitions are received
Equipment, materials to receive purchase requisition are selected
Purchase requisition is received and crosschecked
Market factors to supply are identified
Indicator: Request for price quotations is done
Inquiry letter is prepared
Means of inquiry delivery selected
Inquiry letter/form is sent
Reply to inquiry letter received
Indicator: Evaluation of quotation is done
Existing supplier are reviewed and evaluated
Payments and term of supply negotiated
Supplier Identified and selected
Buying plan proposed
Observation
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Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Best Supplier is selected
Supplier Selection criteria followed
Indicator: Best Supplier is selected
Procedures are followed
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Both factories requests considered
Factories’s requests
Indicator: Buying plan is completed
Buying plan
Indicator: Time is respected
Required time 3hours
Observation
Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: PPE are used
Computer right reflector
Observation
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Reference books:
1.Kigenyi Frank David, simplified entrepreneurship for colleges 3rd edition 2009
Wasswa Balunywa, Business Administration 4th edition 2 Reference books:
1. Purchase Requisition & Purchase Order Policy.
http://policylibrary.columbia.edu/files/policylib/imce_shared/Requisition_and_PO_Policy_052915.pdf
2. Processing Purchase Requisitions and Change Orders
http://finance.columbia.edu/files/gateway/content/purchasing/req_co_quickguide.pdf
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O M G P P 4 0 1 - PROCESSING PAYMENT
OMGPP401 Process payment
REQF Level: 4 Learning hours
Credits: 3 30
Sector: Administration
Sub-sector: Office management
Issue date:October, 2017
Purpose statement
This core module describes the skills, knowledge, ability and attitudes to be acquired for the
learners pretending to become professional Sales Clerk, the trainees will be able to operate the
point of sales terminal, receive cash from customer and eventually record cash and provide
receip . It is fundamental for a trainee to first understand the kind of work to perform by use of
tools and machines.
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Learning assumed to be in place
Implement safety, health and environmental policies and procedures
Stock related issue handling
Product and service selling
Quality customer service provision
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1.Operate point of sale terminal 1.1. Proper identification of tools and equipment used
at the point of sale.
1.2. Proper differentiation of point of sale machines
according to their characteristics.
1.3. Proper use the point of sales equipment and
tools as per manufacturer's user guide
1.4. Proper caring of point of sales' tools and
equipment as per manufacturer's
2.Receive cash from customers 2.1. Proper identification of the different methods of
cash remittances.
2.2. Careful Receipt and cash counting.
2.3. Appropriate conversion of currency considering
foreign exchange rates
2.4. 2.Proper issuing cash balance to customer
2.5. 2.5 Careful keeping and Protect of cash
3.Record cash and provide receipt 3.1 Careful recording of the cash in a cash register
Book .
3.2 Careful record of cash in electronic ways.
3.3 Proper provision of the receipt using hand
3.4 Proper provision of the receipt using electronic
machine
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LU 1: Operate point of sale terminal
1
Learning Outcomes:
1. Select material, tools and equipment. 2. Identify different point of sale machines according to their 3. use and operate for the point of sales equipment and tools as
per manufacturer's user guide
10 Hours
Learning Outcome 1.1: Identify the tools and equipment used at the point of sale
Definition of term Point of sale
Different equipment used at the point of sale Receipt printer Touch screen Cash drawer Barcode scanner POS keyboard Receipt paper Signature capture pad Scale Credit card reader
Different types of point of sale Mobile point of sale Tablet POS Terminal POS Online POS Self-service kiosk POS
o Group discussion on equipment used at the point of sale
o Research on internet o Market visits o Role play of point of sale o Brain storming on different
equipment on the different types o Practical exercises
- Reference Books - internet - Computer - Module manuals - flipchart
Resources Learning activities Content
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Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Visual evidence
Oral evidence
concept
Proposed activity: Observation checklist
Checklist Score
Yes No
Definition of term: point for sale
Listing the different equipment used at the point of sale
Receipt printer
Touch screen
Cash drawer
Barcode scanner
POS keyboard
Receipt paper
Signature capture pad
Scale
Credit card reader Selection of tools
Performance criterion
Identify the tools and equipment used at the point of sale
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Identifying the different types of sale
Mobile point of sale
Tablet POS
Terminal POS
Online POS
Self-service kiosk POS
Observation
Learning Outcome 1.2: Identify different point of sale machines according to their
characteristics
Characteristics of the point of
sale machines
Fast check out
Inventory tracking
Customer dates
Automated purchasing
program
Capabilities for multiple
location
Payment card industry
Reporting tools
Different soft wares used at
the POS
Elite POS
Flex POS
True POS
o Group discussion on the features
of the point of sale machines
o Research on internet
o Role play on different soft wares
used at the POS
o Practical exercises
- Reference books
- Computer
- Internet
- Visual aids
- Computer
- internet
- Module manuals
- Flipchart
Resources Learning activities Content
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Marg counter
Fusion retailing
Factors considered when
buying a POS machine
Pricing
Reporting
Integrated
Support
Usability
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
concept
Proposed activity: Observation checklist
Checklist
Score
Yes No
Identifying the characteristics of the point of sale machine
Fast check out
Inventory tracking
Customer dates
Automated purchasing program
Capabilities for multiple location
Performance criterion
Identify different point of sale machines according to their characteristics
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Payment card industry
Reporting tools Classification of equipment
Identifying the different types of soft wares used at the POS
Elite POS
Flex POS
True POS
Marg counter
Listing the factors considered when buying POS Pricing
Reporting
Integrated
Support
Usability
Observation
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Learning Outcome 1.3: use and operate for the point of sales equipment and tools as per
manufacturer's user guide
Reasons for using a POS
Eliminates human error
Reduce your losses
Increases efficiency
Know your return on
investment
Optimize your check out
process
Keep prices accurate and
consistent
POS role
Makes transaction
Records sales
Tracks inventory
Clocking of employees
Operate POS equipments
o Group discussion on the
reasons for using a POS
machine
o Practical exercises on
product standard
o Research on internet
o Visits to the nearby
Supermarket
o Practical exercises
o Visit supermarkets
- Books
- Computer
- Flipchart
- Internet
- Visual aids
- Module manuals
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
concept
Proposed activity: Observation checklist
Performance criterion
use and operate for the point of sales equipment and tools as per
manufacturer's user guide
Resources Learning activities Content
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Checklist Score
Yes No
Stating the reason for using a POS
Eliminates human error
Reduce your losses
Increases efficiency
Know your return on investment
Optimize your check out process
Keep prices accurate and consistent
Stating Different role of POS
Makes transaction
Records sales
Tracks inventory
Clocking of employees Identification the parts of embroidery machine
Operating a POS equipment
Observation
Learning Outcome 1.4: Care for the point of sales equipment and tools as per manufacturer's
user guide
Types of cleaning tools
Cleaning brushes
Cleaning dusters
dust blowers
- Books
- Computer
- Flipchart
- Internet
Resources Learning activities Content
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mopes
Types of cleaning products
liquid soap
Detergents
Sprays
Caring for the POS tools and
equipment
Keep your POS clean
Read the manual
Turn off all components
when not in use
Use a dry cloth
- Visual aids
- Module manuals
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
concept
Proposed activity: Observation checklist
Performance criterion
Care for the point of sales equipment and tools as per manufacturer's user guide
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Checklist Score
Yes No
Stating the different types cleaning tools
Cleaning brushes
Cleaning dusters
dust blowers
mopes
Stating the types of cleaning product
liquid soap
Detergents
Sprays
Application of care to the POS tools and equipment
Keep your POS clean
Read the manual
Turn off all components when not in use
Use a dry cloth
Observation
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LU 2: Receive cash from customers
2
Learning Outcomes:
1. Identify the different methods of cash remittances 2. Receive and count cash 3. Issue cash balance to customer
10 Hours
Learning Outcome 2.1: Issue cash balance to customer
Issue cash balance to customer
o Group discussion
o Research on internet
o visits
o Observation
o Role play
o Practical exercises
o Visit supermarkets
- Reference Books
- internet
- Computer
- Module manuals
- Flipchart
Formative Assessment 2.1
Performance criterion
Identify the different methods of cash remittances
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
concept
Proposed activity: Observation checklist
Checklist Score
Yes No
Stating methods of cash payments
E- payment
Payment by mail
Payment in person
Domestic wire transfer
Foreign wire transfers
Stating the advantages of E payment
Time saving
Expenses control
Reduced risks of loss and Theft
Low commission
User friendly
Convenience
Stating disadvantages of E-paymentt
Restrictions
Risk of being hacked
Lack anonymity
Necessity of internet access.
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Problem of transferring
Observation
Learning Outcome 2.2: Receive and count cash
Ways of counting cash
By hand
By cash counting machine
Counting money Steps
Coins and bills gathering
Size and value organisation
Stack value calculation
Coins and bills addition
Counting machine advantages
time Saving
Accuracy
Easy operation
Convenience
Intelligence
Fake note detection
o Group discussion on the
steps taken to count cash
o Research on internet
o Role play
o making
o Practical exercises on
discounts calculation
o visits
See Learning
Outcome 2.1
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Receive and count cash
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Visual evidence
Oral evidence
concept
Proposed activity: Observation checklist
Checklist Score
Yes No
Application of the ways of money counting.
By hand
By cash counting machine
Apply cash counting steps Coins and bills gathering
Size and value organization
Stock value calculation
Coins and bills addition
List the advantages of cash counting machine
time Saving
Accuracy
Easy operation
Convenience
Intelligence
Fake note detection
Observation
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Learning Outcome 2.3: Issue cash balance to customer
Definition of terms
Cash balance
Errors arising in giving
cash balance
miscalculation
omission of entries
Balance calculation
By hand
By using a calculator
o Group discussion on conversion
of currency from home
currency to foreign currency
o Research on internet
o Practical exercises on cash
balance
o Visit supermarkets
- Reference
books
- Computer
- Internet
- Visual aids
- Computer
- internet
- Module
manuals
- Flipchart
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Visual evidence
Oral evidence
Concept
Ticking
List
Expose
Proposed activity: Observation checklist
Task: convert 10,000frw into Dollars.
Performance criterion
convert currency considering foreign exchange rates conversion
Resources Learning activities Content
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Checklist Score
Yes No
Define the terms
Exchange rates
Foreign exchange
Listing the foreign exchange transaction types
Sport transaction
Forward transaction
Future transaction
Swap transaction
Option transaction
Showing the sources of foreign exchange rate information
From news papers
From NBR
From different banks
From Forex bureau
Application of conversion rate
From home to foreign currency
From foreign to Home currency
Observation
Learning Outcome 2.4: Keep and Protect cash
Resources Learning activities Content
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Types of Cash risks
Cash embezzlement
Cash thefts
cash fraud
Types of security devices
CCTV Cameras
Safe alarms
Drawers
Alarm padlock
Measures to control cash
risks
Cash levels low keeping
cash drawer closing
Strong cash drawer use
o Group discussion on factors to
increase the risk of robbery
o Research on internet
o Role play
o Practical exercises
o Visit supermarkets
- Reference
books
- Computer
- Internet
- Visual aids
- Computer
- internet
- Module
manuals
- Flipchart
- Visual aids
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Concept
Discuss
Listing
Ticking
Proposed activity: Observation checklist
Task: Identify the security devices
Performance criterion
Keep and Protect cash
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Checklist Score
Yes No
Listing types of cash risk
Cash embezzlement
Cash thefts
cash fraud
Identifying types of security devices
CCTV Cameras
Safe alarms
Drawers
Alarm padlock
Applying measures to control cash risks
Cash levels low keeping
cash drawer closing
Strong cash drawer use
Observation
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LU 3: Record cash and provide receipt
3
Learning Outcomes:
1. Record the cash in a cash register Book. 2. Record the cash in an electronic way 3. Provide receipt using hand and
10 Hours
Learning Outcome 3.1: Record the cash in a cash register Book
Definition of terms
Cash register book
Cash receipts
Cash payment
Procedure of recoding cash
received
Recording cash / checks
Forward payments
Apply cash to invoices
Record other cash
Deposit cash
layout of cash register book
Cash register book
Sales journal
o Group discussion
o Research on internet
o Observation
o Role play
o Practical exercises
o Visit supermarkets
- Reference books
- Computer
- Internet
- Visual aids
- Computer
- internet
- Module manuals
- Flipchart
Resources Learning activities Content
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Recording transaction in the
cash register book.
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Concept
Ticking
List
Expose
Proposed activity: Observation checklist
Task: design the cash register
Checklist Score
Yes No
Definition of term
Cash register book
Cash receipts
Cash payment
Identifying the Procedure of recording cash received
Performance criterion
Record the cash in a cash register Book
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Recording cash / checks
Forward payments
Apply cash to invoices
Record other cash
Deposit cash
Designing
Cash register book
Sales journal
Recording transaction in the cash register book
Observation
Learning Outcome 3.2: Record the cash in an electronic way
Definition of terms
Electronic cash register
Types of electronic Cash registers
Touch electronic compact cash
register
Cash payment electronic cash
register
Touch dual screen super market
Lot sale electronic register
Super market cashier drawer
Electronic cash register operation
cash register Setting up plugging in.
Batteries installation
o Group discussion
o Research on internet
o Observation
o Role play
o Practical exercises
o Visit supermarkets
- Reference
books
- Computer
- Internet
- Visual aids
- Computer
- internet
- Module
manuals
- Flipchart
- Visual aids
Resources Learning activities Content
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Receipt paper Installation
Till drawer unlocking
Cash register Turning on
Cash register Programming
User's Code entering
User's names entering
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Concept
Setence completion
Discussion
Proposed activity: Observation checklist
Task: operate an electronic cash register
Checklist Score
Yes No
Definition of terms: electronic cash register
Differentiating types of electronic cash registers
Touch electronic compact cash register
Cash payment electronic cash register
Touch dual screen super market
Lot sale electronic register
Super market cashier drawer
Performance criterion
Record the cash in an electronic way
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Operating the electronic cash register
Cash register Setting up plugging in.
Batteries installation
Receipt paper Installation
Till drawer unlocking
Cash register Turning on
Cash register Programming
Observation
Learning Outcome 3.3: Provide receipt using hand
Definition of terms
Receipt
Cash sale slip
Types of receipts
Payment receipt
Petty cash receipt
Free receipt
Business receipts
Invoice receipts
Donation receipt
Writing receipt
Hand written receipt
carbon copy use
Company stamp use
o Group discussion
o Research on internet
o Role play
o Practical exercises
o Visit supermarkets
- Reference
books
- Computer
- Internet
- Visual aids
- Computer
- internet
- Module
manuals
- Flipchart
- Visual aids
Resources Learning activities Content
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Including all necessary
information for sales
receiving
Electronic processed receipt
Entering security code
Keying in amount for first
item
Hitting the corresponding
departments
Adding any necessary
discount to the price
Keying in amount for remain
item
Hitting the subtotal baton
Determining how customer is
going to pay(Cash, Credit
card, check)
Closing till drawer
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Concept
Sentence completion
Expose
Proposed activity: Observation checklist
Task:Write a receipt
Performance criterion
Provide receipt using hand
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Checklist Score
Yes No
Definition of terms
Receipt
Cash sale slip
Identifying different types of receipt
Payment receipt
Petty cash receipt
Free receipt
Business receipts
Invoice receipts
Donation receipt
Writing a receipt
Hand written receipt
carbon copy use
stamp use Company
Including all necessary information for sales receiving
Observation
Learning Outcome 3.4: Provide receipt using electronic machine
Definition of terms
Receipt
Cash sale slip
o Group discussion
o Research on internet
o Role play
- Reference
books
- Computer
Resources Learning activities Content
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Types of receipts
Payment receipt
Petty cash receipt
Free receipt
Business receipts
Invoice receipts
Donation receipt
Writing receipt
Hand written receipt
carbon copy use
Company stamp use
Including all necessary
information for sales
receiving
Electronic processed receipt
Entering security code
Keying in amount for first
item
Hitting the corresponding
departments
Adding any necessary
discount to the price
Keying in amount for remain
item
Hitting the subtotal baton
Determining how customer is
going to pay(Cash, Credit
card, check)
Closing till drawer
o Practical exercises
o Visit supermarkets
- Internet
- Visual aids
- Computer
- internet
- Module
manuals
- Flipchart
- Visual aids
Formative Assessment 3.4
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Concept
Sentence completion
Expose
Proposed activity: Observation checklist
Task:Processing an electronic receipt
Checklist Score
Yes No
Processing an electronic receipt
Entering security code
Keying in amount for first item
Hitting the corresponding departments
Adding any necessary discount to the price
Keying in amount for remain item
Hitting the subtotal baton
Determining how customer is going to pay(Cash, Credit card, check)
Closing till drawer
Observation
Performance criterion
Provide receipt using electronic machine
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Summative Assessment
Integrated situation Resources
Karake came to buy the following items in Simba Supermarket located at Kimironko where you are newly employed as Sales Clerk. These items are: bread (5pcs) for 1000RWF/pc, red wine (5 bottles), 20000rwf/ bottle, flour (6kg) 2500rwf/kg. Another customer bought the same items and paid in US dollars and paid 200 dollar, You are required by your sales manager to use, operate and care for the POS machine .You are also supposed to receive, keep, record and protect cash from customers in form of foreign and home currency and give balance to them, After which you provide a hand or electronically processed receipt. In two hours show how you would go about with the above situations
Tools, equipments and materials - Printers - Record books - Pens - Computer - Calculators - Counting machines - Cash drawers - Receipt books - Carbon papers - Padlocks - alarms - Cleaning brush
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Tools and equipment are identified
Identification of tools and equipments used at the POS
Receipt printer
Barcode scanner
Cash drawer
POS keyboard
Indicator: Different types of soft ware used at the POS are identified
Identification of the software used at the POS
Elite POS
Flex POS
True POS
Marg counter
Indicator: The point of sales equipment and tools are used and operated
Using the POS
Making transaction
Recording sales
Tracking inventory
Indicator: Care is applied to the POS tools and equipment
Keeping your POS clean
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Turning off all components when not in use
Using a dry cloth to clean
Indicator: The methods of cash remittances identified
Identification of the methods of cash
remittances
E- payment
Payment by mail
Payment in person
Domestic wire transfer
Foreign wire transfers
Indicator: Cash is received
Coins and bills gathering
Size and value organization
Stack value calculation
Indicator: Types of foreign exchange transaction followed
Sport transaction
Forward transaction
Future transaction
Swap transaction
Indicator: Cash balance is issued to customer
Issuing cash balance to the customers.
