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5
TVET CERTIFICATE V in
FOOD AND BEVERAGE SERVICE
CODE
HOTFBS5001
Kigali December, 2014
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HOTFBS5001-TVET CERTIFICATE V
Food and Beverage Service
REQF Level 5 CURRICULUM
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© Workforce Development Authority, 2014
Copies available from:
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel: (+250) 255113365
Fax: (+250) 255113365
Email: info@wda.gov.rw
Web: www.wda.gov.rw
Original published version updated:
December, 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
theWDA. Ph: (+250) 255113365; fax: (+250) 255113365.
© Workforce Development Authority (WDA) 2014
Published by
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel: (+250) 255113365
Internet: http:// www.wda.gov.rw
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Table of Contents
C o p y r i g h t i i
T a b l e o f C o n t e n t s i i i
L i s t o f a b b r e v i a t i o n s v i i
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 2
2.5 Employability skills and life skills 2
2.6 Information about competencies 4
3 . T R A I N I N G P A C K A G E 5
3.1 Course structure 5
3.2Competencies chart 5
3.4 Flowchart 7
4 . A S S E S S M E N T G U I D E L I N E S 8
4.1 Assessment Methodology 8
4.2 Portfolio 8
C C M O L 0 0 1 - O C C U P A T I O N A N D L E A R N I N G P R O C E S S 1 1
LU 1: Participate as part of a team and respect the rules of the training environment 13
LU 2:Explain the occupation and learning process 16
LU 3: Respect the facilitation and apply learning methods 19
LU 4: Develop personal plans based on self-assessment practices 22
C C M M S 5 0 1 - M O N I T O R I N G O F O C C U P A T I O N A L S H E A T W O R K P L A C E 2 8
LU 1: Conduct OSH (occupational safety and health) monitoring 30
LU 2:Collect and analyze Occupational health, safety incidents report 35
LU 3: Train all staff on occupational health and safety matters 41
C C M U E 5 0 1 - U P P E R I N T E R M E D I A T E W O R K P L A C E E N G L I S H 4 7
LU 1:Communicate orally in social and professional situations with ease 49
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LU 2:Read correctly a range of materials 54
LU 3: Listen to audio messages with different English accents to get the intended message 58
LU 4: Produce a variety of medium texts on professional and general topics 63
C C M K N 5 0 1 - I K I N Y A R W A N D A K ’ I N T Y O Z A 7 0
LU1 :Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 73
LU2 :Gukoresha Ikinyarwandak'intyoza agaragaza uburyo bunyuranye bwo gukemura amakimbirane
no gukoresha ibinyazina binyuranye. 80
LU 3:Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 89
LU 4:Gukoresha Ikinyarwandak'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no
gukoresha ibinyazina binyuranye 98
LU 5:Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire
y’Ikinyarwanda. 108
C C M M K 5 0 1 - M A W A S I L I A N O M B A L I M B A L I Y A K I O F I S I K A T I K A K I S W A H I L I
1 1 8
LU 1:Kutunga hati za mawasiliano mbali mbali za kiofisi. 120
LU 2:Kuchambua hati za mawasiliano mbali mbali za kiofisi 124
LU 3: Kupanga mbinu za uwasilishaji wa hati mbali mbali. 128
C C M F T 5 0 1 - T E C H N I Q U E S D ’ E X P R E S S I O N O R A L E E T E C R I T E E N F R A N C A I S 1 3 3
LU 1:Ecrire en respectant l’orthographe courante 136
LU 2:Employer le vocabulaire technique dans différents écrit 140
LU 3:Présider des débats et des discussions 145
LU 4:Conduire des réunions. 149
LU 5:Rédiger et présenter un exposé 153
C C M S E 5 0 1 - W O R K I N G I N A S O C I A L L Y D I V E R S E E N V I R O N M E N T 1 5 7
LU 1: Communicate with customers and colleagues from diverse backgrounds 159
LU 2:Address cross-cultural misunderstandings 163
C C M I W 5 0 1 - I C T A T W O R K P L A C E 1 6 8
LU 1:Prepare document Layout 170
LU 2:Apply basic computer operations 176
LU 3:Manage data 183
C C M P E 5 0 1 - P R O F E S S I O N A L E T H I C S 1 9 1
LU 1:Apply human values 193
LU 2:Respect engineering ethics 199
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LU 3:Apply safety 203
C C M B O 5 0 1 - B U S I N E S S O R G A N I S A T I O N 2 0 8
LU 1: Identify activities to be accomplished for real business operations 210
LU 2:Create a productive working environment 217
LU 3: Run real business operation 225
LU 4: Monitor and evaluate the business 232
C C M I A 5 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 2 3 8
LU 1: Demonstrate supervisory skills 240
LU 2:Get briefed on industrial attachment program 246
LU 3: Develop one’s competences on the workplace 250
F B S F T 5 0 1 - P R O C E S S I N G F I N A N C I A L T R A N S A C T I O N S 2 5 4
LU 1: Record and balance petty cash transactions 256
LU 2: Balance all transaction 263
F B S M S 5 0 1 - M A N A G I N G T H E S A L E A N D S E R V I C E O F W I N E S 2 6 9
LU 1:Research and select wines to meet business objectives 272
LU 2:Monitor wine management systems 279
LU 3:Develop and extend wine skills and knowledge for self and others 287
Summative Assessment 292
F B S P C 5 0 1 - P L A N N I N G F O R C A T E R I N G F O R A N E V E N T O R F U N C T I O N 2 9 5
LU 1:Identify purpose and scope of the event 297
LU 2: Prepare catering proposal for event or function 302
LU 3: Prepare and implement operational plan for the catering of an event or function 309
Summative Assessment 322
F B S P D 5 0 1 - P L A N N I N G , P R E P A R I N G A N D D I S P L A Y I N G B U F F E T S E T T I N G A N D
S E R V I C E 3 2 7
LU 1: Plan and design buffet setting 330
LU 2:Prepare for the buffet setting 340
LU 3: Ensure display food items 350
LU 4:Ensure the buffet presentation is safe and hygienic 356
Summative Assessment 361
F B S P M 5 0 1 - U S I N G A P R O P E R T Y M A N A G E M E N T S Y S T E M I N F & B S E R V I C E 3 6 6
U 1: Setup and administer Point of Sales in F&B service 368
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LU 2: Use Point Of Sales (POS) in F&B service 377
LU 3: Use stock control system in F&B service 380
LU 4: Use Conference Management System in F&B service 383
Summative Assessment 388
F B S P S B 3 0 1 - P R O V I D I N G A N D S U P E R V I S 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 9 1
LU 1: Develop approaches to enhance quality customer service 393
LU 2: Manage the delivery of quality service 403
LU 3: Monitor and adjust customer service 410
F B S M S 5 0 1 - M A N A G I N G T H E S A L E A N D S E R V I C E O F C O F F E E 4 1 7
LU 1: Plan coffee service 420
LU 2:Provide professional advice on coffee and coffee service 425
LU 2:Maintain and store cleaning equipment and chemicals. 433
LU 2:Monitor machinery and equipment 448
G L O S S A R Y a
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List of abbreviations
AQA Accreditation and quality assurance unit
BRC British retail consortium
CDU Curriculum development unit
CE Certification and examination unit
CV Curriculum vitae
ES Ecole secondaire
ILO International labour organization
ISCO International standard classification of occupations
RTQF Rwanda TVET Qualification Framework
OHS Occupational health and safety
PPE Personal protective equipment
QA Quality assurance
RDB Rwanda Development board
ToT Training of trainers unit
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
MUHIRE JMV, CDU-WDA
Facilitators
NTAHONTUYE Félix, CDU-WDA
Aimable RWAMASIRABO, CDU-WDA
MUTIJIMA AsherEmmanuel, UTB
Curriculum Development Team
NAMES FUNCTIONS INSTITUTION
Alex MUNYANEZA Trainer F&B RHA Furaha NSENKUYE F&B Supervisor Beausejour Landuard GAHONZIRE F&B Supervisor Kigali view Jean Bosco HAGENIMANA F&B Service Umubano Hotel Jean Pierre MUKUNGIRWA F&B trainer RHA Lucie MUKESHIMANA F&B supervisor Sport View Hotel Deogratias KABENGA F&B Teacher Ecole St Patrick Eugene MUNYANZIZA Trainer IPRC-Musanze Tuyisenge Theodore F&B SUPERVISOR NANDO’Z Restaurant Olivier Kanyabikali Operator supervisor PHS Alphonse Tuyizere Trainer Club Hotek TVET school Clemence Uwicyeza Trainer ESSJT Lina shima Data Manager and Format Editor Digital Ring MUSAFIRI Ernest Instructor IPRC NGOMA
MUSONI Jean Claude Trainer Nyabihu TVET School
UWERA Marceline Socio-linguistics Officer RALC
MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara
MATATA Jean Bosco Teacher College Ami des Enfants
GASIMBA François Xavier Lecturer UR/College of Education
KAMBARI Vincent Teacher GS St Marcel/Kayonza
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MUREGO Yves Quality Assurance Officer WDA
BUCYENSENGE Vincent Instructor IPRC KARONGI
GASANA Vedaste Lecturer INES
FURAHA INEZA Jean Raymond Trainer Lycee de Gisenyi
NGEZAHAYO Emmanuel Maths teacher/author Rusumo High School NIYODUSENGA Patrick Physics teacher Ecole des sciences de
Nyanza UWINEZA Patrice Sciences trainer Nyamata TVET School UMUGABEKAZI Yvette Chemist ADM-IBTC
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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 Restaurant supervisor. It is designed
with an approach that takes into account the training needs, the work
situation, as well as the goals and the means to implement training.
The modules of the curriculum include a description of the expected results at the end of
training. They have a direct influence on the choice of the theoretical and practical learning
activities. The competencies are the targets of training: the acquisition of each is required for
certification.
The curriculum is the reference to carry out the assessment of learning. Assessment tools of
learning are developed on the basis of this document.
The curriculum consists of three parts. The first part is of general interest and shows the nature
and goals of a program and the key concepts and definitions used in the document. The second
part presents the qualification, its level in the qualification framework, its purpose, its rationale
and the list of modules it comprises. The third part deals with the training package. It includes
the competencies chart, the sequencing of module learning, the description of each module
and the course structure.
The pages describing the modules are the heart of a curriculum. They present the title of the
module, the length of training, the amount of credits, the context in which the competency is
performed, the prerequisite competencies, the learning units and the performance criteria.
In each module, a course structure is provided. The course structure describes the learning
outcomes (knowledge, skills and attitude) and the learning contents related to each learning
unit. Also, the learning activities and resources for learning are suggested.
Finally, the assessment specifications and guidelines are included in each module.
Section
1
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Section
2
2. QUALIFICATION DETAILS
2.1 Description
This qualification provides the skills,
knowledge and attitudes for a learner to be
competent in tasks and activities that
require the application of practical skills in a
defined context. Work would be
undertaken in various hospitality
enterprises where food and beverages are
prepared and served, including restaurants,
hotels, catering operations, clubs, pubs,
cafes, cafeterias and coffee shops. Learners
may work with minimum supervision.
At the end of this qualification, qualified
learners will be able to:
Describe the occupation and learning
process
Monitor occupational SHE at workplace
Maintain professional conversation in
upper-intermediate English
Gukoresha ikinyarwanda cy’intyoza
Kujadili Mawasiliano mbali mbali ya
Kiofisi katika Kiswahili
Pratiquer les techniques d’expression
orale et écrite
Work in a socially diverse environment
Use ICT at workplace
Organize a business
Apply professional ethics
Integrate workplace
Process financial transactions
Providing and Managing quality
customer service
Use property management system in
F&B service
Plan catering for an event or function
Manage the sale and service of wines
Manage the sale and service of coffee
Plan, prepare and display a buffet
setting and service
2.2 Minimum entry requirements
TVET Certificate IV in food and beverage service
or other relevant qualifications or through
Recognition of Prior Learning.
Title: TVET CertificateV in Food and Beverage Service
Level: REQF Level 5
Credits: 120
Sector: Hospitality and Tourism
Sub-sector: Food and Beverage
Issue date: November,2014
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2.3 Information about pathways
2.4 Job related information
This qualification prepares individuals to integrate the Hospitality sector with the professionalization of
Restraurant Supervisor; this qualification again offers the opportunity to execute the works as
Restraurant Supervisor in Local and Central Government Institutions, Local and International Non-
Government organizations, and ensure that safety and security 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:
Communication
Documenting technical work in plain English
Writing and presenting reports
Possible jobs related to this qualification
Restraurant Supervisor
Preferred pathways for candidates entering
this qualification include:
Candidates enter this qualification after
achieving TVET Certificate IV in food
and beverage service or other
relevant qualifications or through
Recognition of Prior Learning
Progression route of candidates achieving
this qualification include:
Candidates who have this qualification are able to enter TVET Diploma in Hospitality
Pathways into the qualification
Pathways from the qualification
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Safety and security precautions
Working collaboratively with project team members
Health and environment
Health reproduction
Rwanda environmental protection, practices rules and regulations
Business Plan
Producing a small IT business plan
Planning and organizing
Preparing feasibility reports that take into account project scope, time, cost, quality,
communications and risk management
Self-management
Taking responsibility for own outputs in relation to specified quality standards
working according to the Rwandan Computer Society Code of Ethics regarding security, legal,
moral and ethical issues
Technology
Manipulate computer
Using internet
Languages other than Kinyarwanda
Using English as the medium of communication in the working environment
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Number of competencies: 18 Core competencies : 7 Complementary competencies : 11 The total number of Credits: 120
2.6 Information about competencies
No Code Complementary competencies Credit
1 CCMOL001 Describe the occupation and learning process 3
2 CCMMS501 Monitor occupational SHE at workplace 3
3 CCMUE501 Maintain professional conversation in upper-intermediate English 3
4 CCMKN501 Gukoresha ikinyarwanda cy’intyoza 3
5 CCMFT501 Pratiquer les techniques d’expression orale et écrite 3
6 CCMMK501 Kujadili Mawasiliano mbali mbali ya Kiofisi katika Kiswahili 3
7 CCMSE501 Work in a socially diverse environment 3
8 CCMIW501 Use ICT at workplace 3
9 CCMBO501 Organize a business 3
10 CCMPE501 Apply professional ethics 3
11 CCMIA501 Integrate workplace 30
Total 60
No Code Core competencies Credit
GEN
ERA
L
1 FBSPS501 Provide and supervise quality customer service 6
2 FBSFT501 Process financial transaction 4
SPEC
IFIC
3 FBSPM501 Use a property management system of a restaurent 10
4 FBSMW501 Manage the sale and service of wines 10
5 FBSMC501 Manage the sale and service of coffee 12
6 FBSPD501 Plan, prepare and displaying buffet setting and service 9
7 FBSPC501 Plan catering for an event or function 9
Total 60
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3. TRAINING PACKAGE
The training package includes the competencies chart, the flowchart, the
modules, the course structure, and the assessment guidelines.
3.1 Course structure
The course structure describes the learning outcomes for each learning unit. These learning
outcomes are the essential skills and knowledge to be acquired. The contents to be covered for
each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,
usually with several options, that will guide the learner and the trainer.
3.2Competencies chart
The competencies chart is a table that presents an overview of the specific competencies, the
general competencies, the work process and the time allocated to each competency. This table
provides an overall view of the competencies of the training program and allows identification
of the logical sequence of the learning of these competencies.
The competencies chart shows the relationship between general competencies and specific
competencies that are particular to the occupation, as well as the key stages of the work
process. It shows the links between the elements in the horizontal axis and those in the vertical
axis. The symbol (ο) marks a relationship between a general competency and specific
competency. The symbol (∆) indicates a relationship between a specific competency and a step
in the process of work. When the symbols are darkened, it indicates that the link is taken into
account in the description of the specific competency.
The competencies chart allows the trainer to consider the complexity of the competencies in
the organization of the progress of learning. Therefore, the vertical axis shows the specific
competencies in the order they should be acquired.
This is the starting point of the presentation of the competencies in the flowchart presented in
the following pages.
Section
3
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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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Duration (700 Hrs) 30
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60
1 Manage the sale and service of wines 100 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ●
2 Plan for catering for an event or function 90 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ●
3Plan, prepare and display buffet setting and service
90 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ●
4Use a Property Management System in Food and
Beverage Service100 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ●
5 Manage the sale and service of coffee 120 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ●
Food Technician PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES
SPECIFIC COMPETENCIES
#
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3.4 Flowchart
The flowchart of sequencing of learning is a schematic representation of the order of
acquisition of the competencies. It provides an overall planning of the entire training
programme and shows the relationship between the modules. This type of planning is to ensure
consistency and progression of learning. For each module, the flowchart shows the learning
that is already in place, the learning that is to take in parallel or later. The positions defined will
have a decisive impact on all subsequent pedagogical choices. The flowchart of the sequence of
learning of the modules of the training programme is presented on the following page.
Techniques d'expression orale et ecrite en francais 3
Masawasiliano mbali ya kiofisi katika kiswahili 3
Processing financial transactions 4
PROVIDING AND SUPERVISING QUALITY CUSTOMER SERVICE 6
MANAGING THE SALE AND SERVICE OF WINES 10
PLANNING FOR CATERING FOR AN EVENT OR FUNCTION 9
MANAGING THE SALE AND SERVICE OF COFFEE 12
USING A PROPERTY MANAGEMENT SYSTEM IN F&B SERVICE 10
PLANNING, PREPARING AND DISPLAYING BUFFET SETTING AND SERVICE 9
Occupation and learning process 3
Monitoring of occupational she at workplace 3
Upper intermediate workplace english 3 Ikinyarwanda cy’intyoza 3
Working in a socially diverse environment 3 ICT at workplace 3
Professional ethcics 3
Business organisation 3
Industrial attachment program (IAP) 30
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Figure 2: Flowchart
4. ASSESSMENT GUIDELINES
4.1 Assessment Methodology
To assess knowledge, practical, and application skills through a jury system of continuous
evaluation that encourages learners to display understanding of the principles in application to
set practical tasks and their attendant theory to assess self-learning.
4.2 Portfolio
A portfolio is a collection of learner work representing learner performance. It is a folder (or
binder or even a digital collection) containing the learner’s work as well as the learner’s
evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work
produced (such as papers and assignments, direct demonstration, indirect demonstration,
products, documents), but also it is a record of the activities undertaken over time as part of
learner learning. The portfolio is meant to show learner growth, development, and
achievements in the education system. It also shows that you have met specific learning goals
and requirements. A portfolio is not a project; it is an ongoing process for the formative
assessment. The portfolio output (formative assessment) will be considered only as enough for
complementary and general modules. Besides, it will serve as a verification tool for each
candidate that he/she attended the whole training before he/she undergoes the summative
assessment for specific modules.
There are two types of assessment (Formative Assessment and Summative/Integrated
Assessment). Each assessment has its own rule for passing to be declared competent.
Formative Assessment
This is applied on all types of modules (e.g. Complementary, General and Specific modules)
A trainee to be competent for a formative module must have at least 70% on checked
items or “yes” in indicators (e.g. questions, indicators in the checklist)
Each trainee should be competent on all formative assessments to be declared competent
on that module
All formative assessment should be declared competent before taking the
Section
4
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summative/integrated assessment
Summative/Integrated Assessment
All Summative/Integrated assessment should match with the content of the module in the
curriculum.
Summative/Integrated Assessment is always in practical, giving it as a theoretical type of
assessment is not acceptable.
The integrated situation provided in the curriculum is a sample of the assessment to be
carried out, the 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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C C M O L 0 0 1 - OCCUPATION AND LEARNING PROCESS
CCMOL001Describe the occupation and learning process
RTQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date:September, 2014
Purpose statement
This module is covered first in all qualifications. It allows the learner to get to know the other
participants to the training programme and to understand himself/herself as part of a team.
Also, the trainee will develop a comprehensive and clear vision of the occupation and the
training programme. The module will allow the participant to avoid mistakes of career guidance
and confirm or deny his/her choice from the start. The training and learning methods are
presented to the learner. This approach encourages greater motivation and, subsequently, a
better integration of various learning.
