TVET CERTIFICATE IV in FOOD PROCESSING...LU 2: Prepare Materials and Equipment for pastry products...

4

TVET CERTIFICATE IV in

FOOD PROCESSING

CODE

AGRFOP4001

Kigali November, 2014

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AGRFOP4001-TVET CERTIFICATE IV

Food Processing

REQF Level 4 CURRICULUM

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© Workforce Development Authority, 2014

Copies available from:

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel : (+250) 255113365

Fax : (+250) 255113365

Email : [email protected]

Web: www.wda.gov.rw

Original published version updated:

November, 2014

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Copyright

The Competent Development Body of this Curriculum is © Workforce Development Authority

(WDA). Reproduced with permission.

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

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

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

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

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

outside the immediate training environment for which they are made, 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 the

WDA. Ph: (+250) 255113365; fax: (+250) 255113365.

© Workforce Development Authority (WDA) 2014

Published by

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

Internet: http:// www.wda.gov.rw

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

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

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 2

2.4 Job related information 3

2.5 Employability skills and life skills 3

2.6 Information about competencies 5

3 . T R A I N I N G P A C K A G E 7

3.1 Course structure 7

3.2 Competencies 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 2: Describe the operating system 15

LU 3:Customize computer features 22

LU 1: Protect computer system 27

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 3 3

LU 1:Develop and maintain product, service and market knowledge. 36

LU 2: Provide a quality service experience to customers. 43

LU 3:Deal with complaints and difficult customer service situations. 50

LU 4:Manage and use information about clients and customers. 58

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 6 2

LU 1: Identify hazardous areas to be improved. 64

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LU 2 : Apply SHE practices. 70

LU 3 :Assess and control risks. 78

LU 4: Awareness of SHE in working place. 83

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 8 9

LU 1: Write factual, descriptive, and explanatory texts. 92

LU 2: Apply a range of listening strategies to understand predictable messages. 100

LU 3 :Discuss general and trade-related topics. 105

LU 4: Read medium texts on general and trade-related topics. 111

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 7

LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 120

LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ibyiza by’ikoranabuhanga mu iterambere

ry’umwuga no kugaragaza intêgo y’izina mbonera. 127

LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko

no kugaragaza amategeko y’igenamajwi mu izina mbonera. 136

LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza

ibidukikije. 142

LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no

kwandika yubahiriza imyandikire y’Ikinyarwanda. 150

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 5 8

LU 1: Identify elements of business plan. 160

LU 2: Write a business plan in line with the identified elements 167

LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan). 179

LU 4: Present a business plan 186

M M D I A 4 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 1 9 2

LU 1: Apply for internship/employment 195

LU 2:Demonstrate appropriate workplace behavior and attitudes 199

LU 3: Respect worker’s and employer’s rights and responsibilities 204

LU 4: Organize and evaluate one’s internship 210

G E N A M 4 0 1 - B A S I C A N A L Y S I S 2 1 6

LU 1: Determine and analyze numerical functions 219

LU 2: Apply fundamentals of differentiation 225

LU 3: Apply natural logarithmic functions 230

LU 4: Apply exponential functions 236

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C R P M H 4 0 1 - B A S I C K N O W L E D G E O F M E C H A N I C A N D H E A T 2 4 3

LU 1: Apply the knowledge on measurement of physical quantities 245

LU 2: Apply the knowledge of kinematics and dynamics 250

LU 3: Apply the knowledge of Calorimetry 254

C R P I O 4 0 1 - B A S I C K N O W L E D G E O F O R G A N I C A N D I N O R G A N I C C H E M I S T R Y 2 5 8

LU 1: Apply basic knowledge of structure atoms and elements 260

LU 2: Apply basic knowledge of inorganic chemistry 264

LU 3: Apply basic knowledge of organic chemistry 269

F O P F M 4 0 1 - F R E S H M I L K P R O C E S S I N G 2 7 3

LU 1: Prepare work area, equipments, tools and utensils 275

LU 2: Prepare the raw milk 279

LU 3: Make pasteurized milk 283

LU 4: Make UHT milk 290

LU 5: Package and store fresh milk 297

Summative Assessment 300

F O P M F 4 0 1 - F E R M E N T E D M I L K M A K I N G 3 0 3

LU 1: Prepare work area, equipments, tools and utensils 305

LU 2: Make Ikivuguto 309

LU 3: Make Yoghurt 316


F O P C B 4 0 1 - C R E A M A N D B U T T E R M A K I N G 3 2 5

LU 1: Apply basic knowledge of structure atoms and elements 327

LU 2: Make cream 331

LU 3: Make butter 334


F O P C M 4 0 1 - C H E E S E M A K I N G 3 4 5

LU 1: prepare work area 347

LU:2 Prepare equipment and utensils 350

LU 3: Make fresh, semi-hard and hard gouda cheese 355


F O P P M 4 0 1 - P A S T R Y M A K I N G 3 6 8

LU 1: Prepare the work area for processing pastry 370

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LU 2: Prepare Materials and Equipment for pastry products 375

LU 3 Process the dough into cake 381

LU 4: Process the dough into biscuits 385

LU 5: Process the dough into doughnuts 389


F O P T W 4 0 1 - T R O P I C A L W I N E M A K I N G 3 9 8

LU 1: Prepare the work area for processing wine 400

LU 2: Prepare materials and equipment 405

LU 3: Process the crude juice into traditional wine 409

F O P S M 4 0 1 - S A U S A G E M A K I N G 4 2 0

LU 1: Prepare the work area for processing the sausage 423

LU 2: Prepare materials and equipment equipment for processing 427

LU 3: Make smoked, cooked and dried sausage 432


F O P B M 4 0 1 - B R E A D M A K I N G 4 4 5

LU 1: Prepare the work area for processing bread 447

LU 2: Prepare Materials and equipment 452

LU 3: Process the dough into bread 458


G L O S S A R Y a

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List of abbreviations

C Compulsory

CAD Computer Aided Design

CDU Curriculum Development Unit

CI Compulsory Indicator

CM Complementary Modules

AGRFOP Agriculture Sector/ Food Processing Sub- Sector

CV Curriculum Vitae

E Essential

ICT Information Communication Technology

IPRC Integrated Polytechnics Regional Centers

NE Non essential

PAFP “Programme d’Appui à la Formation Professionnelle”

PPE Personal Protective Equipment

REQF Rwanda Education Qualification Framework

TSS Technical Secondary Schools

TVET Technical and Vocational Education and Training

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

HABIMANA Théodore, TVET training Department, WDA

MUHIRE Jean Marie Vianney, WDA, CDU

Facilitators

NTAHONTUYE Félix, WDA, CDU

HATEGEKIMANA Gratien, WDA CDU

Curriculum Development Team

Names Institution Function

NDORI Samuel Fromagerie la Reine Managing Director NDAHETUYE Baptiste, ISAE Busogo Assistant lecturer NGOGA Justin Kinazi Cassava plant Production Manager NYIRANDIKUBWIMANA Daphrose

COVAFGA Juice producer

SEBATWARE Pierre Célestin EAV KABUTARE Trainer KILYOBO Makelele, ISAE-Busogo Lecturer HODARI Joseph, NYABISINDU,

Nyanza Dairy Plant Production manager

SEBATWARE Pierre Célestin, EAV KABUTARE Trainer MINGA Furaha Private Consultant MUREBWAYIRE Christine Banana Wine/Kibungo Plant manager RWUBATSE Bernard Kanguka Ukore Ltd Food Quality Control and Researcher

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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 Food Processing Assistant Technician.

It is designed with an approach that takes into account the training needs, the

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

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

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

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

certification.

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

learning are developed on the basis of this document.

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

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

part presents the qualification, 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

Food processing is an important industry in

Rwanda where the Rwandan depend highly

on import products from neighboring

countries or overseas. However, there is a

positive will to boost the productivity as

well as to reduce the dependence from

abroad, even though there is the

aforementioned will the main constraint

that is hindering the process is insufficient

skilled personnel. The qualifications intend

to equip the learner the necessary

competences to in order to contribute in

overcoming the challenges mentioned

earlier and to move confidently either on

labor market with minimum supervision or

to pursue in above levels as stipulated by

RTQF.

Rwanda is striving to build a knowledge-

based economy, with a particular emphasis

on creating 200, 000 off-farm jobs a year.

The focus is to reduce unemployment rate

substantively, particularly in rural areas,

and urban unemployment by providing

relevant employability skills. For this in food

processing industry it is clear that for local

capacity to process high quality food

products is still lacking and the country still

imports large quantities of processed foods.

This implies that there is an internal market

that can be exploited by local food business

operators. The food processing sub-sector

remains largely unexploited and virgin,

which is itself an opportunity. Through

public/private sector partnerships, it is

possible to establish a sustainable supply of

locally processed food products. One

possible action is public investments in a

food process and product development

centre as well as training institutions to

support local entrepreneurs with training

and technical assistance

To rationalize this, the government of

Rwanda through WDA has put in place a

benchmark tool, the TVET qualification

framework, which comprises 7 levels that

focus on job-oriented and transferable skills

to increase productivity and employability.

It is in this regards that the level 4 of

aforementioned qualification framework

emphasizes on producing the graduates

with the skills to address the constraints

mentioned earlier in food processing

Title: TVET Certificate IV in Food processing

Level: REQF Level 4

Credits: 124

Sector: Agriculture and Food Processing

Sub-sector: Food processing

Issue date: November, 2014

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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. Demonstrate basic knowledge of

Mechanics and heat 8. Apply basic Analysis 9. Demonstrate basic knowledge of

organic and inorganic chemistry 10. Make sausage 11. Make tropical wine

12. Make pastry 13. Process Fresh milk 14. Make bread 15. Process fermented milk 16. Make hard and semi hard Cheese 17. Make cream and Butter 18. 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 agriculture background.

2.3 Information about pathways

Preferred pathways for candidates entering

this qualification include:

TVET Certificate III in Food processing

Recognition of prior learning related

to this qualification

Progression route of candidates achieving

this qualification include:

TVET Certificate V in Food

processing

A range of other related TVET

Certificate V qualifications.

Pathways into the qualification

Pathways from the qualification

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2.4 Job related information

This qualification prepares individuals to integrate the food processing industry with the

professionalization of Dairy product maker, Pastry-cooks and confectionary maker, Butter maker,

Cheese maker; this qualification again offers the opportunity to execute the works as sausage maker

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:

Personal development

Understand own personal values, strengths and areas of challenge or weakness and

are able to effectively use or address them

Develop, implement and evaluate progress toward personal goals;

Know own preferred way of learning, take initiative for learning new skills, and know

how to monitor own learning progress.

Interpersonal communication

Communicate and get along well with others, in a variety of settings and for a range of

purposes;

Speak and listen actively and appropriately, one-on- one and in groups;

Cooperate and work effectively within a group;

Provide good customer service.

Possible jobs related to this qualification

Dairy product maker

Pastry-cooks and confectionary maker

Butter maker

Cheese maker

Sausage maker

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Health, hygiene and safety

Know the standard health and safety practices and regulations in the workplace;

Maintain hygiene and personal grooming;

Identify unsafe situations;

Respond to emergencies and accidents at work;

Prevent HIV/Aids and sexual violence.

Environment sustainability

Know the environmental regulations in Rwanda;

Dispose of waste ;

Recycle waste ;

Report environmental hazards to appropriate person.

Integration of the workplace

Know how to apply for and present themselves for employment;

Demonstrate good time management and show up for work on time;

Demonstrate behaviour and attitudes that are appropriate for the workplace and

understand that workplaces have policies and procedures that need to be followed;

Take initiative and responsibility for own work and know how to work under and

respect supervision;

Know the rights and responsibilities of workers and employers and explore ways to

exercise rights in the workplace.

Financial fitness

Understand principles and tools behind personal and family money-management;

Understand the importance of saving and reducing expenses;

Organize and manage personal and household finances;

Create a personal budget and think strategically about their finances;

Evaluate their options for earning money and are familiar with ways to establish and maintain

personal credit;

Be aware of the risks associated with credit.

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Management of a small business

Simulate income-generating activities with the basic cycles of business;

Plan for income-generating activity expenses and loan repayments;

Keep basic business financial records;

Evaluate the risks and opportunities of using credit in income generating contexts;

Distinguish between money to be used for investment into own income-generating activities,

for family expenses, and for savings;

Know the different market actors.

Computer skills

Operate a computer

Use word processing applications in the production of workplace or personal

documents

Create and use spreadsheets and charts through the use of spreadsheet software

Design electronic presentations

Send, receive and manage electronic mail (email), as well as to collaborate online using

chat rooms, intranets and instant messaging.

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMCS401 Apply Computer skills 3

2 CCMQS401 Providing quality customer service 3

3 CCMHE401 Implementing SHE policies and procedures 3

4 CCMEN401 Use intermediate English at workplace 3

5 CCMKN401 Gukoresha I Kinyarwanda cy’umunyamwuga 3

6 CCMDB401 Develop business plan 3

Total 18

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Number of competencies: 18 Core competencies: 12 Complementary competencies: 6 The total number of Credits: 124

No Code Core competencies Credit G

ENER

AL

1 CRPMH401 Demonstrate Basic knowledge of mechanic and heat 4

2 CRPOI401 Demonstrate Basic knowledge of organic and inorganic chemistry 4

3 GENMA401 Apply Basic Analysis 10

SPEC

IFIC

4 FOPFM401 Process Fresh milk processing 8

5 FOPFM401 Process Fermented milk processing 7

6 FOPBM401 Make Bread making 6

7 FOPCB401 Make Cream and butter 7

8 FOPCM401 Make hard and semi hard Cheese 9

9 FOPPM401 Make Pastry 8

10 FOPTW401 Make Tropical wine 8

11 FOPSM401 Make Sausage 8

12 FOPIA401 Integrate the workplace 30

Total 106

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3. TRAINING PACKAGE

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

modules, the course structure, and the assessment guidelines.

3.1 Course structure

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

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

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

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

3.2 Competencies chart

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

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

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

of the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general competencies and specific

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

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

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

competency. The symbol (∆) indicates a relationship between a specific competency and a step

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

account in the description of the specific competency.

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

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

competencies in the order they should be acquired.

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

the following pages.

Section

3

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A FOOD PROCESSING ASSISTANT TECHNICIAN

PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES

SPECIFIC COMPETENCIES Du

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Duration (380 Hrs) 30

30

30

30

30

30

30

10

0

40

40

1 Process Fresh milk processing 80 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

2 Process Fermented milk processing 70

▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Make Bread making 60 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Make Cream and butter 70 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Make Pastry 80 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Make Sausage 80 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Make Tropical wine 80 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Make hard and semi hard Cheese 90

▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

6 Integrate 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.

Basic Analysis 10

Industrial Attachment Program ( IAP) 30

Figure 2: Flowchart

Occupation and learning process 3

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 knowledge of

mechanic and heat 4

Basic knowledge of organic

and inorganic chemistry 4

Fresh milk processing 8 Bread making 6

Fermented milk processing 7 Pastry making 8

Cream and butter making 7 Cheese making 9

Tropical wine making 8 Sausage making 8

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


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 2: 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

Assessor may collectamong the following evidences and make judgements on whether the

performance criterion has been achieved.

Performance criterion

Proper description of components of operating system

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 )

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


characteristics of operating system

- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet


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-





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


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





Written evidence

Oral evidence



Proper description of operating system types


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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 Security Job Scheduling

o Group discussions on functions of operating system

o Brainstorming on functions of operating system

- Computer - Projector - software - Text books - Internet


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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

Learning Outcome 1.5: Describe the operating system file system

File system role

File system types File Allocation

Table(FAT12,FAT16,FAT32,exFAT)

o Demonstration on number and mathematical calculations

o Group discussions on addition, multiplication and

- Computer - Projector - software - Whiteboard - Marker



Proper description of operating system functions

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New Technology File System (NTFS).

Apple file system (APFS) Hierarchical file system(HFS

and HFS Plus) Veritas File System(VFS)

division operations. o Practical exercises on

number and mathematical calculations

o Practical exercises on

mathematical

function(average, minimum,

maximum and count

numbers

- Duster - Text books - Lecture notes - Papers - Internet





Written evidence

Oral evidence


Checklist Score

Yes No

Indicator : File system types are described

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)

Observation


Proper description of operating system file system

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Learning unit

LU 3: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


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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


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


minimum hardware requirements






Written evidence

Oral evidence


Checklist Score

Yes No

Indicator: Possible hardware upgrades are identified

RAM capacity

Hard drive size

CPU

Video card memory and speed

Motherboard

Observation


Proper identification of minimum hardware requirements for operating system to be used


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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






Written evidence

Oral evidence


Checklist Score

Yes No

Indicator: operating system is customized

User account creation

computer and windows explorer

Manage user account


Proper customization of the operating system


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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 1: 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



Proper installation of software utilities according to the manufacturer

specifications


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Written or Oral


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

Virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine

o Presentation on computer virus scan types

o Brainstorming on computer virus scan


computer virus scan

- Computer Lab with internet access

- Projector - Computer with OS

installed - Antivirus - White Board - Markers


29 | P a g e





Written


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


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





Written evidence

Oral

Performance

Matching Sentence completion Ticking Expose (presentation ) Task on backing up data


Accurate backup of computer data based on OS installation


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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


32 | P a g e





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


Appropriate restoring of computer data based on OS installed

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Competence

C C M Q S 4 0 1 - PROVIDING QUALITY CUSTOMER SERVICE

CCMQS401 Provide quality customer service


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. Moreover, the trainee will also develop and use communication techniques intended for the management of the complaints and ways of recording customer information.

34 | P a g e


Not applicable

Elements of competency and perfomance 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

3. Deal with complaints

and difficult customer

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

35 | P a g e

service situations. 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

4.1. Proper determination and record of customer information where appropriate to provide personalized service.

4.2. Perfect development and maintaining of knowledge of organization promotional initiatives and implementation where appropriate.

4.3. 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


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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







Written evidence

Multiple choice True or false question Matching Sentence completion Ticking


Proper identification of opportunities and use of formal and informal

research to develop and maintain knowledge of products and services.


38 | P a g e

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

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.




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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.)

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.




40 | P a g e





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


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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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






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


Effective sharing of market, product and service knowledge obtained with

colleagues to enhance the effectiveness of the team.


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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.

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






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


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 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

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




Proper determination and clarification of customer preferences, needs

and expectations.


44 | P a g e




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

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



45 | P a g e





Written evidence

Oral evidence

Performance evidence


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



Proper offering of accurate information about appropriate products and

services to customers to meet their needs and expectations.

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Written evidence

Oral evidence



Checklist Score

Yes No

Application of steps to anticipate customer needs and preferences Identification of the importance of timely customer service

Observation


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.

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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





Written evidence

Oral evidence



Offering possible extras and add-ons appropriately and provision of

personalized and additional services and products where appropriate.


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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

customers arousing interest.

o Large group discussion o Question and answer o Debate o Observation o Role play

- Reference books - Online materials - Scholarly materials - Role play scenario


49 | P a g e





Written evidence

Oral evidence



Checklist Score

Yes No

Identification of methods to promote products and services Application of selling techniques

Observation


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



51 | P a g e





Written evidence

Oral evidence



Checklist Score

Yes No

Identification of questioning techniques

Application of questioning techniques while dealing with difficult customer

service situations

Observation

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

o Group work o Presentation o Brainstorming o Role play




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.

52 | P a g e

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.





Effective use of communication techniques to assist in the management of

the complaint and handle the situation sensitively, courteously and discreetly

53 | P a g e



Role play

Checklist Score

Yes No

Application of communication techniques while handling customer complaints

Observation

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






Proper determination of possible options to resolve the complaint and

prompt analysis and decision on the best solution, taking into account any

organization constraints.


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Written evidence

Oral evidence



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

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



Where appropriate, proper use of techniques to turn complaints into

opportunities to demonstrate high quality customer service.


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Written evidence

Oral evidence



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




Effective provision of feedback on complaints to appropriate personnel in

order to avoid future occurrence.


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Written evidence

Oral evidence



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




Reflection and evaluation of complaint and solution to enhance response

to future complaints or difficult service situations.


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Written evidence

Oral evidence

Product evidence


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





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


Proper determination and record of customer information where

appropriate to provide personalized service.


59 | P a g e


Written evidence

Oral evidence



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

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




Perfect development and maintaining of knowledge of organization

promotional initiatives and implementation where appropriate.


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Written evidence

Oral evidence


Checklist Score

Yes No

Identification of the importance of promotional activities Identification of steps to successfully implement organization promotional

initiatives

Observation

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



Proactive provision of enhanced products and services to clients and

customers based on client information.