Error of miscalculation and omission
Indicator:Cash is Kept and well Protected
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Protecting and keeping cash
Alarm padlock use
Cash levels low kept low
Safe alarms use
cash drawer closed
Strong cash drawer used
Indicator: Cash recorded in a cash register book
Designing cash register book
Date column
Details column
Amounts column
Recording in the cash register book
Indicator: A hand written receipt is provided
Using carbon copy
Using Company stamp
All necessary information for sales included
Indicator: Receipt provided using an electronic cash register
Keying in security code
Hitting corresponding departments
Hitting the subtotal baton
Observation
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Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: The point of sale machine well used
No problem indicator light
Hand written receipt
Indicator: Hand written receipt well processed
Indicator: Hand written receipt well processed
Electronic processed receipt
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Cash book is produced
No errors found
Indicator: The time is respected
2hours
Indicator: Receipts produced
Receipt
Observation
Assesment Criterion 4: Safety
Checklist Score
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Yes No
Indicator: Safety measures followed
Noise protection
Noise protection
Noise protection
Indicator: Balance well given
No customers complaint
Observation
Reference books:
17. Kigenyi F., David.(2010). Entrepreneurship for Rwanda, ordinary Level, V.I, KK Publishers and
stationers Ltd.
18. Frank Wood. (2009). Principles of Counts for East Africa, fourteenth impression.
19. Albrecht, K. 1995. At America’s Service: How Your Company Can Join the Customer Service
Revolution. New York: Grand Central Publishing
20. http://www.crmxchange.com/uploadedFiles/Featured_White_Papers/PDF/5_Core_Principl
es_of_Customer_Care.pdf
21. http://www.providesupport.com/blog/types-of-complaining-customers-and-how-to-handle-
complaints/
22. https://www.thebalance.com/providing-excellent-customer-service-2951744
https://www.entrepreneur.com/article/289167
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O M G P S 4 0 1 - PRODUCTS AND SERVICES SELLING
OMGPS401 Sell products and services
REQF Level: 3 Learning hours
Credits: 5 50
Sector: Agriculture and Food processing
Sub-sector: Food processing
Issue date: June, 2018
Purpose statement
This core module describes the skills, knowledge, ability and attitudes to be acquired for the
learners pretending to become professional Sales Clerk, the trainees will be able to gather
different information, search for market, conduct a close sale, make sales of product/services,
deliver products to customers and eventually maximize opportunities. It is fundamental for a
trainee to first understand the kind of work to perform by use of tools and machines.
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Learning assumed to be in place
Quality customer service provision
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Gather information about the
Product /service
1.11. Proper collection of product or service information
about quality quantity and in accordance with ways of
gathering information
1.12. Proper collection information as per delivery
procedures
1.13. Adequate collection information in accordance with
stock policy and legislative requirements
1.14. proper collection of information in accordance
with substitute and competitors.
2. Gather information about the
Customer
2.10. Proper collection of information in accordance with
satisfactory perception
2.11. Proper collection of information in accordance with
unsatisfactory perceptions
2.12. Proper collection of information in accordance with
improvement proposals of the products
3. Collect perceptions about the
product/service from the Customer
3.14 Precise checking state of equipment and tools
3.15 Accurate selection of cleaning materials and
products
3.16 Appropriate application of basic maintenance of
equipment and tools
4. Select the Market. 4.1 Appropriate selection of market in accordance with market research
4.2 Adequate selection of the market as per market Assessment procedures
4.3 . Adequate trial of market in accordance with the product launching procedures
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5. Conduct closes sale 5.1 Adequate approach of customer in accordance with personal sale procedures
5.2 Careful influence on customer in accordance with purchase decision procedures
5.3 Proper Selection and application of appropriate methods of closing
6. Deliver the products/services to the
selected market
6.1 Appropriate selection of safe product delivering in accordance with packaging procedures
6.2 Proper transferring and transporting the product as per delivery methods
6.3 Proper reporting as per delivery reporting methods
7. Maximize sales opportunities 7.1 Proper identification of ways of increasing opportunities as per sales promotional methods
7.2 Adequate maximization of opportunities as per complementary products or services.
7.3 Proper consultation with relevant staff to maximize future sales in accordance with sales maximization strategies
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LU 1: Gather information about the Product /service
1
Learning Outcomes:
1. Collect products' or services' information about quality quantity and in accordance with ways of gathering information
2. Identify needs in accordance with customers’ motives and requirements
3. Collect information in accordance with stock policy and legislative requirements
4. Collect information in accordance with substitute and competitors
5 Hours
Learning Outcome 1.1: Collect products' or services' information about quality quantity and in
accordance with ways of gathering information
Definition of terms(quality & quantity)
Ways of gathering information Questionnaires Internet Face to face interview
Advantages and disadvantage of the methods of gathering information
o Group discussion on ways of gathering information
o Research on internet o Market visits o Role play o Brain storming
- Reference Books - internet - Computer - Module manuals - flipchart
Formative Assessment 1.1
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Expose
Role play
Ticking
Sentence completion
Proposed activity: observation checklist
Task:Design a questionnaire to gather information about the
product.
Checklist Score
Yes No
Design Questionnaire to producer/supplier
Interview producer/supplier
Use internet
Observation
Learning Outcome 1.2: Identify needs in accordance with customers’ motives and requirements
Definition of the terms
customers' needs
Customers' motives about
the quality of the product
aspects of quality
misconception about
o Group discussion on the quality
of the product/service
o Research on internet
o Role play
o making
o Practical exercises on discounts
- Reference books
- Visual aids
- Computer
- internet
- Module manuals
Resources Learning activities Content
Performance criterion
Proper collection of product or service information about quality quantity and
in accordance with ways of gathering information
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quality
Packaging
Price and discounts of
product
Pricing
calculation of discounts
calculation
- Flipchart
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Product evidence
Expose
Role play
Ticking
Sentence completion
Multiple choice
Proposed activity: observation checklist
Task:Design a questionnaire for asking stock information
Checklist Score
Yes No
Stating ways of stock information
Interview
Stock document
- List Stock's information
Lifespan
Safety
Instructions for use
Disposal
Performance criterion
Proper collection information as per delivery procedures
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Repairing damaged product
Stock balance
Repairing damaged product
Stock balance
Observation
Learning Outcome 1.3 : Collect information in accordance with stock policy and legislative
requirements
Damaged/obsolete product
disposal
repair of damaged
products
Product/ service standards
Lifespan
safety
instructions for use
Information about taxes of
the products/service
source of tax information
o Group discussion on
products' standards
o Research on internet
- Books
- Computer
- Flipchart
- Internet
- Visual aids
- Module manuals
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Adequate collection information in accordance with stock policy and
legislative requirements
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Expose
Role play
Ticking
Sentence completion
Multiple choice
Proposed activity: observation checklist
Task:Design a questionnaire for intended to competitor
Checklist Score
Yes No
Interview competitors/Customers
Design questionnaire to competitor
Types of competitors
Identification
Direct
Indirect
Perceived
Partner
Competitors' information identification
Location
Quality
Quantity
Price
Technology
Quantity
Price
Observation
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Learning Outcome 1.4: Collect information in accordance with substitute and competitors
Definition of terms
substitutes
competitors
Types substitutes and
competitors
Direct
Indirect
Replacement
Information about
competitors
Location
Quality
Quantity
Price
Information about
substitute
Availability
Quality
Quantity
Price
o Group discussion on type
of substitutes and
competitor
o Research on internet
- Reference books
- Visual aids
- Computer
- internet
- Module manuals
- Flipchart
Formative Assessment 1.4
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
LU 2: Gather information about the Customer
2
Learning Outcomes:
1. Identify the needs in accordance with customers behaviours 2. Identify the needs in accordance with customers’ motives and
requirements 3. identify information in accordance with the communication
procedures with customers
10 Hours
Learning Outcome 2.1: Identify the needs in accordance with customers behaviours
Definition of term
Behaviours
Types of customers and
their behaviours
Royal customer
Impulsive customer
Discount- customer
need- based customer
o Group discussion customer
behaviours
o Research on internet
o visits
o Observation
o Role play on working with
different types of customers
- Reference Books
- internet
- Computer
- Module manuals
- Flipchart
Resources Learning activities Content
Performance criterion
Proper collection of information in accordance with substitute and competitors
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Wondering customer
Working with the
different types of
customers
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Learning Outcome 2.2 : Identify the needs in accordance with customers’ motives and
requirements
Definition of the terms
customers' needs
customers' motives about quality of
the product
aspects of quality
misconception about quality
Packaging
Price and discounts of product
Pricing
calculation of discounts
o Group discussion on the
quality of the
product/service
o Research on internet
o making
o Practical exercises on
discounts calculation
- Reference books
- Computer
- Internet
- Visual aids
- Flipchart
Formative Assessment 2.2
Performance criterion
Proper identification of needs in accordance with customers’ motives and
requirements
Resources Learning activities Content
Performance criterion
Appropriate identification of needs in accordance with customers behaviors
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Expose
Role play
Ticking
Sentence completion
Multiple choice
Proposed activity: observation checklist
Checklist Score
Yes No
Definition of term
Customer motives
Customer motives identified
aspects of quality
Packaging
Price
Discounts
Customer care
Observation
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Learning Outcome 2.3: Identify information in accordance with the communication
procedures with customers
Definition of term
Communication
Communication
channels
Ways of communicating
with customers
Through Sales
representative
Advertisement through
media
Short messaging
Promotional staging
Procedures of
communication with
customers
Planning the messages
Selection of the way to
communicate
Follow up for feedback
o Group discussion on how to
communicate with customers
o Research on internet
o Practical exercises on
communication with customers
- Reference books
- Computer
- Internet
- Visual aids
- Flipchart
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper identification of information in accordance with the communication
procedures with customers
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Expose
Role play
Ticking
Sentence completion
Proposed activity: observation checklist
Checklist Score
Yes No
Ways of communication identification
Through Sales representative
Advertisement through media
Short messaging
Promotional staging
Communication procedures identification
Planning the messages
Selection of the way to communicate
Follow up for feedback
Observation
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LU 3: Collect perceptions about the product/service from the Customer
3
Learning Outcomes:
1. Collect information in accordance with satisfactory perceptions 2. Collect information in accordance with unsatisfactory
perceptions 3. Collect information in accordance with improvement proposals
of the products
5 Hours
Learning Outcome 3.1: Collect information in accordance with satisfactory perceptions
Definition of terms
customers'
Perception
Satisfaction
Principals of customers
satisfaction
Listening and reflecting
Taking charge of needs and
wants
Efficiency in problem solving
Factors that affect customers'
satisfaction
Trust
quality
o Group discussion on
customers' satisfaction
o Research on internet
o Observation
- Reference books
- Visual aids
- Computer
- internet
- Module manuals
- Flipchart
Resources Learning activities Content
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reliability
responsiveness
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Product Evidence
Expose
Role play
Ticking
Sentence completion
Proposed activity: observation checklist
Task:Design a questionnaire intended to customer dissatisfactory
Checklist Score
Yes No
Interview customers
Questionnaire designed
Ways of gathering customer satisfaction identification
Questionnaires
Internet
Interview
Principals of customers satisfaction identification
Listening and reflecting
Taking charge of needs and wants
Efficiency in problem solving
Performance criterion
Proper collection of information in accordance with satisfactory perception
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Stating factors affecting customers' satisfaction
Trust
quality
reliability
responsiveness
Observation
Learning Outcome 3.2: Collect information in accordance with unsatisfactory perceptions
Definition of terms
customers'
Perception
Unsatisfaction
Principals of customers unsatisfaction
not listening and reflecting
Not taking charge of needs and
wants
inefficiency in problem solving
Factors that affect customers'
satisfaction
Distrust
Poor quality
Unreliability
Irresponsiveness
o Group discussion on
customers' dissatisfaction
o Research on internet
o Observation
- Reference books
- Visual aids
- Computer
- internet
- Module manuals
- Flipchart
Resources Learning activities Content
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Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Product evidence
Expose
Role play
Ticking
Sentence completion
Multiple choice
Proposed activity: observation checklist
Task: Design a questionnaire intended to customer dissatisfactory
Checklist Score
Yes No
Interview customers
Administer questionnaire
Principals of customers dissatisfaction identification
Not listening and reflecting
Not taking charge of needs and wants
Inefficiency in problem solving
Ways of gathering customer dissatisfaction identified
Questionnaires
Internet
Interview
Performance criterion
Proper collection of information in accordance with unsatisfactory perceptions
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Factors of assessing customers' proposals identified
availability of resources
Numbers of customers'
Cost benefit assessment
Observation
Learning Outcome 3.3: Collect information in accordance with improvement proposals of the
products
Definition of the term
Product improvement
Receive customers' proposals about
the products improvement
Interest of receiving proposal
Show willingness to improve
Participate in assessing the customers
proposals on improvement of the
product
Availability of resources
Numbers of customers'
Cost benefit assessment
Follow up of implementation of
customers' proposals and give
feedback
o Brainstorming on
improvement proposals
o Role play on receiving
customers' proposals
o Research on internet
o Group discussion on the
follow up of customers'
proposals
- Reference books
- Computer
- Internet
- Visual aids
- Computer
- internet
- Module manuals
- Flipchart
Resources Learning activities Content
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Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Product evidence
Expose
Role play
Ticking
Sentence completion
Multiple choice
Proposed activity: observation checklist
Task : Design a questionnaire intended to customer's improvement
proposal
Checklist Score
Yes No
Stating ways of gathering customers' proposal
Interview
Questionnaire
Interview the customer
Administer questionnaire to customer
Factors of assessing customers' proposals identified
availability of resources
Numbers of customers'
Cost benefit assessment
Observation
Performance criterion
Proper collection of information in accordance with improvement proposals of
the products
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LU 4: Select the market
4
Learning Outcomes:
1. Select the market in accordance with market research 2. Select the market as per market Assessment procedures
3. Try the market in accordance with the product launching
procedures
10 Hours
Learning Outcome 4.1: Select the market in accordance with market research
Definition of the term
Market research
Types of market
domestic market
regional market
international market
Marketing mix(5P)
Place
Price
Position
promotion
o Group discussion market mix
o Research on internet
o Visit of market
- Reference Books
- internet
- Computer
- Module manuals
- Flipchart
- Visual aids
Formative Assessment 4.1
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Expose
Role play
Ticking
Multi[le choice
Sentence completion
Proposed activity: observation checklist
Task: Conduct a market research using marketing mix
Checklist Score
Yes No
Type of market identification
Marketing mix application
Place Price Position promotion
Stating the advantage and disadvantages of market assessment
Types of market identified
Domestic market Regional market
International market
Observation
Performance criterion
Conduct the market research
Appropriate selection of market in accordance with market research
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Learning Outcome 4.2:Select the market as per market Assessment procedures
Definition of term
Market assessment
Market assessment
procedures
Market segmentation
Market trends
SWOT analysis
Success factors
environment analysis
Competitive analysis
Target analysis
Advantage and disadvantage
of market assessment
o Group discussion on market
assessment/advantages
&disadvantages of market
assessment
o Research on internet
o Role play
o Observation
- Reference books
- Computer
- Internet
- Visual aids
- Module manuals
Formative Assessment 4.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Expose
Role play
Ticking
Sentence completion
Proposed activity: observation checklist
Task:Conduct a SWOT analysis of a selected market
Performance criterion
Adequate selection of the market as per market Assessment procedures
Resources Learning activities Content
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Checklist Score
Yes No
Outline the Market assessment procedures
Market segmentation
Market trends
SWOT analysis
Success factors
Stating advantages of market assessment
Observation
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Learning Outcome 4.3: Try the market in accordance with the product launching procedures
Definition of terms
Market trial
Market launching
Tips for successful product
launch
Prepare to know your
target audience
Clear information
Goal setting
Steps of launching a
product
Choose a brand name
Logo creation
Interview potential
manufacturers
o Group discussion steps of
launching the
o market
o Research on internet
o Visit of market
o Role play
- Reference books
- Computer
- Internet
- Visual aids
- Module manuals
Formative Assessment 4.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Expose
Role play
Ticking
Multiple choice
Sentence completion
Proposed activity: observation checklist
Performance criterion
Adequate trial of market in accordance with the product launching procedures
Resources Learning activities Content
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.