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Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Participate as part of a team and respect the rules of the training environment
1.1 Proper introduction of oneself 1.2 Appropriate integration in team 1.3 Appropriate participation in setting rules and adhere
to them
2. Explain the occupation and learning process
2.1 Proper description of the main/major elements of occupation
2.2 Adequate explanation about the one’s qualification
3. Respect the facilitation and apply learning methods
3.1Proper engagement in active and participatory learning methods
3.1 Adequate description of the assessment procedures
4. Develop personal plans based on self-assessment practices
4.1 Proper identification of values, skills and interests 4.2 Proper assessment of values, skills and interests 4.3 Correct Setting of goals 4.4 Proper development of plans in order to reach the set
goals 4.5 Proper assessment of one’s learning style 4.6 Adequate identification of learning strategies
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LU 1: Participate as part of a team and respect the rules of the training environment
1
Learning Outcomes:
1. Introduce oneself and get to know one another 2. Integrate in team 3. Participate in setting rules and adhere to them
6 Hours
Learning Outcome1.1: Introduce oneself and get to know one another
Introductions
Expectations about the training
o Introduction o Game o Presentation of trainees’
expectations
- Trainer manual
Formative Assessment 1.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Proper introduction of oneself
Resources Learning activities Content
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Checklist Score
Yes No
Observation
Learning Outcome 1.2: Integrate in team
Working as a team
Building trust
o Games o Group discussions
- Trainer manual
Formative Assessment 1.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Appropriate integration in team
Resources Learning activities Content
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Learning Outcome 1.3: Participate in setting rules and adhere to them
Rules of the classroom
Group responsibilities
o Brainstorming o Discussions o Assign class tasks
- Trainer manual
Formative Assessment 1.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Appropriate participation in setting rules and adhere to them
Resources Learning activities Content
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LU 2:Explain the occupation and learning process
2
Learning Outcomes:
1. Describe the main/major elements of occupation 2. Explain about the one’s qualification
12 Hours
Learning Outcome 2.1: Describe the main/major elements of occupation
Characteristics of the occupation
Place of the occupation in the sector
The impact/importance of the occupation in economic development
Working conditions
o Group discussion o Personal research o Visit of a business in the
neighborhood
- Pictures of people in working situation
- Documents describing the occupation
- Documents describing the sector
Formative Assessment 2.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Proper description of the main/major elements of occupation
Resources Learning activities Content
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Checklist Score
Yes No
Observation
Learning Outcome 2.2: Explain about the one’s qualification
Rationale of the qualification
Content of the training programme (modules)
Duration Flowchart
Pathways (exit level & further learning)
Presentation of the timetable
Presentation of the classrooms and workshops
o Presentation by the teacher o Research o Visits of the premises of the
school.
- Overview of the training programme
- Testimonies of people performing the occupation
- School year calendar - Timetable
Formative Assessment 2.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Adequate explanation about the one’s qualification
Resources Learning activities Content
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Checklist Score
Yes No
Observation
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LU 3: Respect the facilitation and apply learning methods
3
Learning Outcomes:
1. Engage in active and participatory learning methods 2. Describe the assessment procedures
2 Hours
Learning Outcome 3.1: Engage in active and participatory learning methods
Overview of the active and participatory teaching and learning methods
Experiential learning cycle
o Experience sharing. o Presentation by the trainer
- Trainer manual
Formative Assessment 3.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Proper engagement in active and participatory learning methods
Resources Learning activities Content
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Checklist Score
Yes No
Observation
Learning Outcome 3.2: Describe the assessment procedures
Assessment procedures Timing Assessors/verifiers Assessment tools (portfolio
& integrated situation)
o Presentation by the trainer - Assessment manual
Formative Assessment 3.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Adequate description of the assessment procedures
Resources Learning activities Content
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LU 4: Develop personal plans based on self-assessment practices
4
Learning Outcomes:
1. Identify values, skills and interests 2. Assess values, skills and interests 3. Set goals 4. Develop plans 5. Assess one’s learning style
10 Hours
Learning Outcome 4.1: Identify values, skills and interests
Values, skills and interests
Relating values, skills and interests to the workplace
o -
Formative Assessment 4.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Proper identification of values, skills and interests
Resources Learning activities Content
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Checklist Score
Yes No
Observation
Learning Outcome 4.2: Assess values, skills and interests
Skills & qualities assessment
Acceptance of diversity, self-esteem & confidence
o Individual work o Exercise on we are all unique
- individual assessment checklist
Formative Assessment 4.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Proper assessment of values, skills and interests
Resources Learning activities Content
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Learning Outcome 4.3: Set goals
SMART goals
Identification of goals Short term Long term
Process for setting and achieving goals:
Identifying steps Time frame Resources
o Group work o Tree drawing & interpretation o Discussion about displayed
pictures on setting & achieving goals
o Exercises on developing SMART goals
o Practical exercises on developing personal plans
- Trainer manual
Formative Assessment 4.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Correct Setting of goals
Resources Learning activities Content
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Learning Outcome 4.4: Develop plans
SMART goals
Identification of goals Short term Long term
Process for setting and achieving goals:
Identifying steps Time frame Resources
o Group work o Tree drawing & interpretation o Discussion about displayed
pictures on setting & achieving goals
o Exercises on developing SMART goals
o Practical exercises on developing personal plans
- Trainer manual
Formative Assessment 4.4
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Proper development of plans in order to reach the set goals
Resources Learning activities Content
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Learning Outcome 4.5: Assess one’s learning style
Types of learning styles
Determining one’s preferred way of learning
Strategies for using one’s learning style in workplace/school
o Paper folding activities o Completing self-assessment
learning style o Scenario based activities
- Trainer manual
Formative Assessment 4.5
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 4.6: Identify learning strategies
o -
Resources Learning activities Content
Performance criterion
Proper assessment of one’s learning style
Resources Learning activities Content
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Formative Assessment 4.6
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Reference books:
1. Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods Project.
2. Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth Livelihoods Project.
Performance criterion
Adequate identification of learning strategies
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C C M M S 5 0 1 - MONITORING OF OCCUPATIONAL SHE AT WORKPLACE
CCMMS501Monitor Occupational SHE best practices
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module describes the skills, knowledge and attitudes required to perform OSHE monitoring
systems taken as instruments used for measurement and analysis in the area of occupational
safety and health. They are commonly used to inform and guide government policy. Typically,
these systems are used to give an indication of the number of work accidents or occupational
diseases, or they might record information about places of work, or about the activities of the
organizations involved in ensuring good working conditions. Moreover, the module describes
the skills, knowledge and attitudes required to monitor occupational safety, health and security
policies and procedures. Finally, the learner learns how to advice and train all employees on
health and safety matters.
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Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Conduct OSHE ( occupational safety
and health) monitoring
1.1 Proper checking of application of OSHE policies,
procedures and regulations
1.2 Proper monitoring of the use of PPEs
1.3 Proper monitoring the compliance of OSHE best
practice
2. Collect and analyze occupational
health, safety incidents report
2.1 Proper collection of data regarding OSHE incidents
2.2 proper analysis of OSHE data collected
2.3 Adequate elaboration of a compiled incident reports
2.4 Proper recommendation of safest way to do the job
3. Train all staff on occupational
health and safety matters
3.1 Appropriate provision of information and instructions
3.2 Appropriate training to all employees and supervisors
on OSHE standards/regulations
3.3 Proper evaluation of trained OSHE programs
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LU 1: Conduct OSH (occupational safety and health) monitoring
1
Learning Outcomes:
1. Check if SHE policies, procedures and regulations are applied 2. Monitor use of PPEs 3. Monitor compliance of OSHE best practice
10 Hours
Learning Outcome1.1: Check if SHE policies, procedures and regulations are applied
SHE policies in accordance with the discipline
SHE regulations; Safety roles of employees
Responsibility of
administration
Incident reporting
Ventilation and air quality
First aid facilities
Hazard control in
workplace
Equipment and machinery
Emergency response plans
SHE standards;
Responsibility in working
place
Hazard identification and
risk Control
Making the working area
safe
Personnel protective
o Brainstorming
o Documentary research
o Group discussion
Flipcharts
Markers
Flipcharts stand
Internet
Resources Learning activities Content
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Formative Assessment 1.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Checking if OSHE policies, procedures and regulations are
applied
Checklist Score
Yes No
OSHE policies are checked
OSHE regulations are checked
OSHE standards are checked
Observation
equipment
Health of employees
Facilities
Reporting of incidents and
accidents
Emergency preparedness
procedures
Performance criterion
Proper checking of application of OSHE policies, procedures and regulations
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Learning Outcome 1.2: Monitor use of PPEs
Types of PPEs to be used
according to the trade
Physical verification of PPEs
Cleaning and storage of
materials, tools and
equipment
o Group discussion
o Practical exercise
Checklist
PPEs
Brushes
Store
Shelter
Shelves
Pen
Formative Assessment 1.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the use of PPEs
Checklist Score
Yes No
List of PPEs to be used according to the trade is checked
Physical verification of PPEs is done
Cleaning and storage of materials, tools and equipments are checked
Observation
Performance criterion
Proper monitoring of the use of PPEs
Resources Learning activities Content
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Learning Outcome 1.3: Monitor compliance of OSHE best practice
OSHE best practice
regulations
standards
Standards checklist to be
evaluated according to the
specific trade
o Brainstorming o Group discussion o Group work
Formative Assessment 1.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the compliance of OSHE best practice
Checklist Score
Yes No
OSHE best practices are checked
List of standards to be evaluated according to the specific trade is checked
Observation
Performance criterion
Proper monitoring the compliance of OSHE best practice
Resources Learning activities Content
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LU 2:Collect and analyze Occupational health, safety incidents report
2
Learning Outcomes:
1. Collect data regarding OSHE incidents 2. Analyze OSHE data collected 3. Elaborate compiled incident reports 4. Recommend safest way to do the job
10 Hours
Learning Outcome 2.1: Collect data regarding OSHE incidents
Steps of data collection; o Consulting of incident
report documents o Talk to people involved or
witnesses to the event o Site visit
Categories of incidents; Major accident
fatal permanent injury
Minor accident (injuries) Near miss
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Performance criterion
Proper collection of data regarding OSHE incidents
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Collecting data regarding OSHE incidents in working area
Checklist Score
Yes No
Steps of data collection are followed
Categories of incidents are identified
Observation
Learning Outcome 2.2: Analyze OSHE data collected
Root and causes of incident; Poor management
laziness stupidity forgetfulness negligence ignorance
Influencing factors associated with the work
environment individual physical abilities,
organization and its management
system Overload Poor procedures Inadequate training Low motivation
Impact of incidents Social impact
loss of manpower
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Resources Learning activities Content
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medical expenses Economic impact
poor production, closer of the
company compensation repairs
Physical effects permanent injuries, loss of ability to
handle materials, persistent pain headaches
Psychological effects anxiety, depression
Formative Assessment 2.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Analyzing the OSHE data collected
Checklist Score
Yes No
Identification of root and causes of incident
Identification of impact of incidents
Observation
Performance criterion
Proper analysis of OSHE data collected
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Learning Outcome 2.3: Elaborate compiled incident reports
Type of incident reports; Monthly report Quarterly report Annual report
Categories of incidents; Major accident
fatal permanent injury
Minor accident (injuries) Near miss
Template of incidents
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Elaborating a compiled incident reports
Checklist Score
Yes No
Types of incident reports are identified
Categories of incidents are identified
Template of incidents is well filled
Observation
Performance criterion
Adequate elaboration of a compiled incident reports
Resources Learning activities Content
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Learning Outcome 2. 4: Recommend safest way to do the job
Use of PPEs
Emergency preparedness procedures
hazard identification and risk control
making the working area safe
reporting of incidents and accidents
Training of employees
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.4
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Recommending the safest way to do the job
Checklist Score
Yes No
Use of adequate PPEs is recommended
Emergency Preparedness Procedures is recommended
Hazard Identification And Risk Control is recommended
Performance criterion
Proper recommendation of safest way to do the job
Resources Learning activities Content
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Making The Working Area Safe is recommended
Reporting Of Incidents And Accidents is recommended
Training of employees is recommended
Observation
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LU 3: Train all staff on occupational health and safety matters
3
Learning Outcomes:
1. Provide information and instructions 2. Train all employees and supervisors on OSHE
standards/regulations 3. Evaluate trained OSHE programs
10 Hours
Learning Outcome 3.1: Provide information and instructions
Brief description of:
An occupational health and safety
(OH&S) program
A policy statement
The program elements
Individual responsibility
Joint occupational health and
safety committee
Health and safety rules
Correct work procedures
Employee orientation
Training
Workplace inspections
Reporting and investigating
accidents/incidents
Emergency procedures
Medical and first aid
Health and safety promotion
Workplace specific items
Responsibilities of the staff:
Responsibilities of workers
o Brainstorming
o Group work
o Discussion
- Reference books
- Internet
- Hand-outs
- Stories and
pictures
Resources Learning activities Content
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Using personal protection
and safety equipment as
required by the employer.
Following safe work
procedures
Knowing and complying with
all regulations.
Reporting any injury or
illness immediately
Reporting unsafe acts and
unsafe conditions
Participating in joint health
and safety committees or as
the representative
Responsibilities of supervisor
Instructing workers to
follow safe work practices.
Enforcing health and safety
regulations.
Correcting unsafe acts and
unsafe conditions.
Ensuring that only
authorized, adequately
trained workers operate
equipment.
Reporting and investigating
all accidents/incidents.
Inspecting own area and
taking remedial action to
minimize or eliminate
hazards.
Ensuring equipment is
properly maintained
Promoting safety
awareness in workers
Responsibilities of management
Providing a safe and healthful
workplace.
Establishing and maintaining a
health and safety program.
Ensuring workers are trained
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or certified as required.
Reporting accidents/incidents
and cases of occupational
disease to the appropriate
authority
Providing medical and first aid
facilities
Ensuring personal protective
equipment is available
Providing workers with health
and safety information
Supporting supervisors in their
health and safety activities
Evaluating health and safety
performance of supervisors
Formative Assessment 3.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information and instructions on occupational health
and safety matters
Performance criterion
Appropriate provision of information and instructions
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Checklist Score
Yes No
A brief description of an occupational health and safety (OH&S) program is provided
A brief description of A policy statement is provided
A brief description of the program elements is provided
Responsibilities of the staff are described (workers, supervisor, Management staff)
Observation
Learning Outcome 3.2: Train all employees and supervisors on OSHE standards/regulations
Training on SHE regulations
Safety roles of employees
Responsibility of administration
Incident reporting
Ventilation and air quality
First aid facilities
Hazard control in workplace
Equipment and machinery
Emergency response plans
Training on SHE standards
Responsibility in working place
Hazard identification and risk
control
Making the working area safe
Personnel protective
equipment
Health of employees
Facilities
Reporting of incidents and
accidents
Emergency preparedness
Procedures
o Brainstorming
o Group work
o Discussion
- Reference
books
- Internet
- Hand-outs
- Stories and
pictures
Resources Learning activities Content
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Formative Assessment 3.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information on OSHE standards/regulations
Checklist Score
Yes No
A brief description of SHE regulations is provided
A brief description of SHE standards is provided
Observation
Learning Outcome 3.3: Evaluate trained OSHE programs
Evaluation forms
Learning assessment Questions and responses, topic of discussion
Training impact assessment
o Brainstorming o Group work o Discussion
- Reference books - Internet - Hand-outs - Stories and
pictures
Resources Learning activities Content
Performance criterion
Appropriate training to all employees and supervisors on OSHE
standards/regulations
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Formative Assessment 3.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Evaluating trained OSHE program
Checklist Score
Yes No
Evaluation forms are well developed
Learning assessment (Questions and responses, topic of discussion…) is well developed
Training impact assessment is well developed
Observation
Reference: 1. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner,Derek , ISBN:
9781472419712, Publication Date: 2015
2. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc.
(Author, Editor)
3. OH&S : a management guide by Richard Archer, Kerry Borthwick, Susanne Tepe. Publication
Date: 2009
4. G:\\Basic OH&S Program Elements OSH Answers.htm
5. https://www.rospa.com/occupational-safety/advice/training-matters/
6. https://www.3tonline.fi/incident-reporting
7. http://www.safety.uwa.edu.au/topics/plant/inspection
8. http://www.hse.gov.uk/statistics/causdis/index.htm
9. https://www.ccohs.ca/oshanswers/hsprograms/job-haz.html
Performance criterion
Proper evaluation of trained OSHE programs
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C C M U E 5 0 1 - UPPER INTERMEDIATE WORKPLACE ENGLISH
CCMUE501Maintain professional conversation in upper-intermediate English
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: January, 2017
Purpose statement
This core module describes the skills, knowledge and attitudes to be acquired for the trainee’s. The trainee
will be able to Prepare and deliver speeches at different social and professional occasions, adapt speech
messages to a particular audience, Ask questions to clarify, extend and follow up ideas, Produce medium
compositions on different trade-related subjects, Identify and differentiate different business documents,
Effective writing of different business documents, Identify and use of writing styles, read different trade-
related texts, Apply reading techniques to selected trade-related texts, Explain key terms/words in their
context, Answer reading comprehension questions precisely, Analyze different trade-related texts,
Summarize trade-related texts (in own words), identify differences between common English accents, Listen
and respond to users of common English their accents, Reporting information listened to from different
common accents, Steps of speech preparation and delivery, Important tips on speech delivery, Requirements
to properly articulate information, Analyse trade-related texts and Summarise texts.
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Learning assumed to be in place
Oral Basic English Communication Intermediate Workplace English
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement of the
learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
Communicate orally in social and
professional situations with ease
1.1 Acceptable preparation of speeches on different social and professional occasions
1.2 Effective delivery of speeches by audible and clear articulation of messages addressed to an audience using pronunciation, segmental and Suprasegmental phonology
1.3 Asking relevant questions to clarify, extend and follow up ideas according to question forms
Read correctly a range of materials
2.1 Adequate reading of different trade-related texts 2.2 Clear analysis of trade-related texts (identification
and description of characters, events and settings, as well as to express preferences by giving reasons)
2.3 Effective summary of key ideas in trade-related texts
Listen to audio messages with different
English accents to get the intended
message
3.1 Appropriate listening and responding to others 3.2 Clear identification of differences between
common English accents 3.3 Accurate reporting of information listened to in
different accents
Produce a variety of medium texts on
professional and general topics
4.1 Clear and detailed writing about a wide range of trade-related subjects.
4.2 Effective differentiation of business documents (inventory, memos, letters, handovers, receipts, minutes)
4.3 Appropriate writing of business documents 4.4 Appropriate use of writing style applicable to each
type of business document
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LU 1:Communicate orally in social and professional situations with ease
1
Learning Outcomes:
1. Prepare speeches for different social and professional occasions 2. Deliver speeches to an audience 3. Ask questions to clarify, extend and follow up ideas according to
question forms
10 Hours
Learning Outcome 1.1: Prepare speeches for different social and professional occasions
Steps for speech preparation Step 1: Research and
Preparation Step 2: Writing Your
Speech Step 3: Practicing Step 4: Putting
Together Visual Aids Step 5: Predicting the
Q&A
Identification of categories of audience Familiar audience Non-familiar
audience Adaptation of the
message to the audience
o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays
Flip charts
White/chalk Board
Markers
Microphones
Reference books
Scenarios
Stationeries
Scenarios
Projector
Lesson plan
Trainee manual
Reference books
Resources Learning activities Content
50 | P a g e
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Writing practice Task: Write a 5 minutes’ speech on a topic of choice to be presented to the
class.
Checklist Score
Yes No
Indicator: Steps for speech preparation are well applied
Background of the topic is given
Speech script is prepared
Visual Aids are prearranged
Prospective Q&A are hypothesized
Indicator: Categories of audience are well identified
Familiar audience is identified
Non-familiar audience is identified
Message is adapted to the audience
Observation
Performance criterion
Acceptable preparation of speeches on different social and professional occasions
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Learning Outcome 1.2:Deliver speeches to an audience
Important tips for speech delivery
Dos and Don’ts on speech delivery
Requirements to articulate message Pronunciation Speed Tone
o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays
Flip charts
White/chalk Board
Markers
Microphones
Reference books
Scenarios
Stationeries
Scenarios
Projector
Lesson plan
Trainee manual
Reference books
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Presentation
Task
Deliver a 5 minutes’ speech on a topic of choice to the class.
Checklist Score
Yes No
Indicator 1:EffectiveSpeech delivery to an audience
Tips for speech delivery are applicable
Dos and Don’ts on speech delivery are applicable
Indicator 2:Message articulation is effective
Pronunciation is accurate
Speed is considerable
Tone is formal
Performance criterion
Effective delivery of speeches by audible and clear articulation of messages
addressed to an audience using pronunciation, segmental and Suprasegmental
phonology
Resources Learning activities Content
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Observation
Learning Outcome 1.3: Ask questions to clarify, extend and follow up ideas according to question
forms
Question forms Yes/No questions Wh-questions Choice questions Hypothetical questions Embedded questions Leading questions
o Practical exercise o Presentation o Role plays o Group work
Scenarios
White/blackboard
Reference books
Markers
Flip charts
Paper
Stationeries
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Discussions
Presentations
Task:
Answer at least 3 questions from the audience on your 5-minute speech.