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Written evidence

Oral evidence


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

References:

1. Solomon, Micah (4 March 2010). "Seven Keys to Building Customer Loyalty--and Company

Profits"

2. Dall, Michael; Bailine, Adam (2004). Service this: Winning the war against customer disservice

(1st ed.). Last Chapter First. ISBN 0-9753719-0-8.

3. https://www.dalecarnegie.com/events/transforming_customer_complaints_into_opportunities/

4. https://www.customersure.com/blog/customer-complaints-online/

http://www.fastcompany.com/1570793/seven-keys-building-customer-loyalty-and-company-profits

http://www.fastcompany.com/1570793/seven-keys-building-customer-loyalty-and-company-profits

https://en.wikipedia.org/wiki/International_Standard_Book_Number

https://en.wikipedia.org/wiki/Special:BookSources/0-9753719-0-8

https://www.dalecarnegie.com/events/transforming_customer_complaints_into_opportunities/

https://www.customersure.com/blog/customer-complaints-online/

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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


Credits: 3 30

Sector: All

Sub-sector: All


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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Maintaining SHE at workplace







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 hazards

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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

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 Crowbar Ladder Timber Nails Cement Wire mesh Marking paints

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 - Tape measure - Infrared

thermometer - Strings and ropes - PPEs


65 | P a g e

Tape measure Level meter Pick Shovel Saw PPEs: - nose masks, - hearing Protection, - goggles, - helmets , - overalls, - protective footwear, - gloves

Formative Assessment1.1




Written evidence

Oral evidence


Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Selecting tools and materials for hazardous area

identification

Checklist Score

Yes No

Indicator :Tools, materials and equipment used to identify hazards are selected accordingly

Dust sampler

Noise meter

Hammer

Brushes

Crowbar


Proper selection of the tools and materials

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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

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

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

- Reference books - Visual aids - Computer - internet - Module manuals - Steel bar - Dust sampler - Hammer - TV Screen


67 | P a g e

Air Dust

aids





Written

Performance

Oral

Multiple choice True or false question Matching Ticking Sentence completion Expose (presentation) Task: Inspecting of the working place

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


Proper physical inspection of the working area

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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: Through the

administrative hierarchy

Emergency 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





Written

Performance

Oral

Multiple choice

True or false question

Matching

Ticking Sentence completion Expose (presentation) Task: marking hazardous areas and reporting


Proper marking of hazardous area and proper reporting on the area of

weakness according to company procedure


69 | P a g e

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

70 | P a g e

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

Occupationaland

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


71 | P a g e

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





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


Proper identification and application of Occupational Health, Safety and

Environmental (OHSE) requirements

72 | P a g e

Checklist Score

Yes No

Indicator : Occupational requirementsare 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

Learning Outcome 2.2: Instruct workers to follow safety best practices and enforce health and safety regulations.

Appropriate SHE

standards, regulations

tobe 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

- PPEs - Reference books - Work sheet - Markers - Flip charts


73 | P a g e


following appropriate SHE

standards, regulations, and

using appropriate tools and

materials





Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Instructing SHE standards and regulations

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


Appropriate instruction to workers to follow safety best practices and to

enforce health and safety regulations.

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Learning Outcome 2.3: Establish and maintain communication with others in line with SHE requirements

Applyingbasics 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

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

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


75 | P a g e

etc

Types of questions to be asked during a communication process Close-ended

questions Open-ended

questions

etc





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


Proper establishment and maintenance of communication with others in line

with SHE requirements.

76 | P a g e

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

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



Proper performance of tasks in a safe manner and in line with SHE best

practices


77 | P a g e




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)

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 Business Process

Reengineering

o Small group discussion about Continuous Process Improvement(CPI) concepts and tools

o Individual workabout CPI Methods

o Role play about application of CPI musts and principles

o Simulation about roles and responsibilities of CPI



https://daniellock.com/4-principles-of-continuous-improvement/#one

https://daniellock.com/4-principles-of-continuous-improvement/#one

https://daniellock.com/4-principles-of-continuous-improvement/#two

https://daniellock.com/4-principles-of-continuous-improvement/#two

https://daniellock.com/4-principles-of-continuous-improvement/#three



https://daniellock.com/4-principles-of-continuous-improvement/#four

https://daniellock.com/4-principles-of-continuous-improvement/#four

79 | P a g e





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


Properanalysis of work practices and processes to identify areas for

improvement in relation to SHE issues and hazards

80 | P a g e

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






Proper detection and assessment of risk, and detailed report and

investigation of all incidents/ accidents.


81 | P a g e


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

Performance Gaps Set Improvement Targets Determine Root Causes Develop Countermeasures See Countermeasures Through Confirm Results & Process

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


82 | P a g e

Standardize Successful Processes





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


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


84 | P a g e

Partner Awareness





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


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





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


Adequate training of workers to operate tools and equipments


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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

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





Proactive inspection of the working area and appropriate remedial action to

be taken to minimize or eliminate hazards.


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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

Checklist Score

Yes No

Indicator: Proactive inspection and appropriate remedial action are taken to minimize or eliminate hazards

Environmental Impacts awareness Remedial actions

Observation

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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 BenefitEmployees, the Environmentand

the Bottom Line, Stringer2009. 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,ChitramLutchman, 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/

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

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

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


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: January, 2017

Purpose statement

This module describes the skills, knowledge and attitudes to be acquiredfor 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 purpose, Apply listening strategies while listening to audio messages, Use nonverbal clues to detect messages implied by the speaker.

90 | P a g e


Not applicable







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

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refute ideas in a debate or discussion 3.4 Convincing building of arguments to support or

refute an opinion (elements and types of an argument


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


93 | P a g e





Written 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


Use proper terminology to report facts

94 | P a g e

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 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





Written

Performance

Writing practice

Discussions

Matching

Task: Describe present facts about your career using appropriate

tenses

Checklist Score

Yes No

Indicator : Tenses are well used to describe , to explain and state facts

Present tenses

Past tenses

Observation


Describe, explain and state facts using tenses accurately


95 | P a g e

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

-





Written

Performance

Writing practice

Discussions

Matching

True or false questions

Task: Classify the paragraphs given to you by the teacher according

to their types


Distinguish factual, description and explanatory paragraphs


96 | P a g e

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,

argumentative, descriptive,

and explanatory texts

Present and past tenses

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



Write well-structured factual, descriptive, and explanatory texts on a

range of topics


97 | P a g e




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

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


business letters

Audiovisual

materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures

Letter samples



98 | P a g e




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

Addresses are well placed

The salutation

The body

The complimentary close

The signature

Observation


Produce correspondence texts (letters, emails) stating, explaining, or

describing facts at the workplace

99 | P a g e

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





Written

Performance

Writing practice

Presentation Task: Produce a short report on your recent field visit

Checklist Score

Yes No

Indicator: Formal reports is well structured

Layout

Introduction

Body

Conclusion

Language is well used

Observation


Produce small-scale reports on trade-related issues (field visits,

industrial attachments)


100 | P a g e

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 Modelling and drilling

o Listening to TV shows

o Listening to radio programs


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Written speeches

Newspaper reports

Scenarios



Identify different listening strategies


101 | P a g e




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



102 | P a g e




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


Select appropriate listening strategy depending on the listening purpose

103 | P a g e

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





Written evidence

Oral evidence

Performance

Discussions

Multiple choice

Listening practice Task: listen to the audioand 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


Apply listening strategies while listening to audio messages


104 | P a g e

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





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.

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


Use non-verbal clues to detect messages implied by the speaker


105 | P a g e

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


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Written speeches

Newspaper reports

Scenarios

Trainee manual


106 | P a g e





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


Present personal ideas and opinions during discussions on selected topics of

interest

107 | P a g e

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





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


Use functional language to support of refute ideas in a debate or

discussion


108 | P a g e

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


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books





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.


Detect and avoid argumentation fallacies in debates and discussions


https://en.wikipedia.org/wiki/List_of_fallacies#Propositional_fallacies

https://en.wikipedia.org/wiki/List_of_fallacies#Quantification_fallacies

https://en.wikipedia.org/wiki/List_of_fallacies#Formal_syllogistic_fallacies

https://en.wikipedia.org/wiki/List_of_fallacies#Formal_syllogistic_fallacies

https://en.wikipedia.org/wiki/List_of_fallacies#Faulty_generalizations

https://en.wikipedia.org/wiki/List_of_fallacies#Red_herring_fallacies

109 | P a g e

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


Projector

Flipcharts

Lesson plans

Recordings

Reference books

Speech samples





Written evidence

Oral evidence

Discussions Writing practice


Build convincing arguments to support or refute an opinion


110 | P a g e

Performance

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

.

111 | P a g e

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





Identify different reading techniques


112 | P a g e


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






Adequate training of workers to operate tools and equipment


113 | P a g e


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

o Group discussions

Projector

Computer

Flipcharts

Markers

Lesson plans

Reference books

Written speeches

Newspaper

reports

Reading materials

Reference books


114 | P a g e





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

Learning Outcome 4.4: Demonstrate ability to understand the inferences made in a range of medium length texts




Apply reading techniques while reading different texts

115 | P a g e





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


Demonstrate ability to understand the inferences made in a range of medium

length texts

116 | P a g e

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.

117 | P a g e

Competence

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.

118 | P a g e

Ubushobozi fatizo

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.

119 | P a g e

Ingingo z’Ubushobozi Ibipimo by’Ubushobozi


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.



uburyo bunyuranye bwo

gufata neza ibidukikije no

gukoresha indangahantu.


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.



akamaro k’ubutabazi

bw’ibanze no kwandika

yubahiriza imyandikire

y’Ikinyarwanda.


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.

120 | P a g e

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

121 | 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


activities

Ibyigwa

122 | 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



activities

Ibyigwa

Ubushobozi busuzumwa

Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ubuvanganzo

gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

123 | P a g e



Gihamya Isuzuma

Amajwi n’amashusho y’ibisubizo ku kumva umwandiko


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


Yashubije mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku

mwuga.

124 | P a g e

Umusaruro w’inyigisho 1.3: Gusoma umwandiko w’ubuvanganzo gakondo bushingiye ku

mwuga yubahiriza utwatuzo n’isesekaza.

Reba



Reba




Gihamya Isuzuma

Amajwi n’amashusho y’isomwa ry’umwandiko


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


Yasomye neza umwandiko w’ubuvanganzo gakondo bufatiye ku mwuga

yubahiriza utwatuzo n’isesekaza.


activities

Ibyigwa

125 | P a g e

Umusaruro w’inyigisho 1.4: Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga

akurikiranya neza ingingo.

Reba



Reba




Gihamya Isuzuma

Ibihangano bishingiye ku buvanganzo gakondo mu mwuga


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


Yahinnye anahimba umwandiko akurikiranya neza ingingo.


activities

Ibyigwa

126 | P a g e

Umusaruro w’inyigisho 1.5: Gutarama akoresheje ubuvanganzo bwizwe.

Reba



Reba




Gihamya Isuzuma

Amajwi n’amashusho ku gitaramo


Yego Oya

Ikitabwaho:Igitaramo gishingiye ku buvanganzo gakondo

Uwiga yateguye igitaramo ashingiye ku buvanganzo gakondo yize

Umwanzuro


activities

Ibyigwa


Yataramye akoresheje ubuvanganzo bwizwe.

127 | 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


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


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;


activities

Ibyigwa

128 | P a g e



Gihamya Isuzuma



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


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko

ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije

mu ngiro zinyuranye

129 | P a g e

Umusaruro w’inyigisho 2.2 : Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga

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;


n’inkoranyamuga; - Ibikoresho

by’ikoranabuhanga;



Gihamya Isuzuma




ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije

mu ngiro zinyuranye


activities

Ibyigwa

130 | P a g e


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



Reba




Gihamya Isuzuma

Amajwi n’amashusho ku bibazo byo kumva umwandiko


Yashubije ibibazo mu mvugo iboneye ku mwandiko


activities

Ibyigwa

131 | P a g e


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



Reba




Gihamya Isuzuma

Amajwi n’amashusho ry’isomwa ry’umwandiko


Yasomye umwandiko yubahiriza utwatuzo n’isesekaza


activities

Ibyigwa

132 | P a g e


Yego Oya



n’isesekaza

Umwanzuro

Umusaruro w’inyigisho 2.5 : Guhina no guhimba umwandiko akurikiranya ingingo.

Reba



Reba




Gihamya Isuzuma

Amashusho, amajwi n’inyandiko z’ihimba, imurika n’ihinamwandiko


Yahinnye anahimba umwandiko akurikiranya neza ingingo


activities

Ibyigwa

133 | P a g e


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



Reba




Gihamya Isuzuma

Amashusho n’amajwi y’imurika ry’ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga


Yamuritse ingero zihamya uruhare rw’ikoranabuhanga mu iterambere

ry’umwuga


activities

Ibyigwa

134 | P a g e


Yego Oya

Ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga

Umwanzuro

Umusaruro w’inyigisho 2.6: Kugaragaza intêgo y’izina mbonera.

Reba



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Gihamya Isuzuma

Inyandiko y’ibisubizo ku ntêgo y’izina mbonera


Yagaragaje intêgo y’izina mbonera


activities

Ibyigwa

135 | P a g e


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

136 | 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


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;


n’inkoranyamuga.


activities

Ibyigwa

137 | P a g e

Umusaruro w’inyigisho 3.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

Reba



Reba




Gihamya Isuzuma



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


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko


activities

Ibyigwa

138 | P a g e

Umusaruro w’inyigisho 3.3: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

Reba



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Gihamya Isuzuma



Yego Oya


Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo n’isesekaza

Umwanzuro


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza


activities

Ibyigwa

139 | P a g e

Umusaruro w’inyigisho 3.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.

Reba



Reba




Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ihina n’ihimbamwandiko


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


Yahinnye anahimba umwandiko akurikiranya neza ingingo


activities

Ibyigwa

140 | P a g e

Umusaruro w’inyigisho 3.5: Kumurika ingamba zifatika zo kurwanya ikoreshwa

ry’ibiyobyabwenge mu rubyiruko.

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Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ngamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko


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


Yamuritse ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu

rubyiruko


activities

Ibyigwa

141 | P a g e

Umusaruro w’inyigisho 3.6: Kugaragaza amategeko y’igenamajwi mu izina mbonera.

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Gihamya Isuzuma

Ibisubizo by’imyitozo ku mategeko y’igenamajwi mu izina mbonera


Yego Oya

Ikitabwaho:Amategeko y’igenamajwi mu izina mbonera

Uwiga yasesenguye izina mbonera rivuye mu mwandiko yubahiriza

amategeko y’igenamajwi

Umwanzuro


Yagaragaje amategeko y’igenamajwi mu izina mbonera


activities

Ibyigwa

142 | P a g e

Imbumbe

LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza ibidukikije.

4


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


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 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;


n’inkoranyamuga; - Amafoto.


activities

Ibyigwa

143 | 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.



Gihamya Isuzuma



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



ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza

ibidukikije mu ngiro zitandukanye

144 | P a g e

Umusaruro w’inyigisho 4.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

Reba


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Reba




Gihamya Isuzuma



Yego Oya

Ikitabwaho:Gusubiza ibibazo ku mwandiko

Uwiga yasubije yasobanuye amagambo akomeye

Uwiga yavumbuye insanganyamatsiko ziri mu mwandiko

Umwanzuro


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko


activities

Ibyigwa

145 | P a g e

Umusaruro w’inyigisho 4.3: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

Reba


Reba


Reba




Gihamya Isuzuma



Yego Oya



n’isesekaza

Umwanzuro


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza


activities

Ibyigwa

146 | P a g e

Umusaruro w’inyigisho 4.4: Guhimba no kumurika umwandiko akurikiranya neza ingingo

Reba


Reba


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Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ihimba n’imurikamwandiko


Yego Oya

Ikitabwaho: Ihimbamwandiko ku nsanganyamatsiko

Uwiga yahimbye umwandiko ku nsanganyamatsiko akurikiranya neza

ingingo

Umwanzuro


Yahimbye anamurika umwandiko akurikiranya neza ingingo


activities

Ibyigwa

147 | P a g e

Umusaruro w’inyigisho 4.5: Kumurika no gusobanura ibikorwa by’abanyamwuga

bishobora kwangiza ibidukikije.

Reba


Reba


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Gihamya Isuzuma

Amajwi n’amashusho ku bisobanuro by’ ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije


Yego Oya

Ikitabwaho: ihimbamwandiko

Uwiga yamuritse Ibikorwa by’abanyamwuga bishobora kwangiza

ibidukikije

Umwanzuro


Yataramye akoresheje ubuvanganzo bwizwe.


activities

Ibyigwa

148 | P a g e

Umusaruro w’inyigisho 4.6: Gukoresha neza indangahantu.

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activities

Ibyigwa

149 | P a g e



Gihamya Isuzuma

Ibisubizo ku mikoreshereze y’indangahantu


Yego Oya

Ikitabwaho: kumenya no gukoresha indangahantu

Umwanzuro


Yakoresheje neza indangahantu

150 | P a g e

Imbumbe

LU 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.

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


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 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.


activities

Ibyigwa

151 | P a g e

kaga. o Kubahiriza ifatana n’itandukana

ry’amagambo. o Gutahura no gukosora amakosa

yubahiriza itandukana n’ifatana ry’amagambo.



Gihamya Isuzuma



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


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva

ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi

bw’ibanze mu ngiro zitandukanye

152 | P a g e

Umusaruro w’inyigisho 5.2: Gusubiza ibibazo mu mvugo iboneye ku ikinamico.

Reba



Reba




Gihamya Isuzuma



Yego Oya

Ikitabwaho :Inyunguramagambo Inyunguramagambo ku ngeri y’ikinamico

Ingingo z’umuco n’amateka

Umwanzuro


Yashubije ibibazo mu mvugo iboneye ku ikinamico


activities

Ibyigwa

153 | P a g e

Umusaruro w’inyigisho 5.3: Gusoma ikinamico yubahiriza uturango twayo.

Reba



Reba




Gihamya Isuzuma

Amajwi n’amashusho uwiga asoma ikinamico


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



Reba



activities

Ibyigwa


Yasomye ikinamico yubahiriza uturango twayo


activities

Ibyigwa

154 | P a g e



Gihamya Isuzuma

Amajwi n’amashusho n’inyandiko ku ikinamico


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



Reba



activities

Ibyigwa


Yahimbye anakina ikinamico ahuza imvugo n’ingiro

155 | P a g e



Gihamya Isuzuma

Ibisubizo ku myitozo y’ikoreshwa ry’ amagambo akwiye avuga ibice n’ingingo by’umubiri


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



Reba



activities

Ibyigwa


Yakoresheje mu mvugo n’inyandiko amagambo akwiye avuga ibice

n’ingingo by’umubiri

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Gihamya Isuzuma

Ibisubizo ku myitozo y’ ifatana n’itandukana ry’amagambo


Yego Oya

Ikitabwaho: Imyandikire ikwiye y’ikinyarwanda

Uwiga yafatanije amagambo aho bikwiye

Uwiga yatandukanije amagambo aho bikwiye

Umwanzuro


Yanditse yubahiriza ifatana n’itandukana ry’amagambo

157 | 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.

158 | P a g e

Competence

C C M B P 4 0 1 - BUSINESS PLAN DEVELOPMENT

CCMBP401 Develop a business plan


Credits: 3

Sector: All 30

Sub-sector: All


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.

159 | P a g e


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:


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

4.1 Accurate preparation of business plan presentation in

accordance with business plan Clearly explain Clear

different ways to present the business plan

4.2 Appropriate presentation of a business plan

4.3 Present a business plan

160 | P a g e

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

Externalenvironment

Suppliers of Inputs

Customers

Marketing Intermediaries

Competitors

Publics

Economic environment

Social and Cultural environment

Political and Legal environment

Technical environment

Demographical 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


161 | P a g e

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 Story telling

o Problem solving

o Role play


- Flipchart

- Marker pen

- Internet

- Reference books

- Case studies

- scenarios

- SWOT analysis template

- Industry trends analysis

template





Proper analysis of business environment in accordance with identified

business idea.


162 | P a g e


Written evidence

Oral evidence

Product evidence

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced industrial analysis

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

163 | P a g e

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 Problem solving

o Story telling


- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- scenarios

- Feasibility study

template



Appropriately conduct business feasibility study in line with business

environment analysis results


164 | P a g e




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

Step 6. Review and analyze all data

Step 7. Make "go/no go" decision

Observation

165 | P a g e

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





Written

Performance

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


Correctly define elements of business plan


166 | P a g e

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

167 | P a g e

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


168 | P a g e

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


- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan template

Including questions that guiding trainee to write a business plan





Proper description of the business in accordance with business environment

analysis results


169 | P a g e


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 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

The rationale of the business idea

Structure of the business

What is the type of the business (Manufacturing? Services? Construction?