Checklist Score
Yes No
Stating the tips to lunch the market Knowing the target audience Clear information Goal setting
Stating the steps to lunch the product Choosing a brand name Logo creation Interviewing potential
Observation
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LU 5: Conduct close sales
5
Learning Outcomes:
1. Approach the customer in accordance with personal sale procedures
2. Influence the customer in accordance with purchase decision procedures
3. Select and apply of appropriate methods of closing sale
10 Hours
Learning Outcome 5.1: Select timber according to availability
Definition of terms
Personal selling
Advantages of personal
selling
deals directly with
customers
Enables negotiations
Enables to meet
customers'
requirements
Enables sale of big
industrial product
Helps to build durable
and everlasting
o Group discussion on personal
sale
o Research on internet
o Visit of market
- Reference books
- Computer
- Internet
- Visual aids
- Module manuals
Resources Learning activities Content
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relation
Procedures /steps of
personal selling
Pre-sale preparation
Prospecting
Approaching
Presentation
Demonstration
Formative Assessment 5.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Expose
Role play
Ticking
Sentence completion
Multiple choice
Proposed activity: observation checklist
Task:Conduct a SWOT analysis of a selected market
Checklist Score
Yes No
Definition of Personal selling
Listing the advantages of personal selling
Dealing directly with customers
Enables negotiation
Enables sale of big industrial products
Helps to build durable relation
Applying the procedures of personal selling
Pre- sale preparation
Performance criterion
Adequate approach of customer in accordance with personal sale procedures
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Prospecting
Presentation
Demonstration
Observation
Learning Outcome 5.2 : Influence the customer in accordance with purchase decision
procedures
Understand the Customers'
needs
Friendliness
Understand and
empathy
Fairness
Control
option and alternatives
information
Capture the customers
attention
Ovoid overly
prominent branding
Create positive
emotional feeling
surprise customers, but
avoid to shock them
Effective bargaining tips:
Being discrete
being diplomatic
o Group discussion on how to
capture customers' attention
o Research on internet
o Visit of market
o Role play on effective
bargaining
- Reference books
- Computer
- Internet
- Visual aids
- Module manuals
Resources Learning activities Content
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Giving them an
incentive to bargain
Asking open ended
questions
Doing one's homework
Following one's
intelligent
Using silent
Seeking cash discount
Bargaining on item at
the end of year or
where competition is
high
Formative Assessment 5.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Expose
Role play
Ticking
Sentence completion
Multiple choice
Proposed activity: observation checklist
Task:As sales clerk, upon the visit of market try to influence
customers using appropriate ways and tips
Performance criterion
Careful influence on customer in accordance with purchase decision
procedures
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Checklist Score
Yes No
Stating ways to attract the customer
Friendliness
Understand and empathy
Fairness
Control
Option and alternatives
Stating tips to capture customer's attention
Ovoid overly prominent branding
Create positive emotional feeling
surprise customers, but avoid to shock them
Apply effective bargaining tips
Being discrete
being diplomatic
Giving them an incentive to bargain
Asking open ended questions
Using silent
Seeking cash discount
Observation
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Learning Outcome 5.3: Select and apply of appropriate methods of closing sale
Definition of terms
close sale
close sale techniques
direct close
money talks close
pro-con close
concession close
rating close
deadline close
free trial
objection close
Strategies to close sale
identify the decision
maker
be real
create a sense of
urgency
overcome objections
know your competition
watch what you say
o Group discussion on strategies
to close sale
o Research on internet
o Visit of market
o Role play close sale techniques
- Reference books
- Computer
- Internet
- Visual aids
- Module manuals
Formative Assessment 5.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper Selection and application of appropriate methods of closing sale
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Expose
Role play
Ticking
Sentence completion
Proposed activity: observation checklist
Checklist Score
Yes No
Stating close sale techniques
Direct close
Money talks close
Pro-con close
Concession close
Rating close
Deadline close
Free trial
Objection close
Apply strategies to close sale
identify the decision maker
be real
create a sense of urgency
overcome objections
know your competition
watch what you say
Observation
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LU 6: Deliver the products/services to the selected market
6
Learning Outcomes:
1. Select the safe product delivering in accordance with packaging procedures
2. Transfer and transport the product as per delivery methods 3. Report as per delivery reporting methods
5Hours
Learning Outcome 6.1: Select timber according to availability
Definition of terms
Packaging
wrapping
Packaging materials in
relation to the good
Advantages of effective
packaging
Safety of the product
Attractiveness
Transport safely
o Group discussion on advantage
of materials in relation to the
goods /advantage of effective
packaging
o Research on internet
o Visit of market
o Role play
- Reference books
- Computer
- Internet
- Visual aids
- Module manuals
Formative Assessment 6.1
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Expose
Role play
Ticking
Sentence completion
Concept
Proposed activity: observation checklist
Checklist Score
Yes No
Definition of
Packaging
Wrapping
Stating the criteria to select the product to deliver
Target customers
LIFO and FIFO techniques
Observation
Performance criterion
Appropriate selection of safe product delivering in accordance with packaging
procedures
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Learning Outcome 6.2:Transfer and transport the product as per delivery methods
Means of transporting
products/service
road transport
air transport
water transport
pipeline transport
e-delivery
Advantage and
disadvantage of the
different delivery means
Factors considered when
choosing the most
effective method of
delivery
Speed and urgency
Cost
Nature of
product/service
Distance
Value of the product
Regularity
o Group discussion on means of
transporting products and
advantages & disadvantages of
delivery means
o Research on internet
o Visit of market
- Reference books
- Computer
- Internet
- Visual aids
- Module manuals
Formative Assessment 6.2
Performance criterion
Proper transferring and transporting the product as per delivery methods
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Expose
Role play
Ticking
Sentence completion
Proposed activity: observation checklist
Checklist Score
Yes No
Stating types of packaging materials
Boxes
Paper bags
Envelop
Wooden boxes
Bags Bubble diagram
Stating the advantages of effective packaging
Safety of the product
Attractiveness
Transport safely
Applying effective packaging
Observation
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Learning Outcome 6.3:Report as per delivery reporting methods
Definition of terms
delivery
Delivery note
what is delivery note
the purpose of delivery
note
Create delivery note
Content
structure
checklist
keeping delivery note
o Group discussion on delivery
note
o Research on internet
o Practical exercises on reporting
- Reference books
- Computer
- Internet
- Visual aids
- Module manuals
- Visual Aid
Formative Assessment 6.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Expose
Role play
Ticking
Sentence completion
Proposed activity: observation checklist
Performance criterion
Proper reporting as per delivery reporting methods
Resources Learning activities Content
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Checklist Score
Yes No
Stating means of transporting the product
Road transport
air transport
water transport
pipeline transport
e-delivery
Stating the advantages and disadvantages of delivery means
Identifying the factors to consider when choosing delivery means
Speed and urgency
Cost
nature of product/service
Distance
Value of the product
Regularity
Observation
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LU 6: Maximize sales opportunities
7
Learning Outcomes:
1. Identify the ways of increasing opportunities as per sales promotional methods procedures
2. Maximize the opportunities as per complementary products or services
3. Consult with relevant staff to maximize future sales in accordance with sales maximization strategies
5 Hours
Learning Outcome 6.1: Identify the ways of increasing opportunities as per sales promotional
methods procedures
Definition of term
sales promotion
Advantages and
disadvantages of sales
promotion
Methods of sales
promotion
Advertising
media
types
Advantages and
o Group discussion on methods of
sales promotion and their
advantages &disadvantages
o Research on internet
o Visit of market/super market
o Role play
- Reference books
- Computer
- Internet
- Visual aids
- Module manuals
Resources Learning activities Content
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disadvantages
Giving free gift
Discount
Point of sale materials
packaging
posters
display stands
Money off coupon
Royalty cards
Competition
Formative Assessment 6.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Expose
Role play
Ticking
Sentence completion
Proposed activity: observation checklist
Checklist Score
Yes No
Definition of the term: Sales promotion
Ways of increasing opportunities identified
Stating advantages of sales promotion
Observation
Performance criterion
Proper identification of ways of increasing opportunities as per sales
promotional methods
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Learning Outcome 7.2 : Maximize the opportunities as per complementary products or
services
Definition of terms
Sales maximization
Complementary
product
Method sales
maximization
Refining the
product/service
Improve quality
control
Analyze pricing
strategy
Marketing the product
effectively
Determine the
competitive
advantages
Focus on the
audience needs
Provide specifics about the
product
Maximize sales team
performance
Create a sales plan
focus on the
customers
Gather more sales
o Group discussion
o Research on internet
o Visit of market
o Role play
o Practical exercises
- Reference books
- Computer
- Internet
- Visual aids
- Module manuals
Resources Learning activities Content
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leads
Complementary product
pricing strategy
Difference between sales
maximization and profit
maximization
Formative Assessment 7.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Expose
Role play
Ticking
Sentence completion
Proposed activity: observation checklist
Checklist Score
Yes No
Definition of sales promotion
Stating the advantages and the disadvantages of sales promotion
Identifying the different ways of sales promotion.
Advertising
Money off coupon
Royalty cards
Competition
Space definition (labels)
measurements
Performance criterion
Adequate maximization of opportunities as per complementary products or
services.
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Observation
Learning Outcome 7.3 :Consult with relevant staff to maximize future sales in accordance
with sales maximization strategies
Definition of term
profit maximization
sales' revenue
Strategies to increase
future sales revenue.
Find new customers
good customer service
price discounts
develop new products
lines
expand your
distribution channels
Evaluation of the strategies
in terms of :
Increase in sales
revenue
Cost accumulation or
reduction
Increase profit
Impact on competitors
o Group discussion on strategies
to increase future sales
o Research on internet
o Practical exercises
- Reference books
- Computer
- Internet
- Visual aids
- Module manuals
Resources Learning activities Content
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Formative Assessment 7.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Expose
Role play
Ticking
Sentence completion
Proposed activity: observation checklist
Task:As a sales clerk try to market your cleaning products
announcing discount.
Checklist Score
Yes No
Definition of
Sales maximization
Complementary product
Apply methods of sales maximization
Refining the product/service
Marketing the product effectively
Apply sales maximization strategy
Find new customers
good customer service
price discounts
develop new products lines
Performance criterion
Proper consultation with relevant staff to maximize future sales in accordance
with sales maximization strategies
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expand your distribution channels
Mentioning tips to evaluate sales revenue
Increasing in sales revenue
Cost accumulation or reduction
Increasing profit
Impact on competitors
Observation
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Summative Assessment
Integrated situation Resources
GANZA PASSION JUICE COMPANY Located at Nyarutarama, Gasabo district faces a problem of the decrease of the profit. The security guards are not yet paid their salaries. They decided to launch tree tomato juice. During the management meeting, the management asked you as a sales clerk to find new customers who can buy at least 20 litters available in the stock. Use different skills to convince them to buy so that the company can maximize the profit. The task will be done within 3 hours and submit the progress report. As a sales clerk, create a scenario to a group of 20 customers to whom you will sell the tree tomato juice
Tools, equipments and materials
Computer and Printer Internet
connection Papers Chairs PPE Delivery van Packaging
materials Promotion stand
materials Tree tomato juice
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Tools, equipment and materials and PPE are selected
Packaging materials
Delivery tools
Communication tools and equipment
Duplicating tools
Indicator: Tools and equipment and materials are managed
According to types
According to the use
Indicator:Product information is collected
Using ways of gathering product information
Interview paper
Questionnaires
Internet use
Using ways of gathering product information
-Stock's information gathering
Stores ledger cards use
Bin card use
Indicator: Customers' information is collected
Types Customers identification
Customer behaviors identification
Customer's motives identification
Identifying and using ways of communicating with customers
Indicator: Market research and assessment are conducted
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-marketing mix application
Conducting market segmentation conduct
Doing SWOT analysis
Indicator: The new product is launched
- Interviewing potential customers
-The launch venue identification
Indicator: The new product is launched
Approaching customers .
Influencing Customers to buy.
Close sale strategies application
Indicator: The product are delivered to customers
-Means of delivery identification.
Road transport
Air transport
Water transport
Pipeline transport
Identification of packaging and wrapping materials
Indicator:Strategies to maximize the profit are established
Using Sales promotion methods
Finding New customers
Giving Good customer care service
- Profit increased
Observation
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Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Sales increased
Delivery increase
The model has all details
Indicator: Profit increased
Customers increase
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: customers found
Sales report
Indicator: Time is respected
The required time two days
Indicator: Report submitted
Delivery report
Observation
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Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: PPE are used
Noise protection
Gloves
Overcoat
Observation
Kigenyi F., David.(2010). Entrepreneurship for Rwanda, ordinary Level, V.I, KK Publishers and stationers Ltd. 2. Frank Wood. (2009). Principles of Counts for East Africa, fourteenth impression. 3. Albrecht, K. 1995. At America’s Service: How Your Company Can Join the Customer Service Revolution. New York: Grand Central Publishing 4. http://www.crmxchange.com/uploadedFiles/Featured_White_Papers/PDF/5_Core_Principl es_of_Customer_Care.pdf 5. http://www.providesupport.com/blog/types-of-complaining-customers-and-how-to-handle-complaints/ 6. https://www.thebalance.com/providing-excellent-customer-service-2951744 7. https://www.entrepreneur.com/article/289167
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O M G R K 4 0 1 - RECORD KEEPING
OMGRK401 Keep the records
REQF Level: 4 Learning hours
Credits: 8 80
Sector: Administration
Sub-sector: Office management
Issue date: September, 2017
Purpose statement
This core module describes the skills, knowledge, ability and attitudes to be acquired for the
learners pretending to become professional pipe welders by using SMAW, the trainees will be
able to identify materials, equipment and tools, register records, sort out and classify records
using filing systems. . It is fundamental for a trainee to first understand the kind of work to
perform by use of instruments, tools and machines. The trainee will be able to produce some
metal shapes required in the manufacturing industry.
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Learning assumed to be in place
Implementing safety, health, environmental policies and procedures.