Performance criterion
Asking relevant questions to clarify extend and follow up ideas according to
question forms
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Questions are well formulated
Yes/No questionswell formulated
Wh-questionswell formulated
Choice questions are well stated
Hypothetical questionswell formulated
Embedded questionswell formulated
Leading questionswell formulated
Observation
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LU 2:Read correctly a range of materials
2
Learning Outcomes:
1. Read different trade-related texts adequately 2. Analyse trade-related texts 3. Summarize key ideas in trade-related texts
5 Hours
Learning Outcome 2.1: Read different trade-related texts adequately
Types of texts Expository Narrative Descriptive Directive Argumentative
Application of reading techniques on selected texts Reading for details Reading for specific
information Explanation of key
terms/words in the text Provision of answers to
reading comprehension questions
o Brainstorming o Documentary research o Practical exercise o Group work o Presentation
- Flip charts - White/chalk Board - Markers - Reference books - Stationeries - Projector - Lesson plan - Trainee manual
Formative Assessment 2.1
Performance criterion
Adequate reading of different trade-related texts
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Reading practice Presentations Matching Multiple choice
Task: Using an appropriate reading strategy, read the text provided to you
and answer its comprehension questions
Checklist Score
Yes No
Indicator 1: The type of texts is understood
Expository text is understood
Narrative text is understood
Descriptive text is understood
Directive text is understood
Argumentative text is understood
Indicator 2: Reading techniques are applied
Reading for details is applied
Reading for specific information is applied
Indicator 3: Vocabulary and comprehension
Key terms/words are explained
Comprehension questions are answered
Observation
Learning Outcome 2.2: Analyse trade-related texts
Identification and description Text Structure Purpose of the text Style
Technicality Illustration Prose or verse
o Practical exercise o Presentation o Roleplay o Group discussion
Scenarios
White/blackboard
Reference books
Markers
Flip charts
Resources Learning activities Content
56 | P a g e
Writer’s stance
Paper
Stationeries
Lesson plan
Trainee manual
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Reading practice Presentations Multiple choice
Task: Read the text provided by the trainer and explain its purpose
Checklist Score
Yes No
Indicator:The trade related text is accurately analyzed
Text Structure: characters, events and settings are analyzed
Purpose of the text is understood
Style is identified
Writer’s stance is recognized
Observation
Performance criterion
Clear analysis of trade-related texts (identification and description of characters, events and settings, as well as to express preferences by giving reasons)
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Learning Outcome 2.3: Summarize key ideas in trade-related texts
Steps to summarize: Maintenance of the
most important ideas Elimination of the less
important details Paraphrasing in own
words
o Practical exercise o Presentation o Group work
- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson plan
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Reading practice Writing practice Presentations
Task: Summarize the text given by the trainer
Checklist Score
Yes No
Indicator: Steps to summarize are followed
The most important ideas are maintained
Less important details are eliminated
The content is paraphrased in own words
Observation
Performance criterion
Effective summary of key ideas in trade-related texts
Resources Learning activities Content
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LU 3: Listen to audio messages with different English accents to get the intended message
3
Learning Outcomes:
1. Listen and respond to others correctly 2. Identify differences between common English accents clearly 3. Report information listened to in different accents accurately
10 Hours
Learning Outcome 3.1: Listen and respond to others correctly
Application of active listening strategies to different accents Listening forGeneral
information Listening for Specific
information
Types of listening Informative listening Discriminative listening Relationship listening Appreciative listening
Responding to different accents Responding through
Interactions Asking for clarification Expressing satisfaction
o Modelling o Practical exercise o Presentation o Role plays
Flip charts
White/chalk Board
Audiovisual materials
Scenarios
Stationeries
Projector
Computer
Lesson plan
Trainee manual
Recordings
Resources Learning activities Content
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Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Listening practice Discussions True or false questions
Task: Following your trainer’s instructions, listen and respond to what you hear.
Checklist Score
Yes No
Indicator 1:Active listening strategies are applied
Active listening is applied for general information
Active listening is applied for specific information
Indicator 2:Types of listening are correctly applied
Informative listening is applied
Discriminative listening is applied
Relationship listening is applied
Appreciative listening is applied
Indicator 3: Exact reactions to different accents are processed
Questions are asked for clarification
Satisfaction testimonial is expressed
Observation
Performance criterion
Appropriate listening and responding to others
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Learning Outcome 3.2: Identify differences between common English accents clearly
Introduction to English accents Defining an English accent Common English accents
Differences between American and British English Vowel Pronunciation Consonant pronunciation Rhotic accent Change of stress Changes in articulation
o Practical exercise o Drilling/ o Modeling o Presentation o Roleplay
- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Stationeries - Audiovisual material - Recordings - Trainee manual - Lesson plan
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Listening practice Discussions True or false questions Note taking
Task: Listen to two different recordings played by the trainer and identify
the differences between the accents of both speakers
Checklist Score
Yes No
Indicator 1: Introduction to English accents is understood
English accent is defined
Common English accents are mastered
Indicator 2: American and British English accents are differentiated
Vowel Pronunciation is considered
Consonant pronunciation is considered
Rhotic accent is considered
Performance criterion
Clear identification of differences between common English accents
Resources Learning activities Content
61 | P a g e
Change of stress is considered
Changes in articulation are considered
Observation
Learning Outcome 3.3:Report information listened to in different accents accurately
Reporting information General information Specific information
o Practical exercise o Presentation o Drilling/ o Modelling
- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Audiovisual materials - Recordings - Stationeries
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Listening practice
Discussions
Presentations
Task:
Listen and report to the information you hear from each recording
played to you by the trainer
Performance criterion
Accurate reporting of information listened to in different accents
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Reporting is done according to types of information
Reported considering general information
Reported considering specific information
Observation
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LU 4: Produce a variety of medium texts on professional and general topics
4
Learning Outcomes:
1. Write about a wide range of trade-related subjects clearly 2. Differentiate business documents effectively 3. Write business documents perfectly 4. Use writing style applicable to each type of business document
5 Hours
Learning Outcome 4.1: Write about a wide range of trade-related subjects clearly
Varieties of writing Chronological writing Analytical writing Descriptive writing Compare and
contrast writing Evaluative writing Summary writing
The Writing processes Exploring and
planning Drafting Building effective
paragraphs Editing
o Brainstorming o Documentary research o Practical exercise o Group work
- Flip charts - White/chalk Board - Markers - Reference books - Stationeries - Projector - Lesson plan - Trainee manual
Formative Assessment 4.1
Performance criterion
Clear and detailed writing about a wide range of trade-related subjects
Resources Learning activities Content
64 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
Writing practice Presentations
Task: Write a short text analysing an important issue affecting your career
Checklist Score
Yes No
Indicator 1: Varieties of writing are understood
Chronological writing is understood
Analytical writing is understood
Descriptive writing is understood
Compare and contrast writing
Evaluative writing is understood
Summary writing is understood
Indicator 2: The Writing processes is followed
Exploring and planning is considered
Drafting is done
Effective paragraphs are built
Editing is done
Observation
Learning Outcome 4.2: Differentiate business documents effectively
Identification and differentiation of business documents Business plans and Goals
Business proposals Concept notes
Accounting Documents
o Practical exercise o Brainstorming o Presentation o Documentary research o Group work o Roleplay
- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Stationeries - Lesson plan
Resources Learning activities Content
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Financial reports Financial
statements Goods received
note Purchase order Goods delivery
note Requisition
Customer service documents
Business reports
Annual reports Term reports Quarterly report Activity/Operation
reports Operational documents
Contracts Business letters Memorandum of
Understanding
- Trainee manual
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Writing practice Discussions Presentations Multiple choice Matching
Task: Name at least 4 different types of business documents and specify their differences
Performance criterion
Effective differentiation of business documents (inventory, memos,letters, handovers, receipts, minutes)
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Checklist Score
Yes No
Indicator: Business documents are explored
Business plan is explored (characteristics, structure, elements, importance,..)
Accounting documents are explored (characteristics, structure, elements, importance,..)
Customer service documents are explored (types, characteristics, structure, elements, importance,..)
Business reports are explored (characteristics, structure, elements, importance,..)
Operational documents are explored (types, characteristics, structure, elements, importance,..)
Observation
Learning Outcome 4.3: Write business documents perfectly
Steps to write business documents Identifying the
audience Identifying the
document’s purpose Organizing the
writing Proofreading the
business document Editing the business
document
Writing commonly used business documents
o Practical exercise o Documentary research o Presentation o Group work
- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson plan
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate writing of business documents
Resources Learning activities Content
67 | P a g e
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Writing practice Presentation
Task: Write a business of a project you would implements upon
graduation
Learning Outcome 4.4: Use writing style applicable to each type of business document
Application of principles and techniques of business writing
Formatting a business document
o Practical writing exercises o Group work o Documentary research o Presentation
- White/blackboard - Reference books - Markers - Flip charts - Stationeries - Trainee manual - Lesson plan
Checklist Score
Yes No
Indicator 1:Steps to write business documents are followed accurately
The audience is identified
The document’s purpose is identified
The writing is organized
The business document is proofread
The business document is edited
Indicator 2: Commonly used business documents are correctly written
Business plans are elaborated
Accounting documents are prepared
Customer service documents are written
Business reports are drafted
Operational documents are prepared
Etc
Observation
Resources Learning activities Content
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Formative Assessment 4.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Writing practice Presentation Matching
Task: Using the appropriate writing style for each business document,
write a memo and business letter on a topic of your choice.
Checklist Score
Yes No
Indicator: Content and format are respected
Different principles and techniques of business writing are applied
Accurate business document format is used
Observation
Reference books:
1. Jacques Barzun, On Writing, Editing, and Publishing (Chicago: U. of Chicago Press,1972), pp. 57, 7
2. Jefferson Bates, Writing with Precision (Washington: Acropolis Books, 1985), pp. 82-85 3. George W. Fluharty and Harold R. Ross, Public Speaking (New York: Barnes and Noble,
1981), p. 276 4. William E. Wiethoff, Writing the Speech (Greenwood, IN: Alistair Press, 1994), p. 15 5. Judith Humphrey, “Writing Professional Speeches,” Vital Speeches of the Day, vol. 54,
Mar. 15, 1988, p. 343 6. Robert A. Rackleff, “The Art of Speechwriting,” Vital Speeches of the Day, vol. 54, Mar.
1, 1988, p. 311 7. Kenneth Roman and Joel Raphaelson, Writing That Works (New York: Harper and
Row,1981), p. 73
Performance criterion
Appropriate use of writing style applicable to each type of business document
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8. Dwyer, Karan Kangas & Marlina M. Davidson. “Is Public Speaking Really More Feared than Death?” Communications Research Reports, Vol. 29, Issue 2, 2012. Pages 99 – 107.
9. Beebe, S. A., & Beebe, S. J. Public speaking: An audience-centered approach (6th ed.). ( New York: Pearson, 2006).
10. Fraleigh, D. M., & Tuman, J. S. Speak up! An illustrated guide to public speaking. (New York: Bedford/St. Martins, 2009).
11. Paul Taylor, "Analysis and Synthesis of Intonation using Tilt Model", Journal of the Acoustical Society of America. Vol 107 3, pp. 1697-1714.
12. Gimson, A. C.. "An introduction to the pronunciation of English". London: Arnold, 1989. 13. Trudgill, P. and J. Hanna. "International English: a guide to the varieties of Standard
English". London: Hodder Education, 2008. 14. S. H. Weinberger and S. A. Kunath, “The Speech Accent Archive: towards a typology
of English accents,” Language and Computers,vol. 73, no. 1, pp. 265–281, 2011 15. Desmond A. Gilling "The Essential Handbook for Business Writing :communication
excellence in English, the language of business worldwide", First Edition. Canada, 2013 16. Green, G. M., Kantor, R. N., Morgan, J. L., Stein, N. L., Hermon, G., Salzillo, R., Sellner, M.
B., Bruce, B. C., Gentner, D., & Webber, B. L. Problems and Techniques of Text Analysis, April 1980.
17. Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who? Aurora, CO: McREL, 1998
18. Buckley, J. The Canadian Student’s Guide to Essay Writing. (6th ed.) Toronto, 2004
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C C M K N 5 0 1 - IKINYARWANDA K’INTYOZA
CCMKN501IKINYARWANDA K’INTYOZA
Ikiciro: 5 Amasaha ateganijwe
Indengo y'amasaha: 3 30
Ishami: Yose
Agashami: Twose
Igihe yateguriwe:Ukuboza, 2016
Intego nyamukuru
Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga ashobore :
Kumva, kuvuga, gusoma no kwandika Ikinyarwanda k’intyoza mu bikorwa bijyanye n’umwuga we.
Gukoresha ubuvanganzo nyandiko mu gushyikirana n’abandi abagezaho ibitekerezo bye kandi agaragaza uko yakira ibyabo.
Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu myandiko, inkurushusho n’ikinamico binyuranye.
Kugereranya ingeri zinyuranye z’ubuvanganzo nyarwanda.
Guhanga no kumurika mu rurimi rw'Ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko.
Gukoresha neza ibinyazina bitandukanye.
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Kwandika neza amazina bwite anyuranye.
Ubushobozi fatizo
Ubushobozi mu Kinyarwanda cy'umunyamwuga
Ingingo n’ibipimo by’ubushobozi
Ingingo z’ubushobozi zisobanura umusaruro w’ibanze ugomba kugerwaho.
Ibipimo by’ubushobozi bisobanura ubushobozi busabwa mu kugaragaza ko intego zikubiye mu
mbumbe zagezweho.
Ingingo z’Ubushobozi Ibipimo by’Ubushobozi
1. Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi.
1.1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva inkurushusho abinyujije mu ngiro zitandukanye.
1.2. Gusoma neza inkurushusho yubahiriza uturango n’isesekaza.
1.3. Gusubiza ibibazo ku nkurushusho mu nyandiko ikwiye. 1.4. Guhindura inkurushusho mo agakino akurikiranya neza
ingingo. 1.5. Guhimba no kwandika inkurushusho akurikiranya neza
ingingo.
2. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza uburyo bunyuranye bwo gukemura amakimbirane no gukoresha ibinyazina binyuranye.
2.1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro zitandukanye.
2.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 2.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 2.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 2.5. Kumurika ingero zifatika zigaragaza uburyo bwo gukemura
amakimbirane. 2.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
3. Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye.
3.1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.
3.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 3.5. Kumurika ingero zifatika zihamya akamaro k’isuku
n’isukura. 3.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
4. Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo
4.1. Gukoresha Ikinyarwanda k'intyoza agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka abinyujije mu
72 | P a g e
bunyuranye bwo gutunganya ubutaka no gukoresha ibinyazina binyuranye.
ngiro zitandukanye. 4.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza 4.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 4.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 4.5. Kumurika ingero zifatika zihamya imitunganyirize iboneye
y’ubutaka. 4.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
5. Gukoresha neza uburyo bunyuranye bw’ ubwumvane no kwandika yubahiriza imyandikire y’Ikinyarwanda.
5.1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye.
5.2. Gusoma neza ikinamico yubahiriza uturango twayo. 5.3. Gusubiza ibibazo ku ikinamico mu mvugo ikwiye. 5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro. 5.5. Gukoresha neza inzego z’ururimi. 5.6. Kubahiriza imyandikire y’amazina bwite.
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LU1 :Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi
1
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva inkurushusho abinyujije mu ngiro zitandukanye
2. Gusubiza ibibazo ku nkurushusho mu mvugo ikwiye. 3. Gusoma neza inkurushusho yubahiriza uturango n’isesekaza. 4. Guhindura inkurushusho mo agakino akurikiranya neza ingingo. 5. Guhimba no kwandika inkurushusho Amasaha 6
Umusaruro w’inyigisho 1.1:Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva
inkurushusho abinyujije mu ngiro zitandukanye.
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo
Inkurushusho Insanganyamatsiko; Inyunguramagambo; ingingo z’umuco
n’amateka; Inshamake
y’inkurushusho; inshoza n’uturango
by’inkurushusho; isomo ry’ingenzi; isesekaza n’utwatuzo.
o Gusoma inkurushusho bucece.
o Gusoma inkurushusho mu matsinda bashaka: Ibisobanuro
by’amagambo akomeye; Ibisubizo by’ibibazo byo
kumva inkurushusho no kumurika ibivuyemo;
o Gusoma inkurushusho uwiga aranguruye ;
o Gusoma inkurushusho bakuranwa ;
o Guhuza ibivugwa mu
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
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nkurushusho n’indangagaciro;
o Gusanisha ingeso zivugwa mu nkurushusho n’imyitwarire y’abantu;
o Gukoresha Ikinyarwanda k'intyoza agaragaza insanganyamatsiko z’ingenzi;
o Gusobanura ingingo z’umuco n’amateka;
o Gusobanura inshoza n’uturango by’inkurushusho;
o Gutahura isomo ry’ingenzi; o Guhina mu magambo
inkurushusho;
Isuzuma Mbonezanyigisho 1.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga akurikiye neza inkurushusho
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Ubushobozi busuzumwa
Uwiga yakoresheje neza Ikinyarwanda k’intyoza agaragaza ko yumva
inkurushusho abinyujije mu ngiro zitandukanye
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Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gukurikira neza inkurushusho
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya;
Ikitabwaho 2: Kugaragaza ko yumva neza
Insanganyamatsiko;
Inyunguramagambo;
ingingo z’umuco n’amateka;
Inshamake y’inkurushusho;
inshoza n’uturango by’inkurushusho;
Isomo ry’ingenzi;
Isesekaza n’utwatuzo.
Umwanzuro
Umusaruro w’inyigisho 1.2: Gusoma neza inkurushusho yubahiriza uturango n’isesekaza.
Inkurushusho ku kamaro k'imyuga n'ubumenyi ngiro mu muryango (nyarwanda)
o Gusoma inkurushusho bucece.
o Gusoma inkurushusho mu matsinda
o Gusoma inkurushusho uwiga aranguruye ;
o Gusoma inkurushusho bakuranwa;
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 1.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Ubushobozi busuzumwa
Yasomye neza inkurushusho yubahiriza uturango n’isesekaza.
Imfashanyigisho Ibikorwa by’uwiga
activities
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Gihamya Isuzuma
Amajwi n’amashusho
Uwiga asoma neza inkurushusho
Umukoro mu matsinda
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza inkurushusho
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya;
Utwatuzo n'isesekaza.
Umwanzuro
Umusaruro w’inyigisho 1.3: Gusubizaibibazo ku nkurushusho mu nyandiko iboneye.
Inkurushusho ku kamaro k'imyuga n'ubumenyi ngiro mu muryango (nyarwanda)
Insanganyamatsiko;
Inyunguramagambo;
ingingo z’umuco n’amateka;
Inshamake y’inkurushusho;
inshoza n’uturango by’inkurushusho;
isomo ry’ingenzi;
o Gusoma inkurushusho o Guhuza ibivugwa mu
nkurushusho n’indangagaciro;
o Gusanisha ingeso zivugwa mu nkurushusho n’imyitwarire y’abantu;
o Gukoresha Ikinyarwanda k'intyoza agaragaza insanganyamatsiko z’ingenzi;
o Gusobanura ingingo z’umuco n’amateka;
o Gusobanura inshoza n’uturango by’inkurushusho;
o Guhina inkurushusho mu nyandiko ikwiye
o Gutahura isomo ry’ingenzi;
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
activities
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Isuzuma Mbonezanyigisho 1.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku nkurushusho
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza inkurushusho
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya;
Ikitabwaho: Kumva no gusubiza neza ibibazo ku nkurushusho
Insanganyamatsiko;
Inyunguramagambo;
Ingingo z’umuco n’amateka;
Uturango by’inkurushusho;
Isomo ry’ingenzi;
Inshamake y’inkurushusho.
Umwanzuro
Ubushobozi busuzumwa
Yashubije ibibazo ku nkurushusho mu mvugo iboneye
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Umusaruro w’inyigisho 1.4: Guhindura inkurushusho mo agakino akurikiranya neza ingingo.
Inkurushusho ku kamaro k'imyuga n'ubumenyi ngiro mu muryango (nyarwanda)
Udukino dufatiye ku nkurushusho
o Gusoma inkurushusho
o Gusesengura inkurushusho
o Guhindura agakino mo
inkurushusho akurikiranya neza ingingo.
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 1.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Umukoro mu matsinda
Inyandiko y'udukino dufatiye ku nkurushusho
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gusoma no gusesengura neza inkurushusho
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Ikitabwaho 2: Guhindura neza inkurushusho mo udukino
Isesekaza;
Isano y'inkurushusho n'udukino;
Insanganyamatsiko.
Umwanzuro
Ubushobozi busuzumwa
Yahinduye inkurushusho mo agakino akurikiranya neza ingingo
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Umusaruro w’inyigisho 1.5:Guhimba no kwandika inkurushushoakurikiranya neza ingingo.
ihimbankurushusho Insanganyamatsiko; Inyunguramagambo; ingingo z’umuco
n’amateka; Uturango
by’inkurushusho; isomo ry’ingenzi; isesekaza n’utwatuzo.
o Guhimba inkurushusho o Kwandika inkurushusho
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 1.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ahimbainkurushusho
Umukoro mu matsinda
Inkurushusho
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Guhimba no kwandika neza inkurushusho
Insanganyamatsiko n'isomo ry’ingenzi;
Inyunguramagambo;
Ingingo z’umuco n’amateka;
Uturango tw’inkurushusho;
Isesekaza n’utwatuzo;
Urukurikirane ruhwitse rw'ingingo.
Umwanzuro
Ubushobozi busuzumwa
Yahimbye anandika inkurushushoakurikiranya neza ingingo.
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LU2 :Gukoresha Ikinyarwandak'intyoza agaragaza uburyo bunyuranye bwo gukemura amakimbirane no gukoresha ibinyazina binyuranye.
2
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro zitandukanye.
2. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza 3. Gusubiza ibibazo ku mwandiko mu mvugo iboneye. 4. Guhina no guhimba umwandiko akurikiranya ingingo 5. Kumurika ingero zifatika zigaragaza uburyo bwo gukemura
amakimbirane mu muryango 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye
Amasaha 6
Umusaruro w’inyigisho 2.1: Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro
zitandukanye.
Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ibimenyetso by’utega amatwi atarogoya;
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco;
Ingingo z’amateka (gusasa inzobe, Gacaca, Imimaro,..);
Ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.
Indangagaciro y’ubworoherane;
o Gutega amatwi umwandiko ujyanye no gukemura amakimbirane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro y’ubworoherane.
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
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Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye. -Ibisubizo by’ibibazo byo kumva umwandiko.
o Kumurika mu ruhame ibyavuye mu matsinda.
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda ibitekerezo ku kamaro ko gukemura amakimbirane.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo guhembera amakimbirane.