Business mission

170 | P a g e

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


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

template Including questions that guiding trainee to write a business plan


171 | P a g e

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








Proper designing of business production plan in line with results from

business environment analysis


172 | P a g e


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

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

o Oral presentation

o Brainstorming



- Flipchart

- Marker pen

- Pen

- Internet


173 | P a g e

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

- Reference books

- Case studies

- Business plan

template Including

questions that

guiding trainee to

write a business

plan

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

- Oral presentation

- Brainstorming

- Questions and answers

- Practical exercise

- Flipchart

- Marker pen

- Pen

- Internet

- Reference books


174 | P a g e

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

- Case studies

- Business plan

template Including

questions that guiding

trainee to write a

business plan





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.

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


Clearly design marketing plan in line with market feasibility study and

business products

175 | P a g e

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








Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced developed business staff.


Accurately develop business requirements in terms of staffing in line with

business activities


176 | P a g e

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

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


- Flipchart - Marker pen - Pen - Internet - Reference

books - Case studies - Business plan



177 | P a g e

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

Loan payment plan





Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced business financial plan.


Properly design business financial plan in line with business needs

178 | P a g e

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 Breakeven point Payback period Projected sales plan Loan payment plan

Observation

179 | P a g e

Learning Outcome 3.1: Analyse risk in accordance with business environment

Meaning ofMonitoring, 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 Qualitative risk estimation)

Risk estimation tools: Risk impact chart

o Oral presentation

o Brainstorming



- 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


180 | P a g e

Probability chart





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


Clearly identified risk in accordance with business environment

181 | P a g e

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


o Brainstorming

o Oral presentation

o Group discussion

o Documentary research

o Internet research



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Business plan

- Computer





Accurately assess risk associated to the business in line with the business

plan developed


182 | P a g e


Written evidence

Oral


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?


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

Types of business contingency plan

o Brainstorming on identifying

meaning of key words

o Oral presentation

o Group discussion



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies


183 | P a g e

o Internet research - Business plan

- Computer





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


Briefly explain business contingency plan concepts

184 | P a g e

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 Internet research



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Role play scenarios

- Business plan

- Computer





Written evidence

Oral

Product

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


Accurate development of contingency plan in accordance of assessed risks


185 | P a g e

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 Marketing strategy

o Brainstorming

o Group discussion



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- play scenarios

- Computer


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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

Prepare the suggestions and conclusion.

Practice delivering the presentation of business plan Presentation content explained

Business idea Market

Marketing strategy


Accurately prepare of business plan presentation in accordance with business

plan

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Observation




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


Clearly explain different ways to present the business plan


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Written evidence

Oral


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





Written evidence

Oral

Performance

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


Appropriately present a business plan


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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

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

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Competence

M M D I A 4 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)

MMDIA401 Integrate workplace


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

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familiar with the rights and responsibilities of workers and employers and have explored ways to exercise rights in the workplace.

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All the modules covered at REQF level 3.

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence


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

Respect of universal human rights Respect of worker’s and employer’s obligations according to

the Rwandan Labour code Respect of worker’s rights and responsibilities at the workplace Respect of employer’s rights and responsibilities at the

workplace Appropriate reaction when the labor code is broken

4. Organize and evaluate one’s internship

Appropriate securing of the internship agreement with the enterprise

Adequate outlining of findings and experience Proper writing of the internship report that contains all the

required elements as well as one’s own findings and

experience

Active participation in the assessment of one’s internship

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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

Small group work Panel discussion Large group discussion 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:

Identify and use resources to find a job Write a Curriculum Vitae (CV) and an application letter Take part in an interview

10 Hours


Appropriate use of resources in the community or nationwide to find internship/employment information


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



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

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

Large group discussion Individual work Pair work

Sample CVs and application letters

Format of an application letter



Proper writing of a basic accurate and neat CV


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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

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

Small group work Interview role plays Large group discussion

Interview observation tool





Proper demonstration of effective interviewing skills


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written

oral

performance

questionnaires and answers

scenarios

True or false questioning

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?




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)

Small group work Large group discussion Brainstorming

Workplace behaviour scenarios

Work habits inventory



Appropriate application of workplace habits and attitudes


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Written evidence

Oral evidence

Performance

Essay& Cases study



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

Constructive criticism

Supervision, accuracy

Pace of work

Adaptability

Personal appearance

Punctuality

Attendance

Observation

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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.

Large group discussion Small group activity (tower building) Reflection Pair sharing

Workplace behaviour scenarios

Work habits inventory





pPerformance

Product

Scenarios Different workplace documents


Adequate implementation of strategies to manage time effectively


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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.

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

Large group discussion Individual work Self-assessment Pair sharing

Scenarios: “did she/he do the right thing?”





Efficient management of personal and work lives


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Written

Workplace documents

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:

Get familiar with the universal human rights Get familiar with some of the provisions of the Rwandan Labour

Law Identify one’s rights and responsibilities at work Explore one’s personal rights and responsibilities 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

Small group work Large group discussion

-Universal Declaration of Human Rights - Plain language version





Appropriate of universal human rights


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written

oral

performance

Essay& Cases study



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

Large group activity Discussion Small group work Observation

Statements and answers for Agree/Disagree game on Rwandan labour law

Articles 47 and 48 of the labour code





Appropriate respect of worker’s and employer’s obligations according to the Rwandan Labour code


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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

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)

Large group discussion Small group work Skits

Worksheet on rights and responsibilities at work.



Appropriate respect of worker’s rights and responsibilities at the workplace


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writtten

oral

Perfornce


Expose

Discussion

Scenarios

Checklist Score

Yes No

Indicator: one’s rights and responsibilities at work are identified.

Understanding the conditions of your employment.

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

Individual work Pair share Large group brainstorming and

discussion

Worksheet on rights and responsibilities at work.



Appropriate respect of employer’s rights and responsibilities at the workplace


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writtten evidence

oral evidence

Multiple choice exercises True or false questioning Matching Sentence completion Expose (presentation

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

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Learning Outcome 3.5: React appropriately when the labour code is broken.

Possible solutions or responses in case the labour code is broken

Small group work Scenario analysis Large group discussion

Labour code scenarios

Labour code excerpts





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


Appropriate reaction when the labour code is broken


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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

Brainstorming Group discussion Presentation by the trainer

Sample internship agreement





Appropriate securing of the internship agreement with the enterprise


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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

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

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Learning Outcome 4.2: Outline one’s findings and experience.

Presentation of the logbook Tips to fill in the logbook

Presentation by the trainer Logbook





writtten

oral

Expose


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


Adequate outlining of findings and experience


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Computer Filing

Be Consistent

Write a Conclusion.

Observation

Learning Outcome 4.3: Write and present the report of the internship.

Presentation techniques Contents of the internship report

Group discussion Role play

Sample internship report





writtten

oral


present

oral questions and their answers


Proper writing of the internship report that contains all the required elements as well as one’s own findings and experience


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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

Group discussion Presentation by the trainer





Active participation in the assessment of one’s internship


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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

Reference books:

Work Readiness Training Programme–Participant’s Manual, Akazi Kanoze–Youth Livelihoods Project

https://www.jobjumpstart.gov.au/article/know-your-workplace-rights-and-responsibilities

https://www.slideshare.net/ranobiswas/labour-law-case-solutions

https://fremont.edu/8-benefits-of-an-internship/

https://internsdc.com/internship-opportunities/its-all-in-the-presentation/

https://mef.unimi.it/wp-content/uploads/Non-COSP

https://canadiangis.com

https://www.lifecoach-directory.org.uk

https://www.roche.com/careers/country/

https://www.collinsdictionary.com

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=2ahUKEwie14WTke3hAhWDxIUKHZXDC9YQFjABegQICxAF&url=https%3A%2F%2Fwww.jobjumpstart.gov.au%2Farticle%2Fknow-your-workplace-rights-and-responsibilities&usg=AOvVaw0awznx0iIart86lOnqp25U

https://fremont.edu/8-benefits-of-an-internship/

https://mef.unimi.it/wp-content/uploads/Non-COSP

https://canadiangis.com/

https://www.lifecoach-directory.org.uk/

https://www.roche.com/careers/country/

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Competence

G E N A M 4 0 1 - BASIC ANALYSIS

GENAM401 Apply Basic Analysis


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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Not applicable


Learning units describe the essential outcomes of a competence.

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.



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



Accurate determination of the domain and range of numerical function based on

existence condition


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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


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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


- Reference Books - Hand-out notes - Didactic materials


- Internet



Adequate identification of symmetry (parity) of numerical function based on

definitions of key words (even and odd)

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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


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


- Reference Books - Didactic materials


- Hand-out notes - internet





Written evidence

Open questions

Short questions


Accurate determination of the asymptotes to the rational and irrational

functions based on limits calculation


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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 LU 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


- Reference Books - Didactic

materials such as manila paper, …

- Hand-out notes - internet


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


Proper determination of derivative from given definition


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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


- Reference Books - Geometric

instruments - Didactic materials





Adequate interpretation of derivative of a function by illustrating a curve with its

tangent and secant line


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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



instruments - Didactic materials


- Hand-out notes




Appropriate application of derivative based on definitions and calculation of

derivatives


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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


- Scientific calculator


instruments (Ruler, T-square,..)

- Didactic materials such as manila paper, …



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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


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





Proper determination of the domain of natural logarithmic functions based on

existence conditions


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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






Written evidence

Short questions based on logarithmic properties Open questions related to limits calculation of natural

logarithmic function


Accurate calculation of limit of natural logarithmic functions based on

logarithmic properties


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Checklist Score

Yes No

Indicator: Calculation is perfectly done


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








Written evidence

Short questions Open questions Solving equations


Appropriate solving of equations involving logarithms based on domain of validity


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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.







Perfect differentiation of natural logarithmic functions according to

differentiation definition


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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


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




Accurate curve sketching of logarithmic functions based on table of variation


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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



manila paper, … - Internet - Hand-out notes





Written evidence

Short questions related to existence condition Open questions related to determination of domain of definition

of exponential functions.


Accurate determination of the domain of definition of function based on

existence condition


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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






Written evidence

Short questions Open questions


Adequate calculation of limit of exponential functions based on properties of

exponentials


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Checklist Score

Yes No

Indicator: Limits calculation is perfectly done


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





Written evidence

Short questions Open questions Solving equations


Appropriate determination of solutions of exponential equations according to

domain of validity


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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


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


Internet





Written evidence

Short questions related to derivative Open questions related to derivative


Perfect differentiation of exponential functions based on definition of derivative


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Checklist Score

Yes No

Indicator: Calculation/determination is well performed

First derivative


Maximum or minimum points

Second derivative

Concavity

Inflection points

Observation

Learning Outcome 4.5: Sketch the curve of exponential functions


Curve sketching

o Brainstorming on variation table

o Group discussion on curve sketching


Hand-out notes

Reference books

Geometric instruments (Ruler, T-square,..)


Internet





Adequate curve sketching of exponential functions according to the table of

variation


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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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C R P M H 4 0 1 - BASIC KNOWLEDGE OF MECHANIC AND HEAT

CRPMH401 Demonstrate basic knowledge of mechanics and heat

RTQF Level: 4 Learning hours

Credits: 4 40

Sector: Agriculture

Sub-sector: Crop production


Purpose statement

This module describes the skills and knowledge required to apply the knowledge of physics

provided for level four. The module will allow the participant to describe, demonstrate and

apply different components of physics as basis of topographical data collection, creates terraces

and other related modules.

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Not applicable.



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

learning unit.



1. Apply basic knowledge on

measurement of physical quantities

1.1 Proper description of physical quantities

1.2 Appropriate differentiation of measuring instruments

1.3 Proper differentiation of errors in measurement

1.4 Proper measurement of physical quantities

2. Apply basic knowledge of kinematics

and dynamics

2.1. Proper characterization of body in motion

2.2.Proper description of relationship between motion and

forces

2.3.Proper calculation of work, energy and power

3. Apply basic knowledge of

calorimetry

3.1. Proper differentiation of heat and temperature

3.2.Adequate description of heat transmission

3.3.Adequate description of thermal expansion

245 | P a g e

LU 1: Apply the knowledge on measurement of physical quantities

1 Learning Outcomes:

1. Describe physical quantities 2. Differentiate instruments for physical quantities measurement 3. Differentiate errors for physical quantities measurement 4. Determine physical quantities

10 Hours

Learning Outcome 1.1: Describe physical quantities

Types of physical quantities and their international system unity;

Basic (length, mass, time,angles)

Derived( volume, area, density, force, pressure, speed and acceleration/deceleration, gravity)

o Group discussion on types physical quantities and their international system unity

o Presentation on types of physical quantities and their international system unity

- Reference books - Internet




246 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 1.2: Differentiate instruments for physical quantities measurement

Different instruments for physical quantities

Measuring tape (Length)

Micrometer screw (Diameter)

Verniercaliper (Thickness)

Beam balance (Mass)

Chronometer (Duration)

Burette(Volume)

Barometer, manometer (Density)

Dynamometer (Force )

Pressure gauge (Pressure)

o Practical exercises on differentiation of instruments for physical quantities measurement

- Meter,micrometer screw,Verniercaliper, beam balance,chronometer, Thermometer, Burette,Barometer, manometer, dynamometer, pressure gauge


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Checklist Score

Yes No

Observation

Learning Outcome 1.3:Differentiate errors for physical quantities measurement

Types of errors and their prevention

Systematic

Accidental

Approximation

Absolute

Relative

Percentage

o Group discussion different errors for physical quantities measurement

o Presentation on different errors for physical quantities measurement




248 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 1.4: Determine physical quantities

Measure/calculate physical quantities

Length

Diameter

Thickness

Mass

Duration

Volume

Area

Density

Force

Pressure

o Group discussion and

presentation on measuring physical quantities

o Exercises on conversion of measurement units

- Meter, micrometer screw, Verniercaliper, beam balance, chronometer, Thermometer, Burette, Barometer, manometer, dynamometer, pressure gauge




Appropriate application of artificial floor finishes

249 | P a g e





Checklist Score

Yes No

Observation


Appropriate application of artificial floor finishes

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LU 2: Apply the knowledge of kinematics and dynamics


1. Characterize a body in motion 2. Determine relationship between motion and forces 3. Calculate the work, energy and power

15 Hours

Learning Outcome 2.1: Characterize a body in motion

Difference between

uniform rectilinear motion

and uniform rectilinear

motion with uniform

acceleration

Characteristics of a body in

motion

Distance

Time

Speed

Acceleration/Deceleration

Formula for calculating

Distance

Time

Speed

Acceleration/Deceleration


characteristics of a body in

uniform rectilinear motion

o Presentation on characteristics

of a body in uniform rectilinear

motion with uniform

acceleration

o Exercises on calculation

distance, time, speed,

acceleration/deceleration

- Reference books

- Projector

- Notebook


251 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 2.2: Determine relationship between motion and forces

Newton’s law of motion:

First law: Inertia

Second law:

Fundamental principle

of dynamics (F=m *a)

Third law : Action and

reaction


Newton’s law of motion

and Friction force

o Presentation on Newton’s

law of motion and Friction

force

- Reference books

- Internet

- Pen

- Projector

- Notebook



Appropriate selection of natural stone floor finishes

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Checklist Score

Yes No

Observation

Learning Outcome 2.3: Calculate the work, energy and power

Characteristics of

Work ( force and

distance)

Energy (kinetic,

potential and

mechanical)

Power ( work and time)

Formula for calculating work,

energy and power


presentation on Characteristics

of work, energy, power

o Exercises on work, energy and

power calculation

- Reference books - Internet - Stones



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Checklist Score

Yes No

Observation


Neat application of Natural stone floor finishing

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LU 3: Apply the knowledge of Calorimetry


1. Differentiate heat and temperature 2. Describe the heat transmission 3. Describe thermal expansion

15 Hours

Learning Outcome 3.1: Differentiate heat and temperature

- Difference between heat

and temperature

- Temperature

measurement

- Different temperature

scales ( Celsius, Fahrenheit

and Kelvin scales)

- Heat quantity

measurement

- Group discussion on Difference

between heat and temperature

o Practical work on temperature

measurement

o Exercises on temperature scales

conversion

o Exercises on heat quantity

- Reference books

- Internet

- Thermometer

- Pen

- Heater

- Fridge

- Oven






255 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 3.2: Describe the heat transmission

Difference between

conductor and insulator

Different modes of heat

transmission:

Conduction

Convection

Radiation

Transformation

of state of matter

Evaporation

Sublimation

Solidification

Condensation

Fusion

o Practical work on distinction of

modes of heat transmission

- Nail

- Water

- Fire

- Sun rays

- Reference books

- Internet

- Candle



256 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 3.3: Describe thermal expansion

Different types of thermal

expansion:

Linear expansion

Superficial expansion

Cubic expansion

Formula on calculating the

thermal expansion


presentation on different types

of thermal expansion

o Exercises on thermal expansion

- Pen

- Notebooks

- Books

- DVD

- Heater

- Thermometer

- Piece of metals






257 | P a g e


Checklist Score

Yes No

Observation

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C R P I O 4 0 1 - BASIC KNOWLEDGE OF ORGANIC AND INORGANIC CHEMISTRY

CRPIO401 Demonstrate basic knowledge of organic and inorganic chemistry


Credits: 4 40

Sector: Agriculture



Purpose statement

This module describes the skills and knowledge required to apply the knowledge of chemistry

provided for level four. The module will allow the participant to describe, demonstrate and

identify different components of chemistry as basis of other related modules

259 | P a g e


Not applicable.







Apply the basic knowledge on structure

of atoms and molecules

1.1.Proper description of atom particles

1.2 Proper calculation of atomic mass.

1.3 Appropriate description of chemical elements and

molecules

Apply the basic knowledge of inorganic

chemistry

2.1. Proper simple chemical equilibrium

2.2 Proper differentiation of Acids, Bases and Amphotere.

2.3 Proper description of solution

2.4 Proper calculation of concentration (Morality (C),

Normality, Molality (M), Percentage).

Apply/understand/acquire/ the basic

knowledge on organic chemistry

3.1. Proper classification of Organic compounds (Functional

group).

3.2. Proper simple polymerisation of organic molecules

3.2. Appropriate description of organic products

carbohydrates Proteins, Vitamins and lipids”.

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LU 1: Apply basic knowledge of structure atoms and elements

1

Learning Outcomes:

1. Describe atom particles 2. Calculate the atomic mass. 3. Describe chemical element and molecules

12 Hours

Learning Outcome 1.1: Describe atom particles

Description and structure of atoms Nucleus.

- Protons, - Neutrons

Electrons

o Brainstorming on atoms o Audio visual presentation

on structure of atoms Group discussion on structure

of atom

Reference books DVD players Internet connection






261 | P a g e


Checklist Score

Yes No

Identify

Observation

Learning Outcome 1.2: Calculate the atomic mass.

Mass of an atom

Relationship between atomic mass, number of Neutron and number of protons.

Description of isotopes

Brainstorming on atoms

Audio visual presentation on structure of atoms

Group discussion on structure of atoms







262 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 1.3: Describe chemical element and molecules

Differentiation of chemical elements basing on: Electronic

configuration Symbols Metal and their

properties Non metal and their

properties Groups and periods

Bonding

Description of molecules Classification of

molecules

Calculation of molar mass and mole number

o Brainstorming on chemical elements

o Audio visual presentation on structure on chemical elements

o Group discussion on structure of chemical elements

o Group presentation

Periodic tables Reference books DVD players Internet connection




263 | P a g e




Checklist Score

Yes No

Observation

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LU 2: Apply basic knowledge of inorganic chemistry

2

Learning Outcomes:

1. Acquire the knowledge of chemical equilibrium 2. Differentiate Acids bases and Amphotere. 3. Describe solution

12 Hours

Learning Outcome 2.1: Acquire the knowledge of chemical equilibrium

Difference between indices and coefficient number

Difference between reactants and products

Types of reaction Reversible irreversible

Methods of equilibrium Algebraic equilibrium

Randomly equilibrium

(Tatonnement)

o Brainstorming on chemical equilibrium

o Group discussion on structure of chemical equilibrium

o Exercises on chemical equilibrium and reaction

o Laboratory activities on chemical equilibrium and reaction

Periodic tables Reference books DVD players Internet connection Laboratory


265 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 2.2: Differentiate Acids bases and Amphotere.

Properties of acids and bases

PH of solution (Acidic, Neutral and alkaline)

Some examples acids and bases

Citric acid (from citrus fruits and vegetables,)

Ascorbic acid (vitamin C, as from certain fruits)

Acetic acid (Vinegar) Lactic acids (Milk)

Examples of bases Na0H,

KOH.

o Brainstorming on acids, and bases.

o Group discussion on on acids, and bases.

o Practical exercises on PH test o Laboratory activities on acids

and bases differentiation.