Work with others
Records’ tools, equipment, materials and location identification
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify materials, equipment
and tools
1.15. Appropriate identification of Tools and
equipment in accordance to filing job requirements
1.16. Systematic selection of records’ keeping tools,
materials and equipment in accordance to placement
procedures
1.17. Right Placement of records management tools,
materials and equipment by principles
1.18. Regular cleanliness of tools and equipment as per
the different methods of cleaning equipment
2. Register records 2.13. Proper identification of the records to register
2.14. Proper registration of records in accordance with
types of records registration
2.15. Careful access to records in accordance with the
records security measures
3. Sort by and classify records using
filing systems
3.17 Appropriate identification and sorting of records
in accordance to sorting criteria
3.18 Proper classification of records in accordance to
classification orders
3.19 Proper classification of records in accordance to
filling modes
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LU 1: Identify materials, equipment and tools tools
1
Learning Outcomes:
1. Identify record management tools, materials and equipments 2. Select record management tools, materials and equipment 3. Place record management tools, materials and equipment by
principles 4. Clean tools and equipment using methods of cleaning
20Hours
Learning Outcome 1.1: Identify record management tools, materials and equipments
Tools for records
management
Catalog records
Inventories/ registers
Correspondent indexes
Calendars of
correspondence
Published repository
guides
File plans
Equipment for records
management
Filing cabinets
o Group discussion on tools and
equipment for records
management
o Research on internet
o Practical exercises on tools and
equipment to be identified
- Reference Books
- internet
- Computer
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Resources Learning activities Content
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Vertical Filing Cabinets
Lateral Filing Cabinets
Open Shelf Cabinets
Mobile Filing Systems
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions
Observation checklist
Checklist Score
Yes No
Tools for records management
Catalog records
Inventories/registers
Correspondent indexes
Calendars of correspondence
Published repository guides
File plans
Equipment for records management
Filing cabinets
Vertical filing cabinets
Lateral filing cabinets
Performance criterion
Appropriate identification of Tools and equipments in accordance to filing job
requirements
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Open shelf cabinets
Mobile filing systems
Observation
Learning Outcome 1.2: Select record management tools, materials and equipment
Technical tools for records
management
Classification plan
Classification framework
Conservation schedule
Deposit slip
Equipment for records
management
Types of shelving system
Open file shelving
Mobile shelving
Rotary cabinet
Bi-file shelving
Pull out shelves
Search instruments
Synthetic search
instrument
Inventory
Catalog
Directory
o Group discussion on technical
tools for records management
o Group discussion on search
instruments for records
management
o Practical exercises on technical
tools for records management
o Practical exercises on search
instrument for records
management
o Research on internet
o Demonstration on technical tools,
search instruments and
equipment
- Reference books
- Computer
- Internet
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Resources Learning activities Content
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Detailed directory
remittance slip
Analytical search
instruments
Funds
Deposit
Inventory
Guide
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Short questions
Observation checklist
Checklist Score
Yes No
Technical tools for records management
Classification plan
Classification framework
Conservation schedule
Deposit slip
Technical Equipment for records management
Types of shelving system
Open file shelving
Performance criterion
Systematic selection of records’ keeping tools, materials and equipment in
accordance to placement procedures
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Mobile shelving
Rotary cabinet
Bi-file shelving
Pull out shelves
Search instruments
Synthetic search instrument
Inventory
Catalog
Directory
Detailed directory
Remittance slip
Analytical search instruments
Funds
Deposit
Inventory
Guide
Observation
Learning Outcome 1.3: Place record management tools, materials and equipment by principles
Principles of records
accommodation placement
(layouts):
Natural lighting
Placing computers
Designing work tables
Flow of work
Pleasant
Provision of tools
o Group discussion on
principles of records
accommodation placement
(layouts)
o Group discussion on levels of
arrangement
o Research on internet
- Reference books
- Computer
- Internet Textbooks
- CDs
- Video Aids
- Diskette
- Projector
Resources Learning activities Content
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Grouping
Open an private space
Informal and formal
spaces
Security
Reducing risk
Reduce distances
Importance of records
accommodation layouts
The levels of arrangement
Arrangement at the
depository level
Arrangement at the record
group and subgroup
Arrangement at the series
Arrangement at the filing unit
Arrangement at the
document level
o Practical exercises on the
arrangement of materials,
tools and equipment
- Router
- Camera
- Flash Disk
- Markers
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
List principles of records accommodation placement (layouts)
List level of arrangements
Proposed activity: Observation checklist
Performance criterion
Right placement record management tools, materials and equipment by
principles
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Checklist Score
Yes No
Principles of records accommodation placement (layouts)
Natural lighting
Placing computers
Designing work tables
Flow of work
Pleasant
Provision of tools
Grouping
Open an private space
Informal and formal spaces
Security
Reducing risk
Reduce distances
Importance of records accommodation layouts
The levels of arrangement
Arrangement at the depository level
Arrangement at the record group and subgroup
Arrangement at the series
Arrangement at the filing unit
Arrangement at the document level
Observation
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Learning Outcome 1.4: Clean tools and equipment using methods of cleaning
Set-up area, equipment and
chemicals
Organizing access for
cleaning
Using barricades and
warning signs
Cleaning equipment,
chemicals and personal
protective equipment
(PPE)
Cleaning methods
Washing,
Pressure washing
Abrasive blasting
Acoustic cleaning,
Ultrasonic cleaning
Megasonic cleaning
Medical implant
Carbon dioxide
cleaning
Flame cleaning
Green cleaning
Plasma cleaning
Sputter cleaning
Steam cleaning
o Group discussion on
cleaning tools and
equipment
o Practical exercises on how
to use cleaning equipment
o Research on internet
- Reference books
- Computer
- Internet
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Resources Learning activities Content
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Thermal cleaning
Wet cleaning
Formative Assessment 1.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Open questions
Short questions
Mind map
Essay
Observation checklist
Task:Enumerate cleaning methods Place cleaning area by using
cleaning methods
Checklist Score
Yes No
Set-up area, equipments and chemicals
Organize access for cleaning
Using barricades and warning signs
Cleaning equipment, chemicals and Personal protective equipment (PPE)
Cleaning methods
Wet cleaning
Observation
Performance criterion
Regular cleanliness of tools and equipment as per the different methods of
cleaning equipments
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LU 2: Register records
2
Learning Outcomes:
1. Identify record to be registered Setup embroidery machine parts
2. Register records 3. Access records via their security measures
20 Hours
Learning Outcome 2.1: Identify record to be registered
Inventory of records
Determine the size
Determine the scope
Determine the intricacy
(complexity) of the
department/agency’s
records
Record series,
Inclusive dates,
Types of records,
Quantity of records
Arrangement of records
o Group discussion on inventory
of records
o Research on internet
o Practical exercises on how to
make an inventory of records
- Reference Books
- Internet
- Computer
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Formative Assessment 2.1
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Open questions
Proposed activity: observation checklist
Checklist Score
Yes No
Inventory of records
Determine the size
Determine the scope
Determine the intricacy (complexity) of the department / agency’s records
Record series,
Inclusive dates
Types of records
Duantity of records
Arrangement of records
Observation
Performance criterion
Proper identification of the records to register
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Learning Outcome 2.2: Register records
Objectives of records registration
Elements of records registration
Accession number
Received data
Area
Records package
Records Labeling
Records storage
Records storage
Principles for records storage
Provenance
Original order
Records arrangement level
Deposit
Funds
series and series
Records (dossiers)
Subject / paper
Types of records arrangement
Continuous arrangement
Systematic arrangement
o Group discussion on
elements of records
registration
o Group discussion on types of
records arrangement
o Research on internet
o Practical exercises on
records registration
- Reference books
- Computer
- Internet
Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper registration of records in accordance with types of records registration
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Open questions
Proposed activity: observation checklist
Checklist Score
Yes No
Objectives of records registration
Elements of records registration
Registration number
Received data
Area
Records package
Records Labeling
Records storage
Records storage
Principles for records storage
Provenance
Original order Records arrangement level
Deposit
Funds
series and series
Records (dossiers)
subject / paper
Types of records arrangement
Continuous arrangement
Systematic arrangement
Observation
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Learning Outcome 2.3: Access records via their security measures
Various ways of accessing
documents
Direct access
Indirect access
On-site
communication
Advantages and
disadvantages of various
ways of accessing
documents
Providing physical
protection for records
Implementing and
maintaining
preservation measures
Developing emergency
plans to protect
records
Identify and protecting
vital records
Basics security measures
Protecting records in
offices and storage
areas
Protecting electronic
o Group discussion on various ways
of accessing documents
o Group discussion on providing
physical protection for records
o Group discussion on basics
security measures
o Practical exercises on various ways
of accessing documents
o Research on internet
o Debate on advantages and
disadvantages of various ways of
accessing documents
- Reference
books
- Computer
- Internet
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Resources Learning activities Content
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records
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Open questions
Proposed activity: observation checklist
Checklist Score
Yes No
Various ways of accessing documents
Direct access
Indirect access
On-site communication
Advantages and disadvantages of various ways of accessing documents
Providing physical protection for records
Implementing and maintaining preservation measures
Developing emergency plans to protect records
Identify and protecting vital records
Basics security measures
Protecting records in offices and storage areas
Protecting electronic records
Observation
Performance criterion
Careful access to records in accordance with the records security measures
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LU 3: Sort and Classify records using filing systems
3
Learning Outcomes:
1. Identify and sort records by procedures 2. Classify records by orders 3. Classify records
40 Hours
Learning Outcome 3.1: Identify and sort records by procedures
Definition of concepts
Classification of records
Sort records
Filing procedures
Receiving the document
Action
Follow up
Collecting documents to be
filed
Filing
o Group discussion on
classification of records
o Group discussion on filing
procedures
o Research on internet
o Practical exercises on
classification of records
o Practical exercises on filing
procedures
- Reference Books
- Internet
- Computer
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Formative Assessment 3.1
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Open questions
Print out
Proposed activity: observation checklist
Checklist Score
Yes No
Definition of concepts
Classification of records
Sort records
Classify records
Filing procedures
Receiving the document
Sorting the document
Action
Follow up
Collecting documents to be filed
Filing
Observation
Performance criterion
Appropriate identification and sorting of records in accordance to sorting criteria
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Learning Outcome 3.2 : Classify records by orders
Arranging records within series
Main types of arrangement by orders
Alphabetical
Numerical
Alpha numerical
Chronological
Ideological
Hierarchical
Geographical
Assigning reference codes
Elements for assigning references
codes
Codes for the group
Codes for the series
Codes for the item
o Group discussion on
arrangement of records
within series
o Group discussion on
assigning reference
codes
o Research on internet
o Practical exercises on
arrangement of records
within series
o Practical exercises on
assigning reference
codes
- Reference books
- Computer
- Internet Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Open questions
Mind map
Proposed activity: observation checklist
Task: Arrange records by classification orders
Performance criterion
Proper classification of records in accordance to classification orders
Resources Learning activities Content
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Checklist Score
Yes No
Arranging records within series
Main types of arrangement by orders
Alphabetical
Numerical
Alpha numerical
Chronological
Ideological
Hierarchical
Geographical
Assigning reference codes
Elements for assigning references codes
Codes for the group
Codes for the series
Codes for the item
Observation
Learning Outcome 3.3: Classify records
Steps to establish a good filing
methods
Decide on a filing system
Fill your file drawers with hanging
folders
Sort your papers into piles by
o Group discussion on records
classification methods
o Practical exercises on the use
of classification methods
o Research on internet
o Debate on classification
methods advantages and
- Reference books
- Computer
- Internet
- Textbooks
- CDs
- Video Aids
- Diskette
Resources Learning activities Content
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category
Place each pile into a manila folder
and label it clearly
Place the manila folders into the
hanging folders
Label the hanging folders with the
same names as the manila folders
Records classification methods
Alphabetical Classification
Letters
Numerical Classification
Alphabetical-Numerical or Alpha-
Numerical Classification
Names
Numbers
Geographical Classification
Merits of Geographical
Classification
Demerits of Geographical
Classification
Subject wise Classification
Nature of subjects
Contents
Chronological classification
disadvantages
- Projector
- Router
- Camera
- Flash Disk
- Markers
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Date order
Time of the day
Classification methods advantages
and disadvantages
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Open questions
Proposed activity: Observation checklist
Task:Classify records by classification methods
Checklist Score
Yes No
Steps to establish a good filing methods
Decide on a filing system
Fill your file drawers with hanging folders
Records classification methods
Alphabetical Classification
Numerical Classification
Geographical Classification
Subject wise Classification
Chronological Classification
Classification methods advantages and disadvantages
Performance criterion
Proper classification of records in accordance to filling modes
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Observation
ummative Assessment
Integrated situation Resources
Following the MINISANTE, internal audit, it was found by the auditors that there is no an efficient filing system, particularly in finance department. Indeed, with the evolution of its activities, the management unit is confronted with constant difficulties to easily find the physical files of finances. MINISANTE, despite increasing computerization with a basic "less paper" objective, finds itself in the need to manage and classify them according to well-defined records filing standards. It is absolutely essential to organize this documentation in a dynamic way and to equip staff with an efficient filing system in order to minimize search time.
To this end, the MINISANTE, as part of the implementation of audit recommendations related to records management and its concern for efficiency and effectiveness in its management, to use the services of an experienced records clerk to assist in the development of a paper filing and records management system.
The consultancy objectives are to facilitate the rapid identification of financial information and documentation required by the MINISANTE; to facilitate continuity in administration by identifying and preserving administrative records; to set up a system for the processing, filing and archiving of files, incoming and outgoing mail, reports, documents and other periodical reviews; to provide units and staff with a consistent methodology for easy classification and retrieval of records; to save stable and authentic institutional memory; to optimize the workspace.
You are requested to conduct a review of the existing system for the filing and records management of documents; to propose, develop and implement an appropriate system of filing and records management manual and assist in the filing, archiving and retrieval of documents. These activities must be completed within 2 months and the activities report must be sent
Tools, equipment and materials - Word processor - Typewriters - Telecommunication - Labels - Sorters - Out indicators - Stapling machine - Punching machine - Photocopying - Spirit and stencil
duplicators - Computers - Hanging file - Pocket file - End tab file - Staples expanding file - Plastic file - Papers - Separators - Pens - Pencils - Box files - Catalog records - Inventories / registers - Correspondent indexes - Calendars of
correspondence - Published repository
guides - File plans - Filing abinets - Mobile Filing Systems - Classification plan
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immediately to the concerned unit. - Classification framework
- Conservation schedule - Ceposit slip - Open file shelving - Mobile shelving - Rotary cabinet - Bi-file shelving - Pull out shelves - Inventory - Catalog - Directory - Detailed directory - Remittance slip - Funds - Deposit - Guide
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Tools, materials and equipment for records management are identified and selected
Filing equipment
Office materials
Indexing equipment
Microfilming equipment
Indicator: Tools materials and equipment are arranged into the working area
Disposition according to the types office layouts
Disposition according to the objectives of office layouts
Indicator: Equipment, materials and tools are cleaned
Equipment, materials and tools are cleaned using cleaning methods
Indicator: Registering records
Inventory of records is done
The registration of records is completed Grout
Indicator: Records are sorted
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Records are sorted in collaboration with unities
Records are sorted following the filing procedures
Indicator: Analyzing and indexing records
Records are well analyzed
All records have a call number
Indexing of records is done
Records are identified
Indicator: Records are classified
Records filing plan is elaborated
Records are arranged in filing boxes, shelves and cabinets
Records are stored according to good filing system
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: The efficient records filing system is implemented
Records are sorted
Records are indexed
Records are classified
Records are easily found on shelves
Observation
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Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: The efficient records filing system is implemented
Inventory is done
Records are processed
Indicator: Report prepared
report is completed
Indicator: Time is respected
Required time 2 months
Observation
Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: PPE are used
Overcoat
Gloves
Nose protection mask
Observation
Reference books: 23. bieap.gov.in/Pdf/OAPaperIIIYR2.pdf
24. www.himpub.com/documents/Chapter871.pdf
25. https://www.informationstrategy.tas.gov.au/Records-Management
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O M G R S 4 0 1 - RECORDS SECURITY
OMGRS401 Keep the records / organize and manage records
REQF Level: 4 Learning hours
Credits: 6 60
Sector: Art and Craft
Sub-sector: Tailoring
Issue date:September, 2017
Purpose statement
This core module describes the skills, knowledge, ability and attitudes to be acquired for the
learners pretending to become professional Record Clerk, the trainees will be able to identify
materials, equipment , identify records to keep in open, apply indexing to the records and close
space and protect records against destroyers. It is fundamental for a trainee to first
understand the kind of work to perform by use of tools and equipment.
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Learning assumed to be in place
Implementing Health safety, security and environmental policies and procedures
Working with others
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify materials, equipment
and tools
1.19. Proper identification of materials needed in view of
records security
1.20. Proper identification of room requirements for
protection of filing records
1.21. Proper protection of filing equipments as per the
records preventive measures
2. Identify records to keep in open
and close space
2.16. Proper identification of record to keep in
accordance to confidential and non-confidential
documents
2.17.
2.18. Proper selection of the different ways of protecting
documents
2.19.
2.20. Proper identification of records to keep in open or
close as per document safeguarding criteria
3. Apply indexing to the records 3.20 Proper identification of the materials and
equipment needed for indexing
3.21
3.22 Proper selection of indexing to use in accordance
with indexing types
4. Protect records against
destroyers
4.1. Proper selection of room for keeping records equipment as per record protection policy
4.2. Proper checking of damaged documents 4.3. Proper application of preventive measures to
protect records from destroyers 4.4. Proper establishment of internal rules and
regulation in records room
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LU1: Identify materials, equipment and tools
1
Learning Outcomes:
7. Identify materials and equipment needed in view of records security. 8. Identify room requirements for protection of filing records 9. Protect filing equipment as per the records preventive measures
10 Hours
Learning Outcome 1.1: Identify materials and equipment needed in view of records security
Records security equipments
Types of filing cabinets for storing
paper records
Vertical Filing Cabinets
Lateral Filing Cabinets
Open Shelf Cabinets
Mobile Filing Systems
Bookshelves
Types of filing materials
Archive box
Print storage box
Presentation box
Portfolio box
o Group discussion on types of
filing cabinets
o Research on internet
o Practical exercises on types of
filing cabinets and materials
- Reference Books
- internet
- Computer
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Resources Learning activities Content
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Document filing box
Ring binder box
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Outline questions
Observation checklist
Task:Enumerate equipment ,materials and tools for records security.