Isuzuma Mbonezanyigisho 2.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga akurikiye neza umwandiko ku nsanganyamatsiko yo
gukemura amakimbirane
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gutega amatwi no gukurikira neza umwandiko
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya
Ikitabwaho 2: Kugaragaza ko yumva neza
Insanganyamatsiko;
Ubushobozi busuzumwa
Yakoresheje Ikinyarwanda k'intyoza, agaragaza ko yumva umwandiko ku
nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro
zitandukanye.
.
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Inyunguramagambo;
ingingo z’umuco n’amateka;
Isomo ry’ingenzi;
Isesekaza n’utwatuzo.
Umwanzuro
Umusaruro w’inyigisho 2.2: Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.
Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ibimenyetso by’utega amatwi atarogoya;
o Gusoma umwandiko bucece. o Gusoma umwandiko mu
matsinda o Gusoma umwandiko uwiga
aranguruye ; o Gusoma umwandiko
bakuranwa; o Kubahiriza isesekaza
n'utwatuzo
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 2.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Uwiga asoma neza umwandiko ku nsanganyamatsiko yo
gukemura amakimbirane
Umukoro mu matsinda
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
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Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza umwandiko
Ibyiyumviro by’uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Isesekaza;
Utwatuzo.
Umwanzuro
Umusaruro w’inyigisho 2.3: Gusubiza ibibazo ku mwandiko mu mvugo ikwiye.
Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ibimenyetso by’utega amatwi atarogoya;
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco;
Ingingo z’amateka (gusasa inzobe, Gacaca, Imimaro,..);
Ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.
Indangagaciro y’ubworoherane;
Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
o Gutega amatwi umwandiko ujyanye no gukemura amakimbirane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro y’ubworoherane.
o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye. -Ibisubizo by’ibibazo byo kumva umwandiko.
o Kumurika mu ruhame ibyavuye mu matsinda.
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
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o Gusoma aranguruye
agaragaza isesekaza.
o Gukusanyiriza mu matsinda ibitekerezo ku kamaro ko gukemura amakimbirane.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo guhembera amakimbirane.
Isuzuma Mbonezanyigisho 2.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku mwandiko ku nsanganyamatsiko
yo gukemura amakimbirane
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Ikitabwaho 2:Gusubizaneza ibibazo ku
Nyunguramagambo;
Nsanganyamatsiko y’umwandiko;
Ngingo z’umuco ;
Ngingo z’amateka ( gusasa inzobe, Gacaca, Imimaro,..);
Buryo bufatika bwo gukemura amakimbirane mu muryango;
Ndangagaciro y’ubworoherane.
Umwanzuro
Ubushobozi busuzumwa
Yashubije ibibazo ku mwandiko mu mvugo ikwiye.
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Umusaruro w’inyigisho 2.4: Guhina no guhimba umwandiko akurikiranya ingingo.
Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco ;
Ingingo z’amateka (gusasa inzobe, Gacaca, Imimaro,..);
Ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.
Indangagaciro y’ubworoherane;
Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ihangamwandiko ku nsanganyamatsiko yo gukemura amakimbirane.
o Gusoma no gusesengura umwandiko ku nsanganyamatsiko yo gukemura amakimbirane
o Gukora inshamake y’umwandiko.
o Guhimba umwandiko
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Isuzuma Mbonezanyigisho 2.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
Imfashanyigisho Ibikorwa by’uwiga
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Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ahina,ahimba neza umwandiko ku nsanganyamatsiko yo
gukemura amakimbirane
Umukoro mu matsinda
Ihinamwandiko n'ihimbamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Guhina no guhimba neza umwandiko
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco;
Ingingo z’amateka (gusasa inzobe, Gacaca, Imimaro,..);
Ingero zifatika z'uburyo bwo gukemura amakimbirane mu muryango;
indangagaciro y’ubworoherane.
Umwanzuro
Umusaruro w’inyigisho 2.5:Kumurika ingero zifatika zigaragaza uburyo bwo gukemura
amakimbirane mu muryango.
Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ihangamwandiko ku nsanganyamatsiko yo gukemura amakimbirane.
Imurikamwandiko
o Gusoma no gusesengura umwandiko ujyanye no gukemura amakimbirane.
o Gukora ubushakashatsi ku buryo bwo gukemura amakimbirane
o Guhuza ingingo n'isomo n'ibyasomwe mu zindi nyandiko
o Kumurika ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
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Isuzuma Mbonezanyigisho 2.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga amurika neza umwandiko ku buryo bwo gukemura amakimbirane mu muryango
Umukoro mu matsinda
Inyandiko y'icyegeranyo ku buryo bwo gukemura amakimbirane
mu muryango
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Kumurika neza ingero ku buryo bwo gukemura amakimbirane
Ingero zifatika ku buryo bwo gukemura amakimbirane mu muryango;
Isano y'ingingo n'ibyasomwe mu bushakashatsi ku ngingo;
Ugukoresha neza umwanya w'ijambo;
Ukurasa ku ngingo.
Umwanzuro
Umusaruro w’inyigisho 2.6: Gukoresha ibinyazina binyuranye ku buryo bukwiye.
Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;
Ibinyazina: Nyereka Ngenera Ngenga
Ihangamwandiko
o Gusoma no gusesengura umwandiko
o Gutahura imikoreshereze y’ibinyazina binyuranye
o Gukorsha neza ibinyazina binyuranye mu mwandiko
˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yamuritse ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu
muryango
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Isuzuma Mbonezanyigisho 2.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga atahura amakosa ku mikoreshereze y'ibinyazina
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku mikoreshereze y'ibinyazina
binyuranye
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Gukoresha neza ibinyazina binyuranye
Ibinyazina bitandukanye:Nyereka, Ngenera na Ngenga
Isesengura ku mikoreshereze y'ibinyazina bitandukanye;
Imikoreshereze ikwiye y'ibinyazina binyuranye mu mwandiko.
Umwanzuro
Ubushobozi busuzumwa
Yakoresheje ibinyazina binyuranye ku buryo bukwiye
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Umusaruro w’inyigisho 3.1:Gukoresha Ikinyarwanda k'intyozan uwiga agaragaza ko yumva
umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.
Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco n’amateka;
Isesekaza n’utwatuzo;
Indangagaciro zo kubaha ubuzima;
ingero zifatika zihamya akamaro k’isuku n’isukura;
Ihinamwandiko ku nsanganyamatsiko y’ isuku n’isukura;
o Gutega amatwi umwandiko ku isuku n’isukura.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo kubaha ubuzima (Kubaha uburenganzira bwa muntu, kwirinda ihohotera iryo ari ryo ryose,kwiyitaho ).
o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye; -Ibisubizo by’ibibazo byo kumva umwandiko;
o Kumurika mu ruhame ibyavuye mu matsinda ;
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
LU 3:Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye.
3
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwandak'intyoza, uwiga agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.
2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3. Gusubiza ibibazo ku mwandiko mu mvugo iboneye. 4. Guhina no guhimba umwandiko akurikiranya neza ingingo 5. Kumurika ingero zifatika zihamya akamaro k’isuku n’isukura. 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
Amasaha 6
Imfashanyigisho Ibikorwa by’uwiga
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Ihangamwandiko ku isuku n’isukura.
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku isuku n’isukura.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka z’umwanda.
Isuzuma Mbonezanyigisho 3.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku mwandiko ku kamaro k’isuku
n’isukura
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gutega amatwi no gukurikira neza umwandiko
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya;
Ikitabwaho 2: Kugaragaza ko yumva neza:
Insanganyamatsiko;
Inyunguramagambo;
Ingingo z’umuco n’amateka;
Inshamake y’umwandiko;
Inshoza n’uturango by’umwandiko;
Isomo ry’ingenzi;
Isesekaza n’utwatuzo.
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwandak'intyoza agaragaza ko yumva umwandiko ku
kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.
91 | P a g e
Umusaruro w’inyigisho 3.2: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
Umwandiko ku nsanganyamatsiko y' isuku n’isukura;
o Gutega amatwi umwandiko ku isuku n’isukura.
o Kutarogoya usoma nta mpamvu.
o Gusoma mu matsinda o Gusoma aranguruye agaragaza
isesekaza.
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Murandasi;
Isuzuma Mbonezanyigisho 3.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Uwiga asoma neza ibibazo ku mwandiko ku kamaro k’isuku
n’isukura
Umukoro mu matsinda
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza umwandiko
Ibyiyumviro by’uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Isesekaza;
Utwatuzo.
Umwanzuro
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
92 | P a g e
Umusaruro w’inyigisho 3.3: Gusubiza ibibazo ku mwandiko mu mvugo ikwiye.
Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco n’amateka;
Isesekaza n’utwatuzo;
Indangagaciro zo kubaha ubuzima;
ingero zifatika zihamya akamaro k’isuku n’isukura;
Ihinamwandiko ku nsanganyamatsiko y’ isuku n’isukura;
Ihangamwandiko ku isuku n’isukura.
o Gutega amatwi umwandiko ku isuku n’isukura.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo kubaha ubuzima (kwiyitaho ).
o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye; -Ibisubizo by’ibibazo byo kumva umwandiko;
o Kumurika mu ruhame ibyavuye mu matsinda ;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku isuku n’isukura.
o Gukora inshamake y’umwandiko mu mvugo.
o Kujya impaka ku ngaruka z’umwanda.
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
Isuzuma Mbonezanyigisho 3.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
93 | P a g e
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku mwandiko ku kamaro k’isuku
n’isukura
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Ikitabwaho 2:Gusubiza neza ibibazo ku
Nyunguramagambo;
Nsanganyamatsiko y’umwandiko;
Ngingo z’umuco.
Umwanzuro
94 | P a g e
Umusaruro w’inyigisho 3.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.
Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco n’amateka;
Isesekaza n’utwatuzo;
Indangagaciro zo kubaha ubuzima;
Ingero zifatika zihamya akamaro k’isuku n’isukura;
Ihinamwandiko ku nsanganyamatsiko y’ isuku n’isukura;
Ihangamwandiko ku isuku n’isukura.
o Gutega amatwi umwandiko ku isuku n’isukura.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo kubaha ubuzima (kwiyitaho).
o Gusoma mu matsinda bashaka:
o -Ibisobanuro by’amagambo akomeye;
o -Ibisubizo by’ibibazo byo kumva umwandiko;
o -Bamurika mu ruhame ibyavuye mu matsinda ;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku isuku n’isukura.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka z’umwanda.
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
Isuzuma Mbonezanyigisho 3.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
95 | P a g e
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ahina, ahimba neza umwandiko ku kamaro k’isuku
n’isukura
Umukoro mu matsinda
Ihinamwandinko n'ihangamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Guhina no guhimba neza umwandiko
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco;
Ingingo z’amateka;
Indangagaciro na kirazira.
Umwanzuro
Umusaruro w’inyigisho 3.5:Kumurika ingero zifatika zihamya akamaro k’isuku n’isukura.
Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
Imurikamwandiko
o Gusoma no gusesengura umwaniko ku isuku n’isukura.
o Guhuza ibivugwa mu mwandiko n'ibindi byasomye mu zindi nyandiko
o Kujya impaka ku ngaruka z’umwanda
o Kumurika imyanzuro ku
ngero zifatika zihamya akamaro k’isuku n’isukura
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
96 | P a g e
Isuzuma Mbonezanyigisho 3.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ategura, amurika neza umwandiko ku kamaro k’isuku
n’isukura
Umukoro mu matsinda
Inyandiko y'icyegeranyo ku kamaro k'isuku n'isukura
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Ikitabwaho 2:Gusubizaneza ibibazo
Inyunguramagambo;
insanganyamatsiko y’umwandiko;
Isano y'umwandiko n'ibyasomwe ahandi;
Ingingo z’umuco n'amateka;
Gukoresha neza umwanya w'ijambo;
Kurasa ku ntego.
Umwanzuro
Umusaruro w’inyigisho 3.6: Gukoresha ibinyazina binyuranye ku buryo bukwiye.
Umwandiko ku nsanganyamatsiko ku isuku n’isukura;
Ibinyazina
o Gusoma no gusesengura umwandiko
o Gutahura imikoreshereze y’ibinyazina binyuranye.
˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;
˗ Ibitabo
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yamuritse ingero zifatika zihamya akamaro k’isuku n’isukura
97 | P a g e
Ngenera ngenga Ndafutura/ndasigura Mpamagazi
by’ikibonezamvugo; ˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo
Mpuzamahanga ry’uburenganzira bwa Muntu,
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’isuku n’isukura.
Isuzuma Mbonezanyigisho 3.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga atahura amakosa ku mikoreshereze y'ibinyazina
bitandukanye
Uwiga akoresha neza ibinyazina bitandukanye
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho:Gukoresha neza ibinyazina binyuranye
Ibinyazina bitandukanye: Ngenera ngenga, Ndafutura/ndasigura na Mpamagazi
Isesengura ku mikoreshereze y'ibinyazina bitandukanye;
Imikoreshereze ikwiye y'ibinyazina binyuranye mu mwandiko.
Umwanzuro
Ubushobozi busuzumwa
Yakoresheje ibinyazina binyuranye ku buryo bukwiye
98 | P a g e
LU 4:Gukoresha Ikinyarwandak'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no gukoresha ibinyazina binyuranye
4
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwandak'intyoza uwiga agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye
2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3. Gusubiza ibibazo ku mwandiko mu mvugo iboneye 4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 5. Kumurika ingero zifatika zihamya imitunganyirize iboneye
y’ubutaka. 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
Amasaha 6
Umusaruro w’inyigisho 4.1: Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
ibimenyetso by’uteze amatwi atarogoya.
Isesekaza n‘utwatuzo;
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Indangangakiro na kirazira;
Ingingo z’amateka n’umuco;
Ingero zifatika zihamya imitunganyirize;
Ihinamwandiko.
o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.
o Kutarogoya ufite ijambo nta mpamvu. o Kuvumbura insanganyamatsiko
ivugwa mu mwandiko. o Gukoresha Ikinyarwanda k'intyoza
agaragaza indangagaciro yo gukorera mu mucyo.
o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye; -Ibisubizo by’ibibazo byo kumva umwandiko;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.
o Gukora ubushakshatsi ku bivugwa mu mwandiko;
o Gukora inshamake y’umwandiko mu
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
99 | P a g e
mvugo.
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Kumurika mu ruhame ibyavuye mu matsinda.
Isuzuma Mbonezanyigisho 4.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ateze amatwi umwandiko ku gufata neza ubutaka
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gutega amatwi no gukurikira neza umwandiko
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya;
Isesekaza n’utwatuzo.
Ikitabwaho 2: Kugaragaza ko yumva neza:
Insanganyamatsiko;
Inyunguramagambo;
ingingo z’umuco n’amateka;
Inshamake ku mwandiko;
Inshoza n’uturango by’umwandiko;
Isomo ry’ingenzi.
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwandak'intyoza agaragaza ko yumva umwandiko ku
mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye
100 | P a g e
Umusaruro w’inyigisho 4.2: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
Ibimenyetso by’uteze amatwi atarogoya.
o Gusoma bucece. o Gusoma mu matsinda. o Gusoma bakuranwa. o Gusoma aranguruye
agaragaza isesekaza. o Gutega amatwi umwandiko
ku gufata neza ubutaka. o Kutarogoya ufite ijambo nta
mpamvu.
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Uwiga asoma neza umwandiko ku gufata neza ubutaka
Umukoro mu matsinda
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
101 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza umwandiko
Ibyiyumviro by’uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Utwatuzo n'isesekaza.
Umwanzuro
Umusaruro w’inyigisho 4.3: Gusubiza ibibazo ku mwandiko mu mvugo ikwiye
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
Ibimenyetso by’uteze amatwi atarogoya.
Isesekaza n‘utwatuzo;
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Indangangakiro na kirazira;
Ingingo z’amateka n’umuco;
Ingero zifatika zihamya imitunganyirize y'ubutaka ikwiye;
Ihimbamwandiko.
o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye; -Ibisubizo by’ibibazo byo kumva umwandiko;
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukora ubushakashatsi ku bindi bivugwa kuri iyi ngingo;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Kumurika mu ruhame ibyavuye mu matsinda;
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
102 | P a g e
Isuzuma Mbonezanyigisho 4.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku mwandiko ku gufata neza
ubutaka
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku gufata neza ubutaka
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Utwatuzo n'isesekaza;
Ikitabwaho 2:Gusubizaneza ibibazo ku
Nyunguramagambo;
Nsanganyamatsiko y’umwandiko;
Ngingo z’umuco;
Ngingo z’amateka;
Ndangagaciro na kirazira.
Umwanzuro
Ubushobozi busuzumwa
Yashubije neza ibibazo ku mwandiko mu mvugo ikwiye.
103 | P a g e
Umusaruro w’inyigisho 4.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
Ihinamwandiko;
Ihimbamwandiko.
o Gusoma no gusesengura umwandiko;
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
o Gukora inshamake y’umwandiko.
o Guhimba umwandiko ku mitunganyirize ikwiye y'ubutaka.
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ahina, ahimba umwandiko ku gufata neza ubutaka
Umukoro mu matsinda
Ihinamwandiko n'ihangamwandiko
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
104 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Guhina no guhimba neza umwandiko
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco;
Ingingo z’amateka;
Indangagaciro na kirazira.
Umwanzuro
Umusaruro w’inyigisho 4.5: Kumurika ingero zifatika zihamya imitunganyirize iboneye
y’ubutaka.
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
Ibimenyetso by’uteze amatwi atarogoya.
Isesekaza n‘utwatuzo;
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Indangangakiro na kirazira;
Ingingo z’amateka n’umuco;
Ingero zifatika zihamya imitunganyirize;
Ihimbamwandiko.
o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.
o Kutarogoya ufite ijambo nta mpamvu.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k'intyoza agaragaza indangagaciro yo gukorera mu mucyo.
o Gusoma mu matsinda bashaka: -Ibisobanuro by’amagambo akomeye; -Ibisubizo by’ibibazo byo kumva umwandiko;
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
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o Kumurika mu ruhame ibyavuye mu matsinda
Isuzuma Mbonezanyigisho 4.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ategura, amurika ingero zo gufata neza ubutaka
Umukoro mu matsinda
Inyandiko y'icyegeranyo ku gufata neza ubutaka
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza umwandiko
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Utwatuzo n'isesekaza;
Ikitabwaho 2:Gusubizaneza ibibazo
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Isano y'umwandiko n'ibyasomwe ahandi;
Ingingo z’umuco n'amateka;
Gukoresha neza umwanya w'ijambo;
Kurasa ku ntego.
Umwanzuro
Umusaruro w’inyigisho 4.6:Gukoresha ibinyazina binyuranye ku buryo bukwiye.
Ubushobozi busuzumwa
Yamuritse ingero zifatika zihamya imitunganyirize iboneye y’ubutaka
106 | P a g e
Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka;
Ikinyazina:
Mbaza
Mboneranteko
Nyamubaro
o Gusoma no gusesengura umwandiko
o Gutahura imikoreshereze y’ibinyazina binyuranye.
˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;
˗ Ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga
ry’uburenganzira bwa Muntu;
˗ Itegeko Nshinga rya Repubulika y’u Rwanda;
˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.
Isuzuma Mbonezanyigisho 4.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga atahura,akosora amakosa ku mikoreshereze y'ibinyazina
binyuranye
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku mikoreshereze y'ibinyazina
Ikitabwaho:Gukoresha neza ibinyazina binyuranye
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ubushobozi busuzumwa
Yakoresheje ibinyazina binyuranye ku buryo bukwiye
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Ibinyazina bitandukanye:Mbaza, Mboneranteko na Nyamubaro;
Isesengura ku mikoreshereze y'ibinyazina bitandukanye;
Imikoreshereze ikwiye y'ibinyazina binyuranye mu mwandiko.
108 | P a g e
LU 5:Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire y’Ikinyarwanda.
5
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwandak'intyoza uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye.
2. Gusoma neza ikinamico yubahiriza uturango twayo. 3. Gusubiza ibibazo ku ikinamico mu mvugo iboneye. 4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro 5. Gukoresha neza inzego z’ururimi. 6. Kubahiriza imyandikire y’amazina bwite.
Amasaha 6
Umusaruro w’inyigisho 5.1:Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva
ikinamico ku nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye.
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Inyunguramagambo ku ngeri y’ikinamico;
Ingingo z’umuco n’amateka;
Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
Isesekaza n’utwatuzo.
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu. o Gusubiza ibibazo byo kumva ikinamico
n’inyunguramagambo. o Kuvumbura insanganyamatsiko ivugwa mu
ikinamico. o Gusoma bucece ikinamico. o Gusoma bakuramwa, baranguruye bigana,
abakinankuru. o Gukorera mu matsinda, bungurana
ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.
o Kujya impaka ku kamaro k' imvugo ziboneye.
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ Ibitabo by’ikibonezamvugo ;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
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Isuzuma Mbonezanyigisho 5.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku ikinamico yerekeye ubwumvane
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku icinamico
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho1: Gutega amatwi no gukurikira neza ikinamico
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya;
Isesekaza n’utwatuzo.
Ikitabwaho 2: Kugaragaza ko yumva neza
Insanganyamatsiko;
Inyunguramagambo;
Ingingo z’umuco n’amateka;
Inshamake y' ikinamico;
Inshoza n’uturango by’ ikinamico;
Isomo ry’ingenzi.