Laboratory



266 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 2.3: Describe solution

Definition of Solution

Properties of solute and solvents

Properties of solution

Some examples of solute, solvents and solution.

Solution preparation

o Brainstorming on solute and solvents

o Group discussion on preparation of solution.

Laboratory activities on

solution preparation

Reference books DVD players Internet connection Laboratory



267 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 2.4: Calculate the surface and distance on a slope by triangular

measurements Calculate the concentration of solution

Definition of (Morality (C), Normality, Molality (M), Percentage).

Formula used for calculating: Morality(C), Normality, Molality (M), Percentage).

Application of (Morality (C), Normality, Molality (M), Percentage). Solution

Dilution

o Brainstorming on solution concentration.

o Group discussion on solution concentration.

o Practical exercises on solution preparation.

Laboratory activities on

solution preparation




268 | P a g e





Checklist Score

Yes No

Observation


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LU 3: Apply basic knowledge of organic chemistry

3

Learning Outcomes:

1. Classify Organic compounds 2. Polymerise organic simple molecules 3. Describe organic products

18 Hours

Learning Outcome 3.1: Classify Organic compounds

(Functional group): Alkanes, Alkenes or Alkyne Alcohols, Aldehydes Ketones

Nomenclature of organic compound

Alkanes, Alkenes or Alkyne Alcohols, Aldehydes Ketones

Function of organic

compound.

o Brainstorming on organic compound.

o Audio visual presentation o Group discussion on organic

compound. Exercises on nomenclature

of organic compound.



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Checklist Score

Yes No

Observation

Learning Outcome 3.2: Polymerise organic simple molecules

Properties of organic simple molecules (alcohol, Ethylene, acetic acid and ester)

Equilibrium of organic simple molecules Polymerisation of organic

molecules

o Brainstorming on organic molecules.

o Audio visual presentation o Demonstration o Group discussion on organic

molecules. Practical exercises.




271 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 3.3: Describe organic products

Different organic products: carbohydrates Proteins, Vitamins and lipids”.

Importance of

carbohydrates

Proteins, Vitamins

and lipids”.

o Brainstorming on organic products.

o Audio visual presentation of organic products.

o Demonstration of organic products

o Group discussion on organic products. Practical exercises.




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Checklist Score

Yes No

Observation


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F O P F M 4 0 1 - FRESH MILK PROCESSING

FOPFM401 Process fresh milk


Credits: 8 80

Sector: Agriculture and food processing


Issue date: November 2014

Purpose statement

Milk is a perishable product that needs to be quickly processed. In order to reduce milk losses, extend its shelf-life and protect consumers against adulteration, a competence on fresh milk processing has been designed. At the end of this competence, the learner will be able to Prepare the work area and equipment for fresh milk processing, Prepare raw milk, Make pasteurized milk and UHT milk andPackage and store fresh milk products.

The learner will have marketable hands-on skills in processing fresh milk. This will contribute to the increase of professional fresh milk processors who can support the dairy industry and especially the milk processing SMEs development. This will also improve business competitiveness and innovation on fresh milk processing. To join this module, the learner should have passed Certificate III in food processing and the general competences of Certificate IV.

274 | P a g e


Not applicable







1. Prepare Work area, equipment and

utensils

1. Proper selection of cleaning products 2. Proper cleaning of work area 3. Proper selection of equipment and utensils 4. Appropriate checking the functionality of

Equipment and utensils 5. Correct adjustment of equipment

2. Prepare raw milk 1. Proper checking the quality of milk

2. Correct filtration of the milk

3. Appropriate cooling of the milk

3. Make pasteurized milk 1. Correct adjustment of the pasteurizer/homogenizer 2. Appropriate monitoring of pasteurization 3. Proper checking of effectiveness of pasteurization

process 4. Appropriate homogenization of the milk 5. Appropriate cooling of the milk

4. Make UHT milk 1. Appropriate adjustment of the equipment 2. Proper fat adjustment 3. Proper sterilization of the milk 4. Proper homogenization of the sterelized milk 5. Proper cooling of the milk

275 | P a g e

LU 1: Prepare work area, equipments, tools and utensils

1

Learning Outcomes:

1. Describe work area

2. Clean work area

3. Prepare the machines

10 Hours

Learning Outcome 1.1 Describe work area

Processing flowchart

Localization of equipments

Identification of critical points

Oral presentation on the work area and cleaning products

Viewing of pictures, DVD Cleaning products and work area

Demonstration on selection of cleaning products

Practical exercises on selection of cleaning products

Group discussion Cleaning products and work area

Teaching slides, picture of flowchart,



Describe work area


276 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome1.2 Clean work area

Cleaning products (Types)

Handling the cleaning products (Storage conditions, Safety precautions, shelflife)

Effectiveness of the cleaning products

Cleaning methods/techniques




Practical exercises on selection

Materials: Brushes, moppers, buckets, Equipments, PPE, Product manuals Products: Detergents connection





Clean work area


277 | P a g e


Checklist

Score

Yes No

Observation

Learning Outcome 1.3: Prepare the machines

• Identifying the machines

• Cleaning products for machines

• Cleaning techniques (CIP (cleaning-in-place, COP (Cleaning-out of-place)

• Calibration (pH-meters) • Adjustment of machines

o • Oral presentation on the work area and cleaning products

o • Viewing of pictures, DVD Cleaning products and work area

o • Demonstration on selection of cleaning products

o • Practical exercises on selection of cleaning products

• Group discussion Cleaning products and work area

Desinfectants, sanitizers





Prepare the machines


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Checklist Score

Yes No

Observation

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LU 2: Prepare the raw milk

2

Learning Outcomes:

1. Control milk quality 2. Grade milk (for processing) 3. Cool the milk

25 Hours

Learning Outcome2.1 Control milk quality

Allowed milk acidty ( in terms of pH and titratable acidity)

Milk chemical composition (Water, Fat, Proteins, Total solids)

Microbial state

Physical state

Oral presentation on milk quality control

Viewing of pictures, DVD physical state of the milk

Demonstration on milk quality test in terms of titratable acidity and pH

Practical exercises on milk quality test in terms of titratable acidity and pH

Group discussion on milk quality control

Milk collection centers visits

Materials: PPE, Thermometer, pH-meter, titratable acidity apparatus; lactoscan, Gerber tube, Centrifuge, Water bath, Test tubes,), filter cloth, cotton wool, cooling tanks, Solute gun, Heat exchangers, Products: Milk, NaOH, Sulfuric acid, Amyl alcohol, Resazurin, Phenolphtalein



Control milk quality


280 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 2.2: Grade milk (for processing)

Grade milk according to fresh milk specifications in terms of:

Microbial state Fat content Physical state

.

o • Oral presentation on milk quality control

o • Viewing of pictures, DVD physical state of the milk

o • Demonstration on milk quality test in terms of titratable acidity and pH

o • Practical exercises on milk quality test in terms of titratable acidity and pH

o • Group discussion on milk quality control

• Milk collection centers visits




Grade milk (for processing)


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Checklist Score

Yes No

Observation

Learning Outcome 2.3: Cool the milk

Cooling systems (double jacket, heat plate exchangers)

Cooling conditions (Temperature, Time)

o Oral presentation on milk cooling

o Viewing DVD and picture on cooling systems and cooling conditions

o Demonstration in monitoring the cooling conditions such as temperature and time

o • Practical exercises on monitoring the cooling conditions such as temperature and time

o • Group discussion on milk cooling conditions

o • Milk plant visit

Phenolphtalein


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Checklist Score

Yes No

Observation


Cool the milk

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LU 3: Make pasteurized milk

3

Learning Outcomes:

1. Adjust the equipment 2. Adjust fat content (optional) 3. Pasteurize the milk 4. Homogenize the pasteurized milk 5. Check the pasteurized milk

15 Hours

Learning Outcome 3.1 Adjust the equipment

Pasteurizer types (Batch, Plate heat exchanger)

Separator

Temperature adjustment

.

Oral presentation pasteurization, separation and homogenization of the milk Viewing of pictures, DVD on separation, homogenization and pasteurization

Demonstration on separation, homogenization and pasteurization

Practical exercises on separation, homogenization and pasteurization

Group discussion on separation, homogenization and pasteurization

Milk plant visits o .

Materials: Pasteurizers, Separator , phosphatase test kit Products: Milk, Heating and cooling media


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Checklist Score

Yes No

Observation

Learning Outcome 3.2 Adjust fat content (optional)

Purpose

Techniques of separation

Conditions of separation



Practical exercises on separation, homogenization and




Adjust the equipment

285 | P a g e

pasteurization


Milk plant visits o





Checklist Score

Yes No

Observation


Adjust fat content (optional)

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Learning Outcome 3.3: Pasteurize the milk

Pasteurization purpose

Pasteurizer working mechanisms

Pasteurization temperatures

Pasteurization holding times

Check pasteurization effectiveness (alkaline Phosphatase test)











Checklist Score

Yes No

Observation


Pasteurize the milk


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Learning Outcome 3.4 Homogenize the pasteurized milk

Homogenization purpose

Homogenization mechanism

Homogenization parameters; Time

Pressure





Milk plant visits o

Materials: Homogenizer

Products: Heat treated milk






Homogenize the pasteurized milk


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Checklist Score

Yes No

Observation

Learning Outcome 3.5Check the pasteurized milk

Organoleptic properties Chemical composition Microbial state (pathogens)






Materials: Gerber

tube,Centrifuge, Water

bath, Lactoscan, Petri

dishes, incubator

Product: Heat treated milk, Sulfuric acid, Amyl alcohol





Check the pasteurized milk


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Checklist Score

Yes No

Observation

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LU 4: Make UHT milk

4

Learning Outcomes:

1.Adjust the equipment 2. Adjust fat content (optional) 3.Sterilize the milk 4.Homogenize the sterilized milk 5.Check the UHT milk

20 Hours

Learning Outcome 4.1.Adjust the equipment

UHT machines

Separator

Temperature adjustment

Oral presentation UHT milk processing

Viewing of pictures, DVD on separation, sterilization and homogenization

Demonstration DVD on separation, sterilization and homogenization

Practical exercises DVD on separation, sterilization and homogenization

Group discussion DVD on separation, sterilization and homogenization

Milk plant visits

Materials: UHT machine, separator, Autoclave Products: Milk, Heating and cooling media


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Checklist Score

Yes No

Observation

Learning Outcome 4.2Adjust fat content (optional)

Purpose

Techniques of separation

Conditions of separation



Practical exercises on separation, homogenization and




Adjust the equipment

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pasteurization


Milk plant visits o





Checklist Score

Yes No

Observation


Adjust fat content (optional)

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Learning Outcome 4.3: Sterilize the milk

Sterilization purpose

UHT machine working mechanisms

UHT temperature and holding time












Sterilize the milk


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Checklist Score

Yes No

Observation

Learning Outcome 4 4.Homogenize the sterilized milk

Homogenization purpose

Homogenization mechanism

Homogenization parameters; Time

Pressure





Milk plant visits o

Materials: Homogenizer

Products: Heat treated milk





Homogenize the sterilized milk


295 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 4. 5.Check the UHT milk

Organoleptic properties Chemical composition Microbial state (pathogens)






Materials: Gerber



dishes, incubator



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Checklist Score

Yes No

Observation


Check the UHT milk

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LU 5: Package and store fresh milk

5

Learning Outcomes:

1. Package and label the fresh milk 2. Store fresh milk

10 Hours

Learning Outcome 5.1 Package and label the fresh milk

Types of packaging materials (for fresh milk)

Packaging material handling

Material quality and utility

The packaging machines and their working mechanisms

Packaging hygienic conditions

Label (label elements, shelf life)

Oral presentation on packaging and storage conditions

Viewing of pictures, DVD packaging and labelling process

Demonstration packaging and labeling process

Practical exercises packaging and labelling process

Group discussion storage conditions

Milk plant visits

Materials: PPE, Packaging materials, Packing machine, Labels Products: Fresh milk



Package and label the fresh milk


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Checklist Score

Yes No

Observation

Learning Outcome 5.2 Store fresh milk

• Storage conditions (temperature, environment)

• Store room monitoring (pests, temperature)





Milk plant visits o

Materials: Refrigerators, Thermometer


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Checklist Score

Yes No

Observation


Store fresh milk

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Summative Assessment

Integrated situation Resources

One cup of milk per child is a program initiated by the government of Rwanda to fight malnutrition in children through milk feeding. As part of the implementation of the program, Nyanza District needs fresh milk to feed primary school pupils. The in charge of the program in the district has consulted Nyanza dairy to provide good quality fresh milk in three different forms:

- 100 liters of whole pasteurized milk, - 50 liters of skimmed milk (≤0.5%) - 100 liters of whole sterilized milk

- The fresh milk products should be packaged in 500 ml

packages - The products should be delivered in optimum storage

conditions - The above quantities should be processed within 5 hours

The Nyanza dairy management has ordered the milk processor to process the above products respecting the conditions. Process milk into whole pasteurized milk, process milk into skimmed milk (≤0.5%) and Process milk into whole sterilized milk

Products: Milk, NaOH, Liquid soaps, Nitrite acid, Boiled water, Hydrogen peroxide, Alcohol; Chlorine, HCl

Materials and equipments: Brushes, sprayers, Buckets, Serviettes, moppers, basins, P.P.E (Personal Protective Equipment, Thermometer, titratable acidity apparatus, Gerber tube, Centrifuge, filter cloth, cotton wool, cooling tanks, Solute gun, Sulfuric acid, Amyl alcohol, Resazurin, Phenolphtalein, Balance, pasteurizer, homogenizer, lactoscan, autoclave, Waterbath, glassware, Bunsen burner, pH meters, lactometers, phosphatase test kit, Operational manual, Clock, Packaging materials, Labels, Standard manuals, Packaging machine, cooling van

Assesment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicators:

Equipment are well selected

Raw material (milk) is well selected (pH: C, Fat content: C, Density:T)

Heating process is well conducted (Absence of alkaline phosphatase: C,

Homogenization is well conducted (Consistency: T, Absence of fat separation:C)

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Cooling (to packaging temperature)

Packaging is well conducted (No leakages, No exposure to light)

Labelling is well conducted

Observation

Assesment Criterion 2: Quality of Product

Checklist Score

Yes No

Indicators:

The Homogeneity is respected

The taste is respected

The color is respected

The odor is respected

Observation

Assesment Criterion 3: Relevance

Checklist Score

Yes No

Indicators:

Fresh milk types are respected

Fat content is respected

The package size is respected

Fresh milk is well preserved (Optimum storage temperature)

Observation

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Assesment Criterion 4: Food safety

Checklist Score

Yes No

Indicators:

Personal hygiene is practiced

Work area is clean

Materials and equipments are clean

Absence of Hazards

Observation

Reference books:

1. G. Smit, 2003. Dairy Processing. Woodhead Publishing Ltd. ISBN: 1-85573-676-4

2. E. H. Marth & J. L. Steele, 2001. Applied Dairy Microbiology, 2nd Ed. revised and expanded.

Marcel Dekker inc. ISBN: 0-8247-0536-X

3. P. Walstra, J.T.M. Wouters and T.J. Geurts, 2006. Dairy Science and Technology, 2nd Ed. CR Taylor

and Francis Group. ISBN-10: 0-8247-2763-0

4. Gregory D., Miller, Judith K. & Lois D., 2000. Dairy Foods and Nutrition, 2nd Ed.National Dairy

Council. ISBN: 0-8493-8731-0

5. Marshall R.T. 1992. Standard Methods for the determination of Dairy Products, 16th Ed. Publ.

American Public Health Association.

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F O P M F 4 0 1 - FERMENTED MILK MAKING

FOPMF401 Make Fermented Milk


Credits: 9 90




Purpose statement

Fermented milk processing is an important

sub-sector in food processing industry in Rwanda where the demand of these product is high on

the market. However, there is insufficient fermented milk processing plants as well as skilled

personnel. The competence of fermented milk focuses on equipping the learners with hands-on

experience in making fermented milk products, thereafter the learner can work in milk

processing plants or be self employed. This competence is intended for learners who have

successfully completed the certificate IV. At the end of this competence, learners will be able to

prepare the work area and equipment, and processing raw milk into ikivuguto and yogurt.

Learners will work in dairy industry performing a range of tasks related to fermented milk with

high degree of efficiency and effectiveness, under minimum supervision. Basic knowledge of

Chemistry (groups of organic minerals, titrations), biochemistry (bio-molecules: basics in

carbohydrates, lipids, proteins, vitamins and minerals ) microbiology (classification

and identification of microorganisms, notions in fermentation)

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Not applicable







1. Prepare Work area,

equipment and utensils

1. Proper selection of cleaning products 2. Proper cleaning of work area 3. Proper selection of equipments and utensils 4. Appropriate checking the functionality of Equipment

and utensils 5. Correct adjustment of equipment

2. Prepare raw milk 4. Proper checking of the quality of milk



3. Make Ikivuguto 6. Correct adjustment of the pasteurizer/homogenizer 7. Appropriate pasteurization of the milk 8. Appropriate homogenization of the milk 9. Appropriate cooling of the milk 10. Appropriate selection of starter culture 11. Correct Inoculation 12. Correct incubation of the milk 13. Proper checking for effectiveness

4. Make stirred yoghurt 1. Correct adjustment of the pasteurizer/homogenizer 2. Proper addition of sugar 3. Appropriate pasteurization of the milk 4. Appropriate homogenization of the milk 5. Appropriate cooling of the milk 6. Appropriate selection of starter culture 7. Correct Inoculation 8. Correct incubation of the milk 9. Proper addition of flavours 10. Proper checking for effectiveness 11. Appropriate cooling of the yoghurt 12. Appropriate packaging and labelling

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LU 1: Prepare work area, equipments, tools and utensils

1

Learning Outcomes:

1. Describe work area 2. Clean work area 3. Prepare the machines

10 Hours










• Materials: Brush, sprayers, Bucket, Napkins , wipes , mopers basin, P.P.E, Product manuals, machines’ manuals • Products: Detergents: Alkaline (NaOH, Liquid soaps); Acidic (Nitric acid, Phosphoric acid); Disinfectants (Alcohol, Chlorine, Hydrogen peroxide),



Describe work area


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Checklist Score

Yes No

Observation






o Oral presentation on the work area and cleaning products

o Viewing of pictures, DVD Cleaning products and work area

o Demonstration on selection of cleaning products

o Practical exercises on selection of cleaning products

o Group discussion Cleaning products and work area

- Materials: Brush, sprayers,

- Bucket, Napkins , wipes , mopers

- basin, P.P.E, Product manuals, machines’ manuals

- Products: Detergents: Alkaline (NaOH, Liquid soaps); Acidic (Nitric acid, Phosphoric acid); Disinfectants (Alcohol, Chlorine, Hydrogen peroxide)



Clean work area


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Checklist

Score

Yes No

Observation

Learning Outcome 1.3: Prepare the machines

1. Identifying the machines 2. Cleaning products for

machines 3. Cleaning techniques (CIP

(cleaning-in-place, COP (Cleaning-out of-place)

4. Calibration (pH-meters) 5. Adjustment of machines

6. Oral presentation on the work area and cleaning products

7. Viewing of pictures, DVD Cleaning products and work area

8. Demonstration on selection of cleaning products

9. Practical exercises on selection of cleaning products

10. Group discussion Cleaning products and work area

- Materials: Brush, sprayers, Bucket, Napkins , wipes , mopers basin, P.P.E, Product manuals, machines’ manuals






308 | P a g e




Checklist Score

Yes No

Observation

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LU 2: Make Ikivuguto

2

Learning Outcomes:

1. Pasteurize raw milk 2. Ferment milk 3. Check the quality of Ikivuguto 4. Package and label ikivuguto 5. Store ikivuguto

30 Hours

Learning Outcome2.1 Pasteurize raw milk

Pasteurization conditions for Ikivuguto(time and temperature) Homogenization (pressure and time) Cooling to optimum Ikivuguto fermentation temperature

Oral presentation on milk quality control

Viewing of pictures, DVD physical state of the milk

Demonstration on milk quality test in terms of titratable acidity and pH

Practical exercises on milk quality test in terms of titratable acidity and pH

Group discussion on milk quality control

Milk collection centers visits




Pasteurize raw milk


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Checklist Score

Yes No

Observation

Learning Outcome 2.2Ferment milk

Principle of fermentation

Select ion of starter culture(Mesophilic cultures)

Temperature monitoring (optimum temperature for mesophiles)