Checklist Score
Yes No
Definition of terms
Archive box
Print storage box
Presentation box
Portfolio box
Document filing box
Ring binder box Selection of material
Observation
Performance criterion
Proper identification of materials needed in view of records security
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Learning Outcome 1.2 : Identify room requirements for protection of filing records
Records storage
requirements
Temperature and
Humidity Control
Shelving and Lighting
Shelving Installation
Lighting Installation
Vaults
Facility design
Records Processing Area
Records Staging Area
Records Disposal Area
Reference/Research Area
o Group discussion on records
storage requirements
o Research on internet
o Demonstration of a good record
storage
o Practical exercises on facility
design
o Site visit
- Reference books
- Computer
- Internet Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Outline questions
Observation checklist
Mind map
Performance criterion
Protect filing equipment as per the records preventive measures
Resources Learning activities Content
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Checklist Score
Yes No
Records storage requirements
Temperature and Humidity Control
Shelving and Lighting
Shelving Installation
Lighting Installation
Vaults
Classification of equipment
Facility design
Records Processing Area
Records Staging Area
Records Disposal Area
Reference/Research Area
Observation
Learning Outcome 1.3: Protect filing equipment as per the records preventive measures
machine
Definition of concept
Records preventive
measures
Criteria to select record
protection equipments
Office Requirements
o Group discussion on
records protection
equipments and
practices for security
measures
o Practical exercises
o Research on internet
- Reference books
- Computer
- Internet
- Textbooks
- CDs
- Video Aids
- Diskette
Resources Learning activities Content
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Cost of equipment
Savings of Time and
Energy
Life of equipment
Quality
Flexibility
Style and design
Suppliers
Standardization
Best practices for security
measures for protecting
records
Best Practices of procedural
security measures
Best practices of technical
security measures
Best practices of mobile
workplace security measures
o Site visit
- Projector
- Router
- Camera
- Flash Disk
- Markers
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Outline questions
Observation checklist
Performance criterion
Protect filing equipment as per the records preventive measures
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Checklist Score
Yes No
Criteria to select record protection equipment
Best practices for security measures for protecting records
Best Practices of procedural security measures
Best practices of technical security measures
Best practices of mobile workplace security measuress
Observation
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LU 2: Perform road assessment techniques
2
Learning Outcomes:
1. Identify records to keep in accordance to confidential documents
2. Select ways of protecting documents 3. Identify records to keep in open or close spaces as per
document safeguarding criteria
15 Hours
Learning Outcome2.1: Identify record to keep in accordance to confidential and non-
confidential documents
Definition of concepts
confidential documents
non-confidential documents
Assessment on the security of records
depending on
the nature
the content
importance
Storage of records
Tracking of records
Electronic records and authenticity
o Group discussion on
confidential and non-
confidential documents
o Group discussion on
assessment on the security of
records
o Research on internet
o Debate confidential and non-
confidential documents
- Reference Books
- Internet
- Computer
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Formative Assessment 2.1
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Outline questions
Multiple choice
Observation checklist
Checklist Score
Yes No
Definition of concept
confidential
non-confidential documents
criteria to assess the security of records depending on
the nature
the content
importance
Storage of records
Tracking of records
Electronic records and authenticity
Observation
Performance criterion
Identify records to keep in open and close space
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Learning Outcome 2.2: Select ways of protecting documents
Definition of concept
Protecting documents
Ways of protecting documents
Providing physical protection for
records
Implementing and maintaining
preservation measures
Developing emergency plans to
protect records
Identifying and protecting vital
records
Providing electronic protection for
records
o Group discussion on ways of
protecting documents
o Research on internet
o Practical exercises on how
to protect documents
- Reference books
- Computer
- Internet Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Outline questions
Observation checklist
Performance criterion
Select ways of protecting documents
Resources Learning activities Content
502 | P a g e
Checklist Score
Yes No
Definition of concept
Document protection
• Ways of protecting documents
•Providing physical protection for records Implementing and maintaining preservation measures Developing emergency plans to protect records Identifying and protecting vital records
Providing electronic protection for records
Observation
Learning Outcome 2.3 : Identify records to keep in open or close spaces as per document
safeguarding criteriaManipulate embroidery machine
Definition of concepts
Open space
Close space
Document
safeguarding
Storing records with dos and
don’ts
Location consideration
Environmental
consideration
Use of storage
equipment
o Group discussion on office
arrangement procedures
o Practical exercises on office
arrangement
o Research on internet
o Site visit
- Reference
books
- Computer
- Internet
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Resources Learning activities Content
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Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Observation checklist
Checklist Score
Yes No
• Definition of concepts Open space Close spaces Document safeguarding Process of manipulation tools and equipment
Observation
Performance criterion
Identify records to keep in open or close spaces as per document safeguarding
criteria
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LU 3: Apply indexing to the records
3
Learning Outcomes:
1. Identify the materials and equipment needed for indexing 2. Select the types of indexing as per their importance, qualities
and advantages and disadvantages
15 Hours
Learning Outcome 3.1: Identify the materials and equipment needed for indexing
Definition of indexing
Types of indexing Page index
Bound book index Loose leaf index Vowel index
Loose or vertical card index Visible card index Strip index
Creation of an index to the item level
Selection of an index to the item level
Elements of an index Headings Sub-headings Records references “See” and “see also”
references
o Group discussion types of indexing
o Group discussion on elements of an index
o Practical exercises on creation of an index to the item level
o Practical exercises on selection of an index to item level
o Research on internet o Individual work
- Reference Books - Internet - Computer - Textbooks - CDs - Video Aids - Diskette - Projector - Router - Camera - Flash Disk - Markers
Resources Learning activities Content
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Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Audio visual evidence
Observation checklist
Checklist Score
Yes No
Definition of term indexing
Types of indexing
Page index
Bound book index
Loose leaf index
Vowel index
Loose or vertical card index
Visible card index
Strip index
Creation of an index to the item level
Selection of an index to the item level
Elements of an index
Performance criterion
Identify the materials and equipment needed for indexing
506 | P a g e
Headings
Sub-headings
Records references
“see” and “see also” references
Observation
Learning Outcome 3.2:Select the types of indexing as per their importance, qualities and
advantages and disadvantages
Definition of concepts
Types of indexing
Invisible indexing
Simple book index
Loose Leaf Index
Card Index
- Cabinet with drawers
- Name cards
Guide cards
Visible index
Visible Card Index
Strip index
Wheal Index
Importance of indexing
Essentials qualities of a good indexing
Advantages and disadvantages of types
of indexing
o Group discussion on types
of office materials, tools
and equipment
o Research on internet
o Demonstration on types of
materials and tools and
equipment
o Practical exercises on the
use of materials, tools and
equipment
- Reference books
- Computer
- Internet Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Resources Learning activities Content
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Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Audio-visual evidence
Essay
Observation checklist
Checklist Score
Yes No
Types of indexing
Invisible indexing
Simple book index
Loose Leaf Index
Card Index
Cabinet with drawers
Name cards
Guide card
Invisible index
Visible Card Index
Strip index
Wheal Index
Importance of indexing
Performance criterion
Select the types of indexing as per their importance, qualities and advantages
and disadvantages
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Essentials qualities of a good indexing
Advantages and disadvantages of types of indexing
Observation
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LU4: Protect records against destroyers
4
Learning Outcomes:
1. Select the room for keeping records of equipment as per record preservation principles
2. Check damaged documents 3. Apply preventive measures to protect records from destroyers 4. Establish internal rules and regulation in records room
20 Hours
Learning Outcome 4.1: Select the room for keeping records of equipment as per record
preservation principles
Principles of preservation
Record treatment had to be easy to
reverse if necessary
Records instruction had to be proper
and clear
Record keeping equipment should
last a long time
Record keeping tools should not be
harmful to people and the
environment
Record equipment should not
change the nature of the records
Characteristics of a good record building
o Group discussion on
principles of preservation
o Research on internet
- Reference Books
- Internet
- Computer
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Resources Learning activities Content
510 | P a g e
Gutters are in good conditions
Drain pipes or gutters are cleaned
The roof is not damaged
Temperature or humidity controls
Doors and windows are not damaged
Floors are strong and sound limited
Floors are covered or coated
Walls are insulated
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Formative Assessment 4.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Outline questions
Observation checklist
Essay
Checklist Score
Yes No
Principles of preservation Identify timbers
Surveying the building
Surveying storage conditions and materials
Surveying maintenance procedures
Maintaining the physical environment
Handling records materials siala
Observation
Learning Outcome 4.2: Check damaged documents
Resources Learning activities Content
Performance criterion
Select the room for keeping records equipment as per record preservation
principles
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Definition of concept
Damaged documents
Causes of deterioration
Acidity
Temperature and
humidity
Light
Air pollution
Fire and water
Biological agents
Abuse and mishandling
Methods of control
Records environment
control
Storage of records
Prevention measures
Disaster prevention
Prevention of theft
Insect invasion
protection
Specific media formats
o Group discussion on damaged
documents
o Research on internet
o Demonstration on causes
deterioration
o Practical exercises using
prevention measures
- Reference books
- Computer
- Internet Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Formative Assessment 4.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Check damaged documents
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Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Outline questions
Observation checklist
Essay
Checklist Score
Yes No
Definition of the term
damaged documents
Causes of deterioration
Acidity
Temperature and humidity
Light
Air pollution
Fire and water
Biological agents
Abuse and mishandling
Methods of control
Records environment control
Storage of records
Prevention measures
Disaster prevention
Prevention of theft
Insect invasion protection
• Specific media formats
Observation
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Learning Outcome 4.3: Apply preventive measures to protect records from destroyers
o Developing a disaster
recovery plan
o Elements of a disaster
recovery plan
o Taking action after a
disaster
o Group discussion on how to
develop a disaster recovery plan
o Practical exercises on
development of a disaster plan
o Research on internet
o Site visit
- Reference books
- Computer
- Internet
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
Formative Assessment 4.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Outline questions
Observation checklist
Task:Protect the damaged records
Performance criterion
Apply preventive measures to protect records from destroyers
Resources Learning activities Content
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Checklist Score
Yes No
Developing a disaster recovery plan
Elements of a disaster recovery plan
Taking action after a disaster
Observation
Learning Outcome 4.4: Establish internal rules and regulation in records room
Introduction to
establishment of rules and
regulation
Principles of access to
archives
Develop an access policy
Policy development
process
o Group discussion on rules and
regulation
o Research on internet
o Practical exercises
Formative Assessment 4.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Establish internal rules and regulation in records room
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Outline questions
Observation checklist
Checklist Score
Yes No
Definition of the term
Record room rules and regulation
Principles of access to archives
Develop an access policy
Policy development process
Observation
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Summative Assessment
Integrated situation Resources
Last month, there was a heavy rain fall in the Northern Province of Rwanda. This brought negative impact on people and their infrastructure. One that impact was observed at Virunga Integrated Polytechnique. Today the school is facing a serious problem. The school records are in a sorry state as the record storage was attacked by water and some of electrical cables were destroyed. There is a high fire risk. The institution is trying its best to rescue the records by moving them to another room. In the meantime the school hired some people outside to help in transporting the documents.
As the new Semester starts next month, Virunga Integrated Polytechnique is looking for a Record Clerk to help in handling the situation. All the means are available to deal with the issue. As a record Clerk, what can you help the Institution to recover its records. (What can you help the institution to come to its normal)?
Tools, equipment &Materials
Spades - Archive box - Print storage box - Presentation box - Portfolio box - Document filing box - Ring binder box - Cabinet with drawers - Name cards - Guide cards - Shelves - Gloves and nose
mask - Overcoat - Safety shoes
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Record protective Tools, equipment and PPE are selected
Record security tools
Record room protection tools
Filing equipment
Indicator: Tools ,materials and equipment are arranged into the working area
Disposition according to the type ,categories, and ways to protect documents Wood floor is finishing is done
Indicator: The records are collected
Indexing is applied by steps
Indicator: Damaged records are identified
Causes of damages are checked
Methods of control are applied
Preventive measures are in place
Indicator: The record deterioration is rectified
Humidity from water is limited
Document recovery plan is in place
Record room is protected
Indicator: The record are presented
Records are handled by steps
Record room rules and regulation are set clearly
Indicator: Record keeping tools, equipment and working area are cleaned
Tools cleaning techniques
Equipment cleaning techniques
Working area cleaning techniques
Type of solvent
Indicator: The work is handed over
Handover re-established records
Handover re-established records’room
Handover of record reestablishment report
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Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Model is produced
Records are filed
Risk control measures in place
Record storage room is protected
Record room ‘rules and regulations are set
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Record and record room problem is rectified
The records are safe and record room is functioning
Filled report format
Filled invoice format
Indicator: Time is respected
Required time 2 months
Observation
Assesment Criterion 4: Safety
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Checklist Score
Yes No
Indicator: PPE are used
Overcoat or overall
Gloves
Safety shoes
Nose protection mask
Observation
Reference books:
www.ed.ac.uk/files/imports/fileManager/RecordStorageAreasV3.pdf
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O M G R T 4 0 1 - RECORDS’ TOOLS, EQUIPMENT, MATERIALS AND LOCATION IDENTIFICATION
OMGRTI401 Identify tools, equipment , materials and location to use in records management
REQF Level: 4 Learning hours
Credits: 6 60
Sector: Administration
Sub-sector: Office management
Issue date:September, 2017
Purpose statement
This core module describes the skills, knowledge, ability and attitudes to be acquired for the
learners pretending to become professional pipe welders by using SMAW, the trainees will be
able to differentiate materials, equipment and tools to manage records, select of records
location, collect records and set up the criteria of records selection, select filing system to be
used. It is fundamental for a trainee to first understand the kind of work to perform by use of
instruments, tools and machines. The trainee will be able to produce some metal shapes
required in the manufacturing industry.
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Learning assumed to be in place
Implementing safety, health and environmental policies and procedures.