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda k'intyoza agaragaza ko yumva, mu ngiro
zitandukanye, ikinamico ku nsanganyamatsiko yerekeye ubwumvane
110 | P a g e
Umusaruro w’inyigisho 5.2: Gusoma neza ikinamico yubahiriza uturango twayo
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Isesekaza n’utwatuzo.
o Gutega amatwi ikinamico ku
nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusoma bucece ikinamico.
o Gusoma bakuramwa, baranguruye bigana, abakinankuru
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ Ibitabo by’ikibonezamvugo ;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
Isuzuma Mbonezanyigisho 5.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Uwiga asoma neza ikinamico ku nsanganyamatsiko yerekeye
ubwumvane
Umukoro mu matsinda
Ubushobozi busuzumwa
Yasomye neza ikinamico yubahiriza uturango twayo
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Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Gusoma neza ikinamico
Ibyiyumviro by’uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Utwatuzo n'isesekaza.
Umwanzuro
Umusaruro w’inyigisho 5.3: Gusubiza ibibazo ku ikinamico mu mvugo iboneye
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Inyunguramagambo ku ngeri y’ikinamico;
Ingingo z’umuco n’amateka;
Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
Isesekaza n’utwatuzo.
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.
o Gusoma bucece ikinamico. o Gusoma bakuramwa,
baranguruye bigana, abakinankuru.
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ Ibitabo by’ikibonezamvugo ;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
Isuzuma Mbonezanyigisho 5.3
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo ikwiye ku ikinamico
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Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga asubiza neza ibibazo ku ikinamico yerekeye ubwumvane
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku ikinamico yerekeye ubwumvane
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gutega amatwi no kumva neza ku ikinamico
Ibyiyumviro by'uteze amatwi atarogoya;
Ubwumvane mu matsinda;
Utwatuzo n'isesekaza;
Ikitabwaho 2:Gusubizaneza ibibazo ku
Nyunguramagambo;
Nsanganyamatsiko y’ ikinamico;
Ngingo z’umuco;
Ngingo z’amateka;
Ndangagaciro na kirazira.
Umwanzuro
Umusaruro w’inyigisho 5.4: Guhimba no gukina ikinamico ahuza imvugo n’ingiro
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Inyunguramagambo ku ngeri y’ikinamico;
Ingingo z’umuco n’amateka;
Isesekaza n’utwatuzo.
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.
o Gusoma bucece ikinamico. o Gusoma bakuramwa,
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ Ibitabo by’ikibonezamvugo ;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa
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Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
baranguruye bigana, abakinankuru.
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.
08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
Isuzuma Mbonezanyigisho 5.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga ahimba, akina neza ikinamico ku nsanganyamatsiko
y'ubwumvane
Umukoro mu matsinda
Ikinamico yanditswe
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Guhimba no gukina neza ikinamico
Inyunguramagambo;
Insanganyamatsiko y’ikinamico;
Ingingo z’umuco;
Ingingo z’amateka;
Indangagaciro na kirazira;
Utwatuzo n'isesekaza;
Ibyiyumviro by'abakinankuru.
Umwanzuro
Ubushobozi busuzumwa
Yahimbye anakina ikinamico ahuza imvugo n’ingiro.
114 | P a g e
Umusaruro w’inyigisho 5.5:Gukoresha neza inzego z’ururimi.
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Ibimenyetso by’uteze amatwi atarogoya.
Inyunguramagambo ku ngeri y’ikinamico;
Ingingo z’umuco n’amateka;
Udukino ku nsanganyamatsiko ishingiye ku bwumvane;
Isesekaza n’utwatuzo.
Inzego z’ururimi: Imvugo ikocamye Imvugo isanzwe Imvugo ihanitse
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.
o Gusoma bucece ikinamico. o Gusoma bakuramwa,
baranguruye bigana, abakinankuru.
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.
o Kujya impaka ku mvugo ziboneye.
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ Ibitabo by’ikibonezamvugo ;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
Isuzuma Mbonezanyigisho 5.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga atahura, akosora amakosa ku mikoreshereze y'inzego
z'ururimi
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku mikoreshereze y'inzego
z'ururimi
Ubushobozi busuzumwa
Yakoresheje neza inzego z’ururimi
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Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1: Gusoma neza no gukurikira ikinamico
Ubwumvane mu matsinda;
Ibyiyumviro by'uteze amatwi atarogoya;
Isesekaza n'utwatuzo;
Ikitabwaho 1: Gukoresha neza inzego z'ururimi zitandukanye
Inzego zitandukanye z’ururimi
Imikoreshereze ikwiye y'inzego z'ururimi.
Umwanzuro
Umusaruro w’inyigisho 5.6:Kubahiriza imyandikire y’amazina bwite
Ikinamico ku nsanganyamatsiko yerekeye ubwumvane;
Amazina bwite y’ahantu afite indomo y’abantu arenze rimwe y’abantu n’ahantu y’amavamahanga y’idini yari asanzweho
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.
o Gusoma bucece ikinamico. o Gusoma bakuramwa,
baranguruye bigana, abakinankuru.
o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.
o Kujya impaka ku kamaro k'imyandikire ikwiye
˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;
˗ Ibitabo by’ikibonezamvugo ;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
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y'amazina bwite.
o Gutahura no gukosora amakosa mu myandikire y’amazina bwite.
Isuzuma Mbonezanyigisho 5.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho
Inyandiko
Uwiga atahura, akosora imyandikire y'amazina bwite
Umukoro mu matsinda
Ibisubizo ku bibazo byanditse ku myandikiye ikwiye y'amazina
bwite
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho: Kubahiriza imyandikire
y'amazina bwite y’ahantu afite indomo
y'amazina bwite y’abantu arenze rimwe
y'amazina bwite y’abantu n’ahantu
y'amazina bwite y’amavamahanga
y'amazina bwite y’idini yari asanzweho
Umwanzuro
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.
Ubushobozi busuzumwa
Yubahirije imyandikire y’amazina bwite
117 | P a g e
5. COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura 6. Dictionnaire Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB. 7. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4, Fountain
Publishers, Kigali 8. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain
Publishers, Kigali 9. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain
Publishers, Kigali 10. GAGNÉ, G., PAGÉ, M. na ARRAB, E, (2002), Didactique des langues maternelles. Questions
actuelles dans différentes régions du monde, De Boeck Universitégions du monde, De Boeck Université, Bruxelles.
11. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima 12. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC), (2013), Indangagaciro z’Umuco w’u Rwanda,
Imfashanyigisho ibanza, Kigali Rwanda 13. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS 14. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986) Ikinyarwanda: Ikibonezamvugo cyo mu
Cyiciro cya Gatatu, Kigali 15. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo
Nyarwanda, Kigali. 16. VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.
118 | P a g e
C C M M K 5 0 1 - MAWASILIANO MBALI MBALI YA KIOFISI KATIKA KISWAHILI
CCMMK501Kujadili Mawasiliano mbali mbali ya Kiofisi katika Kiswahili[Uwezo=competence]
Daraja: 5 Saazinazofaa
Idadiyavipindi: 3 30
Idara: Zote
Mikondo: Yote
Wakatiilipoandaliwa:Januari, 2017
Lengo
Moduli hii inaeleza ujuzi na uwezo vinavyostahiliwa ili mwanafunzi aweze:
Kujadili mawasiliano mbali mbali ya kiofisi kupitia njia ya kuzungumza na kuandika katika shughuli za kazi;
Kutunga kimaandishi na kimazungumzo hati tofauti kwa kuzingatia kanuni na mitindo ya lugha ya kiswahili ifaavyo;
Kuchambua kimazungumzo na kimaandishi hati za mawasiliano mbali mbali za kiofisi;
Kuwasilisha hati mbali mbali mahali zinapotakiwa.
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Ujuziwaawali Kutumia kiswahili katika sekta za kikazi
Kitengonavigezovyakitengo
Kitengokinaelezamategemeomuhimuyanayohitajiwa.
5. Vigezovyakitengovimepangwakupimaikiwamwanafunzianazingatiakitengoifaavyo.
Mwishonimwa moduli hiimwanafunziatakuwanauwezowa:
Kitengo Vigezovyakitengo
1. Kutunga hati za mawasiliano mbali mbali za kiofisi.
1.1 Uwezo wa kuonyesha kwa mchoro sehemu kuu za hati 2.1 Uwezo wa kutumia mtindo wa lugha inayostahili
kulingana na hati 3.1 Uwezo wa kutunga hati za mawasiliano tofauti za
kiofisi
2. Kuchambua hati za mawasiliano mbali mbali za kiofisi zilizopokewa.
2.1 Uwezo wa kutambua kimaandishi aina za hati mbali mbali
2.2 Uchambuzi wa Habari kuhusu utungaji wa hati fulani 2.3 Uchambuzi wa njia za mawasiliano zilizotumiwa
3. Kupanga mbinu za uwasilishaji wa hati mbali mbali.
3.1 Zingatio la mazingira ya uwasilishaji wa hati inayohitajiwa
3.2 Zingatio la vifaa vinavyohitajiwa kuhitimisha uwasilishaji
3.3 Zingatio la njia za uwasilishaji wa hati mbali mbali
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LU 1:Kutunga hati za mawasiliano mbali mbali za kiofisi.
1
Yanayotegemewa:
1. Uwezo wa kuonyesha kwa mchoro sehemu kuu za hati. 2. Uwezo wa kutumia mtindo wa lugha inayostahili kulingana na hati. 3. Uwezo wa kutunga hati za mawasiliano tofauti za kiofisi.
Saa10
Yanayotegemewa 1.1:Uwezo wa kuonyesha kwa mchoro sehemu kuu za hati.
Kifungu cha michoro ya hati za: Aina mbali mbali za barua Ripoti Simu ya mdomo Simu ya kuandika Risala Uwasilishaji Wasifu-kazi (CV) Ajenda Kumbukumbu za mkutano
o Kutega sikio o Kusoma kimya o Kusoma kwa makund o Kuandika mchoro
- Vitabu vya utungaji
- Vitabu vya sarufi
- Kanda (CD) - Mtandao - Kamusi - Ubao - Chaki
TathiminiEndelezi /Arifu1.1
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Vigezo vya kitengo
Kuonyesha kwa mchoro sehemu kuu za hati.
Vifaa Kazi ya mwanafunzi Yaliyomo
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Aina za thibitisho Vifaa
Kanda ya Filamu
Andishi
Hati za kiofisiza mawasiliano mbali mbali Uwasilisho wa sehemu kuu za hati sa hati mbali mbali
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho: Sehemu kuu za hati kwa mchoro
Orodha ya sehemu kuu za hati
Mchoro wa sehemu kuu za hati
Maoni
Yanayotegemewa 1.2:Uwezo wa kutumia mtindo wa lugha inayostahili kulingana na hati.
Kifungu cha mitindo ya lugha:
Lugha ya ishara Lugha ya heshma Istilahi za lugha Lugha fasaha
o Kusoma o Kutamka na kusikiliza o Kutunga mifano ya hati za mawasiliano
kwa kutumia mtindo wa luhga unaostahili
- Vitabu vya utungaji
- Vitabu vya sarufi
- Kanda (CD) - Mtandao - Kamusi - Ubao - Chaki
Tathimin iEndelezi /Arifu1.2
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Vigezovyakitengo
Kutumia mtindo wa lugha inayostahili kulingana na hati
Vifaa Kazi ya mwanafunzi Yaliyomo
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Aina za thibitisho Vifaa
Kanda Ya Filamu
Andishi
Utungaji wa hati Uwasilisho wa hati mbali mbali
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho: Lugha inayostahili kwa utungaji wa hati Mtindo wa lugha kulingana na walengwa
Mtindo wa lugha kulingana na aina ya hati
Maoni
Yanayotegemewa 1.3:Uwezo wa kutunga hati za mawasiliano tofauti za kiofisi.
Mbinu za kutunga hati mbali mbali za:
Barua Ripoti Simu ya mdomo Simu ya kuandika Uwasilishaji Wasifu-kazi (CV) Ajenda Kumbukumbu za
mkutano
o Kutunga hati mbali mbali katika makundi o kutunga hati mbali mbali peke yake o Kuigiza hati za kimazungumzo
- Vitabu vya utungaji
- Vitabu vya sarufi - Kanda (CD) - Mtandao - Kamusi - Ubao - Chaki
TathiminiEndelezi /Arifu1.3
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Vigezovyakitengo
Kutunga hati za mawasiliano tofauti za kiofisi.
Vifaa Kazi ya mwanafunzi Yaliyomo
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Aina za thibitisho Vifaa
Andishi
Simulizi
Kanda ya Filamu
Utungajiwa hati za mawasiliano tofauti za kiofisi Uwasilisho wa hati za mawasiliano tofauti za kiofisi
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho: Hati za mawasiliano tofauti za kiofisi
Tungo sahihi
Mantiki
Maoni
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LU 2:Kuchambua hati za mawasiliano mbali mbali za kiofisi
2
Yanayotegemewa:
1. Uwezo wa kutambua kimaandishi aina za hati tofauti. 2. Uchambuzi wa habari kuhusu mtindo wa utungaji wa hati Fulani. 3. Uchambuzi wa njia za mawasiliano zilizotumiwa.
Saa10
Yanayotegemewa 2.1:Uwezo wa kutumbua kimaandishi aina za hati tofauti.
Kifungu cha hati mbali mbali: Barua Ripoti Simu ya mdomo Simu ya kuandika Uwasilishaji Wasifu-kazi (CV) Ajenda Kumbukumbu za mkutano
o Kutega sikio hati inaotamkwa o Kusoma kimya o Kusoma katika makundi
- Vitabu vya utungaji
- Kanda (CD) - Mtandao - Kamusi - Ubao - Chaki
TathiminiEndelezi /Arifu 2.1
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Vigezo vya kitengo
Kutambua kimaandishi aina za hati mbali mbali.
Vifaa Kazi ya mwanafunzi Yaliyomo
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Aina za thibitisho Vifaa
Andishi
Simulizi
Ufahamu kimaandishi wa aina za hati mbali mbali Uwasilisho kuhusu aina za hati mbali mbali
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho:Aina za hati mbali mbali
Viashiria vya kila hati
Lengo la kila aina
Maoni
Yanayotegemewa 2.2:Uchambuzi wa habari kuhusu mtindo wa utungaji wa hati fulani.
Kifungu cha hati: Mtungaji Wakati wa
kutunga Sababu za
utungaji Ujumbe
muhimu
o Kusoma hati tofauti o Kugundua mtungaji o Kugundua wakati zilizotungwa o Kupanga mtiririko wa mambo muhimu
- Vitabu vya utungaji - Kanda (CD) - Mtandao - Kamusi - Ubao - Chaki
Tathimin iEndelezi /Arifu 2.2
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Andishi
Simulizi
Ufahamu
Uwasilisho habari kuhusu utungaji wa hati fulani
Vigezo vya kitengo
Uchambuzi wa habari kuhusu utungaji wa hati fulani.
Vifaa Kazi ya mwanafunzi Yaliyomo
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Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho: Habari kuhusu utungaji wa hati Fulani
Walengwa
Wakati wa kutunga
Lengo la utungaji
Maoni
Yanayotegemewa 2.3:Uchambuzi wa njia za mawasiliano zilizotumiwa.
Njia ya masimulizi
Njia ya maandishi ya hati tofauti
Baruwa pepe
Simu ya mdomo
Simu ya kuandika
o Kutoa umuhimu wa kila njia o Kugundua na kujadili migogoro
ipatikanayo katika kila njia o Kutoa mbinu za utatuzi wa migogoro
- Vitabu vya utungaji
- Kanda (CD) - Mtandao - Kamusi - Ubao - Chaki
TathiminiEndelezi /Arifu 2.3
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Andishi
Simulizi
Ufahamu wa njia za mawasiliano Uwasilisho kuhusu njia za mawasiliano
Vigezo vya kitengo
Uchambuzi wa njia za mawasiliano zilizotumiwa.
Vifaa Kazi ya mwanafunzi Yaliyomo
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Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho: Njia mbali mbali za mawasiliano Umuhimu wa kila njia
Migogoro ya kila njia
Mbinu za utatuzi wa migogoro ya kila njia
Maoni
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LU 3: Kupanga mbinu za uwasilishaji wa hati mbali mbali.
3
Yanayotegemewa:
1. Zingatio la mazingira ya uwasilishaji wa hati inayohitajiwa 2. Zingatio la sanii ya utungaji wa hati mbali mbali. 3. Zingatio la njia za uwasilishaji wa hati mbali mbali.
Saa10
Yanayotegemewa 3.1:Zingatio la mazingira ya uwasilishaji wa hati inayohitajiwa.
Mazingira ya uwasilishaji: Wapokeaji Mila na desturi za
wapokeaji Mandhari Lugha inayohitajiwa
o Kutoa tabia za wapokeaji wa kila hati o Kusikiliza na kutoa mifano ya lugha
inayotumiwa katika kila hati o Kuonyesha mandhari
- Vitabu vya utungaji
- Kanda (CD) - Mtandao - Kamusi - Ubao - Chaki
TathiminiEndelezi /Arifu 3.1
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Andishi
Simulizi
Uchambuzi wa hati na mazingira yake Uwasilisho wa hati na mazingira yake
Vigezo vya kitengo
Zingatio la mazingira ya uwasilishaji wa hati inayohitajiwa.
Vifaa Kazi ya mwanafunzi Yaliyomo
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Yatakayochunguzwa Matokeo
Ndiyo Bado
Manonyesho: Mazingira ya uwasilishaji wa hati
Walengwa
Mila na desturi za walengwa
Mandhari
Maoni
Yanayotegemewa 3.2:Zingatio la sanii ya utungaji wa hati mbali mbali.
Sanii za utungaji: Aina za karatasi Lafudi na shada Rangi Hati (herufi)
o Kusoma hati tofauti o Kujadili sifa za matini katika makundi o Kutunga tungo fupi kwa kutumia sifa
zilizotajwa
- Vitabu vya utungaji
- Kanda (CD) - Mtandao - Kamusi - Ubao - Chaki
Tathimini Endelezi /Arifu 3.2
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Andishi
Simulizi
Kanda ya filamu
Uchambuzi wa sanii ya hati mbali mbali
Vigezo vya kitengo
Zingatio la sanii ya utungaji wa hati mbali mbali.
Vifaa Kazi ya mwanafunzi Yaliyomo
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Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho: sanii ya utungaji wa hati mbali mbali
Orodha ya vifaa kulingana na hati
Umuhimu wa kila kifaa
Maoni
Yanayotegemewa 3.3:Zingatio la njia za uwasilishaji wa hati mbali mbali.
Ana kwa ana
Simu
Mtandao
Posta
o Kutoa sifa za kila njia, o Kugundua na kujadili migogoro
ipatikanayo katika kila njia o Kutoa mbinu za utatuzi wa migogoro
- Vitabu vya utungaji
- Kanda (CD) - Mtandao - Kamusi - Ubao - Chaki
TathiminiEndelezi /Arifu 3.3
Mwongozo wa Tathimini. Tathimini Endelezi/Arifu
Aina za thibitisho Vifaa
Andishi
Simulizi
Uchambuzi wa hati mbali mbali
Vigezo vya kitengo
Zingatio la njia za uwasilishaji wa hati mbali mbali.
Vifaa Kazi ya mwanafunzi Yaliyomo
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Marejeo:
1. NKwera F.V.M.(1985). Sarufi na Fasihi Sekondari na Vyuo, Tanzania Publishing House,
Dar es Salaam.
2. TUKI (2004), Kamusi ya Kiswahili Sanifu. Dar Es Salaam: Oxford University Press
3. Wamitila, K.W.(2003), Kamusi ya Fasihi, Istilahi na Nadharia. Nairobi: Focas Book
4. Hassan O. Ali& Ali Mazrui (2004). Teach yourself Swahili.Nairobi: Oxford University
Press.
5. Niyomugabo.C. (2013) Mafunzo ya Kiswahili , kitabu cha mwanafunzi, Kidato cha tano,
fountain Publisher Rwanda Kigali
6. (2013) Mafunzo ya Kiswahili , Kitabu cha mwanafunzi, kidato cha sita, Fountain
Publisher Rwanda, Kigali
7. Wekesa S.P. (2000) . Uandishi wa Insha, Nairobi: Acacia Stantex Publishers
Yatakayochunguzwa Matokeo
Ndiyo Bado
Maonyesho: Njia za uwasilishaji wa hati mbali mbali
Sifa za kila njia
Migogoro katika kila njia
Mbinu za utatuzi wa migogoro ya kila njia
Maoni
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C C M F T 5 0 1 - TECHNIQUES D’EXPRESSION ORALE ET ECRITE EN FRANCAIS
CCMFT501Pratiquer les techniques d’expression orale et écrite
Niveau: 5 Heures d’apprentissage
Credits: 3 30
Section: Toutes
Option: Toutes
Date d'élaboration:Décembre, 2016
But visé
Ce module décrit les techniques d’expression orale et écrite. A la fin de ce module, l’apprenant
sera capable d’écrire en respectant l’orthographe courante, employer le vocabulaire technique
dans différents écrits, présider des débats et des discussions, conduire des réunions, rédiger et
présenter un exposé.
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Prérequis pour le nouvel apprentissage
Non appliqué
Eléments de compétence et lesCritères de performance
Les unités d’apprentissage décrivent les résultats essentiels d’une compétence
A la fin de ce module, l’apprenant sera capable de:
Elements de competence Critères de performance
1. Ecrire en respectant l’orthographe
courante.