Inoculation techniques and hygiene

Incubation conditions(Temperature and time)

Incubation system (vat, packages)

Checking the effectiveness(pH, taste)

Cooling (Slowing down fermentation)

o Oral presentation pasteurization, fermentation and homogenization of the milk and quality control parameters of Ikivuguto

o Viewing of pictures, DVD on fermentation, homogenization and pasteurization

o Demonstration on fermentation, homogenization, pasteurization

o Practical exercises on fermentation, homogenization and pasteurization

o Group discussion on fermentation, homogenization, pasteurization and quality control parameters of Ikivuguto

o Milk plant visits

- Materials: - Pasteurizer with a - (Thermometer and - Clock ) - Homogenizer with a - A barometer and Clock - Thermometers - pH meter - Clock - Cooler - Mixer - PPE - Packaging materials - Packaging machine - Labels - Standard manuals - Products: Milk, Starter

cultures


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Checklist Score

Yes No

Observation

Learning Outcome 2.3 Check the quality of Ikivuguto


Select ion of starter culture(Mesophilic cultures)

Temperature monitoring (optimum temperature for mesophiles)

Inoculation techniques and hygiene


Incubation system (vat,

o Oral presentation pasteurization, fermentation and homogenization of the milk and quality control parameters of Ikivuguto

o Viewing of pictures, DVD on fermentation, homogenization and pasteurization

o Demonstration on fermentation, homogenization,

- Materials: - Pasteurizer with a - (Thermometer and - Clock ) - Homogenizer with a - A barometer and Clock - Thermometers - pH meter - Clock - Cooler - Mixer - PPE - Packaging materials



Ferment milk

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packages)



Oganoleptic quality Texture Viscosity Taste

pasteurization o Practical exercises on

fermentation, homogenization and pasteurization

o Group discussion on fermentation, homogenization, pasteurization and quality control parameters of Ikivuguto

o Milk plant visits

Packaging machine Labels Standard manuals Products: Milk, Starter cultures





Checklist Score

Yes No

Observation


Check the quality of Ikivuguto

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Learning Outcome 2. 4.Package and label ikivuguto

Selection of packaging materials


Packaging machine and its working mechanism

Packaging conditions(hygiene, head space)

Labeling techniques and specifications (Shelflife)

Random sampling for further analyses






Milk plant visits

Materials: Pasteurizer with a (Thermometer and Clock ) Homogenizer with a A barometer and Clock Thermometers pH meter Clock Cooler Mixer PPE Packaging materials Packaging machine Labels Standard manuals Products: Milk, Starter cultures






Package and label ikivuguto


314 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 2. 5.Store ikivuguto

Storage Principle

Storage conditions • (temperature)

Oral presentation pasteurization, fermentation and homogenization of the milk and quality control parameters of Ikivuguto

Viewing of pictures, DVD on fermentation, homogenization and pasteurization

Demonstration on fermentation, homogenization, pasteurization

Practical exercises on fermentation, homogenization and pasteurization

Group discussion on fermentation, homogenization, pasteurization and quality control parameters of Ikivuguto

Milk plant visits

Materials: Pasteurizer with a (Thermometer and Clock ) Homogenizer with a A barometer and Clock Thermometers pH meter Clock Cooler Mixer PPE Packaging materials Packaging machine Labels Standard manuals Products: Milk, Starter cultures



Store ikivuguto


315 | P a g e




Checklist Score

Yes No

Observation

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LU 3: Make Yoghurt

3

Learning Outcomes:

1. Pasteurise raw Milk 2. Ferment milk 3. Add ingredients (optional) 4. Check the quality of Yoghurt 5. Package and label the yoghourt 6. Store the yoghourt 30 Hours

Learning Outcome 3. 1. Pasteurise raw Milk

• Principle of pasteurization • Addition of sugar (optional) • Pasteurization conditions for yoghurt (time and temperature ) • Homogenization (Pressure, time) • Effectiveness test (phosphatase test) • Cooling to optimum yoghurt fermentation temperature

Oral presentation pasteurization, fermentation and homogenization of the milk, role of ingredients quality control parameters of Yoghurt

Viewing of pictures, DVD on fermentation, homogenization, ingredients treatment and pasteurization

11. Demonstration on fermentation, homogenization, pasteurization and ing.

Materials: Pasteurizer with a (Thermometer and Clock ) Homogenizer with a A barometer and Clock standard manual Thermometers pH meter Clock Cooler Mixer



Pasteurise raw Milk


317 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 3.2 Ferment milk


Select ion of starter culture(Thermophilic)

Temperature adjustment (optimum temperature for thermophiles)

Inoculation techniques, (hygiene




treatment

Practical exercises on fermentation, homogenization, pasteurization ingredients treatment

Group discussion on fermentation, homogenization, pasteurization and quality control parameters of Yoghurt, types of ingredients

Milk plant visits

PPE Starter cultures Fermentation vat Pasteurized Milk Thermometers pH meter


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Checklist Score

Yes No

Observation

Learning Outcome 3. 3 Add ingredients (optional)

Types of yoghurt flavours(natural/artificial)

Ingredients (fruits, fruit concentrates, Vanilla)

Techniques of adding the ingredients





Milk plant visits

PPE Starter cultures Fermentation vat Pasteurized Milk Thermometers pH meter



Ferment milk

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Checklist Score

Yes No

Observation

Learning Outcome 3. 4 Check the quality of Yoghurt

Oganoleptic quality parameters Texture Viscosity Appearance: Flavour (odour, taste) pH





Milk plant visits 12.

Packaging materials Packaging machine Labels Standard manuals Products: Milk, Starter cultures, ingredients



Add ingredients (optional)

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Checklist Score

Yes No

Observation

Learning Outcome 3. 5Package and label the yoghourt

Selection of packaging materials


Packaging conditions(hygiene, head space)

Packaging machine and its working mechanism

Labeling (labeling elements,

Random sampling for further analysis

o




Group discussion on separation, homogenization and

Materials: Gerber



dishes, incubator




Check the quality of Yoghurt

321 | P a g e

pasteurization

Milk plant visits 13. .





Checklist Score

Yes No

Observation

Learning Outcome 3.6 Store the yoghourt

Storage Principle o Storage conditions

(temperature



Materials: Gerber



dishes, incubator




Package and label the yoghourt

322 | P a g e



Milk plant visits





Checklist Score

Yes No

Observation


Store the yoghourt

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Cactus restaurant which is located in Nyarugenge district needs a re-supply in fermented milk products to sell on Christmas day. The restaurant has ordered from Masaka farm the following products: - 20 cups of plain yoghurt, 250 ml each, - 30 cups of flavoured yoghurt, 250 ml each - 10 cartons of Ikivuguto, 500 ml each The ordered products should fulfil the following conditions: - The Flavours (in flavoured yoghurt) should be pineapple in 15 cups and mango in the 15 remaining cups - The plain yoghurt should be of set type - The pH of the products should range between 4 and 4.6 The Masaka Farm management has ordered you as the fermented milk maker to make the above products respecting the conditions within four hours for youghurts and 20 hours for Ikivuguto

Make plain yoghurt, make flavoured yoghurt and make Ikivuguto

Products: Milk, thermophilic cultures NaOH, Liquid soaps, Nitrite acid, Boiled water, Hydrogen peroxide, Alcohol; Chlorine, HCl

Materials and equipments: Brushes, sprayers, Buckets, Serviettes, moppers, basins, P.P.E (Personal Protective Equipment, Thermometer, cotton wool, cooling tanks, Balance, incubation tanks, autoclave, glassware, Bunsen burner, pasteurizer, homogenizer, pH meters, Operational manual, Clock, Packaging materials, Labels, Standard manuals, refrigerator, Packaging machine.


Checklist Score

Yes No

Indicators:

Personal hygiene is practiced

Work area is clean

Indicator: Materials and equipments are clean

Absence of Hazards

Observation

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Assesment Criterion 2: Quality of product

Checklist Score

Yes No

Indicators:


Heating process is well conducted (Absence of alkaline phosphatase

Ingredients are well prepared (cultures: C, flavours: C)

Cooling to optimum fermentation temperature is well done

Fermentation is well conducted (pH: C, Texture: T)

Flavouring (for flavoured yoghurt) is well conducted (Taste, Odor, Color, Homogeneity of flavours)

Packaging is well conducted (No leakages)

Observation


Checklist Score

Yes No

Indicators:

Fermented milk types are respected

The products specifications are respected (pH, Texture, ingredients, shelf life)

The package size is respected

Preservation conditions are respected

Observation

Reference books:

- Ramesh C. Chandan;Charles H. White ;Arun Kilara Manufacturing Yogurt and

Fermented Milks; Wiley-Blackwell; 1 edition (February 13, 2006)

- Adam Tamime;Richard Robinson Yoghurt: Science and Technology; Woodhead

Publishing; Second Edition edition (July 28, 1999)

- Fatih Yildiz; Development and Manufacture of Yogurt and Other Functional Dairy

Products ; CRC Press; 1 edition (November 24, 2009)

- Par Crocker; The Yogurt Bible ; Robert Rose (July 22, 2010)

http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Ramesh%20C.%20Chandan&search-alias=books&sort=relevancerank

http://www.amazon.com/s/ref=ntt_athr_dp_sr_2?_encoding=UTF8&field-author=Charles%20H.%20White&search-alias=books&sort=relevancerank

http://www.amazon.com/s/ref=ntt_athr_dp_sr_3?_encoding=UTF8&field-author=Arun%20Kilara&search-alias=books&sort=relevancerank

http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Adam%20Tamime&search-alias=books&sort=relevancerank

http://www.amazon.com/s/ref=ntt_athr_dp_sr_2?_encoding=UTF8&field-author=Richard%20Robinson&search-alias=books&sort=relevancerank

http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Fatih%20Yildiz&search-alias=books&sort=relevancerank

http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Par%20Crocker&search-alias=books&sort=relevancerank

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F O P C B 4 0 1 - CREAM AND BUTTER MAKING

FOPCB401 Make cream and Butter


Credits: 7 70



Issue date: June 2014

Purpose statement

Milk fat products such as cream and butter are still unpopular to the Rwandan market. Most of such products are imported often at very high prices. Therefore skills are needed in milk fat product processing. A competence in cream and butter making has been designed. At the end of the competence the learner will be able to Prepare the work area and equipments for cream and butter making, Prepare the raw milk for cream and butter making, Make cream and Make butter. The learner will have marketable hands-on skills in making cream and butter. He will be qualifying for employment in the dairy industry or be self-employed and create jobs. He will contribute to the development of cream and butter industry and to the value addition of milk. This will also help in the diversification of milk products. To join this module, the learner should have passed Certificate III in food processing and the

general competences of Certificate IV.

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Not applicable







1. Prepare Work area, equipment and

utensils

2. Proper selection of cleaning products 3. Proper cleaning of work area 4. Proper selection of equipments and utensils 5. Appropriate checking the functionality of Equipment

and utensils 6. Correct adjustment of equipment

2. Prepare raw milk 7. Proper checking the quality of milk



3. Make cream 14. Correct adjustment of the pasteurizer/homogenizer 15. Appropriate pasteurization of the milk 16. Proper separation of cream from milk 17. Proper packaging and labelling

4. Make butter 1. Proper fermentation of the cream

2. Proper adjustment of the churn

3. Proper Churning of the cream

4. Correct draining of the crude butter

5. Correct washing of the crude butter

6. Proper Salting of the butter ( Optional)

7. Correct kneading of the butter

8. Appropriate packaging and labelling

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LU 1: Apply basic knowledge of structure atoms and elements

1

Learning Outcomes:

1. Describe the work area

2. Clean work area

3. Prepare the machines

10 Hours

Learning Outcome 1.1 Describe the work area


Localization/Emplacement of equipments








- Bucket, Serviettes, torchon,





Describe the work area


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Checklist Score

Yes No

Observation












- Bucket, Serviettes, torchon,


- Products: Detergents:

Alkaline (NaOH, Liquid soaps); Acidic (Nitric acid, Phosphoric acid); Disinfectants (Alcohol, Chlorine, Hydrogen peroxide)


329 | P a g e





Checklist

Score

Yes No

Observation

Learning Outcome 1.3 Prepare the machines

Cleaning products for machines

Cleaning the machines (CIP, COP)

Adjustment






Materials: Brush, sprayers, Bucket, Serviettes, torchon, basin, P.P.E, Product manuals, machines’ manuals

Products: Detergents: Alkaline (NaOH, Liquid soaps); Acidic (Nitric acid, Phosphoric acid); Disinfectants (Alcohol, Chlorine, Hydrogen peroxide)



Clean work area

330 | P a g e





Checklist Score

Yes No

Observation



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LU 2: Make cream

2

Learning Outcomes:

1. Separate the milk 2. Package and store cream

20 Hours

Learning Outcome2. 1.Separate the milk

Pasteurization ;

Separation techniques

Types of Cream and Skimmed milk

Homogenization conditions

Fat content

Organoleptic parameters

Cream pasteurization (Optional)

Oral presentation on separation and packaging conditions

Viewing of pictures, DVD on separation and pasteurization

Demonstration on separation and pasteurization

Practical exercises on separation and pasteurization

Group discussion on separation and pasteurization

Milk plant visits

Materials: Pasteurizers,

Separator, Gerber tubes,

Centrifuge, water bath, pH-

meter), receiving tanks for

cream and skim milk,

Products: Milk, Sulfuric acid, Amyl alcohol,





Separate the milk


332 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 2.2 Package and store cream

Packaging materials Packaging conditions Labelling (label elements) Storage conditions

(temperature, relative humidity)

Storage environment (pests)







Milk plant visits

packing machine, packaging

materials, PPE, Label papers

Refrigerators, Thermometer,

Products: Cream





Package and store cream


333 | P a g e


Checklist Score

Yes No

Observation

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LU 3: Make butter

3

Learning Outcomes:

1. Separate the milk for butter making 2. Ferment the cream (Optional) 3. Churn the cream 4. Knead/ Blend the butter 5. Check the quality 6. Package and Store 40 Hours

Learning Outcome 3.1 Separate the milk for butter making

Cream specifications for butter making

Cream fat content

Cream’s Organoleptic parameters

Oral presentation on separation, fermentation, churning, kneading process, packaging and storage conditions

Viewing of pictures, DVD on separation, fermentation, Packaging process churning and kneading process

Demonstration on separation, fermentation, churning and kneading process

Practical exercises on separation, fermentation, churning, kneading process and packaging process

Group discussion on separation, fermentation, churning, kneading process, and packaging process

Dairy plant visits

Materials: Separator, churning

machine, blender, packaging

machine, packaging materials,

PPE, Label papers, , Containers,

pH-meter, mixing materials,

Tank, agitators, PPE,


cold room

Protocols

Products: Milk , Cold water, Starter culture, Salt,


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Checklist Score

Yes No

Observation

Learning Outcome 3.2 Ferment the cream (Optional)

Starter cultures Inoculation techniques Incubation

conditions (Temperature, Time);

Cooling techniques




Practical exercises on separation, fermentation, churning, kneading process and








cold room

Protocols




Separate the milk for butter making

336 | P a g e

packaging process


Dairy plant visits





Checklist Score

Yes No

Observation

Learning Outcome 3.3 Churn the cream

Churning techniques Washing techniques Butter organoleptic

properties o


Viewing of pictures, DVD on separation, fermentation,









Ferment the cream (Optional)

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Packaging process churning and kneading process




Dairy plant visits


cold room

Protocols






Checklist Score

Yes No

Observation


Churn the cream

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Learning Outcome 3. 4.Knead/ Blend the butter

Kneading/blending techniques

Addition of salt (Optional): Types of salt Salting techniques






Dairy plant visits








cold room

Protocols







Knead/ Blend the butter


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Checklist Score

Yes No

Observation

Learning Outcome 3. 5.Check the quality

Fat content

Moisture content

Organoleptic properties(texture, flavor,taste, appearance, color, odor)






Dairy plant visits








cold room

Protocols




Check the quality


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Checklist Score

Yes No

Observation

Learning Outcome 3.6 Package and Store

Packaging materials Packaging material handling Packaging conditions (label

elements) Storage conditions

(temperature, relative humidity)

Storage monitoring (pests, temperature)







Dairy plant visits








cold room

Protocols



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Checklist Score

Yes No

Observation


Package and Store

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The Nakumatt supermarket situated in Kigali city center needs to satisfy the clients’ needs in Coffee cream, Sweet butter and Sour butter. For this reason it has ordered 5, 3, 2 Kgs of butter, salted butter and sour butter respectively from Giramata cooperative which specializes in cream and butter making.

- - The products should have standard body, texture, flavour, and

appearance - The products should be well preserved - The above products should be made within the following

timeline: Butter 8 hours, salted butter 8 hours, then sour butter 24 hours (including fermentation time)

To make butter, make salted butter and make sour butter

Products: Milk, NaOH, Liquid soaps, Nitrite acid, Boiled water, Hydrogen peroxide, Alcohol; Chlorine, HCl

Materials and equipments: Brushes, sprayers, Buckets, Serviettes, moppers, basins, P.P.E (Personal Protective Equipment, Thermometer, titratable acidity apparatus, pHmeter, Gerber tube, Centrifuge, water bath filter cloth, cooling tanks, Sulfuric acid, Amyl alcohol, Balance, pasteurizer, separator homogenizer, separator, autoclave, glassware, Bunsen burner, lactometers, phosphatase test kit, Operational manual, Clock, Packaging materials,

Labels, Standard manuals, Packaging machine, cooling van

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Safety

Checklist Score

Indicators:

personal hygiene is practiced

work area is clean

Materials and equipments are clean

Absence of Hazards

Observation

Assesmen Safety t Criterion 1: Quality of Process

Checklist Score

Yes No

Indicators:


Raw material (milk) is well selected (pH:C, Fat content: C, Density:T)

Heating process is well conducted (Absence of alkaline phosphatise: C

Temperature is adjusted for separation

Separation is well conducted (Fat content of cream for butter making: T, Fat content of skimmed milk: T)

Fermentation is well conducted for sour butter (pH: C, Texture: T, Color: T, odor: T)

Churning is well conducted (butter grains: T, Fat content of butter: C)

Kneading is well conducted (Texture: T)

Salting is well conducted for salted butter (Taste)

Packaging is well conducted (No leakages, No exposure to light)

Observation

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Checklist Score

Yes No

Indicators:

The texture is respected

The taste is respected

The color is respected

The odor is respected

The pH is respected

Observation


Checklist Score

Yes No

Indicators:

Product types are respected

Fat content is respected

The weight is respected

Observation

Reference books:

1. Tamime a. Y., Dairy fats and Related Products, 2009. Blackwell Publishing

2. Robert L. B., Butter technology, 2009. Blackwell Pub Professional. ISBN-10: 0813812518

3. G. Smit, 2003. Dairy Processing. Woodhead Publishing Ltd. ISBN: 1-85573-676-4

4. P. Walstra, J.T.M. Wouters and T.J. Geurts, 2006. Dairy Science and Technology, 2nd Ed. CR Taylor

and Francis Group. ISBN-10: 0-8247-2763-0

5. Marshall R.T. 1992. Standard Methods for the determination of Dairy Products, 16th Ed. Publ.

American Public Health Association.