Working with others
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Differentiate materials, equipment
and tools to manage records
1.1. Appropriate identifications of tools and materials
1.2. Proper selection of materials or tools required for
keeping record according to the system to be used
1.3. Proper arrangement of materials and tools into the
working area
1.4. Proper application of record management techniques
2.Select records location 2.1. Proper identification records' location by
principles
2.2. Suitable partition of record’s location in
accordance to the record types
2.3. Suitable partition record’s location in accordance to
the record’s sources
3. Collect records and set up the
criteria of records selection
3.1. Proper identifications of records collection as per
records collection criteria and procedures
3.2. Appropriate records collection as per records keeping
policies procedures
3.3. Reliable records collection in accordance with record
categories
3.4. Proper collection of records in accordance with the
means of acquisition
4. Select filing system to be used 4.1. Relevant selection of the types of filing system in
accordance with their advantages and
disadvantages
4.2. Appropriate selection of the filing system in
accordance with the characteristics of a good
filing system
4.3. Systematic selection of filing methods as per
procedures of filing
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LU 1: Differentiate materials, equipment and tools to manage records
1
Learning Outcomes:
1. Identify tools, equipment and materials. 2. Select equipment, materials or tools required for keeping
record 3. Arrange materials, tools and equipment into the working area
(Office layouts) 4. Select filing orders and modes (methods)
12 Hours
Learning Outcome 1.1: Identify tools, equipment and materials
Types of equipment and tools for
Correspondence
Word processor
Typewriters
Telecommunication
Records
Filing equipment
Cabinets
Shelves
Mobile shelving
Folders
Guides
o Group discussion on types
of office materials, tools
and equipment
o Research on internet
o Site visit
- Reference Books
- Internet
- Computer
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Resources Learning activities Content
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Labels
Sorters
OUT indicators
Stapler
Punching machine
Indexing equipment
Microfilming equipment
Time recording equipment
Shredding machines
Reprographic services
Photocopying
Spirit and stencil
duplicators
Data processing
Computers
Types of office materials
Filing materials
File folders
Hanging file
Pocket file
End tab file
Staples expanding file
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate identifications of tools and materials
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Open questions
Expose
Observation checklist
Checklist Score
Yes No
Types of equipment and tools for
Correspondence
Word processor
Typewriters
Telecommunication
Records
Filing equipment
Indexing equipment
Reprographic services
Photocopying
Spirit and stencil duplicators
Data processing
Computers
Types of office materials
Filing materials
File folders
Observation
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Learning Outcome 1.2 :Select equipment, materials or tools required for keeping record
Requirements for selecting
materials, equipment and
tools used in record keeping
Type and volume of
records
box
Degree of required
protection of records
Efficiency and ease of use
of equipment and
systems
Space considerations
Cost
o Group discussion on types of
office materials, tools and
equipment
o Group discussion on
requirements for selecting
office materials, tools and
equipment
o Research on internet
o Demonstration on types of
materials and tools and
equipment
o Practical exercises on the use
of materials, tools and
equipment
- Reference books
- Computer
- Internet Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Short questions
Expose
Observation checklist
Performance criterion
Proper selection of materials or tools required for keeping record according to
the system to be used
Resources Learning activities Content
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Checklist Score
Yes No
Requirements for selecting materials, equipment and tools used in record keeping
Type and volume of records
Box
Degree of required protection of records
Efficiency and ease of use of equipment and systems
Space consideration
Cost
Observation
Learning Outcome 1.3: Arrange materials, tools and equipment into the working area (Office
layouts
Definition of concepts
Office layouts
Objective of office layouts
Types of office layout
Process layout
Group layout
Steps of office layouts
Advantages of an efficient
office layout
o Group discussion on types
of office layout
o Research on internet
o Practical exercises on office
layouts
o Site visit
- Reference books
- Computer
- Internet
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Resources Learning activities Content
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Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Open questions
Essay writing
Short questions
Observation checklist
Checklist Score
Yes No
Definition of concepts
Objective of office layouts
Types of office layout
Process Layout
Group Layout
Steps of office layouts
Advantages of an efficient office layout
Observation
Performance criterion
Proper arrangement of materials, equipment and tools into the working area
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Learning Outcome 1.4: Select filing orders and modes (methods)
Definition of concepts
Record filing order
Alphabetical
Numerical
Alpha numerical
Chronological
Ideological
Decimal
Geographical
Records management modes
(methods)
Conventional methods
Methods holders
Bound books (guard
books)
Spike or pillar-and-post
filing
Expanding pockets
Concertina file
Box files
Pigeon-hole method
(docketing)
Modern methods
Vertical filing
Horizontal filing
Flat file
Arch file
o Group discussion on record
filing orders and modes
(methods)
Practical exercises
Definition of
concepts(methods)
o Research on internet
o Site visit
- Reference books
- Computer
- Internet
- Textbooks
- CDs
- Video aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Resources Learning activities Content
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Formative Assessment 1.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Short questions
Presentation
Observation checklist
Task:Apply records management techniques
Checklist Score
Yes No
Definition of concepts
Record filing order
Alphabetical
Numerical
Alpha numerical
Chronological
Ideological
Decimal
Geographical
Records management modes (methods)
Conventional methods
Modern methods
Observation
Performance criterion
Proper application of record management techniques
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LU 2: Select records location
2
Learning Outcomes:
1. Identify records' location (accommodation) by principles 2. Partition of record’s location in accordance to the records types 3. Partition records location in accordance to record’s sources
13 Hours
Learning Outcome 2.1: Identify records' location (accommodation) by principles
Definition of concepts
Records
accommodation
building
Records
accommodation’s
layouts
Records accommodation
principles
Located office
Sufficient office space
Avail the service
facilities
Types of records
o Group discussion on records
accommodation principles to
be decided
o Group discussion on records
accommodation building
o Group discussion on records
accommodation layouts
o Group discussion on records
accommodation environment
o Research on internet
o Site visit
- Reference Books
- Internet
- Computer
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Resources Learning activities Content
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accommodation’s
environment
Records
accommodation
lighting
Ventilation and
temperature control
Interior decoration and
furnishing
Records
accommodation
furniture
Freedom from noise
and dust
Safety
Sanitary arrangement
Security
Secrecy
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Short questions
Observation checklist
Performance criterion
Proper identification records' location by principles
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Checklist Score
Yes No
Definition of concepts
Records accommodation principles
Located office
Sufficient office space
Avail the service facilities
Types of records accommodation’s environment
Records accommodation lighting
Ventilation and temperature control
Interior decoration and furnishing
Records accommodation furniture
Observation
Learning Outcome 2.2 :Partition of record’s location in accordance to the records types
Types of records
Property
Manuscripts
Iconographic
Cartographic
Photographic
Sound
Audiovisual
Cartoons
Electronic
Electronic records channels
o Group discussion on record
location by types
o Research on internet
o Demonstration onrecord
location by types
o Practical exercises on record
location by types
- Reference books
- Computer
- Internet
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Resources Learning activities Content
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Magnetic support
Optical support
Network
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Short questions
Observation checklist
Task:Choose the records location by the records types
Checklist Score
Yes No
Types of records:
Property
Manuscripts
Iconographic
Records space selection
Factors in location selection
Records Modular furniture
Shelf filing
Space for work and passage
Advice on file room design
Observation
Performance criterion
Suitable partition of record’s location in accordance to the records types
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Learning Outcome 2.3:Partition records location in accordance to record’s sources
Records space selection
Factors in location selection
Floor space available
Origin departments
Volume of records and
the frequency of filing
operations.
Number of cabinets in the
records section
Size, weight and kind of
cabinets for each planned
file (letter, legal, check,
voucher, and tabulating
files, with outside
dimensions of each kind
of cabinet)
Records modular furniture
Shelf filing
Space for work and
passage
advice on file room
design
File cabinet layout (Left
to right, in Convenient
Sequence)
Layout of file cabinets in
o Group discussion on factors in
location selection
o Group discussion on records
modular furniture
o Practical exercises on office
arrangement
o Research on internet
o Site visit
o Demonstration on records modular
furniture
- Reference books
- Computer
- Internet
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Resources Learning activities Content
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open space
Arrangement of file
cabinets and desks for
maximum natural light
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
records and set up the criteria of records selection
Performance criterion
Suitable partition records location in accordance to record’s sources
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LU 3: Collect records and set up the criteria of records selection
3
Learning Outcomes:
1. Identify records collection by criteria and procedures 2. Keep records by collection (acquisition) policies and procedures 3. Collect the records categories 4. Collect records by the methods of acquisition
20Hours
Learning Outcome 3.1: Identify records collection by criteria and procedures
Definition of concepts
Process of records collection
Methods of acquisition
Gift
Purchase
Loan
Transfer
Records collection selecting
criteria
Research and teaching
interest
Evidential value of the
collection
Relationship with other
o Group discussion methods of
acquisition
o Group discussion on records
collection selecting criteria
o Research on internet
o Practical exercise on how
acquiring records
- Reference Books
- Internet
- Computer
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Resources Learning activities Content
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holdings
Resource considerations
Physical condition
Access restrictions
Format
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Open questions
Short questions
Observation checklist
Task:Collect records by method of acquisition and sort them by
selecting criteria
Checklist Score
Yes No
Definition of concept
Process of records collection
Methods of acquisition
Gift
Purchase
Loan
Transfer
Performance criterion
Identify records collection by criteria and procedures
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Records collection selecting criteria
Research and teaching interest
Evidential value of the collection
Relationship with other holdings
Observation
Learning Outcome 3.2 :Keep records by collection (acquisition) policies and procedures
Definition of concepts
Records collection (acquisition) policies
and procedures
Develop a collection (acquisition)
policy
Element of an acquisition
(collection) policy
Statement establishing the record
program
Statement establishing the role and
mission
Statement outlining acquisition
responsibility
Records of the sponsoring body
Records related to the functions of
the sponsoring body
Records generated from other
sources
o Group discussion on
records collection
policies and procedures
o Research on internet
- Reference books
- Computer
- Internet -
Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Resources Learning activities Content
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Methods of acquisition
(collection)
Roles and responsibilities
Conflict of interest guidelines
Distribution / Availability of
policy
Approval of policy
approved by governing authority
Date of approval
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Observation checklist
Checklist Score
Yes No
Records collection (acquisition) policies and procedures
Develop a collection policy
Element of an acquisition (collection) policy
Statement establishing the record program
Statement establishing the role and mission
Performance criterion
Keep records by collection (Acquisition) policies and procedures
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Statement outlining acquisition responsibility Records of the sponsoring body.
Records related to the functions of the sponsoring body
Records generated from other sources
Methods of acquisition (collection)
Roles and responsibilities
Conflict of interest guidelines
Distribution/Availability of policy
Approval of policy
Approved by governing authority
Date of approval
Observation
Learning Outcome 3.3:Collect the records categories
Definition of records categories
Types of records categories
Vital
Important
Useful
Non essential
o Group discussion on types of
records categories
o Research on internet
- Reference books
- Computer
- Internet
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
Resources Learning activities Content
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- Markers
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Essay
Short questions
Observation checklist
Checklist Score
Yes No
Definition of Concepts
Records categories
Types of records categories
Vital
Important
Useful
Non essential
Observation
Performance criterion
Reliable records collection in accordance with records categories
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Learning Outcome 3.4.Collect records by the methods of acquisition
Steps to acquire material for a records
management collection
Request processing
Verification
Ordering
Reporting (fiscal management)
Receiving orders
Types of acquisition methods
Firm orders
Standing orders
Approval plans
Blanket orders
Leases
Gifts
o Group discussion on steps of
acquiring material for
records management
collection
o Group discussion on types of
acquisition methods
o Practical exercises types of
acquisition methods
o Research on internet
- Reference books
- Computer
- Internet
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Formative Assessment 3.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Short questions
Observation checklist
Performance criterion
Proper collection of records in accordance with the means of acquisition
Resources Learning activities Content
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Checklist Score
Yes No
Steps to acquire material for a records management collection
Request processing
Verification
Ordering
Reporting (fiscal management)
Receiving orders
Types of acquisition methods
Firm orders
Standing orders
Approval plans
Blanket orders
Leases
Gifts
Observation
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Learning Outcome 4.1:Select timber according to availability
Filing methods definition
Types of filing methods
Conventional filing
system
Wire filing
Pigeon hole filing
Cardboard filing
Box filing
Modern filing system
Horizontal filing
Flat file
Arch level file
Vertical filing
Folders
Cabinet or drawer
Guide cards
Suspension filing
o Group discussion on advantages
and disadvantages of filing
methods
o Research on internet
o Debate on advantages and
disadvantages of filing methods
- Reference Books
- Internet
- Computer
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
LU 4: Select filing system to be used
4
Learning Outcomes:
1. Select the types of filing methods by their advantages and disadvantages
2. Select the characteristics of a good filing method 3. Apply record management techniques
15 Hours
Resources Learning activities Content
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Lateral filing
Open shelf filing
Filing methods advantages
and disadvantages
Formative Assessment 4.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Short questions
Observation checklist
Checklist Score
Yes No
Definition of Concepts
Filing methods
Types of filing methods
Conventional filing system
Modern filing system
Filing methods advantages and disadvantages
Observation
Performance criterion
Relevant selection of the types of filing system in accordance with their
advantages and disadvantages
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Learning Outcome 4.2 Select the characteristics of a good filing method
Components of good filing
methods
Finders
Keepers
Storage
Characteristics of a good
filing methods
Simple
Economy
Compactness
Accessibility
Suitable
Flexible
Safety
Indexing
Classification
o Group discussion on a good
filing method components
o Group discussion on
characteristics of a good filing
methods
o Research on internet
o Debate on characteristics of a
good filing methods
- Reference books
- Computer
- Internet
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Formative Assessment 4.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate selection of the filing system in accordance with the characteristics
of a good filing system
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Open questions
Observation checklist
Task: Chose a good filing system by its characteristics
Checklist Score
Yes No
Components of good filing methods
Finders
Keepers
Storage
Characteristics of a good filing methods
Simple
Economy
Compactness
Accessibility
Suitable
Flexible
Safety
Indexing
classification
Observation
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Learning Outcome 4.3: Apply record management techniques
Record filing order
Alphabetical
Numerical
Alpha numerical
Chronological
Ideological
Decimal
Geographical
Records management mode
Vertical filing
Horizontal filing
Suspension filing
Lateral filing
o Group discussion on record filing
order
o Practical exercises on records
management techniques use
o Site visit
- Reference books
- Computer
- Internet
- Textbooks
- CDs
- Video Aids
- Diskette
- Projector
- Router
- Camera
- Flash Disk
- Markers
Formative Assessment 4.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Open questions
Observation checklist
Task: Range records by filling order Set up records management by mode.
Performance criterion
Systematic selection of filing methods as per procedures of filing
Resources Learning activities Content
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Checklist Score
Yes No
Record filing order
Alphabetical
Numerical
Alpha numerical
Chronological
Ideological
Decimal
Geographical
Records management mode
Vertical filing
Horizontal filing
Suspension filing
Lateral filing
Observation
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Summative Assessment
Integrated situation Resources
Workforce Development Authority (WDA) located in Kigali City, Gasabo District has gave to her Documentation Officer the responsibility of managing its scattered records from different departments. She requested to look for solution on how those records can be managed as soon as possible in one month. She must show the equipped records room and inventory report of records.
Tools, materials and equipments - Word processor - Typewriters - Telecommunication - Cabinets - Shelves - Mobile shelving - Folders - Guides - Labels - Sorters - Out indicators - Stapling machine - Punching machine - Photocopying - Spirit and stencil
duplicators - Computers - Hanging file - Pocket file - End tab file - Staples expanding file - Plastic file - Papers - Separators - Pens - Pencils - Box files
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Tools, materials and equipment for records management are identified and selected
Filing equipment
Office materials
Indexing equipment
Microfilming equipment
Indicator: Tools materials and equipment are arranged into the working area
Disposition according to the types office layouts
Disposition according to the objectives of office layouts
Indicator: The scattered documents are collected
The scattered documents are collected by criteria ne floor finishing is done
Synthetic floor protector is applied
The scattered documents are collected by process of records collection Terrazzo floor finishing is done
Indicator: Records location (Accommodation) is selected
The accommodation is identified by principles
The accommodation is identified records accommodation environment
Indicator: Records filling system is selected
Records filling methods are selected by their types
Records filling methods are selected by their characteristics
Records filling methods are selected by records management techniques
Observation
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Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: The scattered records are collected
Records available
Records selected
Records filling system chosen
Indicator: The accommodation room is selected textures
The equipment are fixed
Accommodation is partitioned
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: The records accommodation is equipped
The records accommodation is equipped and portioned into section
Indicator: Inventory report prepared
Inventory report completed
Indicator: Time is respected
Required time 1 month
Observation
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Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: PPE are used
Required time 1 month
Overall
Gloves
Nose protection mask
Observation
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O M G S I 4 0 1 - STOCK -RELATED ISSUES HANDLING
OMGSI401 handle Stock related issues
REQF Level: 3 Learning hours
Credits:5 50
Sector: Agriculture and Food processing
Sub-sector: Food processing
Issue date: June, 2018
Purpose statement
This core module describes the skills, knowledge, ability and attitudes to be acquired for the
learners pretending to become a professional Sales Clerk, the trainees will be able to identify
stock items, to tag price on items, to use LIFO and FIFO methods to evaluate the stock. . It is
fundamental for a trainee to first understand the kind of work to perform by use of tools and
machines.
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Learning assumed to be in place
Implement safety, health and environmental policies and procedures
Product and Service Selling
Quality Customer Service Provision
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify stocks items 1.1. Suitable identification of stock items
1.2. Correct attribution of product codes
1.3. Proper control of stock levels
2. Tag Price on items. 2.1. Convenient identification of price tagging equipment
and tools
2.2. Convenient identification of price tagging techniques
2.3. Proper application of items labelling methods
3. Use LIFO and FIFO methods to
evaluate the stock.