1.1. Application correcte des lettres minuscules et
majuscules
1.2. Utilisation adéquate des accents et signes de
ponctuation
1.3. Application appropriée des espacements entre les
mots
2. Employer le vocabulaire technique
dans différents écrits.
2.1. Emploi abondant de vocabulaire technique dans un
récit se rapportant à son métier
2.2. Utilisation appropriée du vocabulaire technique dans
une présentation adressée au
public
2.3. Application appropriée du vocabulaire technique dans
la rédaction des rapports de
service
2.4. Rédaction méthodique des lettres d’affaire
3. Présider des débats, des
discussions.
3.1. Fixation claire des thèmes de discussions
contradictoires
3.2. Définition claire des directives à suivre pour la sérénité
des débats
3.3. Modération méthodique des interventions respectives
des membres du groupe
4. Conduire des réunions. 4.1.. Elaboration adéquate de l’ordre du jour
4.2. Exposé introductif méthodique définissant les règles à
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suivre et le déroulement de la
réunion
4.3. Prise de notes méthodiques pour harmoniser les
diverses interventions
5. Rédiger et présenter un exposé. 5.1. Organisation méthodique des arguments dans une
présentation écrite
5.2. Exploitation méthodique des règles de la rhétorique
devant l’auditoire
5.3. Conclusion concise et ouverte de son exposé reprenant
les grandes lignes d’une part
et dégageant des perspectives d’autre part
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LU 1:Ecrire en respectant l’orthographe courante
1
Résultats d’apprentissage:
4. Appliquer les lettres minuscules et majuscules 5. Utiliser les accents et signes de ponctuation. 6. Appliquer les espacements entre les mots.
6 Heures
Résultats d’apprentissage 1.1:Appliquer les lettres minuscules et majuscules
Lettres
Minuscules
Majuscules
o Ecrire les noms propres et noms
communs
o Ecrire un paragraphe de différente
phrase.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Flash Disc
- Matériels tactiles
Evaluation Formative 1.1
Critère de performance
Application correcte des lettres minuscules et majuscules
Ressources Activités d’Apprentissage Contenus
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Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Instruments d’evaluation du portfolio
Preuvesécrites
Preuvesorales
Liste de contrôle Résultat
Oui Non
Orthographe de cinq (5) noms propres et cinq (5) noms communs
Composition d’un paragraphe de du moins trois (3) différentes phrases.
Orthographe de cinq (5) mots avec différents accents « é ; ü ; â ; è ; ô ; à ; ç ;
î ; û ; ê ; ö. »
Observations
Résultats d’apprentissage 1.2: Utiliser les accents et signes de ponctuation
Accents
Aigüe
Grave
Circonflexe
Cédille.
Signes de ponctuation
Point
Point
d’Interrogation
Point
d’exclamation
Point de
o Ecrire les mots avec différents accents
o Composer les phrases terminées par
différents signes de ponctuation.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Flash Disc
- Matériels tactiles
Ressources Activités d’Apprentissage Contenus
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suspension
Virgule
Point-virgule
Guillemets
Double points
Evaluation Formative 1.2
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Instruments d’evaluation du portfolio
Preuvesécrites
Preuvesorales
Liste de contrôle Résultat
Oui Non
Composition de cinq (5) phrases terminées par différents signes de
ponctuation
Observations
Résultats d’apprentissage 1.3:Appliquer les espacements entre les mots.
Espacements entre les
mots
o Composer une phrase de beaucoup de
mots.
- Textes
- Illustrations
Ressources Activités d’Apprentissage Contenus
Critère de performance
Utilisation adéquate des accents et signes de ponctuation
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- Dialogues
- CD audio-visuels
- Photographies
- Figurines et
tableaux feutres
- Projecteurs
- Flash Disc
- Matériels tactiles
Evaluation Formative 1.3
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuvesécrites
Preuvesorales
Liste de contrôle Résultat
Oui Non
Composition d’une phrase avec dix (10) mots
Observations
Critère de performance
Application appropriée des espacements entre les mots
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LU 2:Employer le vocabulaire technique dans différents écrit
2
Résultatsd’apprentissage:
1. Préciser la réponse relative au texte. 2. Prononcer des énoncés de ses réponses. 3. Articuler en tenant compte de la ponctuation. 4. Rédiger les lettres d’affaire.
4 Heures
Résultats d’apprentissage 2.1:Préciser la réponse relative au texte..
Vocabulaire technique Récit à son
métier
o Rédiger le récit en utilisant les mots spécifiques pour le métier en question.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
Evaluation Formative 2.1
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuvesecrites
Preuves orales
Critère de performance
Emploi abondant de vocabulaire technique dans un récit se rapportant à
son métier.
Ressources Activités d’Apprentissage Contenus
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Liste de contrôle Résultat
Oui Non
Rédaction d’un texte sur une page contenant au moins cinq (5) mots
spécifiques pour le métier en question.
Observations
Résultats d’apprentissage 2.2: Prononcer des énoncés de ses réponses.
Vocabulaire technique
Présentation adressée
au public
o Présenter en classe le récit contenant
les termes techniques sur le métier.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
Evaluation Formative 2.2
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Liresilencieusement les énoncés.
Liste de contrôle Résultat
Oui Non
Composition et présentation en classe d’un écrit contenant les termes
techniques sur le métier
Observations
Critère de performance
Utilisation appropriée du vocabulaire technique dans une présentation
adressée au public.
Ressources Activités d’Apprentissage Contenus
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Résultats d’apprentissage 2.3:Articuler en tenant compte de la ponctuation.
Vocabulaire technique
Rapports de service
o Etablir un rapport de service en utilisant
les termes techniques lies au métier.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
Evaluation Formative 2.3
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuvesecrites
Preuves orales
Liste de contrôle Résultat
Oui Non
Etablissement d’un rapport de service en utilisant les termestechniques lies au
métier.
Observations
Critère de performance
Application appropriée du vocabulaire technique dans la rédaction des
rapports de service.
Ressources Activités d’Apprentissage Contenus
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Résultats d’apprentissage 2.4:Rédiger les lettres d’affaire.
Lettres d’affaire
Réquisition
Commande
Livraisons
Recouvrement
o Composer les lettres de réquisitions,
commandes, livraisons, recouvrements.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
Evaluation Formative 2.4
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuves ecrites
Preuves orales
Liste de contrôle Résultat
Oui Non
Composition des lettres :
Critère de performance
Rédaction méthodique des lettres d’affaire
Ressources Activités d’Apprentissage Contenus
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Lettre de réquisitions
Lettre de commande
Lettre de livraison
Observations
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LU 3:Présider des débats et des discussions
3
Résultatsd’apprentissage:
1. Fixer les thèmes de discussions contradictoires 2. Définir les directives à suivre pour la sérénité des débats 3. Modérer les interventions respectives des membres du groupe.
6 Heures
Résultats d’apprentissage 3.1: Fixer les thèmes de discussions contradictoires.
Thèmes de discussions o Proposer les sujets de controverse. - Textes
- Illustrations
- Dialogues
- CD audio-visuels
Evaluation Formative 3.1
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Critère de performance
Fixation claire des thèmes de discussions contradictoires
Ressources Activités d’Apprentissage Contenus
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Liste de contrôle Résultat
Oui Non
Suggestion de cinq (5) sujets de controverse
Observations
Résultats d’apprentissage 3.2:Définir les directives à suivre pour la sérénité des débats.
Directives à suivre
Durée d’intervention
Tolérance
o Fixer le délai d’intervention et les
normes de tolérance.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
Evaluation Formative 3.2
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Organiser un débat
Critère de performance
Définition claire des directives à suivre pour la sérénité des débats
Ressources Activités d’Apprentissage Contenus
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Liste de contrôle Résultat
Oui Non
Fixation de délai d’intervention
Fixation des normes de tolérance
Evitement de la monopolisationde la parole
Pas d’interruption pour les autres
Demande de la parole
Respect des avis des autres
Observations
Résultats d’apprentissage 3.3:Modérer les interventions respectives des membres du groupe.
Interventions des membres du groupe o Distribuer les interventions
o Ramener à l’ordre les violateurs des
directives convenues.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
Evaluation Formative 3.3
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Critère de performance
Modération méthodique des interventions respectives des membres du
groupe
Ressources Activités d’Apprentissage Contenus
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Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
Liste de contrôle Résultat
Oui Non
Distribution des interventions
Restauration d’ordre des directives convenues
Observations
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LU 4:Conduire des réunions.
4
Résultats d’apprentissage:
1. Elaborer l’ordre du jour. 2. Exposer les règles à suivre et le déroulement de la réunion 3. Prendre les notes pour harmoniser les diverses interventions.
8 Heures
Résultats d’apprentissage 4.1. Elaborer l’ordre du jour.
Ordre du jour o Fixer les grandes lignes de la réunion. - Textes
- Illustrations
- Dialogues
- CD audio-visuels
Evaluation Formative 4.1
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Critère de performance
Elaboration adéquate de l’ordre du jour
Ressources Activités d’Apprentissage Contenus
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Preuves écrites
Preuves orales
Organiser une réunion.
Liste de contrôle Résultat
Oui Non
Fixation d’ordre du jour en précisant :
Durée de chaque activité
Responsabilités
Observations
Résultats d’apprentissage 4.2:Exposer les règles à suivre et le déroulement de la réunion.
Règles de réunion à suivre
Déroulement de la réunion
o Elaborer des instructions sur le
déroulement de la réunion.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
Evaluation Formative 4.2
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuves écrites Diriger une réunion
Critère de performance
Exposé introductif méthodique définissant les règles à suivre et le
déroulement de la réunion.
Ressources Activités d’Apprentissage Contenus
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Preuves orales
Liste de contrôle Résultat
Oui Non
Elaboration des instructions sur le déroulement de la réunion :
Vérification du quorum
Adoption de l’ordre du jour
Adoption du rapport de la réunion précédente
Etat d’avancement des décisions de la réunion précédente
Examen détaillé de l’ordre du jour
Observations
Résultats d’apprentissage 4.3:Prendre les notes pour harmoniser les diverses interventions.
Règles de réunion à suivre
Déroulement de la réunion
o Elaborer des instructions sur le
déroulement de la réunion.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
Evaluation Formative 4.3
Critère de performance
Prise de notes méthodiques pour harmoniser les diverses interventions
Ressources Activités d’Apprentissage Contenus
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Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuvesecrites
Preuves orales
Gérer une réunion.
Liste de contrôle Résultat
Oui Non
Elaboration de synthèse d’une réunion tenant compte de :
Prise de notes
Intégration des interventions respectives
Structuration harmonieuse de dites interventions
Observations
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LU 5:Rédiger et présenter un exposé
5
Résultats d’apprentissage
1. Organiser les arguments dans une présentation écrite. 2. Exploiter les règles de la rhétorique devant l’auditoire. 3. Conclure son exposé reprenant les grandes lignes d’une part et
dégageant des perspectives d’autre part.
6 Heures
Résultats d’apprentissage 5.1: Organiser les arguments dans une présentation écrite.
Arguments Présentation écrite
o Rédiger et présenter des arguments. - Textes
- Illustrations
- Dialogues
- CD audio-visuels
Evaluation Formative 5.1
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Critère de performance
Méthodique des arguments dans une présentation
Ressources Activités d’Apprentissage Contenus
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Preuves écrites
Preuves orales
Préparer un exposé.
.
Liste de contrôle Résultat
Oui Non
Organisation d’argumentation en précisant
Introduction
Corps
Conclusion
Présentation d’exposé en mettant en exergue (en soulignant) des points forts
de son argumentation
Observations
Résultats d’apprentissage 5.2: Exploiter les règles de la rhétorique devant l’auditoire.
Règles de la rhétorique o Appliquer les règles de la rhétorique
dans son exposé.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
Evaluation Formative 5.2
Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté.
Critère de performance
Exploitation méthodique des règles de la rhétorique devant l’auditoire
Ressources Activités d’Apprentissage Contenus
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Types de preuves Outils d’evaluation Portfolio
Preuves écrites
Preuves orales
S’exprimer individuellement
Liste de contrôle Résultat
Oui Non
Application des règles de la rhétorique dans son exposé :
Précautions oratoires
Exposition
Argumentation
Conclusion
Observations
Résultats d’apprentissage 5.3: Conclure son exposé reprenant les grandes lignes d’une part et
dégageant desperspectives d’autre part.
Grandes lignes de conclusion
d’un exposé
Dégageant des perspectives de
conclusion d’un exposé
o Elaborer la synthèse de son exposé.
o Dégager l’espace dans sa conclusion.
- Textes
- Illustrations
- Dialogues
- CD audio-visuels
Evaluation Formative 5.3
Critère de performance
Conclusion concise et ouverte de son exposé reprenant les grandes lignes
d’une part et dégageant des perspectivesd’autre part.
Ressources Activités d’Apprentissage Contenus
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Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré lecritere de
performance à observer atteint ou a atteint le résultat escompté
Types de preuves Outils d’evaluation Portfolio
Preuvesécrites
Preuves orales
Clôturer l’exposé.
Liste de contrôle Résultat
Oui Non
Elaboration de synthèse en dégageant trois grandes lignes de son exposé
Observations
Références:
1. EDICEF – CNDP MINEDUC (2002). Apprenons le français au Rwanda. ISBN : 978-2-84129-826-.
2. ÉDOUARD BLED ET ODETTE BLED (1998). BLED Orthographe, HACHETTE LIVRE.
3. GREVISSE MAURICE (1990). Précis de grammaire française.
4. LIBRAIRIE LAROUSSE (1972). Dictionnaire PETIT LAROUSSE en couleurs
5. MINISTERE DE L’ENSEIGNEMENT PRIMAIRE ET SECONDAIRE (1983). Ma Colline, Méthode de
français pour les écoles primaires. 5ème, Livre du maître.
6. NATIONAL CURRICULUM DEVELOPPEMENT CENTRE (2007). A l’unisson : Méthode de français.
ISBN : 978-2-7531-0103-6.
7. Y.DELATOUR et al. , (1991). Grammaire du français. HACHETTE, Paris.
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C C M S E 5 0 1 - WORKING IN A SOCIALLY DIVERSE ENVIRONMENT
CCMSE501Work in a socially diverse environment
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date:October, 2017
Purpose statement
This module describes the skills, knowledge and attitude required to be able to successfully
work in a socially diverse environment. The module will allow the participant to develop ways
of communicating with customers and colleagues from diverse backgrounds and
accommodating cultural differences. Furthermore, this module will enable the trainee to be
able to identify issues that may cause conflict or misunderstanding in the workplace because of
the cultural differences, find ways of resolving them and/or referring them to appropriate
individuals or bodies.
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Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Communicate with customers and colleagues from diverse backgrounds.
1.1 Adequate Valuing customers and colleagues from different cultural groups and treating them with respect and sensitivity.
1.2 Adequate Taking into consideration cultural differences in allverbal and non-verbal communication and overcoming language barriers.
1.3 Proper obtaining assistance from colleagues, reference books or outside organizations when required.
2.Address cross-cultural misunderstandings
2.1. Proper identification of issues that may cause conflict or misunderstanding in the workplace. 2.2. Adequate consideration of possible cultural differences when difficulties or misunderstandings occur.2.3Appropriate referring of problems and unresolved issues to the appropriate team leader or supervisor for follow-up.
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LU 1: Communicate with customers and colleagues from diverse backgrounds
1
Learning Outcomes:
1. Value customers and colleagues from different cultural groups and treat them with respect and sensitivity.
2. Take into consideration cultural differences in all verbal and non-verbal communication and overcome language barriers.
3. Obtain assistance from colleagues, reference books or outside organisations when required. 12 Hours
Learning Outcome1.1: Value customers and colleagues from different cultural groups and
treat them with respect and sensitivity
Treating different groups effectively forms of address levels of formality or
informality observance of special
religious, feasts or other celebratory days
customs, beliefs and values Product preferences
o Role play o Individual work o Group discussion o Large group discussion o Brainstorming
- Reference books - Role play scenario - Online materials - Specialised
materials
Formative Assessment 1.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Performance criterion
Adequate Valuing customers and colleagues from different cultural groups and
treating them with respect and sensitivity.
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Effective treatment of different groups
Observation
Learning Outcome 1.2: Take into consideration cultural differences in all verbal and non-
verbal communication and overcome language barriers.
Verbal and non-verbal communication: varied cultural
interpretation of non-verbal behaviour and gestures
personal grooming, including dress and hygiene habits
language spoken language written
Overcoming language barriers: meet, greet and farewell
customers give simple directions give simple instructions answer simple enquiries prepare for, serve and
assist customers describe goods and
services
o Brainstorming o Role play o Individual work
- Reference books - Role play scenario - Online materials
Resources Learning activities Content
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Formative Assessment 1.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Consideration of cultural differences through verbal and non-verbal communication
Overcoming language barriers
Observation
Learning Outcome 1.3: Obtain assistance from colleagues, reference books or outside
organisations when required
Partnerships for efficient communication interpreter services diplomatic services local cultural
organizations appropriate government
agencies educational institutions Disability advocacy
groups.
o Group discussion o Individual work o Large group discussion
- Reference books - Online materials - Specialised materials
Resources Learning activities Content
Performance criterion
Adequate Taking into consideration cultural differences in all verbal and non-
verbal communication and overcoming language barriers.
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Formative Assessment 1.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice True or false question Ticking Expose (presentation)
Checklist Score
Yes No
Partnerships for efficient communication
Observation
Performance criterion
Proper obtaining assistance from colleagues, reference books or outside
organizations when required.
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LU 2:Address cross-cultural misunderstandings
2
Learning Outcomes:
1. Identify issues that may cause conflict or misunderstanding in the workplace.
2. Consider possible cultural differences while resolving difficulties or misunderstandings at workplace.
3. Referring problems and unresolved issues to the appropriate team leader or supervisor for follow-up. 18 Hours
Learning Outcome 2.1: Identify issues that may cause conflict or misunderstanding in the
workplace
Cultural differences
Causes of conflict race language special needs disabilities gender age roles, emotions, misinformation misinterpretation values
o Individual work o Group discussion o Large group discussion o Brainstorming
- Reference books - Online materials - Specialised materials
Formative Assessment 2.1
Performance criterion
Proper identification of issues that may cause conflict or misunderstanding in the
workplace.
Resources Learning activities Content
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The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice True or false question Ticking Expose (presentation)
Checklist Score
Yes No
Demonstration of knowledge about cultural differences
Identification of issues that may causes conflict at workplace
Observation
Learning Outcome 2.2: Consider possible cultural differences while resolving difficulties or
misunderstandings at workplace
Settlement of misunderstandings greetings key phrases customs protocol, business practices what is done for fun appreciation of cultural difference Avoidance to compromise own
values being accommodating Different Communication Styles Different Attitudes Toward
Conflict Different Approaches to
Completing Task Different Decision-Making Styles Different Attitudes Toward
Disclosure
o Role play o Group discussion o Large group discussion o Individual work
- Reference books
- Role play scenario
- Online materials
- Specialised materials
Resources Learning activities Content
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Formative Assessment 2.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Settlement of misunderstandings
Observation
Learning Outcome 2.3: Referring problems and unresolved issues to the appropriate team
leader or supervisor for follow-up
Raising issues informal communication informal meeting Mediation formal communication formal writing formal meetings work ethics
o Role play o Individual task o Group work o Large group discussion
- Reference books - Role play scenario - Online materials - Specialised
materials
Resources Learning activities Content
Performance criterion
Adequate consideration of possible cultural differences when difficulties or
misunderstandings occur.
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Formative Assessment 2.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose (presentation) Role play
Checklist Score
Yes No
Raising issues to the appropriate level at workplace
Observation
Reference books:
1. Axtell, R. E., & Parker Pen Company. (1993). Do’s and taboos around the world. New York: Wiley.
2. House, R. J., & Global Leadership and Organizational Behavior Effectiveness Research Program. (2004). Culture, leadership, and organizations: The GLOBE study of 62 societies. Thousand Oaks, CA: Sage Publications.
3. Meyer, E. (2014). The culture map: Breaking through the invisible boundaries of global business. Public Affairs.
4. Schwartz, S. (2006). A theory of cultural value orientations: Explication and applications. Comparative Sociology, 5, 137-182.
Performance criterion
Appropriate referring of problems and unresolved issues to the appropriate
team leader or supervisor for follow-up.
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C C M I W 5 0 1 - ICT AT WORKPLACE
CCMIW501Use ICT at workplace
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date:October, 2017
Purpose statement
This course focuses on providing skills, experience and confidence for those learners who
struggle to make the most of technology to demonstrate creative thinking, problem solving and
knowledge construction. It focuses on completing workplace tasks, such as researching and
creating documents with text, graphics and numerical information using commonly used tools
such as: Microsoft Office – (Word, Excel and PowerPoint), Email, The Internet
Learners gain ability to appropriately select and responsibly use ICT to be able to: Problem-
solve, Communicate and collaborate, Locate, use and synthesize information found using
technology and Develop skills necessary to function in this century.