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F O P C M 4 0 1 - CHEESE MAKING

FOPCM401 Make cheese


Credits: 9 90



Issue date: June 2014

Purpose statement

The milk production in Rwanda is increasing due to the government policy on dairy farming

intensification programs. To conserve such high quantities of milk, milk products such as cheese

need to be developed in the Rwandan Dairy sector. Therefore a competence on semi-hard and

hard cheese making has been designed. At the end of the competence on cheese making, the

learner will be able to prepare the work area and equipments for semi-hard and hard cheese

making, make semi-hard cheese and make hard cheese. The learner will have marketable

hands-on skills in cheese making. He will be qualified to be employed in the dairy industry or

self-employed and create jobs. He will contribute to the satisfaction of the market demand in

cheese products and to the value addition of milk. This will also help in milk product

diversification. To join this module, the learner should have passed Certificate III in food

processing and the general competences of Certificate IV

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Not applicable







1. Prepare the work area 1. Proper Selection of cleaning products 2. Proper Cleaning of work area 3. Proper checking the cleanliness of the work area

2. Prepare the equipment and utensils

1.6. Proper selection of utensils and equipment 1.7. Proper calibration of equipment 1.8. Accurate installation of equipment 1.9. Adequate utilization of equipment

3. Make fresh , semi hard and hard gouda cheese (Make curd)

1. Proper pasteurization of the milk 2. Proper cooling of the milk 3. Proper fermentation of the milk 4. Appropriate addition of ingredients 5. Proper renneting of pre fermented milk 6. Proper drainage of curd 7. Proper washing of the curd 8. Appropriate pressing of the curd 9. Proper salting of the cheese after press 10. Appropriate dewatering of the cheese 11. Appropriate maturation/ripenning of the cheese 12. Proper packaging and labelling of the cheese

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LU 1: prepare work area

1

Learning Outcomes:

1. Select cleaning products

2. .Clean work area

10 Hours

Learning Outcome 1.1 Select cleaning products

Types of cleaning products (food grades)

Safety precautions of the products and effect on;

User Equipment Product

Shelf life of the products

Preparation of cleaning solution

Efficiency of the product

o Oral presentation o Viewing of pictures, DVD o Demonstration o Practical exercises o Group discussion o Simulation

- Materials: - Brush, - sprayers, - Bucket, - Serviettes, - torchon, - basin, - Equipment - P.P.E - Cheese vat - Moulds - Cheese press - Products: - Detergents; - ,alkaline cleaning

agents:NaOH, Liquid soaps,

- acidic cleaning agents: Nitric acid

- Disinfectants;(Boiled water, Hydrogen peroxide, alcohol; chlorine)


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Checklist Score

Yes No

Observation


Identification of the area,

Cleaning techniques

o Oral presentation o Viewing of pictures, DVD o Demonstration o Practical exercises o Group discussion o Simulation

- Materials: - Brush, - sprayers, - Bucket, - Serviettes, - torchon, - basin, - Equipment - P.P.E - Cheese vat - Moulds - Cheese press - Products: - Detergents;



Select cleaning products

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- ,alkaline cleaning agents:NaOH, Liquid soaps,

- acidic cleaning agents: Nitric acid

- Disinfectants;(Boiled water, Hydrogen peroxide, alcohol; chlorine)





Checklist

Score

Yes No

Observation


Clean work area

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LU:2 Prepare equipment and utensils

2

Learning Outcomes:

1. Select equipment and utensils 2. Clean the equipments and utensils 3. Adjust equipment and utensils

10 Hours

Learning Outcome2.1 . Select equipment and utensils

Types of equipments, tools and utensils(stainless steel, aluminium)

Use of equipments, tools and utensils

Working principles

Oral presentation selection of equipment and utensils and cleaning process

Viewing of pictures, DVD of equipment and utensils and cleaning process

Demonstration on selection and cleaning of equipment and utensils

Practical exercises on selection and cleaning process

Group discussion on selection and cleaning process

Visit of cheese plant

Practical exercises of adjustment

Equipments: Balance, Tanks, coolers, pasturizer, homogenizer,

incubator lactoscans autoclaves, Water bath

Tools: Glassware, Bunsen burner,

Instruments: pH meters, lactometers, solute guns, thermometers


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Checklist Score

Yes No

Observation

Learning Outcome 2.2: Clean the equipments and utensils

Identification of the equipments, tools and utensils

Safety precautions

Cleaning techniques CIP COP

.






Equipments: Balance, Tanks, coolers, pasturizer, homogenizer,

incubator lactoscans autoclaves, Water bath

Tools: Glassware, Bunsen burner,



Select equipment and utensils

352 | P a g e



Instruments: pH meters, lactometers, solute guns, thermometers





Checklist Score

Yes No

Observation


Clean the equipments and utensils

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Learning Outcome 2.3 Adjust equipment and utensils

Working conditions of equipments, tools and utensils

Standard operating procedures








Operation manual

Operation manual

Equipments: incubator lacto scans, autoclaves, Water bath Balance, coolers, pasteurizer, homogenizer cheese vats






Adjust equipment and utensils


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Checklist Score

Yes No

Observation

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LU 3: Make fresh, semi-hard and hard gouda cheese

3

Learning Outcomes:

1. Make curd 2. Treat the curd 3. Drain the whey 4. Press the curd 5. Salt the cheese 6. Pre-check the quality of cheese 7. Package/coat the cheese 8. Ripen/Age the cheese

70 Hours

Learning Outcome 3.1 Make curd


Temperature adjustment (optimum temperature for mesophiles)

Selection of starter culture: Mesophilic for hard ( cheddar, Montazio) and semi-hard cheese(Gouda)

Cheese additives

Inoculation and Incubation practices

hygiene, Temperature and

time control

rennetting

Oral presentation on curd making

Viewing of DVD on the process of curd making

Demonstration on the process of curd making

Practical exercises on the process of curd making

Visit of Cheese plant

Materials : Thermometers PPE pH meter Clock cheese vat

Products: Mesophilic cultures CaCl2 Colors (Annatto) Rennet Thermophilic cultures

(soft cheese) Salpetre (KNO3) Pasteurized milk


356 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 3.2 Treat the curd

Washing techniques of the curd for Gouda






Materials : Thermometers PPE pH meter Clock cheese vat

Products: Mesophilic cultures CaCl2 Colors (Annatto) Rennet



Make curd

357 | P a g e

Thermophilic cultures (soft cheese)

Salpetre (KNO3) Pasteurized milk





Checklist Score

Yes No

Observation


Treat the curd

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Learning Outcome 3.3: Drain the whey

Cutting techniques

Stirring

Washing o






Cheese vat

Cutting knives

Stirrers

Coagulum





Checklist Score

Yes No

Observation


Drain the whey


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Learning Outcome 3. 4 Press the curd

Pre-press purpose

Pre-press techniques

Moulding utility, types of moulds moulding techniques

Pressing (for hard cheese) Pressing methods Pressing conditions

(time, pressure)

Oral presentation on curd pressing

Viewing of pictures, DVD on curd pressing

Demonstration

Practical exercises on curd pressing, organoleptic test on cheese and coating


Materials: Press PPE Moulds Curd





Checklist Score

Yes No

Observation


Press the curd


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Learning Outcome 3.5 Salt the cheese

Brining conditions

Dosage

Water treatments

pH standards

Brine solution

density

Dry salting



Demonstration



Materials: Brine vat Lactometer pH meter

Products Salt Water CaCl2





Checklist Score

Yes No

Observation


Salt the cheese


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Learning Outcome 3 6.Pre-check the quality of cheese

Organoleptic test: texture, appearance, taste

o pH of cheese



Demonstration



Test room

PH meter

Salt meters

Densimeter





Checklist Score

Yes No

Observation


Pre-check the quality of cheese


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Learning Outcome 3. 7.Package/coat the cheese

Utility of packaging

packaging material handling

Packaging techniques

Labeling techniques and specifications



Demonstration



Materials: Packaging machine Packaging materials Labels Standard manuals Ripening room Packaging material

samples





Checklist Score

Yes No

Observation


Package/coat the cheese


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Learning Outcome 3. 8.Ripen/Age the cheese

Utility of ripening/ ageing

Ripening room conditions ( for hard cheese and semi-hard cheese

Temperature Relative humidity

Monitoring ageing process

Ripening time Mold development


Sample handling



Demonstration



* Ageing room * Thermometers Hygrometers





Checklist Score

Yes No

Observation


Ripen/Age the cheese


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Following an urgent East African community meeting that has to take place at Lemigo Hotel, the Marketing department has ordered 3, 2 and 1 Kgs of fresh Gouda, semi hard Gouda and hard Gouda cheese respectively from Fromagerie la Reine to serve its clients. It is in this regard that Fromagerie la Reine’s CEO has ordered you as the cheese maker to make the fresh Gouda within 5 hours, semi hard (young) gouda within 3 weeks and hard (aged) Gouda within three months with the following conditions: - The cheeses are to be delivered respecting the cold chain (4 to 7ºC) and in 1 kg-packages;

To process fresh Gouda cheese To process semi-hard Gouda cheese To Process hard gouda cheese

Products: Whey, citric acid, Salt, Water, NaOH, Liquid soaps, Nitrite acid, Boiled water, Hydrogen peroxide, Alcohol; Chlorine, HCl

Materials and equipments Materials: Brushes, sprayers, Buckets, Serviettes, moppers, basins, P.P.E (Personal Protective Equipment), titratable acidity apparatus, Gerber tube, Centrifuge, filter cloth, cotton wool, cooling tanks, Solute gun, Sulfuric acid, Amyl alcohol, Resazurin, Phenolphtalein, Balance, pasteurizer, homogenizer, incubator, lactoscan, autoclave, Waterbath, glassware, Bunsen burner, pH meters, lactometers, densimeter, solute guns, thermometers, phosphatase test kit , Operational manual, Clock, Packaging materials Labels, Standard manuals, Shelves, Coagulation vats, Cheese cloths, sieves, Packaging machine, Conditioners, Cutting knives

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Assesment Criterion 1: Safety

Checklist Score

Yes No

Indicator : personal hygiene is practiced

Indicator : work area is clean

Indicator: Materials and equipments are clean

Indicator: Absence of Hazards

Observation


Checklist Score

Yes No

Indicator: Equipment are well selected

Indicator: Ingredients are well prepared (addition of additives: T)

Indicator: Milk curdling is well done (pH: C, Texture: T)

Indicator: Curd treatment is well conducted (Grain size: T, Texture: C, pH: C, Whey color: T)

Indicator: The curd is well pressed (Texture: C, pH: C)

Indicator: The cheese is well salted (Taste, brine density, complete soaking, Time of soaking, Texture, pH)


Indicator: Packaging and ripening are well conducted (Molds absence: C, weight stability: T, Ageing time: T,Temperature:T, Relative Humidity: T)

Observation

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Assesment Criterion 3: Quality of Product

Checklist Score

Yes No

Indicator: The texture is respected

Indicator: The taste is respected

Indicator: The color is respected

Indicator: The odor is respected

Indicator: The pH is respected

Indicator: The shape is respected

Observation


Checklist Score

Yes No

Indicator: Cheese types are respected (Gouda, Mozarella, Ricotta)

Indicator: Weight is respected

Preservation conditions are respected (4-7ºC)

Observation

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Reference books:

1. P.L.H. McSweeney, 2007. Cheese problems solved. Woodhead Publishing Ltd. ISBN: 978-1-

84569-060-1

2. Ed Anderson. Artisan Cheese Making at Home: Techniques & Recipes for Mastering World-Class

Cheeses. Ten speed press

3. Barry A. Law and A. Y. Tamime, 2010. Technology of Cheese making, 2nd Ed. Wiley-Blackwell

4. Patrick F. Fox, Paul L. H. McSweeney, Timothy M. Cogan

http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Patrick%20F.%20Fox&search-alias=books&sort=relevancerank

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F O P P M 4 0 1 - PASTRY MAKING

FOPPM401 Make pastry


Credits: 8 80



Issue date: January 2014

Purpose statement

Many Rwandeses consume pastry products every day, therefore many pastry processing units

are focusing on satisfying the demand. The pastries add value to raw material found in Rwanda

by processing flour into cakes, biscuits and doughnuts. Pastries still lack skilled staff, thus

equipping learners with pastry skills is a great opportunity to increase employment. The

competence is for learners who have completed successfully the certificate III. At the end of the

competence, learners will be able to make pastry products such as cake, biscuits and

doughnuts. Learners will work in pastry industry performing tasks including preparation of the

work area and equipment, and processing the dough into cakes, biscuits and doughnuts. They

are expected to perform these tasks respecting food quality and safety standards under

minimum supervision.

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Prerequisite: The learner should have successfully passed make dough

Basic knowledge of Chemistry (groups of organic minerals, titrations), biochemistry ( bio-

molecules: basics in carbohydrates, lipids, proteins, vitamins and minerals ) microbiology

(classification and identification of microorganisms), and physics (Heat transfer: techniques of

separation calorimetry, electricity conduction, convection, energy)







1 Prepare the work area 1.1 Proper selection of cleaning products

1.2 Proper cleaning of work area

1.3 Proper checking the cleanness of the work area

2. Prepare materials and equipment 1.Proper selection of equipment

2. Appropriate cleaning of the materials and equipment

3.Proper calibration of the equipment

4..Accurate installation of the equipment

5..Adequate utilization of equipment

3. Process the dough into cake/biscuits 1. Appropriate moulding of the dough

2. Proper baking of the dough

3. Proper cooling the cake/biscuits

4. proper packaging of the cake/biscuits

4. Process the dough into doughnuts 1.Appropriate moulding of the dough

2.Proper leavening of the dough

3.Proper frying of the dough

4.Proper cooling of the douhgnuts

5.Appropriate packaging of the doughnuts

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LU 1: Prepare the work area for processing pastry

1

Learning Outcomes:

1. Describe work area


3. Clean the work area

4. Check the work place

10 Hours



Localization of equipment







Materials: Brush, sprayers, Bucket, towel, dishtowel, basin, P.P.E Products: Detergents; soaps, Disinfectants





Describe work area


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Checklist Score

Yes No

Observation

Learning Outcome 1.2 Select cleaning products.


Localization of equipment












Select cleaning products.


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Checklist

Score

Yes No

Observation

Learning Outcome 1.3: Clean the work area

Different cleaning techniques

Standard operating procedures (SOPs) for cleaning

Hygienic precautions to avoid the contamination

Equipment and materials arrangement











Clean the work area


373 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 1.4: Check the work place

Parameters for visual inspection

Effective use of the chemicals and materials











Check the work place


374 | P a g e


Checklist Score

Yes No

Observation

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LU 2: Prepare Materials and Equipment for pastry products

2

Learning Outcomes:

1.Select materials and equipment 2.Clean the equipment 3..Use equipment 4.Check the equipment

10 Hours

Learning Outcome2.1 . Select materials and equipment

Types of equipment for the processing (technical specification)

o Oral presentation on selection of materials and equipment

o Viewing of pictures, DVD on equipment, their installation and functionality

o Demonstration on installation, functionality of equipment

o Practical exercises on selection, installation, and functionality of equipment

o Group discussion on equipment o Pastry unit visits

Products: Soaps, sanitizers, Disenfectants

Moulders

Ovens.

Pastry Brushes Waxy Paper Pans Cooling Racks Cake Boards Long Serrated Knife Revolving Cake Stand Pastry Triangle Comb

Pastry Bag Pastry Pin Marble Board Rollers Cutters Cake Boxes Balance Stainless steel Tables Hygrometer


376 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 2.2: Clean the equipment

Cleaning products

Cleaning techniques (CIP, COP)

Oral presentation on selection of materials and equipment

Viewing of pictures, DVD on equipment, their installation and functionality

Demonstration on installation, functionality of equipment

Practical exercises on selection, installation, and functionality of equipment

Group discussion on equipment

Pastry unit visits


Moulders

Ovens.


Pastry Bag Pastry Pin Marble Board



Select materials and equipment

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Rollers Cutters Cake Boxes Balance Stainless steel Tables Hygrometer





Checklist Score

Yes No

Observation


Clean the equipment

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Learning Outcome 2 .3 Use equipment

Installation procedures of the equipment

SOPs(standard operation procedures) for each equipment

Maintenance and adjustment

Effectiveness of the equipments (types ovens, types of proofers…)

Safety and health precautions






Pastry unit visits


Moulders

Ovens.


Pastry Bag Pastry Pin Marble Board Rollers Cutters Cake Boxes Balance Stainless steel Tables Hygrometer






Use equipment


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Checklist Score

Yes No

Observation

Learning Outcome 2.4 Check the equipment

Functionality Parameters of visual

inspection Effective use of the

equipments and materials

14. Brainstorming on solution concentration.

15. Group discussion on solution concentration.

16. Practical exercises on solution preparation.

17. Laboratory activities on solution preparation







Check the equipment


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Checklist Score

Yes No

Observation

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LU 3 Process the dough into cake

3

Learning Outcomes:

1. Mould the dough

2. .Bake the cake

3. Pack and store the cake

20 Hours

Learning Outcome 3.1 Mould the dough

Selection of the dough for cake

Mould specifications

Techniques of coating the moulds

o Oral presentation on dough moulding and baking

o Viewing of pictures, DVDs on dough moulding and baking

o Practical exercises on dough moulding and baking

o Group discussion on dough moulding and baking

o Pastry unit visits

- Moulders - Ovens. - Pastry Brushes - Waxy Paper - Pans - Cooling Racks - Cake Boards - Long Serrated Knife - Revolving Cake Stand - Pastry Triangle Comb

Pastry Bag - Pastry Pin - Marble Board - Rollers - Cutters - Cake Boxes - Balance - Stainless steel Tables - Hygrometer - Dough


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Checklist Score

Yes No

Observation

Learning Outcome 3.2 Bake the cake

Selection of the dough for cake



o Oral presentation on dough

moulding and baking

o Viewing of pictures, DVDs on dough moulding and baking

o Practical exercises on dough moulding and baking

o Group discussion on dough moulding and baking

o Pastry unit visits

- Moulders - Ovens. - Pastry Brushes - Waxy Paper - Pans - Cooling Racks - Cake Boards - Long Serrated Knife - Revolving Cake Stand - Pastry Triangle Comb

Pastry Bag - Pastry Pin - Marble Board - Rollers



Mould the dough

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- Cutters - Cake Boxes - Balance - Stainless steel Tables - Hygrometer - Dough





Checklist Score

Yes No

Observation


Bake the cake

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Learning Outcome 3.3:. Pack and store the cake

Packaging Techniques

Packaging materials(Nature and quality)

Techniques of labelling

Storage conditions and monitoring

Safety measures during packaging and storage

Oral presentation on packaging materials packaging techniques, labelling and storage conditions

Viewing of pictures, DVD of different packaging machines

Practical exercises on packaging, storing and labelling Group discussion on packaging, labeling and storing the cake

Paper packages (sizes, materials)

Polyethylene bags.

Sealer

Labels

Hygrometer





Checklist Score

Yes No

Observation


Pack and store the cake


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LU 4: Process the dough into biscuits

4

Learning Outcomes:

1.Mould the batter 2.Bake the biscuits 3. Pack and store the biscuit

20 Hours

Learning Outcome 4.1 Mould the batter

Selection of the batter for biscuits



Oral presentation on batter moulding and baking

Viewing of pictures, DVDs on batter moulding and baking

Practical exercises on batter moulding and baking

Group discussion on batter moulding and baking

Pastry unit visits

moulds

Ovens

Wax & Parchment Paper

Pans Cooling Racks Long Serrated Knife Marble Board Rollers Cutters Trays Basins Batter


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Checklist Score

Yes No

Observation

Learning Outcome 4.2 Bake the biscuits

Selection of the batter for biscuits







Pastry unit visits

moulds

Ovens Wax & Parchment

Paper Pans Cooling Racks Long Serrated Knife Marble Board Rollers Cutters Trays Basins



Mould the batter

387 | P a g e

Batter





Checklist Score

Yes No

Observation

Learning Outcome4.3 Pack and store the biscuit







Practical exercises on packaging, storing and labelling Group discussion on packaging, labeling and storing the cake


Polyethylene bags.

Sealer

Labels

Hygrometer



Bake the biscuits

388 | P a g e






Checklist Score

Yes No

Observation


Pack and store the biscuit

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LU 5: Process the dough into doughnuts

5

Learning Outcomes:

1.Mould the dough 2.Leaven the dough 3.Fry the dough 4. Pack and store the doughnuts

20 Hours

Learning Outcome5.1 Mould the dough

Selection of the dough for doughnuts



Oral presentation on dough moulding, leavening and frying

Viewing of pictures, DVDs on dough moulding, leavening and frying

Practical exercises on on dough moulding, leavening and frying

Group discussion on dough moulding, leavening and frying

Pastry unit visits

Moulds

Fryer,

Pastry Brushes

Wax Paper Pans Cooling Racks Long Serrated Knife Doughnouts Stand Pastry Pin Marble Board Rollers Cutters Trays Tables Frying oil Dough


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Checklist Score

Yes No

Observation

Learning Outcome 5.2 Leaven the dough

Monitoring of leavening





Pastry unit visits

Moulds

Fryer,

Pastry Brushes

Wax Paper Pans Cooling Racks Long Serrated Knife Doughnouts Stand Pastry Pin Marble Board Rollers Cutters Trays



Mould the dough

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Tables Frying oil Dough





Checklist Score

Yes No

Observation

Learning Outcome 5.3 Fry the dough

Quality and quantity of oil Time and temperature

monitoring Cooling techniques Quality parameters of the

doughnuts: Organoleptic tests Physical tests

Oral presentation on dough moulding, leavening and frying

Viewing of pictures, DVDs on dough moulding, leavening and frying

Practical exercises on on dough moulding, leavening and frying

Group discussion on dough

Moulds

Fryer,

Pastry Brushes

Wax Paper Pans Cooling Racks Long Serrated Knife



Leaven the dough

392 | P a g e


moulding, leavening and frying Pastry unit visits

Doughnouts Stand Pastry Pin Marble Board Rollers Cutters Trays Tables Frying oil Dough





Checklist Score

Yes No

Observation


Fry the dough

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Learning Outcome 5.4 Pack and store the doughnuts


Packaging materials (Nature and quality)






Practical exercises on packaging, storing and labelling

Group discussion on packaging, labeling and storing the doughnuts


Polyethylene bags

Sealer

Labels

Hygrometer





Checklist Score

Yes No

Observation


Pack and store the doughnuts


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Simba supermarket is one of the biggest supermarkets in Kigali. It retails diverse products including pastry products. The supermarket has found a strong demand of three pastry products. The manager decided to make doughnuts: 50 pieces each has 100 gms, round shape , containing milk. 1 boxes of crispy biscuits, the box should have 500 gms, and contains 12 packages. Cakes: 50 pieces each having 100 gms, round with spongy texture. The manager hopes these products will satisfy the customer’s needs. The manager of the supermarket requested the production manager to make these products within one day.