3.1. Proper identification of the different methods of
stock control
3.2. Proper application of stock control techniques
3.3. Proper preparation of the stock ledger cards in
accordance to LIFO And FIFO stock evaluation
methods
3.4. Proper reporting of stock inventory
557 | P a g e
LU 1: Identify stocks items
1
Learning Outcomes:
1. Identify the stock items. 2. Attribute product codes 3. Control stock levels
10 Hours
Learning Outcome 1.1: Identify the stock items
Definition of terms
Stock materials
Types of stock items
Raw materials
Semipossessed products
Finished products
Consumables
o Group discussion on types of
stock materials
o Research on internet
o Brainstorming on factors that
affect stock levels
- Reference books
- Internet
- Computer
- Module manuals
- Flipchart
Formative Assessment 1.1
Performance criterion
Identify of stock items
Resources Learning activities Content
558 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Ticking
Listing
Discuss
Proposed activity: Observation checklist
Checklist Score
Yes No
Definition of stock materials
Identifying types of stock materials
Raw materials
Semi possessed products
Finished products
• Consumables
Observation
Learning Outcome 1.2: Attribute product codes
Definition of the terms
Product code
Codification
Systems of codification
Alphabetic system
Simple numeric or
sequence system
Group discussion on advantage
of codification
o Research on internet
o Brainstorming on system of
codification
o Practical exercise on systems of
codification
- Reference books
- Computer
- Internet
- Visual aids
- Computer
- Internet
- Module manuals
Resources Learning activities Content
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Bloc system brochures
Decimal system
Numeric system
Six letter or nine letter
codes
Advantages of codification
To avoid long description
To prevent duplication
To standardize items
To have accurate location
To reduce varieties
To simplify and facilitate
pricing
- Flipchart
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Ticking
Listing
Proposed activity: Observation checklist
Task: Apply codes the cleaning products to be sold
Checklist Score
Yes No
Definition of concept
• Product code
• Codification
Application of codification systems
Performance criterion
Attribute products codes
560 | P a g e
• Alphabetic system
• Simple numeric or sequence system
• Bloc system brochures
• Decimal system
• Numeric system
• Six letter or nine letter codes
Stating advantages of codification
• To avoid long description
• To prevent duplication
• To standardize items
• Have accurate location
• Reduce varieties
Observation
Learning Outcome 1.3: Control stock levels
Definition of terms
Stock control
Procedures of stock control
Receiving stock
Storage of stock
Rotation of stock
Schedule regular
counts
Security of stock
Factors that affect stock
levels.
o Group discussion on stock
control levels
o Research on internet
o Brainstorming on
procedures of stock control
o Practical exercises on
methods of stock control
o Visit market
- Books
- Computer
-Flipchart
- Internet
- Visual aids
- Module manuals
Resources Learning activities Content
561 | P a g e
Nature of materials
Lead time
Rate of consumption of
materials
Price economy
Cost of materials
Availability of finance
Methods of stock control
levels
Maximum stock levels
Minimum stock levels
Re-order leve
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Ticking
Listing
Essay
Proposed activity: Observation checklist
Short questions
Performance criterion
Apply procedures of stock control
562 | P a g e
Checklist Score
Yes No
Application of procedures of stock control
Receiving stock
Storage of stock
Rotation of stock
Schedule regular counts
Security of stock
Identification of factors that affect stock levels
Receiving stock
Storage of stock
Rotation of stock
Schedule
Stating methods of stock levels
• Maximum stock levels
• Minimum stock levels
• Re-order level
Observation
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LU 2: Tag Price on items
2
Learning Outcomes:
1. Use hand embroidery tools 2. Setup embroidery machine parts 3. Manipulate embroidery machine
10Hours
Learning Outcome 2.1: Identify price tagging equipment and tools
Definition of terms
Price tag
Tagging equipment ,tools
and materials
Pricing guns and
tagging guns
Jewelry tags
Price tags and
merchandise tags
Size labels
Discount labels
Sale labels
Discount price tags,
stickers and guns
o Group discussion on
techniques of pricing
o Research on internet
o Visit market
o Observation of equipment
o Role play on price techniques
- Reference Books
- Internet
- Computer
- Module manuals
- Flipchart
Resources Learning activities Content
564 | P a g e
Characteristics of price
tagging tools and
equipment
Pricing techniques
Promotion pricing
Differentiated prices
Pricing to
distributors
Pricing basics
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Essay
Listing
Proposed activity: Observation checklist
Checklist Score
Yes No
Definition of term
Price tag
Differentiate tagging equipment tools and materials
• Pricing guns and tagging guns
• Jewelry tags
• Price tags and merchandise tags
Performance criterion
Identify price tagging equipment and tools
565 | P a g e
• Size labels
• Discount labels
• Sale labels
• Discount price tags, stickers and guns
Stating the characteristics of price tagging tools and materials
Observation
Learning Outcome 2.2 : Apply price tagging techniques
Types of price tags
Perforated price tags
Custom log text price tag
Jewelry price tag
Custom hang tags
Necklace cards custom price
Swing tags.
Tagging techniques
Proven techniques
Collar tags
Visible implant fluorescent
elastomeric tags
Passive integrated
transponder tags
Promising techniques
Decimal coded wire tags.
Unpromising techniques
Group discussion on pricing
strategies
Visit nearby supermarket
Research on internet
Role play
Practical exercise on price
tagging
- Reference books
- Computer
- Internet
- Visual aids
- Computer
-
- Module manuals
- Flipchart
- Visual aids
- Price tags
equipment and
tools
Resources Learning activities Content
566 | P a g e
Acoustic tags
Attachment tags
Satellite tags
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Ticking
Listing
Discuss
Proposed activity: Observation checklist
Task: Apply tagging techniques
Checklist Score
Yes No
Identifying the different types of price tags
Perforated price tags
Custom log text price tag
jewelry price tag
Custom hang tags
Necklace cards custom price
Swing tags
Application of tagging techniques
Proven techniques
Collar tags
Visible implant fluorescent elastomer tags
Passive integrated transponder tags
Promising techniques
Performance criterion
Apply price tags techniques
567 | P a g e
Decimal coded wire tags.
Unpromising techniques
Acoustic tags
Attachment tags
Observation
Learning Outcome 2.3 : Apply items labelling methods
Definitions of terms
Items labeling
Types of label applicators
Handle label
applicators
Automatic label
applicators
Tips to get attracting
products labeling
Right size
Simple labels
Product Brand name
Customer's
consideration
Advantage of labeling
Formative Assessment 2.3
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Essay
Listing
Proposed activity: Observation checklist
Checklist Score
Yes No
Application of labels using
Handle label applicators
Automatic label applicators Process of manipulation tools and equipment
Stating the tips to get attracting for Right size.
simple labels
Product Brand name
Customer's consideration Winding
Observation
Performance criterion
Apply items labeling methods
569 | P a g e
LU 3: Use LIFO and FIFO methods to evaluate the stock
3
Learning Outcomes:
1. Identify different methods of stock control 2. Apply stock Control techniques 3. Prepare the stock ledger cards in accordance to LIFO And FIFO
stock evaluation methods 4. Report stock inventory
30Hours
Learning Outcome 3.1: Identify different methods of stock control
Definition
Stock control
Reason for stock control
Maximizing space
Provides room for new
merchandise
Avoiding lost sales
Methods of stock control
Holy Grail
Basics
Economic consideration
Safety stock
o Group discussion on methods
of stock control
o Research on internet
o Observation of different
methods of stock control
- Reference books
- Computer
- Internet
- Visual aids
- Computer
-
- Module manuals
- Flipchart
- Visual aids
Resources Learning activities Content
570 | P a g e
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Expose
Listing
Proposed activity: Observation checklist
Checklist Score
Yes No
Definition of term
Stock control
Stating the reason of Maximizing space
Provides room for new merchandise
Avoiding lost sales
stock control
Stating the methods of stock control
Holy Grail
Basics
Economic consideration
Safety stock
Observation
Performance criterion
Identify the different methods of stock control
571 | P a g e
Learning Outcome 3.2 : Apply stock Control techniques
Definition of terms
Bin card
Bin card parts
Store location column
Stock information column
Stock balance column
Advantages of bin card
Less chance of mistake
Effective control of stock
Easy identification of materials
Disadvantages of bin card
Store records are dispersed over
wide area
Involves clerical work
The cards may get dirty
o Group discussion on
creating a bin card
o Research on internet
o Observation
Role play
- Reference books
- Computer
- Internet
- Visual aids
- Computer
- Module manuals
- Flipchart
- Visual aids
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Essay
Listing
Proposed activity: Observation checklist
Performance criterion
Apply stock Control techniques
Resources Learning activities Content
572 | P a g e
Checklist Score
Yes No
Designing the Bin card using the following parts:
Stores location column
Stock information column
stock balance column
Stating the advantages of Bin card
Less chance of mistake
Effective control of stock
Easy identification of materials Identification of cleaning product
Stating the disadvantages of Bin card
Stock records are dispersed over wide area
Involves clerical work
The cards may get dirt
Observation
Learning Outcome 3.3: Prepare the stock ledger cards in accordance to LIFO And FIFO stock
evaluation methods
Definition of terms
Store’s ledger card
Methods of stock evaluation
LIFO
FIFO
Making of store’s ledger cards using
LIFO and FIFO
o Group discussion on
advantages and
disadvantages of FIFO and
LIFO
o Brainstorming on methods
of stock evaluation
o Role play FIFO and LIFO
- Reference books
- Computer
- Internet
- Visual aids
- Computer
- Module manuals
Resources Learning activities Content
573 | P a g e
Advantage and disadvantages of FIFO
and LIFO methods
methods
o Research on internet
- Flipchart
- Visual aids
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Ticking
Listing
Discuss
Proposed activity: Observation checklist
Short questions
Checklist Score
Yes No
Differentiating the different methods of stock valuation
LIFO
FIFO
Designing and making entries in the stores ledger cards using
FIFO
LIFO
Stating advantages and disadvantages of LIFO and FIFO methods
Observation
Performance criterion
Prepare the stock ledger cards in accordance to LIFO And FIFO stock valuation
methods
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Learning Outcome 3.4: Report stock inventory
Definition of terms
Stock inventory
Types inventory
Perpetual
Periodic inventory
Difference between periodic and
perpetual inventory
Report writing after the inventory
Format of report writing
Group discussion about how
to give the report of stock
Research on internet
Role play on the types of
inventory
- Reference books
- Computer
- Internet
- Visual aids
- Computer
- Module manuals
- Flipchart
- Visual aids
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Ticking
Listing
Discuss
Proposed activity: Observation checklist
Short questions
Performance criterion
Report stock inventory
Resources Learning activities Content
575 | P a g e
Checklist Score
Yes No
Definition of term
Stock inventory
Application of stock inventory
Perpetual
Periodic inventory
Cleaning process
Differentiate perpetual from periodic inventory
Report writing after the inventory
Observation
576 | P a g e
Summative Assessment
Integrated situation Resources
The BIG SHOP in MUSANZE that deals in jewels and gents clothes, has problems of stock items codes, stock control, the price tagging system, the bin cards and stores ledger cards are not in place for a person to know the stock balance at hand.
As a Sales Clerk deal with above problems and give a report in 3 hours.
- Tools, equipment &Materials
- Overcoat - Gloves - Nose protection
mask - Safety shoes - Boxes - Envelops - Markers - Computer - Printer - Stapling machine - Consumables Pricing
guns and tagging guns
- Jewelry tags - Price tags and
merchandise tags - Size labels - Discount labels - Sale labels - Discount price tags,
stickers and guns - Pants (5 pcs)
necklaces(10 pcs), shoes (40 pairs)
577 | P a g e
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Stock items are identified
Types of stock materials identification
Indicator: Products code attributed
System of codification Application
Alphabetic system
Six letter or nine letter codes
Indicator: Stock levels controlled
Following Procedures of stock control
Receiving stock
Proven techniques
Promising techniques
Indicator:Methods of stock control are identified Methods of stock control are identified
Synthetic floor protector is applied
Methods of stock control used;
Holy Grail
Stock information column
Stores location column
Indicator: Bin card and ledger cards well prepared
Observation
578 | P a g e
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Store is organized
The Stock control methods and techniques
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Stock report and inventory is completed
Submitted report
Inventory format
Indicator: Time is respected
Required time 3 days
Observation
Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator:
Gloves
Noise protection
Overcoat
Observation
579 | P a g e
Reference books:
26. Kigenyi F., David.(2010). Entrepreneurship for Rwanda, ordinary Level, V.I, KK Publishers and
stationers Ltd.
27. Frank Wood. (2009). Principles of Counts for East Africa, fourteenth impression.
28. Albrecht, K. 1995. At America’s Service: How Your Company Can Join the Customer Service
Revolution. New York: Grand Central Publishing
29. http://www.crmxchange.com/uploadedFiles/Featured_White_Papers/PDF/5_Core_Principl
es_of_Customer_Care.pdf
30. .http://www.providesupport.com/blog/types-of-complaining-customers-and-how-to-handle-
complaints/
31. https://www.thebalance.com/providing-excellent-customer-service-2951744
32. .https://www.entrepreneur.com/article/289167
580 | P a g e
O M G C S 4 0 1 - QUALITY CUSTOMER SERVICE PROVISION
OMGCS401 Inspect raw material physical quality
REQF Level: 4 Learning hours
Credits: 5 50
Sector: Administration
Sub-sector: Office management
Issue date:October, 2017
Purpose statement
This core module describes the skills, knowledge, ability and attitudes to be acquired for the
learners pretending to become professional Sales Clerk, the trainees will be able to offer quality
service to customer, handle customers' complaints and build links with them. It is fundamental
for a trainee to first understand the kind of work to perform by use of tools and machines.
581 | P a g e
Learning assumed to be in place
Occupational and training process
Health safety security and environment at work place
Communicate simply using English in familiar situation
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1.Offer a quality service to Customer 1.1.Adequate provision of service in accordance to
customers' information
1.2.Adequate provision of service to different types of
customers
1.3. Adequate provision of service in accordance with
customer care techniques machine
2. Handle complaints and difficult
Customer service situations.
2.1. Adequate identification of customer complaints
2.2. Adequate handling of complaints in accordance with
Replying channels
2.3. Adequate follow up of customers' complaints
satisfaction
3.Build links with customers 3.1. Proper identification of potential customers
3.2. Proper application of customers linking
techniques.
3.3. Proper maintaining customer’s royalty.
3.4. Methodical safeguarding customers' information to
maintain their trust
582 | P a g e
LU 1: Offer quality service to Customer
1
Learning Outcomes:
1. Provide service in accordance with customers' information. 2. Provide service to the different types of customers 3. Provide service in accordance with customer care techniques
machine
15 Hours
Learning Outcome 1.1: Provide service in accordance with customers' information
Definition of terms
o Service
o Customers' information
o Quality of
service/product
o Quantity of srevice/
product
o Customers' information
gathering tools
o Interview
Feature of
information
Use of interviewing
o Group discussion on ways of
gathering and use customers'
information gathered
o Research on internet
o Role play information gathering
o Brain storming
o Reference Books
o internet
o Computer
o Module manuals
o flipchart
o Visual aids
o Markers
o Projector
Resources Learning activities Content
583 | P a g e
Planning of interview
Question style
o Survey
feature and use of
survey
Designing survey
o Workshop
Features and use of
workshop
Planning workshop
o Use of customers'
information gathered
o Increase competence and
performance
o Build up image
o Contact with other
customers
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Ticking questions
Matching questions
Sentence completion
Performance criterion
Provide service in accordance with customers' information
584 | P a g e
Checklist Score
Yes No
Definition of
Service
Customer information
Stating customer's information gathering tools
Interview
Survey
Workshop
Stating the use of customers' information
To increase competence and performance
To build up image
To contact other customer
Observation
Learning Outcome 1.2: Provide service to the different types of customers
Definition of term
o customer
Types of customers
o Loyal Customers
o Discount Customers
o Impulse Customers
o Group discussion on how to
serve different types of
customers
o Research on internet
o Role play on different types of
customers
o Reference books
o Computer
o Internet
o Visual aids
o Module manuals
o Flipchart
Resources Learning activities Content
585 | P a g e
o Need-Based
Customers
o Wandering
Customers
Serving different Customers
in accordance to their types
o Factors influencing
Orientation of customer
o Cost- oriented customer
o Value- oriented customer
o Technology oriented
customer
o Visit of market/ supermarket
o Markers
o Projector
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Role play
Ticking questions
Sentence completion
Performance criterion
Provide service to the different types of customers
586 | P a g e
Checklist Score
Yes No
Definition of the term
Service
Types of customer identified
Loyal Customers
Discount Customers
Impulse Customers
Need-Based Customers
Wandering Customers
Stating factors influence orientation of customers
Cost- oriented customer
Value- oriented customer
Technology- oriented customer
Serving different types of customer and their orientation
Observation
Learning Outcome 1.3: Provide service in accordance with customer care techniques
Definition of customer care
Customer service principle
o The status frontline
employees
o Employee satisfaction
matters
o showing customer that
are valued
o Group discussion on
importance of good
customer service
o Research on internet
o Role play on good customer
care service
o Books
o Compute
o Flipchart
o Internet
o Visual aids
o Module manuals
o Markers
Resources Learning activities Content
587 | P a g e
o Internal customers values
o Training staff
Tips to improve good
customer care service
Practice clear
communication
Speaking as your
customer do
Using smile in
conversation
Using always a positive
language
Giving credence to the
customer complaint
Giving thanks in real
word
Advantage of good customer
care service
o Retaining customer
o Increase profitability
o Gives employee more
confidence
o Competitive advantage
o Projector
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Provide service in accordance with customer care techniques.