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Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Prepare document Layout 1. Proper set up of a grid structure 2. Proper arrangement of text zones and non-textual
ones in their correct reading order. 3. Proper use of special effects
2. Apply basic computer operations 1. Appropriate Conversion, Export and Import of files 2. Appropriate use of storage media 3. Appropriate application of Printer settings 4. Appropriate connect computer to the network
3. Manage data 1. Proper management of data types 2. Proper application of data validation, 3. Adequate application of Logical functions 4. Adequate performance of data analysis, duplication
removal and Conditional formatting 5. Appropriate application of data protection
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LU 1:Prepare document Layout
1
Learning Outcomes:
1.Set up a grid structure 2.Arrange text zones and non-textual ones 3.Use special effects
10 Hours
Learning Outcome1.1:Set up a grid structure
Usage of basic grid structures for page layout (Deciding on the number and size of columns and gutters (gaps between columns))
Use asymmetrical grids to add interest to your design.
Work with margins, row and column gaps (Placement of intentional whitespace).
Usage of mixed grids.
o Practical exercise on designing a cover page of a given document
Computer Applications Trainer manual Flipcharts Markers Flipcharts stand Computer Lab Sample of journal
Formative Assessment 1.1
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Expose (presentation)
Checklist Score
Yes No
Indicator: Basic grid structures for page layout a are well identified
Indicator: Asymmetrical grids is well detected
Indicator:Working with marginsare well described
Observation
Performance criterion
Proper set up of a grid structure
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Learning Outcome 1.2:Arrange text zones and non-textual ones.
Work with Styles (Headings, Title and Subtitles) chapter or section titles, or headlines and subheads
Size and position of images and figures and work with image captions
Pull quotes and nut graphs which might be added out of course or to make a short story fit the layout
Box outs and sidebars, which present information as asides from the main text flow
Page headers and page footers, the contents of which are usually uniform across content pages.
Table of contents
Notes like footnotes and end notes; bibliography
o Practical exercise on editing and arrange a given document
Computer Applications Trainer manual Flipcharts Markers Flipcharts stand Computer Lab Sample of journal
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper arrangement of text zones and non-textual ones in their correct reading
order
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions Expose (presentation)
Checklist Score
Yes No
Indicator:Work with Stylesare well identified
Indicator: Size and position of images is well detected
Indicator:Pull quotes and nut graphs is well detected
Indicator: Box outs and sidebars are well identified
Indicator: Page headers are well described
Observation
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Learning Outcome 1.3: Use special effects
Methods of overlaying text on an image for readability
Position the Text Appropriately
Increase the Contrast Use a Transparent
Overlay Drop Shadow
Runaround and intrusions, or bleeding an image over the page margin
o Practical exercise on adding special effects in a given document
Computer Applications Trainer manual Flipcharts Markers Flipcharts stand Computer Lab Sample of journal
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions Expose (presentation)
Performance criterion
Proper use of special effects
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Methods of overlaying text on an image are well identified
Insert text appropriately
Increase the contrast
Use a transparent overlay
Drop shadow
Indicator: Runaround and intrusionsis well detected
Observation
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LU 2:Apply basic computer operations
2
Learning Outcomes:
4. Import, Export, and Convert Data Files 5. Use storage media 6. Apply printer settings 7. Connect computer to the network
10 Hours
Learning Outcome 2.1:Import, Export, and Convert Data Files
Variety of different file formats Formats Typical Extension
Data Import techniques
Data Export techniques
Compress a file
File Conversion
o Individual work o Scenario based activities o Brainstorming on data types o Appropriate Conversion,
Export and Import of files o Appropriate use of storage
media o Appropriate application of
Printer settings o Connect Computer to the
network
Projector White Board Computer Lab
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate Conversion, Export and Import of files
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Checklist Score
Yes No
Indicator:Variety of different are well identified
Formats
Typical Extension
Indicator: Data Import techniquesis well detected
Indicator:Data Export techniquesare well described
Indicator: Compress a fileare well identified
Indicator: File Conversionare well described
Observation
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Learning Outcome 2.2:Use of storage media
Different types of storage (off-line/On-line storage) External/Removable Hard Drive Solid State Drive (SSD) Network Attached Storage (NAS) USB Thumb Drive Or Flash Drive. Optical Drive (CD/ DVD discs) Cloud Storage.
Storage capacity Description of units of data
Disk formatting Partitioning Erase data
o Brainstorming on storage types
o Practical exercises on disk formatting
Projector White Board Computer Lab Storage devices
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Performance criterion
Appropriate use of storage media
Resources Learning activities Content
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Checklist Score
Yes No
Indicator:Different types of storageare well identified
External removable hard drive
Solid state drive
Network attached storage
USB thumb drive
Cloud storage
Optical drive
Indicator:Storage capacityis well detected
Unit of data
Indicator:Disk formattingare well described
Partitioning
Erase data
Observation
Learning Outcome 2.3:Apply printer settings
Page setup Print preview Print dialog box
Selecting printer name Printer options Printing one or more
copies Printing in black/white
or color Print page ranges
o Exercises on printing one or more copies of a colored document, in black and white
o Printing in landscape, portrait different pages
Computer Lab With Current Word processing Package installed in each computer
Printer Projector
Formative Assessment 2.3
Performance criterion
Appropriate application of Printer settings
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Checklist Score
Yes No
Indicator: Page setup are well identified
Print preview
Print dialog box
Indicator: Selecting printer name is well detected
Printer options
Printing one or more copies
Printing in black/white or color
Printing in black/white or color
Observation
Learning Outcome 2.4: Connect computer to the network
Resources Learning activities Content
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Common types of area networks based on size Personal area network,
or PAN Local area network, or
LAN Metropolitan area
network, or MAN Wide area network, or
WAN Wireless Local Area
Network or WLAN
Common types of area networks based on main purpose Storage area network,
or SAN Enterprise private
network, or EPN Virtual private
network, or VPN
Connect to the internet
Fixed internet Mobile internet
o Exercises on connect computer to the internet
o
Computer Lab With Internet
Projector
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Performance criterion
Appropriate connect computer to the network
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Checklist Score
Yes No
Indicator:Common types of area networks based are well identified
Personal area network, or PAN
Local area network, or LAN
Metropolitan area network
Wide area network, or WAN
Wireless Local Area Network or WLAN
Indicator:Common types of area networks based on main purposeis well detected
Storage area network, or SAN
Enterprise private network, or EPN
Virtual private network, or VPN
Indicator: connect to the internetare well described
Fixed internet
Mobile internet
Observation
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LU 3:Manage data
3
Learning Outcomes:
1. Manage data types 2. Apply data validation 3. Apply logical functions 4. Analyse data 5. Apply data protection
10 Hours
Learning Outcome 3.1: Manage data types
Description of data types Data type (Byte, integer, long,
single, double, currency, decimal, string, Boolean, date, object, variant)
Length Description
Techniques of entering data types in cells and their default formats
Labels to describe pieces of information
Values (Raw numbers or dates)
Formulas to perform calculations
o Brainstorming on data types o
Computer Lab Projector
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper management of data types
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Checklist Score
Yes No
Indicator: Description of data are well identified
Data type
Length
Description
Indicator: Techniques of entering is well detected
data types in cell
default formats
Indicator: Labels to describe are well described
Indicator: Valuesis well detected
Indicator: Formulas to perform are well described
Observation
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Learning Outcome 3.2:Apply data validation
Create validation rules (Entries allowed in the cell, prompt message and Warning alerts)
Search/Find .Replace
Deleting a range of text
The undo command
Spelling and grammar
Synonyms
o Practical exercises on data validation based on calculation in another cell
o
Computer Lab Projector
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Checklist Score
Yes No
Indicator:Create validation are well identified
Indicator: Search/Find is well detected
Indicator: Deleting a range of textare well described
Performance criterion
Proper application of data validation
Resources Learning activities Content
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Observation
Learning Outcome 3.3:Apply logical functions
Logical function overview (AND, OR, XOR and NOT)
Between condition (IF function)
o Practical exercises on use of logical operators and construct more elaborate logical tests to perform more complex calculations and more powerful data analysis
Computer lab Projector
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Performance criterion
Adequate application of Logical functions
Resources Learning activities Content
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Checklist Score
Yes No
Indicator:Logical function overview are well identified
AND
OR
NOT
XOR
Indicator:Between condition is well detected
IF function
Observation
Learning Outcome 3.4:Analyse data
Create different types of charts
Table style and application of conditional formatting
Duplication removal
o Perform practical exercises on data analysis
o compile activities reports
Computer lab Projector
Formative Assessment 3.4
Performance criterion
Adequate performance of data analysis, duplication removal and Conditional
formatting
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Checklist Score
Yes No
Indicator:Create different types of chartsare well identified
Line and column charts
Pie
Miniature graphs
Bar
Indicator:Table style is well detected
Application
conditional formatting
Indicator:Duplication removal are well described
Observation
Learning Outcome 3.5:Apply data protection
Resources Learning activities Content
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Data protection principles Fair and lawful Purposes Adequacy Accuracy Retention Rights Security
o Compile activities reports Computer lab Projector
Formative Assessment 3.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions
Checklist Score
Yes No
Indicator:Data protection principlesare well identified
Fair and lawful
Purposes
Adequacy
Accuracy
Retention
Rights
Security
Observation
Performance criterion
Appropriate application of data protection
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Reference books:
1. http://msdn.microsoft.com/en-us/library/bb687869.aspx Data type in Microsoft Excel
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C C M P E 5 0 1 - PROFESSIONAL ETHICS
CCMPE501Apply professional ethics
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date:November, 2014
Purpose statement
This particular module describes the skills, knowledge and attitude required for the trainee to apply
professional conduct at workplace.
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Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Apply human values 1.1. Adequate valuation of human right. 1.2. Adequate promotion of integrity 1.3. Convenient valuation of time 1.4. Careful variety of moral issues
2. Respect engineering ethics 2.1. Appropriate application of rules and regulations of the work.
2.2. Adequate application ofcredible management of the work.
2.3. Adequate team spirit at the work.
3. Apply safety 3.1. Proper risk analysis 3.2. Convenient personal safety precautions 3.3. Adequate respect of hygienic rules
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LU 1:Apply human values
1
Learning Outcomes:
1. Valuate human right 2. Promote integrity 3. Valuate time 4. Analyse variety of moral issues
7 Hours
Learning Outcome1.1: Valuate human right
Human Right Issues Privacy Independence Security Right to vote Medication Education Employment Promotion Leave( Holydays)
Intellectual Property Right
Confidentiality
o Brainstorming on Human Right Issues, Intellectual Property Right and Confidentiality
o Group Discussion on Human Right Issues, Intellectual Property Right and Confidentiality
o Demonstration by video/ Picture of Human right issues
- Books - World Health
Organization Reports - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Pictures - Computer
Formative Assessment 1.1
Performance criterion
Adequate valuation of human right.
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Matching exercise Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Privacy
Independence
Security
Right to vote
Medication
Education
Employment
Promotion
Leave( Holydays)
Observation
Learning Outcome 1.2:Promote integrity
Civic Virtues Tax Compliance Environmental Protection Self reliance Honesty
Respect for others
o Brainstorming on Civic Virtues o Group Discussion on Civic Virtues o Role play on Civic Virtues o Sketches on Civic Virtues o Site visit on environmentally
Protected areas
- Books - Environmental reports
( National and International)
- Notebook - Pen - Workshop - Whiteboard/ Black
board
Resources Learning activities Content
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- Marker pen - Chalks - Projector - Pictures - Computer
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Tax Compliance
Environmental Protection
Self-reliance
Honesty
Observation
Performance criterion
Adequate promotion of integrity
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Learning Outcome 1.3: Valuate time
Preparation of Agenda Agenda of Meeting Personal Agenda
o Brainstorming on preparation of Agenda
o Group Discussion on preparation of Agenda
o Practical exercise on preparation of Agenda
- Books - Agenda of some meetings - Personal Agenda - Notebook - Pen / Pencil - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Pictures - Computer
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Agenda of Meeting
Personal Agenda
Observation
Performance criterion
Convenient valuation of time
Resources Learning activities Content
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Learning Outcome 1.4: Analyse variety of moral issues
Reason of Behaving Unethically
Resource Crunch Opportunity Attitude
o Brainstorming on Reason of Behaving Unethically
o Group Discussion on Reason of Behaving Unethically
- Books - Chocks - Blackboard
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Resource Crunch
Opportunity
Attitude
Observation
Performance criterion
Careful analysis of variety of moral issues
Resources Learning activities Content
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LU 2:Respect engineering ethics
2
Learning Outcomes:
1. Apply rules and regulations of the work. 2. Apply credible management of the work. 3. Work with team spirit
15 Hours
Learning Outcome 2.1:Apply rules and regulations of the work.
Different Professional rules and regulations Public Building
regulations Human Settlement
Policies
Labor Code National International
o Brainstorming on Professional rules and regulations and Labor Code
o Group Discussion on Professional rules and regulations and Labor Code
o Demonstration by video/ on Professional rules and regulations and Labor Code
- Books - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Pictures - Computer
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate application of rules and regulations of the work.
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Public Building regulations
Human Settlement Policies
Observation
Learning Outcome 2.2: Apply credible management of the work.
Ethical theories about Right Action Utilitarian Theory Duty Ethics The virtue Theory Self- realization ethics Justice (Fairness) theory
o Brainstorming on ethical theories about Right Action
o Group Discussion on ethical theories about Right Action
- Books - Notebook - Pen - Workshop - Whiteboard/ Black
board - Marker pen - Chalks - Projector - Computer
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Adequate application of credible management of the work
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Utilitarian Theory
Duty Ethics
The virtue Theory
Self- realization ethics
Justice (Fairness) theory
Observation
Learning Outcome 2.3: Work with team spirit
Cooperation
Empathy Understanding Others Service Orientation Uplift others Leveraging diversity Political awareness
o Brainstorming on cooperation and empathy
o Group Discussion on cooperation and empathy
- Books - Notebook - Pen - Workshop - Whiteboard/
Black board - Marker pen - Chalks - Projector - Computer
Formative Assessment 2.3
Performance criterion
Adequate team spirit at the work.
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Understanding Others
Service Orientation
Uplift others
Leveraging diversity
Political awareness
Observation
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LU 3:Apply safety
3
Learning Outcomes:
1. Analyse risk 2. Apply personal safety precautions 3. Respect hygienic rules
8 Hours
Learning Outcome 3.1: Analyse risk
Analytical Methods for Risk Analysis Scenario Analysis Failure Mode and Effect Analysis Fault-tree Analysis Event-tree Analysis Human Error
o Brainstorming on analytical Methods for Risk Analysis
o Group Discussion on analytical Methods for Risk Analysis
- Books - Notebook - Pen - Workshop - Whiteboard/ Black
board - Marker pen - Chalks - Projector - Computer
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper risk analysis
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Scenario Analysis
Failure Mode and Effect Analysis
Fault-tree Analysis
Event-tree Analysis
Human Error
Observation
Learning Outcome 3.2:Apply personal safety precautions
Safety and Risk
Saving Endangered Lives ( Occupational hazards)
Safe Exit
o Brainstorming on Application of personal safety precautions
o Group Discussion on Application of personal safety precautions
- Books - Notebook - Pen - Workshop - Whiteboard/
Black board - Marker pen - Chalks - Projector - Computer
Formative Assessment 3.2
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Observation
Learning Outcome 3.3:Respect hygienic rules
Maintenance of Hygiene
Importance of PPE
o Brainstorming on Maintenance of Hygiene and Importance of PPE
o Group discussion on Maintenance of Hygiene and Importance of PPE
- Books - Notebook - Pen - Workshop - Whiteboard/
Black board - Marker pen - Chalks - Projector - Computer
Resources Learning activities Content
Performance criterion
Convenient personal safety precautions
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Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises
Essay
Merging Exercises
True or false questioning
Sentence completion
Checklist Score
Yes No
Maintenance of Hygiene
Observation
Performance criterion
Adequate respect of hygienic rules
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Reference books:
1. R.S.Naagarazan 2006, Professional Ethics and Human Values, NEW AGE INTERNATIONAL
PUBLISHERS, India
2. GordanaDodig-Crnkovic 2004, Professional Ethics in Science and Engineering,DEPARTMENT OF
COMPUTER SCIENCE AND ENGINEERINGMÄLARDALEN UNIVERSITY
3. Vee, C. and Skitmore, R.M. (2003) Professional ethics in the construction industry. Engineering
Construction and Architectural Management 10(2):pp. 117-127. Copyright 2003 Emerald.
4. AAT Code of Professional Ethics – Version 2.0 January 2014
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C C M B O 5 0 1 - BUSINESS ORGANISATION
CCMBO501Organize a business
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date:November, 2017
Purpose statement
This module covers the skills, knowledge and attitude to organize a business which is linked to
organizational strategic outcomes and facilitates the achievement of service delivery. The module will
allow the learner to identify activities to be accomplished before real business operations, create a
productive working environment, run real business operations and monitor and evaluate the business.
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Learning assumed to be in place
Business plan development
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify activities to be
accomplished before real
business operations
1.1 Proper verification of business start-up
requirements
1.2 Accurate recruiting of employees in line with task
requirements
1.3 Effective performing purchasing of business
requirements in line with business plan
2. Create a productive working
environment
2.1 Accurate setting business ethical conduct
2.2 Effective assigning of responsibilities in accordance
with organisation structure
2.3 Permanent matching personal characteristics with
business requirements
2.4 Proper maintain good relationship with customers
and suppliers
3. Run real business operations 3.1 Proper setting of short-term business goals
3.2 Accurate optimizing the utilization of available
resources
3.3 Regular employing targeted promotional and
marketing campaigns
4. Monitor and evaluate the
business
4.1 Clear preparation of a daily report of business
activities
4.2 Regular organization of employee’s meeting in
accordance with customer’s inquiries and needs
4.3 Regular consultation of business plan
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LU 1: Identify activities to be accomplished for real business operations
1
Learning Outcomes:
1. Verify business start-up requirements 2. Recruit employees in line with task requirements 3. Perform purchasing of business requirements in line with
business plan
5 Hours
Learning Outcome 1.1: Verify business start-up requirements
Meaning of business requirements
Steps of business requirements estimation
Business location Working place layout Office equipment Office furniture
Raw materials for initial storage Production
equipment and machinery
Production consumables
Start-up finances Quantity of financial
needs Sources finances Allocation of finance
resources
o Brainstorming o Questions and answers o Story telling o Problem solving o Role play o Practical exercise
- Flipchart - Marker pen - Internet - Reference books - Case studies - Scenarios - Post note
Formative Assessment 1.1
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Product evidence
Essay&case studies True or false question A produced start up plan
Checklist Score
Yes No
Indicator: Business requirements are well discussed
Indicator: Steps of business requirements estimation are well enumerated
Indicator: Business location is well identified
Working place layout is well done
Office equipment is well prepared
Office furniture is well prepared
Indicator: Raw materials for initial storage are well identified:
Production equipment and machinery are well identified
Production consumables are well identified
Indicator: Start-up finances are well worked-out
Quantity of financial needs are well estimated
Sources finances are well identified
Allocation of finance resources is well done.
Observation
Performance criterion
Proper verification of business start-up requirements.
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Learning Outcome 1.2: Recruit employees in line with task requirements
Meaning of employee recruitment
Functions of employees’ recruitment Job design and development Identifying and seeking
candidates Receiving and tracking
applicants Reference and background
checks Testing Interview Evaluation and hiring
Principles of strategic employee recruitment
Factors influencing employees’ recruitment Internal factors
Budget constraints Expected or trend of
employee separations Production levels Sales increases or
decreases Global expansion plans
External factors
Changes in technology Changes in laws Unemployment rates Shifts in population Shifts in urban, suburban,
and rural areas Competition
Recruitment process Staffing plans and forecasting Write the job description and
job specifications. Confirm job analysis Have a bidding system to
o Brainstorming o Questions and answers o Story telling o Problem solving
- Flipchart - Marker pens - Pens - Internet - Reference books - Case studies - Scenarios - Employee recruitment
template
Resources Learning activities Content
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recruit and review internal candidate qualifications for possible promotions.
Determine the best recruitment strategies for the position.
Implement a recruiting strategy.
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Product evidence
Observation checklist. Number of employees recruited.
Checklist Score
Yes No
Indicator: Employee recruitment is well discussed
Indicator: Functions of employees’ recruitment are well discussed
Job design and development is well done
Identifying and seeking candidates is well done
Receiving and tracking applicants is well done
Reference and background checks are well done
Testing is well done
Interview is well conducted
Evaluation and hiring is well done
Indicator: Principles of strategic employee recruitment are well applied.
Indicator: Factors influencing employee’s recruitment are well identified
Internal factors are well considered
External factors are well applied.
Performance criterion
Accurate recruiting of employees in line with task requirements
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Indicator: Recruitment process is well done.
Staffing plans and forecasting are well done.
Job description and job specifications are well described
Job analysis is well confirmed
Bidding system to recruit and review internal candidate qualifications for possible promotions are well done.