To make doughnuts

To make biscuit

To make cake

Brush, sprayers, Bucket, Serviettes, torchon, basin, P.P.E, detergents; soaps, disinfectants, dough, molders, Ovens., Pastry Brushes, Waxy Paper, Pans, Cooling Racks, Cake Boards, Long Serrated Knife, Revolving Cake Stand, Pastry Triangle Comb Pastry Bag, Pastry Pin, Marble Board, Rollers, Cutters, Cake Boxes, Balance, Stainless steel Tables, Hygrometer dough, Thermometer, Tables (coated with aluminium foils) or stainless still tables, Woods, Paper packages (sizes, materials), Polyethylene bags, Sealer, Labels, Hygrometer.

395 | P a g e


Checklist Score

Yes No

Indicator: Work area is well prepared


Indicator: Safety and health conditions are respected

Indicator: Dough/batter is well molded

Indicator: The leavening (dough nuts) of the dough is achieved (Temperature: 42-45C: C, RH: C, optimum swelling: T)

Indicator: Frying/ baking conditions are well respected (Temperature: 220 C: C, Time: 20 min: C, Ventilation: T, oil quality: C)

Observation


Checklist Score

Yes No

Indicator: The product color is achieved (brownness: C)

Indicator: The texture of the product is achieved (sponginess: C: Crispiness:C hardness)

Indicator: The flavour is achieved

Indicator: The moisture content is respected

Observation

396 | P a g e

Checklist Score

Yes No

Indicator: Absence of physical contaminants

Indicator: Hygiene conditions are respected

Indicator: Employees are healthy

Indicator: Standards of additives and preservatives are respected

Observation


Checklist Score

Yes No

Indicator: The right raw materials are selected

Indicator: Ratio of ingredients are respected

Indicator: The appropriate package is used

Observation

397 | P a g e

Reference books:

No Author Title Publisher

1. Paula I. Figoni How Baking Works: Exploring the

Fundamentals of Baking Science

Wiley; 3 edition

(November 9, 2010)

2. Christophe Felder

Patisserie: Mastering the Fundamentals of

French Pastry

Rizzoli (February 26,

2013)

3. Michel Suas (Author)

Advanced Bread and Pastry

Cengage Learning; 1

edition (April 4, 2008)

4. French Culinary

Institute; Judith

Choate

The Fundamental Techniques of Classic

Pastry Arts

Stewart, Tabori & Chang;

1 edition (November 1,

2009)

http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Paula%20I.%20Figoni&search-alias=books&sort=relevancerank

http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=French%20Culinary%20Institute&search-alias=books&sort=relevancerank

http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=French%20Culinary%20Institute&search-alias=books&sort=relevancerank

398 | P a g e

F O P T W 4 0 1 - TROPICAL WINE MAKING

FOPTW401 Make tropical wine


Credits: 8 80




Purpose statement

There has been an increasing demand of tropical wine both locally and internationally.

Additionally, raw materials for processing tropical wine are available. This resulted in creation

of wineries that need many skilled personnel. This module is for learners who have successfully

completed the certificate III. These learners will be equipped with skill necessary to work in

wineries or fruits processing cooperatives that produce wine. Upon completion of the

competence, the learner will be able to process tropical wine from crude juice of different

fruits. While processing the tropical wine, the learner will be able to perform tasks with high

level of efficiency assuring food quality and safety measures.

399 | P a g e


Prerequisites: The learner should have completed make juice competence, basics of chemistry,

biochemistry and microbiology











1. Prepare the work area 4. Proper Selection of cleaning products

1. Proper Cleaning of work area

2. Proper checking the cleanness of the work area

2. prepare the materials and equipment 1. Proper selection of materials and equipment

2. Proper calibration of the equipment

3. Accurate installation of the equipment

4. Adequate utilization of equipment

3. Process wine 1.Proper addition of ingredients into crude juice

2. Proper pasteurization of juice

3. Proper selection of ferments

4. Proper fermentation of the must

5. Proper filtration of the wine

6. Proper stabilization of the wine

7. proper clarification of the wine

8.Accurate checking the quality of the wine

4. Packaging and labelling 1. Appropriate identification of packaging materials

2.Proper packaging of the wine

3.Appropriate labelling of the wine is performed

400 | P a g e

LU 1: Prepare the work area for processing wine

1

Learning Outcomes:

1. Describe atom particles

2. Calculate the atomic mass.

3. Describe chemical element and molecules

10 Hours





Oral presentation on cleaning

products

Viewing of pictures, DVD on Cleaning procedure

Demonstration of cleaning procedure

Practical exercises on Cleaning the work area

Group discussion on Cleaning the work area

Materials: Brush, sprayers, Bucket, Serviettes, torchon, basin, P.P.E,Water Products: Detergents; soaps, Disinfectants; catalogue, manuels, notice specified standard



Describe work area


401 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome1. 2.Select cleaning products


Dosage of cleaning products


Efficiency of the cleaning product


products












402 | P a g e


Checklist

Score

Yes No

Observation







products





Materials: Brush, sprayers, Bucket, Serviettes, torchon, basin, P.P.E Products: Detergents; soaps, Disinfectants;





Clean the work area


403 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 1.4 Check the work place

Parameters for visual inspection

Effective use of the chemicals and materials










404 | P a g e

Checklist Score

Yes No

Observation

405 | P a g e

LU 2: Prepare materials and equipment

2

Learning Outcomes:

1.Select equipments and materials 2.Use equipment 3.Check the equipment

10 Hours

Learning Outcome2.1 . Select equipments and materials

Types of equipment for processing(technical specifications)

Oral presentation on equipment

for processing

Viewing of pictures, DVD of equipment for processing

Demonstration of equipment for processing

Practical exercises on selection of equipment and materials

Group discussion on selection of equipment and materials

brew barrels

brew bucket

racking

pails

stirring spoon

bottle

washing brush syphon

bottler with check valve

alcohol meter

Bottles

Hydrometer

Refractometer

Tanks



Select equipments and materials


406 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 2.2 Use equipment

Installation techniques of the equipment

SOPs(standard operating procedures) for each equipment


Effectiveness of the equipment (types ovens, types of proofers…)

Safety precautions of the equipments(effect on the user and product)

Oral presentation on the use of

equipment

Viewing of pictures, DVD Installation of the equipment

Demonstration Installation of the equipment

Practical exercises Installation of the equipment

Group discussion Installation of the equipment

Visits of food processing plants

SOP manuals



Use equipment


407 | P a g e




Checklist Score

Yes No

Observation





Oral presentation on checking of

equipment

Demonstration of functionality

Practical exercises functionality

Group discussion functionality

SOP manuals



Check the equipment


408 | P a g e




Checklist Score

Yes No

Observation

409 | P a g e

LU 3: Process the crude juice into traditional wine

3

Learning Outcomes:

1.Add ingredients 2.Pasteurise the mixture 3.Ferment the juice 5.Filtrate the wine 6. Stabilize the wine 7.Package the wine 8. Store and age the wine

60 Hours

Learning Outcome 3.1 Add ingredients

Types of ingredients

Ratio of ingredients

Techniques of adding ingredients

Measurement of crude juice brix

Brix standardization

Oral presentation on addition of

ingredients

Demonstration pasteurization process

Practical exercises on pasteurization and fermentation process

Group discussion on ingredients, pasteurization process and fermentation

Ingredients: Crude juice, Sugar

Equipments: -Balance - Refractometer



Add ingredients


410 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 3.2 Pasteurise the mixture

Techniques of pasteurization of juice

Pasteurization conditions (Time and temperature)

Cooling to the optimum wine fermentation temperature

Oral presentation on addition of

ingredients

Demonstration pasteurization process

Practical exercises on pasteurization and fermentation process

Group discussion on ingredients, pasteurization process and fermentation

Pasteurizer

Thermometer

Chronometer

Tanks



Pasteurise the mixture


411 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 3.3: Ferment the juice

Types of ferments Techniques of fermentation Safety and quality of

ferment Parameters for monitoring

the fermentation o

18. Ferments: - yeasts

Equipments:

- Fermenter - Alcoholmeter - Thermometer - Timer





Ferment the juice


412 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 3.4 Filtrate the wine

Filtration process Visual inspection

(parameters) Clarification techniques

Oral presentation

Viewing of pictures, DVD on Filtration process

Demonstration on filtration process

Practical exercises on Filtration

Group discussion on Filtration Simulation of filtration process

Equipments:

-Tanks

-Filters or filtration system

- Pectin analyze kit





Filtrate the wine


413 | P a g e


Checklist Score

Yes No

Observation

Learning Outcome 3.5 Stabilize the wine

Purpose of stabilization Types of stabilizers

Decantation Pasteurization Use of stabilizers

Parameters of quality control: Organoleptic test Alcohol content Acidity

Oral presentation on wine

stabilization

Demonstration on stabilization method

Practical exercises on stabilization method

Group discussion stabilization method

Wine processing plant

Equipments:

-Balance

-Thermometer

-Timer

-Alcohometer

-pH-meter

-Pasteurizer

-Sieves

-Filter cloths

-Containers

Ingredients:

-stabilizers

Wine



Stabilize the wine


414 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 3.6 Package the wine

Types of packaging materials Control and handling of

packing materials Packaging techniques Labeling techniques Random sampling for further

analysis

Oral presentation on packaging

Viewing of pictures, DVD packaging the wine

Demonstration labeling, packaging techniques

Practical exercises packaging the wine

Group discussion packaging the wine

Visit of wine plant

Simulation on packaging

Materials:

-Bottles

-Sealer

-Packaging machine

- Label-wooden stopper



Package the wine


415 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 3.7 Store and age the wine

Storage conditions Ageing

Oral presentation

Viewing of pictures, DVD on storage conditions

Demonstration on storage conditions

Practical exercises on storage conditions


Equipments:

Thermometer

Timer





Store and age the wine


416 | P a g e


Checklist Score

Yes No

Observation


Cooperative COVAFGA based in Gakenke district is known for the delicious juices and wines products. It has received the order to produce 60l of tropical wine for the wedding of NKUBIRI son. The production manager ordered to the wine maker to produce 20l of pineapple wine, 20l of banana wine, and 20l of gooseberry wine within one month. The alcohol volume of those three products should be at 14% with standard colour. The wine should be delivered 2 months after production.

To produce pineapple wine

To produce banana wine

To produce gooseberry wine

brushes, containers, washing tanks, washing machine, chlorine based detergents water, detergents, towels, sponges, quaternary ammonium based detergents, stainless steel fruit juice pasteurizer machine, bottles, saucepan, wooden spoon for stirring, Sieves, Tables, a sharp, jugs , cups, yeast, Spoons , Proper compressors, Basins and Beakers, Pans ,Utility trays, , Refractometer, pHmeter, Utensils, Electronic balance, tanks, Mechanic balance, labels machine, Measuring cylinder, Scales. Pineapple crude juice, sugar,

water, , potassium sorbate

417 | P a g e


Checklist Score

Yes No

Indicator: Containers are well cleaned(Absence off odor, dryness)

Indicator : Mixing of ingredients is respected

Indicator: Heat process is well conducted (above 80oc

Indicator: Conditioning is performed

Indicator: Fermentation is well done(temperature, time, alcohol)

Indicator Filtration and Decantation are well done

Indicator: Stabilisation is well done(pasteurization at 50oC )

Indicator: The Brix is respected

Alcohol content is respected

Observation


Checklist Score

Yes No

Indicator: Clarity is achieved

Indicator: Flavour is related

Indicator: The colour is achieved

Indicator: Dose of ingredients are respected

418 | P a g e

Observation


Checklist Score

Yes No

Indicator: Products specifications are respected

Indicator: Ratios are respected

Indicator: Packaging and labelling are well done

Indicator: Packaging and labelling are well done

Observation

Assesment Criterion 4: Health and safety

Checklist

Score

Indicator: PPE are respected

Indicator: Health of employees is good


Indicator: Absence of physical hazards

Indicator: Equipments and materials are well selected and cleaned

Observation

Reference books:

419 | P a g e

No Authors Title Publisher

1. Jancis Robinson

The Oxford Companion to Wine, 3rd Edition

Oxford University Press, USA; 3rd edition (October 1, 2006)

2. David Bird

Understanding Wine Technology, 3rd Edition

Wine Appreciation Guild; Revised and Updated 3rd Edition edition (April 29, 2011)

3. Yair Margalit Concepts in Wine Technology: Small Winery Operations, 3rd Edition

Wine Appreciation Guild; 3rd edition edition (September 3, 2012)

4. James Halliday ;Hugh Johnson

The Art and Science of Wine

Firefly Books; Revised and updated edition (February 16, 2007)

http://www.amazon.com/James-Halliday/e/B001HQ5WPE/ref=ntt_athr_dp_pel_1

http://www.amazon.com/Hugh-Johnson/e/B000APTSNU/ref=ntt_athr_dp_pel_2

420 | P a g e

F O P S M 4 0 1 - SAUSAGE MAKING

FOPSM401 Make sausage


Credits: 8 80




Purpose statement

Sausage making is a food processing sub-sector that focuses on adding value to meat. It is

gaining importance in Rwanda in terms of income generation for meat processors. The

competence of making sausage is for learners who have successfully completed the certificate

III. The learner will be equipped with skills in making dried, smoked and cooked sausages. At the

end of the module, the learner will be able to prepare work area and equipment, and process

meat into dried, smoked and cooked sausage. The learners will be able to work in sausage

processing units, supermarkets that have meat processing section and other meat processing

plants with high level of efficiency and effectiveness under minimum supervision.

421 | P a g e


Prerequisites: The leaner should have successfully competed slaughtering and butcher meat

competences.+ basics of physics (drying)




separation calorimetry, electricity conduction, convection, energy, drying )

Prerequisites: The learner should have completed make juice competence, basics of chemistry,

biochemistry and microbiology











1. Prepare the work area 1.1 Proper Selection of cleaning products

1.2.Proper Cleaning of work area

1.3.Proper checking the cleanliness of the work area

2.Prepare materials and equipment 2.1 Proper selection of equipment

2.2 Proper cleaning of the equipment

2.3 Proper calibration of the equipment

2.4 Accurate installation of the equipment

2.5 Adequate utilization of equipment

3. Make smoked, cooked and dried

sausage

1.Proper preparation of ingredients

2. Accurate mixing of ingredients with the meat

3. Proper grinding of the mixture

422 | P a g e

4. proper stuffing of sausage

5. proper smoking/cooking/drying of sausage

6. proper checking the quality

7. Proper packaging of the sausage

423 | P a g e

LU 1: Prepare the work area for processing the sausage

1

Learning Outcomes:




10 Hours










Materials: Brush, sprayers, Bucket, Serviettes, torchon, basin, P.P.E Products: Detergents; soaps, Disinfectants.



Describe work area


424 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome1. 2.Select cleaning products






products










425 | P a g e




Checklist

Score

Yes No

Observation







products





Materials: Brush, sprayers, Bucket, Serviettes, torchon, basin, P.P.E, dustbean Products: Detergents; liquid soap, Disinfectants Hot water system.





Clean the work area


426 | P a g e


Checklist Score

Yes No

Observation

427 | P a g e

LU 2: Prepare materials and equipment equipment for processing

2

Learning Outcomes:

1.Select equipment and materials 2.Clean the equipment 3.Use equipment

10 Hours

Learning Outcome2.1 . Select equipment and materials

Types of equipment for processing(technical specifications)

Oral presentation on equipment

for processing

Viewing of pictures, DVD of equipment for processing

Demonstration of equipment for processing

Practical exercises on selection of equipment and materials

Group discussion on selection of equipment and materials

brew barrels

brew bucket

racking

pails

stirring spoon

bottle

washing brush syphon

bottler with check valve

alcohol meter

Bottles

Hydrometer

Refractometer

Tanks



Select equipment and materials


428 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 2.2 Clean the equipment.

Cleaning techniques Cleaning products

Oral presentation on the use of

equipment

Viewing of pictures, DVD Installation of the equipment

Demonstration Installation of the equipment

Practical exercises Installation of the equipment

Group discussion Installation of the equipment

Visits of food processing plants

Equipment:

Grinder

Mixer

Meat tenderizer

Stuffer

Vaccum packer

Deep freezer

Cooking vat

Glass fridge

Smokehouse

Drying chamber

Dryers Materials and instruments:

Containers

pH meter

Balance (electric, normal)

Thermometer

Trays

Stainless steel tables


429 | P a g e

Knives

Stainless steel plates

Knives sharper Bio-degradable plastic

packages

Cutter

Casings: Natural and artificial (Nalo top, Nalo faser)

Products: Soaps, detergents, disinfectants, sanitizers





Checklist Score

Yes No

Observation


Clean the equipment

430 | P a g e

Learning Outcome 2.3 Use equipment


SOPs(standard operating procedures) for each equipment


Safety and health precautions of the equipments

Functionality

o Oral presentation on the use of equipment

o Viewing of pictures, DVD on installation, functionality of equipment


o Practical exercises on installation, functionality of equipment

o Group discussion o Sausage unit visits

Equipment:

Grinder

Mixer

Meat tenderizer

Stuffer

Vaccum packer

Deep freezer

Cooking vat

Glass fridge

Smokehouse

Drying chamber

Dryers Materials and instruments:

Containers

pH meter


Thermometer

Trays

Stainless steel tables

Knives

Stainless steel plates

Knives sharper Bio-degradable plastic

packages

Cutter


Products: Soaps, detergents, disinfectants, sanitizers


431 | P a g e





Checklist Score

Yes No

Observation


Use equipment

432 | P a g e

LU 3: Make smoked, cooked and dried sausage

3

Learning Outcomes:

1. Prepare ingredients

2. Grind mixture

3. Stuff the sausage (Fresh sausage)

4. Smoke the sausage 5. Cook the sausage 6. Dry the sausage 7. Check the quality 8. Package and store the sausage

60 Hours

Learning Outcome 3.1 Prepare ingredients

Selection of Ingredients and preservatives:

Weighing and dosage

Mixing techniques

o Oral presentation on preparation of ingredients

o Viewing of pictures, DVD on preparation of ingredients

o Demonstration on preparation of ingredients

o Practical exercises on preparation of ingredients

o Group discussion on preparation of ingredients

o Sausage unit visits

Ingredients: - Salt - Cardamom - White or black pepper - Spices : Muscade, Macis or

mixture of both - Garlic powder - Ice - phosphate, use curing

agent (nitrite), and chilli powder

- paprika powder or cream, poivron

- Fat - Meat - Sugar - Milk powder Equipment :

- Mixer


433 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 3.2 Grind mixture

Size requirement

Grinding techniques

Mixing techniques (meat and ingredients)

Oral presentation on grinding the mixture

Viewing of pictures, DVD on grinding the mixture

Demonstration on grinding the mixture

Practical exercises on grinding the mixture

Group discussion on size requirement and aspect of the mixture

Equipment:

Grinder Materials and instruments:

Containers

pHmeter


Thermometer



Prepare ingredients

434 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 3.3: Stuff the sausage (Fresh sausage)

Preparation of casings (Washing techniques)

Natural and artificial casings

Stuffing techniques

Twisting of sausage

Weighing

Oral presentation on stuffing the sausage

Viewing of pictures, DVD on stuffing the sausage

Demonstration on stuffing the sausage

Practical exercises on stuffing the sausage

Group discussion on stuffing the sausage

Sausage unit visits

Equipment:

Stuffer Materials:





Grind mixture

435 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 3.4 Smoke the sausage

Purpose of smoking

Source of smoke

Smoking techniques of sausage

Cooling techniques

Oral presentation on smoking the sausage

Viewing of pictures, DVD on smoking the sausage

Demonstration on smoking the sausage

Practical exercises on smoking the sausage

Group discussion on smoking the sausage

Sausage unit visits

Smoke house

Hanging racks

Wood

Fresh sausage

Sawdust

Coolers



Stuff the sausage

(Fresh sausage)

436 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 3.5 Cook the sausage

Purpose of cooking

Sausage Cooking techniques

Cooling the sausages

Oral presentation on sausage cooking

Viewing of pictures, DVD on cooking the sausage

Demonstration on cooking the sausage

Practical exercises on cooking the sausage

Group discussion on cooking the sausage

Sausage unit visits

Cooking Vat

Fresh sausage

Frying pans

Oil

Oven



Smoke the sausage

437 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 3.6 . Dry the sausage

Purpose of drying suasage

Drying techniques of sausage

Oral presentation on drying the sausage

Viewing of pictures, DVD on drying the sausage

Demonstration on drying the sausage

Practical exercises on drying the sausage

Group discussion on drying the sausage

Sausage unit visits

Fresh sausage

Hanging racks

Drying chambers

Thermometer

Hygrometer



Cook the sausage

438 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 3.7 Check the quality

Organoleptic

pH

Moisture content

Sampling and handling of sausage for further analysis

Oral presentation on quality parameters

Viewing of pictures, DVD on different samples of sausages

Practical exercises tasting

Group discussion quality parameters

Refrigerator

Thermometer

Hygrometer

pH meter

Deeper freezer



Dry the sausage

439 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 3. 8 Package and store the sausag


Packaging materials (Nature and quality)







Group discussion on packaging, labeling and storing the sausages

Containers

Wrapper

Aluminum foils

Biodegradable plastic bags

Labels

Sealer

Hygrometer

Refrigerator

Deep freezer

Storage chambers



Check the quality

440 | P a g e





Checklist Score

Yes No

Observation


Package and store the sausag

441 | P a g e



KIST meat processing unit located at Remera wants to make sausages to present at the national agriculture show. The chief officer ordered you as sausage maker to make smoked, dried and cooked sausage, 10 kg each. All sausages should be made from beef meat. Each sausage should be 80 to 100 gms by weight and 20 cm long. In addition, all casings should be natural, and the sausages should be made within 6 hours.