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Expose
Role play
Fill in questions
Ticking questions
Checklist Score
Yes No
Definition of the term customer care
Stating customer care principles
The status frontline employees
Employee satisfaction matters
showing customer that are valued
Internal customers values
Training staff
Stating advantage of good customer care service
Retaining customer
Increase profitability
Gives employee more confidence
Competitive advantage
Apply tips of good customer care service
Practice clear communication
Speaking as your customer do
Using smile in conversation
Using always a positive language
Giving credence to the customer complaint
Giving thanks in real word
Observation
589 | P a g e
LU 2: Identify customers’ complaints
2
Learning Outcomes:
1. Identify customers’ complaints. 2. Handle customers' complaints in accordance with Replying
channels 3. Follow up customer's complaints satisfactions
15 Hours
Learning Outcome 2.1: Identify customers’ complaints
Definition of term
Customer
Complaint
Types of customer
complainers
The meek customers
The aggressive
complainers
the high-roller
customer
Rip -off customer
o Group discussion on types
customers and roots causes of
complaints
o Research on internet
o Market visits
o Observation of the types of
customer complainer
o Role play on types of customer
complainers
- Reference Books
- internet
- Computer
- Module manuals
- Flipchart
- Markers
- Projector
LU 2:Handle complaints and difficult Customer service situations
Resources Learning activities Content
590 | P a g e
The chronic
complainer
Roots causes of customer
complaint
Defects caused by
production or
damaged
Marketing overpromise
Misleading marketing
Customer error or
unreasonable
expectation
Delay in delivery
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Open questions
Ticking questions
Expose
Observation checklist
Concept
Role play
Performance criterion
Identify customers' complaints.
591 | P a g e
Checklist Score
Yes No
Definition of term
Customer
Complaint
Types of customer complainers identification
The meek customers
The aggressive complainers
the high-roller customer
Rip -off customer
The chronic complainer
Stating the roots cause of customer complaint
Defects caused by production or damaged
Marketing overpromise
Misleading marketing
Customer error or unreasonable expectation
Delay in delivery
Observation
Learning Outcome 2.2 :Handle customers' complaints in accordance with Replying channels
Steps to handle customers' complaint
Listen and understand
Empathize
Offer solution
Execute solution
Follow up
o Group discussion on the
methods of handling and
advantages of handling
customers complaints
o Research on internet
o Role play on replying to
- Reference books
- Computer
- Internet
- Visual aids
- Module manuals
- Flipchart
Resources Learning activities Content
592 | P a g e
Receiving customers' complaints
through:
Written letters
e-mailing
Conversations
Channels of replying to customers'
complaints
Writing letters
e-mailing
Conversations
customers complaints
o Making
o Practical exercises on
replying to customers'
complaints
- Markers
- Projector
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Oral evidence
Written Evidence
Ticking
Essay writing
Observation checklist
Expose
Task:As sales clerk in shop, write a replying letter to customer who
complained the delivery of damaged ceramics products
Checklist Score
Yes No
Stating steps of customers' Handling
Listen and understand
Empathize
Offer solution
Performance criterion
Handle customers’ complaints in accordance with Replying channels
593 | P a g e
Execute solution
Follow up
Receiving different customers' complaints through
Written letters
e-mailing
Conversations
Replying to customers' complaints through
Writing letters
e-mailing
Conversations
Observation
Learning Outcome 2.3:Follow up customer's complaints satisfactions
Channels used to follow up
customers' complaints
handling satisfaction
Social media monitoring
tool
Customers support
software
Customer support
phone numbers
Customer feedback
survey
Workshop
Customer Complains follow
o Group discussion on use follow up
tips
o Research on internet
o Role play channels used to follow
up customers complaints
- Reference books
- Computer
- Internet
- Visual aids
- Module manuals
- Flipchart
- Markers
Resources Learning activities Content
594 | P a g e
up tips
The 3 Ps:
Be Prompt
Proactive
and Patient
Meaningful
Conversations
Unexpected visits
Carefully not forgetting
about customers'
complain (mindfulness)
Being gratitude
Keep promises
Hearing
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Ticking questions
Sentence completion
Expose
Observation checklist
Checklist Score
Yes No
Stating the channels used to follow up customers' complaint satisfaction
Social media monitoring tool
Customers support software
Customer support phone numbers
Performance criterion
Follow up customer's complaints satisfactions
595 | P a g e
Customer feedback survey
Workshop
Apply tips of customers' complaint satisfaction follow up
The 3 Ps:
Be Prompt
Proactive and Patient
Meaningful Conversations
Unexpected visits
Carefully not forgetting about customers' complain (mindfulness)
Being gratitude
Keep promises
Hearing
Observation
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LU 3: Build links with customers
3
Learning Outcomes:
1. Identify potential customers 2. Apply customer's Linking techniques 3. Maintain customers Royalty 4. Safeguard customers' information to maintain their trust
20 Hours
Learning Outcome 3.1: Identify potential customers
Definition of the term
Potential customer
Ways of identifying potential
customers
Use Google alerts
Interview current customers
Use competitors documents
and tools
Use professional network
Tips to assess potential
customers'
Characteristics of potential
customers
Gender
o Group discussion on
o Ways of identifying potential
customer
o Research on internet
o Practical exercises on ways of
identifying potential customers
- Reference books
- Computer
- Internet
- Visual aids
- Module manuals
- Projector
Resources Learning activities Content
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Age
Occupation
Disposable income
Location
Shopping purpose
Work demand
Family needs
Budget pressure
Preferred shopping method
Online shopping
Over phone
In stores shopping
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Fill in questions
Concept
Expose
Observation checklist
Checklist Score
Yes No
Definition of the term : Potential customer
Applying ways of identifying potential customer
Performance criterion
Identify potential customers
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Use Google alerts
Interview current customers
Use competitors documents and toolsUse professional network(i. e LinkedIn or
Ouora)
Stating tips to assess potential customer
Characteristics of potential customer
their shopping purpose
Preferred shopping method
Observation
Learning Outcome 3.2 :Apply customer's Linking techniques
Definition of terms
Link with customers
Techniques of linking with Customers
Using adequate Channel
Social media
Blogs
Promotional competitions
Getting people to see/read and link
Building relationship
Regularly update customers
Advantages of building customers' links
Getting new customers
Make fresh customers focused
Quality improvement
Building customer royalty
o Group discussion on
advantages and
disadvantages of linking
customers
o Research on internet
o Observation on building
links with current and
potential customers
- Reference
books
- Computer
- Internet
- Visual aids
- Module
manuals
- Flipchart
- Visual aids
- Markers
Resources Learning activities Content
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Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Ticking questions
True or false questions
Expose
Observation checklist
Task:As a sales clerk, By using ways of identifying potential
customers, create a platform to link with them
Checklist Score
Yes No
Definition of the term: Linking with customer
Apply techniques of building links with customers
Using adequate Channel
Social media
Blogs
Promotional competitions
getting people to see/read and link
building relationship
Regularly update customers
Statement of advantages of building links with customer
Getting new customers
Make fresh customers focused
Quality improvement
Building customer royalty
Performance criterion
Apply customer's Linking techniques .
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Observation
Learning Outcome 3.3: Maintain customers Royalty
Definition of terms
customers' royalty
Tips to maintain customer royalty
Regularly updating customer on
New products/service
New selling points
Inconveniences
Building links
proposing discount
Remember customers'
special occasion
Make follow up call
o Group discussion on
information to updates
customer and it advantages
o Research on internet
- Reference
books
- Computer
- Internet
- Visual aids
- Computer
- Internet
- Module
manuals
- Flipchart
- Visual aids
- Markers
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Ticking questions
Sentence completion
Performance criterion
Maintain customers Royalty
Resources Learning activities Content
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Performance evidence
Oral evidence
Observation checklist
Concept
Checklist Score
Yes No
Definition of the terms: Customers' Royalty
Application of tips to maintain customer care
Regularly updating customer
Building links
proposing discount
Remember customers' special occasion
Make follow up call
Observation
Learning Outcome 3.4 : Safeguard customers' information to maintain their trust
Definition of the term
Customer trust
Ways to keep customers' trust
Great service
Consistency
transparency
Tips of keeping safely customers'
information
Using encryption
Securing online records
Restrict access to customer data
o Brainstorming on methods
of keeping safely customers'
information and its
advantages
o Research on internet
- Reference
books
- Computer
- Internet
- Visual aids
- Module
manuals
- Flipchart
- Markers
Resources Learning activities Content
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Advantages of keeping safely
customers information
Formative Assessment 3.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Ticking questions
Sentence completion
Observation checklist
Concept
Checklist Score
Yes No
Definition of the term: Customer trust
Statement of ways to keep customers' trust
Great service
Consistency
transparency
Stating tips of keeping customers' trust
Using encryption
Securing online records
Restrict access to customers' data
Observation
Performance criterion
Safeguard customers' information to maintain their trust
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Summative Assessment
Integrated situation Resources
A Customer from Rwamagana bought ceramic products in Kigali POTTERY COLLECTIONS located in Kigali City where you are employed as a sales Clerk, brought to your shop a letter acknowledging receipt and complaining about some damaged goods, and that there is no platform where customers can express their queries. As a Sales Clerk you have to deal with the customers complaint and also create a platform where customers can share information in not more than 2hours. Show how you go about with the task given
Tools: - Computer and - Printer - Internet
connection - Papers - Chairs - Pens - Electricity - PPE - Cell phone
Equipment: - Computer and - Printer - Internet connection - Papers - Chairs - Pens - Electricity - PPE - Cell phone
Materials - Computer and - Printer - Internet connection - Papers - Chairs - Pens - Electricity - PPE - Cell phone
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Quality customer care service is offered
Receiving Customer with customer care
Receiving Customer's letter
Gathering Customer information
Indicator: Customer's complaints are handled
The customer's complaint identification
The cause of customer's complaint
Identification
Finding solution to customers complaints
Replying to customers letter
The replying letter handed to the customer
Following up customers satisfaction
Indicator: Link with customer is built
The existing and potential customers identification
The creation of platform linking customers
Asking customers to join the link
Updating Customers about relevant news (discount, inconveniences...)
Observation
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Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Customer care service offered
Clear communication with customer
Customer complaint given credence
Indicator: Customers' problems handled
The damaged products replaced
Customers linking creation
Complaint handling well done
Following Customer done
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Customer letter replied
Replying letter
Indicator: The time is respected
The required time 2 hours
Indicator: Customers' Link provided
Customer's WhatsApp group
Observation
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Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: PPE used
Noise protection
Gloves
Overcoat/ T- shirt
Observation
Reference books:
Kigenyi F., David.(2010). Entrepreneurship for Rwanda, ordinary Level, V.I, KK Publishers and stationers Ltd.
2.Frank Wood. (2009). Principles of Counts for East Africa, fourteenth impression.
3. Albrecht, K. 1995. At America’s Service: How Your Company Can Join the Customer Service Revolution. New York: Grand Central Publishing
4.http://www.crmxchange.com/uploadedFiles/Featured_White_Papers/PDF/5_Core_Principl es_of_Customer_Care.pdf
5.http://www.providesupport.com/blog/types-of-complaining-customers-and-how-to-handle-complaints/
6.https://www.thebalance.com/providing-excellent-customer-service-2951744
7.https://www.entrepreneur.com/article/289167
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GLOSSARY
Assessment: A process of gathering and judging
evidence in order to decide whether a person
has attained a standard of performance.
Assessment criteria: Statements which describe
performances and place them in context with
sufficient precision to allow valid and reliable
assessment.
Best practice: Management practices and work
processes that lead to outstanding or top-class
performance and provide examples for others.
Competency standard: An industry-determined
specification of performance which sets out the
skills, knowledge and attitudes required to
operate effectively in employment.
Competency standards are made up of units of
competency, which are themselves made up of
elements of competency, together with
performance criteria, a range of variables, and
an evidence guide.
Competency: means the ability to apply
knowledge, skills and personal, social and
methodological skills in the workplace or
during learning, as well as in personal and
professional development. This ability or
capacity is acquired through leaning, exposure
to the tasks and series of training allowing one
to perform specific task autonomously. Reason
why in the context of the CBE Framework
competencies are described as responsibility
and independence.
Competency-based assessment (or CBA): The
gathering and judging of evidence in order to
decide whether a person has achieved a
standard of competency.
Complementary competencies: Set of
knowledge, skills and attitudes which are not
directly linked to a specific occupation or
industry, but which are important for work,
education and life in general, such as
communication, mathematics, organizational
aptitude, and computer literacy, interpersonal
and analytical competency.
Core modules: Modules leading to
competencies’ acquisition that an industry
sector has agreed upon as essential for a person
to be accepted as competent at a particular
level. All modules may be core, but in many
cases competency at a level will involve core
modules plus optional or specialization
modules. Core competencies are normally
those central to work in a particular industry.
Credential: Formal certification issued for
successful achievement of a defined set of
outcomes, e.g. successful completion of a
course in recognition of having achieved
particular knowledge, skills or competencies;
successful completion of an apprenticeship or
traineeship.
Credit: The acknowledgement that a person has
satisfied the requirements of a module.
Curriculum: The specifications for a course or
subject (module) which describe all the learning
experiences a learner undergoes, generally
including objectives, content, intended learning
outcomes, teaching methodology,
recommended or prescribed assessment tasks,
assessment exemplars, etc.
Evidence guide: The part of a competency
standard which provides a guide to the
interpretation and assessment of the unit of
competency, including the aspects which need
to be emphasized in assessment, relationships
to other units, and the required evidence of
competency.
Flexible delivery: A range of approaches to
providing education and training, giving
learners greater choice of when, where and
how they learn. Flexible delivery may involve
distance education, mixed-mode delivery,
online education, self-paced learning, self-
directed learning, etc.
Formal education: Also formal training
education or training provided in educational
institutions such as schools, universities,
colleges, etc. or off the job in a workplace,
usually involving direction from a teacher or
instructor.
General competencies: competencies
correspond to larger operations that go beyond
the tasks, but generally contribute to their
implementation. These activities require more
fundamental learning and are generally
common to several tasks and transferable to
many work situations.
Generic modules: Modules leading to the
attainment of complementary competencies.
Informal education: The acquisition of
knowledge and skills through experience,
reading, social contact, etc.
Internship: An opportunity for a learner to
integrate career related experience by
participating in planned, supervised work.
Key competencies: Any of several generic skills
or competencies considered essential for
people to participate effectively in the
workforce. Key competencies apply to work
generally, rather than being specific to work in a
particular occupation or industry. The following
are key areas of competency which were
developed into seven key competencies:
collecting, analyzing and organizing
information; communicating ideas and
information; planning and organizing activities;
working with others and in teams; using
mathematical ideas and techniques; solving
problems; and using technology.
Knowledge: means the result of the adoption
of information through the learning process.
Knowledge is a set of facts, principles, theories
and practices related to area of work or study.
In CBE context lifelong learning knowledge is
described as theoretical and / or factual.
Learning outcomes: are statements of what
learner knows, understands and can perform,
based on the completion of the learning
process, defined by knowledge, skill and
competency.
Learning activities: Suggested activities that
can be developed during lesson planning and
activity preparation. The choice of learning
activities must be tailored according to group
size, available material resources and
communication tools.
Learning hours: Amount of hours required to
acquire the competency, including the time
allocated to evaluation, which is estimated
between 5 and 10% of the total learning time of
the competency.
Learning outcomes: Statements that indicate
what learners will know or be able to do as a
result of a learning activity. Learning outcomes
are usually expressed as knowledge, skills, or
attitudes.
Learning unit: Any of the basic building blocks
of a module, which describes the key activities
or the elements of the work covered by the
module
Module: A unit of training which corresponds to
one competency and which can be completed
on its own or linked to others.
Occupation: The principal business of one’s life.
Performance criteria The part of a competency
standard specifying the required level of
performance in terms of a set of outcomes
which need to be achieved in order to be
deemed competent. It describes the quality
requirements of the result obtained in labor
performance.
Qualification: means the formal name for the
result of a process of assessment and
validation, which is obtained when a competent
body determines that an individual has
achieved learning outcomes to the standards
laid down.
Quality assurance: The systems and procedures
designed and implemented by an organization
to ensure that its products and services are of a
consistent standard and are being continuously
improved.
Recognition of prior learning (or RPL): The
acknowledgement of a person’s skills and
knowledge acquired through previous training,
work or life experience, which may be used to
grant status or credit in a subject or module.
Skills: are the ability to apply knowledge and
use the principle of “know how” to perform a
specific task and to solve the problem. In
the context of the CBE Framework, skills are
defined as cognitive (involving the use of logical,
intuitive and creative thinking), practical
(including physical skill and use of methods,
materials, devices and instruments) and social
skills (communication and cooperation skills,
emotional intelligence and other).
Specific competencies: Competencies that are
directly related to the tasks of the occupation in
the workplace context. They refer to concrete,
practical, and focused aspects
Traineeship: A system of vocational training
combining off-the-job training at an approved
training provider with on-the-job training and
practical work experience. Traineeships
generally take one to two years and are now a
part of the New Apprenticeships system.
Unit of competency: A component of a
competency standard. A unit of competency is a
statement of a key function or role in a
particular job or occupation. See also element
of competency, performance criteria, range of
variables.
WORKFORCE DEVELOPMENT AUTHORITY – WDA P. O. BOX 2707 Kigali Rwanda T +250 255113365 F +250 255113365 E [email protected] I www.wda.gov.rw
Workforce Development Authority
Empowering people with employable skills and entrepreneurship capacity
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