To make smoked sausage

To make dried sausage

To make cooked sausage

Brush, sprayers, Bucket,

Serviettes, torchon, basin,

P.P.E, Detergents; soaps,

Disinfectants, liquid soap,

Disinfectants

Hot water system.

Grinder, Mixer, Meat

tenderizer

,Stuffer, Vaccum packer,

Deep freezer

Cooking vat, Glass fridge,

Smokehouse

Containers , pH meter,

Balance (electric, normal),

Thermometer, Trays,

Stainless steel tables, Knives ,

Stainless steel plates, Knives

sharper, Bio-degradable

plastic

, packages, Cutter, beef

meat, Natural casings, Salt

, Cardamom, White or black

pepper, Spices : Muscade,

Macis or mixture of both,

Garlic powder, Ice,

phosphate, use curing agent

(nitrite), and chilli powder,

paprika powder or cream,

poivron, Fat, Meat, Sugar,

Milk powder, Smoke house

, Hanging racks, Wood , Fresh

sausage

, Sawdust,Coolers.

442 | P a g e


Checklist

Score

Indicator: Work area is well prepared


Indicator: Safety conditions are respected

Indicator: Absence of physical hazards

I Indicator: ngredients and preservatives are well prepared

Indicator: Mixing of ingredients is well done

Indicator: Grinding is well done (Size T: 4 to 8 mm)

Indicator: Stuffing is well done (casing preparation T, twisting is well done C )

Indicator: Smoking/drying/cooking is well done (Temperature C, Time C, airflow T, RH C)

Observation


Checklist Score

Yes No

Indicator: The sausage color is achieved (Browness: C)

Indicator: The sausage texture is achieved (Coarse: C)

Indicator: The sausage flavour is achieved

Indicator: Uniformity of products is achieved

Observation

443 | P a g e


Checklist Score

Yes No

Indicator: The right meat type is selected

Indicator: Ratios of ingredients are respected

Indicator: The dimensions specification are well selected (Weight: T, Length: T)

Indicator: Appropriate packages is used

Indicator: Product specifications are respected

Observation

Assesment Criterion 4: Health and safety

Checklist Score

Yes No

Indicator: Absence of contaminants (Physical C)


Indicator: Employees are healthy

Indicator: Standards of additives and preservatives are respected

Observation

444 | P a g e

Reference books:

No Authors Title Publisher

1. The Culinary Institute

of America; John

Kowalski

The Art of Charcuterie Wiley; 1 edition

(December 7, 2010)

2. Joshua Applestone;

Jessica Applestone

The Butcher's Guide to Well-Raised Meat:

How to Buy, Cut, and Cook Great Beef,

Lamb, Pork, Poultry, and More

Clarkson Potter (June 7,

2011)

3. Kari Underly The Art of Beef Cutting: A Meat

Professional's Guide to Butchering and

Merchandising

Wiley; 1 edition (August

16, 2011)

4. Michael Ruhlman;

Brian Polcyn;

Thomas Keller

Charcuterie: The Craft of Salting, Smoking,

and Curing

W. W. Norton &

Company; First Edition

edition (November 21,

2005)

5. Fidel Toldr Handbook of Meat Processing Wiley-Blackwell; 1

edition (April 20, 2010)

6. Rodrigo Tarté Ingredients in Meat Products: Properties,

Functionality and Applications

Springer; 2009 edition

(December 10, 2008)

http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=The%20Culinary%20Institute%20of%20America&search-alias=books&sort=relevancerank



http://www.amazon.com/s/ref=ntt_athr_dp_sr_3?_encoding=UTF8&field-author=Thomas%20Keller&search-alias=books&sort=relevancerank

http://www.amazon.com/s/ref=ntt_athr_dp_sr_1?_encoding=UTF8&field-author=Rodrigo%20Tart%C3%A9&search-alias=books&sort=relevancerank

445 | P a g e

F O P B M 4 0 1 - BREAD MAKING

FOPBM401 Make bread


Credits: 6 60




Purpose statement

The Rwandan cereal industry is developing at an accelerated rate. Therefore it will soon need

technicians in cereal flour processing. It is in this context that a competence on bread making

has been developed. At the end of the competence, the learner will be able to prepare the

work area and equipment for bread making and process dough into bread. The learner will have

marketable hands-on skills in bread making. He may be employed in the bakeries or self-

employed and create jobs. He will contribute to the development of new high quality bread

products on the market and to the value addition of cereals. This will also help in bread product

diversification.

446 | P a g e


To join this module, the learner should have passed Certificate III in food processing and the

general competences of Certificate IV.

Prerequisite: successful completion of certificate III, dough making

Basics in Chemistry (groups of organic minerals, titrations), biochemistry ( bio-molecules: basics

in carbohydrates, lipids, proteins, vitamins and minerals ) microbiology (classification and

identification of microorganisms), and physics (Heat transfer: calorimetry, electricity

conduction, convection, energy)







1. Prepare the work area 1.Proper selection of cleaning products

2.Proper cleaning of work area

3.Proper checking the cleanliness of the work area

2. prepare materials and equipment 1.Proper selection of equipment

2. Proper cleaning of equipment

3.Proper calibration of the equipment

4.Accurate installation of the equipment

5Adequate utilization of equipment

3. Process the dough into bread 1.Appropriate molding of the dough

2. Appropriate proofing of the dough

3. Proper baking of the bread

4. proper packaging of the bread

447 | P a g e

LU 1: Prepare the work area for processing bread

1

Learning Outcomes:




4. Check the work place

10 Hours

Learning Outcome 1.1 Describe the work area









Materials: Brush, sprayers, Bucket, napkin, wipe, basin, P.P.E Products: Detergents; soaps, Desinfectants


448 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome1.2 Select cleaning products













Describe the work area

449 | P a g e





Checklist

Score

Yes No

Observation

Learning Outcome 1. 3 Clean the work area



Hygienic precautions to avoid the contamination Equipment and materials arrangement










450 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 1. 4 Check the work place

Parameters for visual

inspection Effective use of the chemicals and materials









Clean the work area

451 | P a g e





Checklist Score

Yes No

Observation



452 | P a g e

LU 2: Prepare Materials and equipment

2

Learning Outcomes:

1. Select materials and equipment 2. Clean the equipment 3. Use equipment 4. .Check the equipment

10 Hours

Learning Outcome2. 1. Select materials and equipment

Types of equipment for the processing (technical specification)





o Group discussion on equipment o Bakery visits

Products: - Detergents; soaps, - Desinfectants - Molders - Ovens, - Slicer, - Proofer, - Rollers - Cutters - Electrical balance - Analytical balance - Craft papers - Wax Papers - Pans - Cooling Racks - Long Serrated Knife - Baking trays - PPE


453 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 2.2 Clean the equipment

Cleaning products

Cleaning techniques (CIP, COP)






Bakery visits

Products:

Detergents; soaps,

Desinfectants

Molders

Ovens,

Slicer,

Proofer,

Rollers

Cutters

Electrical balance

Analytical balance

Craft papers



Select materials and equipment

454 | P a g e

Wax Papers Pans Cooling Racks Long Serrated Knife Baking trays PPE





Checklist Score

Yes No

Observation


Clean the equipment

455 | P a g e

Learning Outcome2.3 Use equipment


SOPs(standard operation procedures) for each equipment


Effectiveness of the equipments (types ovens, types of proofers…)






o Group discussion on equipment o Bakery visits

Products: - Detergents; soaps, - Desinfectants - Molders - Ovens, - Slicer, - Proofer, - Rollers - Cutters - Electrical balance - Analytical balance - Craft papersWax

Papers - Pans - Cooling Racks - Long Serrated Knife - Baking trays - PPE






Use equipment


456 | P a g e

Checklist Score

Yes No

Observation










Bakery visits

Products:

Detergents; soaps,

Desinfectants

Molders

Ovens,

Slicer,

Proofer,

Rollers

Cutters

Electrical balance

Analytical balance

Craft papers

Wax Papers Pans Cooling Racks Long Serrated Knife Baking trays PPE


457 | P a g e





Checklist Score

Yes No

Observation


Check the equipment

458 | P a g e

LU 3: Process the dough into bread

3

Learning Outcomes:

1. Mould the dough 2. Proof the dough for bread 3. Bake the bread 4. Pack and store the bread

40 Hours

Learning Outcome 3.1 Mould the dough

Selection of the dough for bread



Oral presentation on dough

moulding, proofing and baking

Viewing of pictures, DVDs on dough moulding, proofing and baking

Practical exercises on dough moulding, proofing and baking

Group discussion on dough moulding, proofing and baking

Bakery visits

molders,

ovens

Slicers,

Proofer

Cooling Racks Long Serrated Knife Cutters Baking trays Thermometer



Mould the dough


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Checklist Score

Yes No

Observation

Learning Outcome 3.2 Proof the dough for bread

Methods of dough fermentation (Straight and sponge)

Fermentation conditions (Time, temperature and amount of yeasts)






Bakery visits

molders,

ovens

Slicers,

Proofer

Cooling Racks Long Serrated Knife Cutters Baking trays Thermometer



Proof the dough for bread


460 | P a g e




Checklist Score

Yes No

Observation

Learning Outcome 3.3 Bake the bread

Adjustment of the equipment parameters

pre- heat the oven Monitoring baking

parameters (time, temperature, ventilation)

Colors, volume of well baked bread)

Cooling techniques

Quality parameters of the breads:

Organoleptic tests Physical tests(volume,

texture, density, moisture content)







Bakery visits

Oven Cooling Racks Long Serrated Knife Slicers Cutters Baking trays Thermometer Tables (coated with

aluminium foils) or stainless still tables

Woods


461 | P a g e





Checklist Score

Yes No

Observation

Learning Outcome 3. 4. Pack and store the bread









Group discussion on packaging, labeling and storing the bread


Polyethylene bags

Sealer

Labels

Hygrometer



Bake the bread

462 | P a g e





Checklist Score

Yes No

Observation


Pack and store the bread

463 | P a g e



The Lagalette has a command to supply three kinds of bread to sky hotel:

Sandwich: 6 packages, 500 gm. Pain coupe: 6 packages, 500 gms each. Baguette: 6 baguettes (pain francais), 0.5 m with 800 gm each.The three products should have a spongy texture, standard bread color and made from white wheat flour. The chief of the bakery requested you to make these products within 6 hours

To make sandwitch bread To make pain-coupe bread To make baguettes (pain francais)

Brush, sprayers, Bucket, Serviettes, torchon, basin, P.P.E, detergents; soaps, desinfectants, dough, molders for French bread, Ovens, slicers, Proofer,Rollers CuttersElectrical balance, Analytical balance, Craft papers, Wax Papers, Pans, Cooling Racks, Long Serrated Knife, Baking trays, Oven, Slicers, Cutters, Baking trays, Thermometer, Tables (coated with aluminium foils) or stainless still tables, Woods, Paper packages (sizes, materials), Polyethylene bags, Sealer, Labels, Hygrometer.

Assesmen Safety t Criterion 1: Quality of Process

Checklist Score

Yes No

Indicators:

Work area is well prepared


Safety and health conditions are respected

Dough is well molded

Proofing is well done (Temperature: 42-450C: C, RH: C, optimum swelling: T)

Baking conditions are well respected (Temperature: 220 C: C, Time: 20 min: C, Ventilation: T)

Observation

464 | P a g e


Checklist Score

Yes No

Indicators:

The bread color is achieved (Browness: C)

The texture is achieved (spongy: C)

The bread flavour is achieved

The moisture content is respected

Observation


Checklist Score

Yes No

Indicators:

The right dough has been selected

Ratio of ingredients are respected

The molders specification are well selected

Appropriate packages is used

Product specifications are respected (Weight: C, Length: C)

Observation

Assesment Criterion 4: Safety

Checklist Score

Indicators:

Absence of contaminants (Physical C)

Hygiene conditions are respected

Employees are healthy

Standards of additives and preservatives are respected

Observation

465 | P a g e

Reference books:

1. K. Kulp & K. Lorenz, 2003. Handbook of Dough Fermentations. Marcel Dekker Inc. ISBN: 0-8247-

4264-8

2. Y. H. Hui et al., 2006. Bakery Products Science and Technology, 1st Ed., Blackwell Publishing.

ISBN: 0-8138-0187-7

3. S. Cauvain & L. Young, 2001. Baking Problems Solved, 1st Ed., Woodhead Publishing Ltd. ISBN: 0-

8493-1221-3

4. G. Owens, 2001. Cereals processing technology. Woodhead Publishing Ltd. ISBN: 1-85573-561-X

.

Note:

GLOSSARY

Assessment: A process of gathering and judging

evidence in order to decide whether a person

has attained a standard of performance.

Assessment criteria: Statements which describe

performances and place them in context with

sufficient precision to allow valid and reliable

assessment.

Best practice: Management practices and work

processes that lead to outstanding or top-class

performance and provide examples for others.

Competency standard: An industry-determined

specification of performance which sets out the

skills, knowledge and attitudes required to

operate effectively in employment.

Competency standards are made up of units of

competency, which are themselves made up of

elements of competency, together with

performance criteria, a range of variables, and

an evidence guide.

Competency: means the ability to apply

knowledge, skills and personal, social and

methodological skills in the workplace or

during learning, as well as in personal and

professional development. This ability or

capacity is acquired through leaning, exposure

to the tasks and series of training allowing one

to perform specific task autonomously. Reason

why in the context of the CBE Framework

competencies are described as responsibility

and independence.

Competency-based assessment (or CBA): The

gathering and judging of evidence in order to

decide whether a person has achieved a

standard of competency.

Complementary competencies: Set of

knowledge, skills and attitudes which are not

directly linked to a specific occupation or

industry, but which are important for work,

education and life in general, such as

communication, mathematics, organizational

aptitude, and computer literacy, interpersonal

and analytical competency.

Core modules: Modules leading to

competencies’ acquisition that an industry

sector has agreed upon as essential for a person

to be accepted as competent at a particular

level. All modules may be core, but in many

cases competency at a level will involve core

modules plus optional or specialization

modules. Core competencies are normally

those central to work in a particular industry.

Credential: Formal certification issued for

successful achievement of a defined set of

outcomes, e.g. successful completion of a

course in recognition of having achieved

particular knowledge, skills or competencies;

successful completion of an apprenticeship or

traineeship.

Credit: The acknowledgement that a person has

satisfied the requirements of a module.

Curriculum: The specifications for a course or

subject (module) which describe all the learning

experiences a learner undergoes, generally

including objectives, content, intended learning

outcomes, teaching methodology,

recommended or prescribed assessment tasks,

assessment exemplars, etc.

Evidence guide: The part of a competency

standard which provides a guide to the

interpretation and assessment of the unit of

competency, including the aspects which need

to be emphasized in assessment, relationships

to other units, and the required evidence of

competency.

Flexible delivery: A range of approaches to

providing education and training, giving

learners greater choice of when, where and

how they learn. Flexible delivery may involve

distance education, mixed-mode delivery,

online education, self-paced learning, self-

directed learning, etc.

Formal education: Also formal training

education or training provided in educational

institutions such as schools, universities,

colleges, etc. or off the job in a workplace,

usually involving direction from a teacher or

instructor.

General competencies: competencies

correspond to larger operations that go beyond

the tasks, but generally contribute to their

implementation. These activities require more

fundamental learning and are generally

common to several tasks and transferable to

many work situations.

Generic modules: Modules leading to the

attainment of complementary competencies.

Informal education: The acquisition of

knowledge and skills through experience,

reading, social contact, etc.

Internship: An opportunity for a learner to

integrate career related experience by

participating in planned, supervised work.

Key competencies: Any of several generic skills

or competencies considered essential for

people to participate effectively in the

workforce. Key competencies apply to work

generally, rather than being specific to work in a

particular occupation or industry. The following

are key areas of competency which were

developed into seven key competencies:

collecting, analyzing and organizing

information; communicating ideas and

information; planning and organizing activities;

working with others and in teams; using

mathematical ideas and techniques; solving

problems; and using technology.

Knowledge: means the result of the adoption

of information through the learning process.

Knowledge is a set of facts, principles, theories

and practices related to area of work or study.

In CBE context lifelong learning knowledge is

described as theoretical and / or factual.

Learning outcomes: are statements of what

learner knows, understands and can perform,

based on the completion of the learning

process, defined by knowledge, skill and

competency.

Learning activities: Suggested activities that

can be developed during lesson planning and

activity preparation. The choice of learning

activities must be tailored according to group

size, available material resources and

communication tools.

Learning hours: Amount of hours required to

acquire the competency, including the time

allocated to evaluation, which is estimated

between 5 and 10% of the total learning time of

the competency.

Learning outcomes: Statements that indicate

what learners will know or be able to do as a

result of a learning activity. Learning outcomes

are usually expressed as knowledge, skills, or

attitudes.

Learning unit: Any of the basic building blocks

of a module, which describes the key activities

or the elements of the work covered by the

module

Module: A unit of training which corresponds to

one competency and which can be completed

on its own or linked to others.

Occupation: The principal business of one’s life.

Performance criteria The part of a competency

standard specifying the required level of

performance in terms of a set of outcomes

which need to be achieved in order to be

deemed competent. It describes the quality

requirements of the result obtained in labor

performance.

Qualification: means the formal name for the

result of a process of assessment and

validation, which is obtained when a competent

body determines that an individual has

achieved learning outcomes to the standards

laid down.

Quality assurance: The systems and procedures

designed and implemented by an organization

to ensure that its products and services are of a

consistent standard and are being continuously

improved.

Recognition of prior learning (or RPL): The

acknowledgement of a person’s skills and

knowledge acquired through previous training,

work or life experience, which may be used to

grant status or credit in a subject or module.

Skills: are the ability to apply knowledge and

use the principle of “know how” to perform a

specific task and to solve the problem. In

the context of the CBE Framework, skills are

defined as cognitive (involving the use of logical,

intuitive and creative thinking), practical

(including physical skill and use of methods,

materials, devices and instruments) and social

skills (communication and cooperation skills,

emotional intelligence and other).

Specific competencies: Competencies that are

directly related to the tasks of the occupation in

the workplace context. They refer to concrete,

practical, and focused aspects

Traineeship: A system of vocational training

combining off-the-job training at an approved

training provider with on-the-job training and

practical work experience. Traineeships

generally take one to two years and are now a

part of the New Apprenticeships system.

Unit of competency: A component of a

competency standard. A unit of competency is a

statement of a key function or role in a

particular job or occupation. See also element

of competency, performance criteria, range of

variables.

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TVET CERTIFICATE IV in FOOD PROCESSING...LU 2: Prepare Materials and Equipment for pastry products...

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Transcript of TVET CERTIFICATE IV in FOOD PROCESSING...LU 2: Prepare Materials and Equipment for pastry products...