Best recruitment strategies for the position is well determined
Recruiting strategy is appropriately implemented
Observation
Learning Outcome 1.3: Perform purchasing of business requirements in line with business plan
Meaning of purchasing
Purpose of purchasing
Types of purchasing Centralised purchasing Decentralised purchasing
Principles of purchasing Right price Right quality Right quantity Right time Right place
Purchasing procedures Meaning Steps involved in
purchasing procedures
Documents used in purchasing procedures. Material requisition form Inquiry Reply Purchase order Advice note Delivery note Invoice Credit status inquiry Debit note Credit note
o Brainstorming o Questions and answers o Story telling o Problem solving
- Flipchart - Marker pens - Pens - Internet - Reference books - Case studies - Scenarios - Template of documents
used in purchasing process
Resources Learning activities Content
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Receipt Statement of account
Meaning of suppliers
Factors influencing choice of effective suppliers
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice exercises Essay& Case studies True or false questioning Sentence completion
Checklist Score
Yes No
Indicator: Purchasing is well discussed
Indicator: Purpose of purchasing is well identified
Indicator: Types of purchasing are well identified
Centralised purchasing is well discussed
Indicator: Principles of purchasing are well identified
Price is well determined
Quality is well identified
Quantity is well identified
Time is well determined
Place is well chosen
Indicator: Purchasing procedures are well applied
Performance criterion
Effective performing purchasing of business requirements in line with business
plan
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Purchasing procedures are well discussed
Steps involved in purchasing procedures are well stated
Indicator: Documents used in purchasing procedures are well prepared
Inquiry is well done
Reply document is well prepared
Purchase order is well prepared
Advice note is well prepared
Indicator: Meaning of suppliers is well discussed
Indicator: Documents used in purchasing procedures are well prepared
Observation
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LU 2:Create a productive working environment
2
Learning Outcomes:
1. Set business ethical conduct. 2. Assign responsibilities in accordance with organization
structure. 3. Match personal characteristics with business requirements. 4. Maintain good relationship with customers and suppliers.
7 Hours
Learning Outcome 2.1: Set business ethical conduct
Define term ethical conduct
Objectives of ethical conduct in a business
Rules and regulations of the business Positive attitude
required to business members
sanctions proposed by the law in business
Types of unethical behaviour in a business Mistreating Employees Financial Misconduct Misrepresentation
Techniques of encouraging a positive ethical behaviour in business Rewards Expectations Training Policies
Ways to address unethical behaviour at the workplace
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
templateIncluding questions that guiding trainee to write a business plan
Resources Learning activities Content
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Methods of handling unethical conduct in business
Importance ofpositive ethical conduct in the business
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion
Problem solving Observation checklist
Checklist Score
Yes No
Indicator: Ethical conduct is well defined
Indicator: Objectives of ethical conduct in a business are well discussed
Indicator: Rules and regulations of the business are stated
Positive attitude required to business members are well applied
Sanctions proposed by the law in business are well applied
Indicator: Types of unethical behavior in a business are well discussed.
Mistreating Employees is well discussed
Financial Misconduct is well discussed
Misrepresentation is well discussed
Indicator: Techniques of encouraging a positive ethical behavior in business are well discussed
Rewards are well discussed
Expectations are well discussed
Performance criterion
Accurate setting business ethical conduct.
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Training is well discussed
Policies are well discussed
Indicator: Ways to address unethical behavior at the workplace are well discussed
Indicator: Methods of handling unethical conduct in business are well identified.
Indicator: Importance of positive ethical conduct in the business is well discussed
Observation
Learning Outcome 2.2: Assign responsibilities in accordance with organisation structure
Meaning of responsibilities assignment in business
Attribution of responsibilities Estimation of volume of task Determination of task’s
requirements Allowing time to the volume
of task
Responsibility assignment matrix RAC (Responsible,
Accountable, Consulted and Informed).
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
templateIncluding questions that guiding trainee to write a business plan
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Effective assigning of responsibilities in accordance with organization structure.
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: Meaning of responsibilities assignment in business is well discussed.
Indicator: Attribution of responsibilities is well done.
Estimation of volume of task is well done.
Determination of task’s requirements is well done.
Allowing time to the volume of task is well done.
Indicator: Responsibility assignment matrix is well discussed.
RAC (Responsible, Accountable, Consulted and Informed).
Observation
Learning Outcome 2.3: Match personal characteristics with business requirements
Self-assessment of time management practices Defining tool of
assessment Self-Assessment Measuring gap between
personal characteristics and business requirements
Defining strategies to eliminate gaps
Self-assessment in motivating employees’ practices Defining tool of
assessment
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
templateIncluding questions that guiding trainee to write a business plan
Resources Learning activities Content
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Self-Assessment Measuring gap between
personal characteristics and business requirements
Defining strategies to eliminate gaps
Self-assessment in financial practices Defining tool of
assessment Self-Assessment Measuring gap between
personal characteristics and business requirements
Defining strategies to eliminate gaps
Self-assessment in inventory practices Defining tool of
assessment Self-Assessment Measuring gap between
personal characteristics and business requirements
Defining strategies to eliminate gaps
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance criterion
Permanent matching personal characteristics with business requirements
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Oral evidence
Multiple choice exercises Essay& Cases study
True or false questioning
Sentence completion Observation checklist
Checklist Score
Indicator: Self-assessment of time management practices are well discussed.
tool of assessment is well defined.
Self-Assessment is well done.
Gap between personal characteristics and business requirements are well measured.
Strategies to eliminate gaps are well defined.
Indicator: Self-assessment in motivating employees’ practices is well discussed.
tool of assessment is well defined
Self-Assessment is well discussed
Gap between personal characteristics and business requirements is well measured.
Strategies to eliminate gaps are well defined.
Indicator: Self-assessment in financial practices are well done.
Tool of assessment is well defined.
Self-Assessment is well done.
gap between personal characteristics and business requirements are well measured.
strategies to eliminate gaps are well defined.
Indicator: Self-assessment in inventory practices are well discussed.
Defining tool of assessment is well done.
Self-Assessment is well done.
Measuring gap between personal characteristics and business requirements is well done
Defining strategies to eliminate gaps is well done.
Indicator: Meaning of suppliers is well discussed
Indicator: Documents used in purchasing procedures are well prepared
Observation
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Learning Outcome 2.4: Maintain good relationship with customers and suppliers
Meaning of a term relationship in a business
Purpose of maintaining a good relationship with customers and suppliers
Methods used to Maintain good relationship with: customers suppliers
Importance of maintaining good customers and suppliers’ relationship to the business: With customers With suppliers
Ways to address: Customer complaints Suppliers complaints
Manual procedures for business operations as tool for maintain customer and suppliers’ relationship.
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
templateIncluding questionsthat guiding trainee to write a business plan
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Multiple choice exercises
Performance criterion
Proper maintaining of good relationship with customers and suppliers.
Resources Learning activities Content
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Written evidence
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
Checklist Score
Yes No
Indicator:A term relationship in a business is well defined.
Indicator:Purpose of maintaining a good relationship with customers and suppliers is well done
Indicator:Methods used to Maintain good relationship are well identified.
Customers are well maintained.
Suppliers are well maintained.
Indicator: Importance of maintaining good customers and suppliers’ relationship to the business
Customers are well maintained.
Suppliers are well maintained.
Indicator: Ways to address customers and suppliers complains are well discussed
Indicator: Manual procedures for business operations as tool for maintain customer and suppliers’ relationship are well discussed.
Observation
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LU 3: Run real business operation
3
Learning Outcomes:
1. Set of short-term business goals 2. Optimize the utilization of available resources 3. Employ targeted promotional and marketing campaigns
10 Hours
Learning Outcome 3.1: Set of short-term business goals
Defining business goals
Categorization of business goals
Long-term goals Medium goals Short-term goals
Setting business: Long-term goals Medium goals Short-term goals
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Risk analysis template
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper setting of short-term business goals
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence Oral evidence
Multiple choice exercises Essay& Cases study
True or false questioning
Sentence completion Observation checklist
Checklist Score
Yes No
Indicator: Business goals are well defined.
Indicator:Categorization of business goals
Long-term goals
Medium goals
Short-term goals
Indicator:Setting business:
Long-term goals
Medium goals
Short-term goals
Observation
Learning Outcome 3.2: Optimize the utilization of available resources
Meaning of business resources
Types of business resources Financial resources Assets Human resources Technological resources
Purpose of optimizing the utilisation of available
o Brainstorming on identifying meaning of key words
o Oral presentation Demonstration of contingency plan samples
o Group discussion o Documentary research o Internet research o Practical exercise on identifying
- Flipchart - Markers - Pen - Internet - Reference books - Case studies - Business plan - Computer
Resources Learning activities Content
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resources
Methods to optimise utilisation of available resources
Methods used to control utilisation of resources: Procedures of using
resources Targeted result Anticipated emergencies
in planning Inventory planed
Importance of optimizing available resources for: Employees Business owners Business stakeholders
risk to be covered by a contingency plan
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Oral evidence
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Performance criterion
Accurate optimizing the utilization of available resources.
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Checklist Score
Yes No
Indicator: Meaning of business resources is well defined.
Indicator:Types of business resources are well identified.
Financial resources re well identified.
Assets are well identified.
Human resources are well identified
Technological resources are well discussed.
Indicator: Purpose of optimizing the utilisation of available resources is well discussed.
Indicator: Methods to optimise utilisation of available resource are well identified.
Indicator:Methods used to control utilisation of resources are well identified.
Procedures of using resources are well identified.
Targeted result is well discussed.
Anticipated emergencies in planning is well done.
Inventory planed is well done.
Indicator: Importance of optimizing available resources is well discussed.
Employees
Business owners
Business stakeholders
Observation
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Learning Outcome 3.3:Employ targeted promotional and marketing campaigns
Product promotion Meaning Aspects of product
promotion Advertising product or brand
Generating sales Creating brand loyalty
Elements/tools/piece of promotional mi/plan
Public relations/publicity Advertising Sales promotion Personal selling Direct marketing
Promotional strategies
Get the most out of social media
Generate conversation with swag
Offer incentives with targeted landing pages
Appeal locally and create an event
Boost your brand with education
Establishing promotional
mix/plan
Marketing campaign Meaning Aspects of marketing
campaign
Components of marketing campaign
Marketing Offer Creation
Goal Setting
o Brainstorming on identifying meaning of key words.
o Oral presentation Demonstration of contingency plan samples
o Group discussion. o Documentary research. o Internet research. o Practical exercise on defining
contingency plan.
- Flipchart - Markers - Pen - Internet - Reference books - Case studies - Role play scenarios - Business plan - Computer
Resources Learning activities Content
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Landing Page Drive Traffic Lead Nurturing End & Analyze Your Campaign
Views Leads Customers
Marketing campaign
strategy
Clear & concise calls-to-action.
Hyper-target to a niche Audience.
Create a story that speaks to all Medias.
Make it easy to Share. Inspire interaction. Use a memorable and repeatable Spokesperson.
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Oral evidence
Multiple choice exercises
Essay& Cases study True or false questioning
Sentence completion
Performance criterion
Regular employing targeted promotional and marketing campaigns
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Observation checklist
Checklist Score
Yes No
Indicator:Product promotion is well discussed.
Meaning is well discussed.
Aspects of product promotion is well verified. Elements/tools/piece of promotional mi/plan is well identified.
Promotional strategies are well identified.
Establishing promotional mix/plan is well done.
Indicator:Marketing campaign is well discussed.
Meaning is well discussed.
Aspects of marketing campaign well identified.
Marketing campaign strategy is well discussed.
Observation
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LU 4: Monitor and evaluate the business
4
Learning Outcomes:
1. Prepare a daily report of business activities 2. Organize employee’s meeting in accordance with customer’s
inquiries and needs 3. Consult to business plan
8 Hours
Learning Outcome 4.1: Prepare a daily report of business activities
Meaning of business daily report
Purpose of business daily report
Format of daily report of business activities
Importance of business daily report to the business
o Brainstorming on present the business plan
o Demonstration on present the business plan
o Practical exercise on present the business plan
- Flipchart - Markers - Pen - Internet - Reference books - Case studies - play scenarios - Computer
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Clear preparation of a daily report of business activities
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Multiple choice exercises
Essay& Cases study
True or false questioning Sentence completion
Checklist Score
Yes No
Indicator:Meaning of business daily report is well discussed.
Indicator:Purpose of business daily report is well identified.
Indicator:Format of daily report of business activities is well done.
Indicator: Importance of business daily report to the business is well discussed.
Observation
Learning Outcome 4.2: Organize employee’s meeting in accordance with customer’s inquiries
and needs
Meaning of effective employees’ meeting
Purpose of employee’s meeting
Meaning of customer inquiries and needs
Ways of gathering customer’s inquiries and
o Brainstorming on communication of business plan, strategy and outcomes
o Role play on communication of business plan, strategy and outcomes
- Flipchart - Markers - Pen - Internet - Reference books - Case studies - scenarios - Computer
Resources Learning activities Content
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needs
Steps ofeffective employee’s meeting
Setting meeting objectives
Preparing meeting requirements
Running employee’s meeting
Ways to make employee meeting more engaging
Facilitate brainstorming session
Stand up Set meeting goals
together Offer incentives and
rewards Set a clear framework
in advance
- Internet
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice exercises Essay& Cases study True or false questioning Sentence completion
Checklist Score
Performance criterion
Regular organization of employee’s meeting in accordance with customer’s
inquiries and needs
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Yes No
Indicator:Meaning of effective employees’ meeting
Indicator:Purpose of employee’s meeting
Indicator: Meaning of customer inquiries and needs
Indicator:Steps of effective employee’s meeting
Indicator:Steps of effective employee’s meeting
Setting meeting objectives
Preparing meeting requirements
Running employee’s meeting
Observation
Learning Outcome 4.3: Consult to business plan
Purpose of business plan for the business
Purpose of consulting business plan during a business operation
Critical part of the business to be considered while running business
Identification of what to be consulted in your business
o Brainstorming on importance of presenting business plan.
o Role play on importance of presenting business plan.
- Internet - Reference books - Case studies - scenarios - Computer - Internet
Resources Learning activities Content
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plan
Using business plan as tool
Learning Outcome 4.3:
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence Product evidence
Proposed tools: Observation checklist A produced consultation plan
Checklist Score
Yes No
Indicator:Purpose of business plan for the business
Indicator:Purpose of consulting business plan during some business operations
Indicator: Critical part of the business to be considered while running business
Indicator:Identification of what to be consulted in your business plan
Indicator:Using business plan as tool
Performance criterion
Regular consultation of business plan
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Observation
Reference books:
Omagor, P. a. (2010). Entrepreneurship education for advanced level students.
Ssempijja, M. (2011). Entrepreneurship education for advanced level and business institutions, third
edition. Uganda: Kyambogo University.
SANGSTER, F. W. (2005). Business accounting, tenth edition. UK: Pearson Education Limited.
Read more: http://www.businessdictionary.com/definition/breakeven-point.html
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C C M I A 5 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)
CCMIA501Integrate workplace
REQF Level: 5 Learning hours
Credits: 30 300
Sector: All
Sub-sector: All
Issue date:November, 2017
Purpose statement
This module describes the skills, knowledge and attitudes required to integrate the
students/internee in workplace for an industrial attachment program or employment. The
module will allow the learner to demonstrate supervisory skills at the workplace get briefed on
industrial attachment program and develop one’s competences on the workplace.
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Learning assumed to be in place
All the modules covered
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1.Demonstrate supervisory skills 1.1. Proper exploration of industrial attachment policy. 1.2.correct identification of labor contracts 1.3.Proper identification of supervisor’s roles and responsibilities. 1.4.correct preparation of technical report as supervisor 1.5.Appropriate filing of work related documents.
2. Get briefed on industrial attachment program
2.1.Proper setting of industrial attachment goals. 2.2.Proper description of IAP documents 2.3.Clear explanation on how IAP assessment is conducted.
3. Develop one’s competences on the workplace
3.1.Expected competencies are fully developed. 3.2 Trainee logbook is completely and well filled. 3.3 Proper description of gained work experience.
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LU 1: Demonstrate supervisory skills
1
Learning Outcomes:
1. Explore industrial attachment policy. 2. Identify labor contracts 3. Identify supervisor’s roles and responsibilities. 4. Prepare a technical report as supervisor 5. File work related documents.
10 Hours
Learning Outcome1.1:Explore industrial attachment policy
National workplace policies and procedures.
International workplace policies and procedures.
o Group work on national workplace policies and procedures.
o Research on workplace policies and procedures in different countries
o Asking questions o Large group discussion
- Text books - Notebooks - Pens - Chalkboard - Hand out
Formative Assessment 1.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Essay (short responses and extended responses) Expose (presentation)
Performance criterion
Proper exploration of industrial attachment policy.
Resources Learning activities Content
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Oral
Checklist Score
Yes No
Industrial attachment policies
Definitions of labor contract
Types of labor contract
Differences among labor contracts
Observation
Learning Outcome 1.2: Identify labor contracts
Utility of different embroidery material, equipment and tools
o Collection of materials and tool
o Observation of materials, tools, and equipment
o Group discussion on utility of different embroidery material, equipment and tools
See Learning Outcome 1.1
Formative Assessment 1.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice True or false question Matching
Performance criterion
Correct identification of labor contracts
Resources Learning activities Content
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Sentence completion Essay (short responses and extended responses
Expose (presentation)
Checklist Score
Yes No
Observation
Learning Outcome 1.3: Identify supervisor’s roles and responsibilities
Supervisor’s roles and responsibilities.
Coach Mentor Advocate for
organization Advocate for
employee
o Small group work o Individual work o Large group discussion o Pair work o Asking questions
- Text books - Notebooks - Pens - Chalkboard - Hand out
Formative Assessment 1.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Essay (short responses and extended responses) Multiple choice
Performance criterion
Proper identification of supervisor’s roles and responsibilities.
Resources Learning activities Content
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Oral evidence
True or false question Matching Sentence completion Expose (presentation) Question and answer
Checklist Score
Yes No
Possible roles and responsibilities of supervisor
Observation
Learning Outcome 1.4: Prepare a technical report as supervisor
Steps in making technical report
Gather the necessary information about professional activities
Explain the work you have done
Mention any problems you encountered and explain how you solved them
Specify what you hope to accomplish next workday.
o Research on steps in making technical report
o Asking questions o Small group work o Large group discussion
- Text books - Notebooks - Pens - Chalkboard - Hand out
Formative Assessment 1.4
Performance criterion
Correct preparation of technical report as supervisor
Resources Learning activities Content
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The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Product evidence
(Check list)
Essay (short responses and extended responses)
Checklist Score
Yes No
Well prepared Technical report
Observation
Learning Outcome 1.5: File work related documents
Different ways to file documents in a filing cabinet o Alphabetical o Category o Date o Numerical o Combination
Considerations in filing technics
o Group work on different ways to file documents
o Individual work o Large group discussion o Asking questions
- Text books - Notebooks - Pens - Chalkboard - Hand out on different ways to
file documents
Formative Assessment 1.5
Performance criterion
Appropriate filing of work related documents.
Resources Learning activities Content
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The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Product evidence
Essay (short responses and extended responses)
Checklist Score
Yes No
Completed checklist on documents filing
Different ways to file documents
Observation
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LU 2:Get briefed on industrial attachment program
2
Learning Outcomes:
1. Set industrial attachment goals 2. Describe IAP documents 3. Explain how IAP assessment is conducted
5 Hours
Learning Outcome 2.1: Set industrial attachment goals
Goals of industrial attachment
o Group discussion on the IAP goal
o Research on the IAP goals o Asking questions o Individual work on the setting
of own IAP goals
- Hand out on industrial attachment goals.
- Text books - Notebooks - Pens - Chalkboard
Formative Assessment 2.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Essay (short responses /extended responses) Multiple choice True or false question Question and answer
Performance criterion
Proper setting of industrial attachment goals
Resources Learning activities Content
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Checklist Score
Yes No
List of possible industrial attachment goals
Observation
Learning Outcome 2.2: Describe IAP documents.
IAP Logbooks: IAP list of competencies to be
developed IAP attendance sheet IAP agreement IAP report form IAP Evaluation form IAP interview form
o Presentation by trainees and trainer
o Small group work on the interpretation of IAP logbooks
o Exercise on the completion of IAP logbooks
o Asking questions o Guided learning on how to
complete IAP logbooks
- Logbooks -
Formative Assessment 2.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice True or false question Question and answer
Performance criterion
Proper description of IAP documents
Resources Learning activities Content
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Checklist Score
Yes No
Essential elements of IAP documents
Observation
Learning Outcome 2.3: Explain how IAP assessment is conducted.
Written tests
Performance evidence(marked by company supervisor)
Respond to interview questions
o Presentation by trainees and trainer
o Discussion on IAP assessment is conducted
o Asking questions
- Vocational tools - Task sheets -
Formative Assessment 2.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Essay (short responses /extended responses) Expose (presentation)
Checklist Score
Yes No
Explanation of IAP procedures
Performance criterion
Clear explanation on how IAP assessment is conducted
Resources Learning activities Content
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Observation
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LU 3: Develop one’s competences on the workplace
3
Learning Outcomes:
1. Develop competencies related to one’s field. 2. Fill Trainee logbook. 3. Describe gained work experience
285 Hours
Learning Outcome 3.1: Develop competencies related to one’s field.
Various activities / tasks related to one’s field.
o Perform various activities / tasks related to one’s field.
- -Vocational tools related to one’ field
Formative Assessment 3.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Performance criterion
Expected competencies are fully developed.
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Product evidence
Checklist Score
Yes No
List of well performed activities/ tasks given by industry (checklist)
Observation
Learning Outcome 3.2: Fill Trainee logbook.
IAP reports
IAP Evaluation
IAP interview
o Complete trainee logbook - -logbooks
Formative Assessment 3.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Product evidence
Performance criterion
Trainee logbook is completely and well filled
Resources Learning activities Content
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Checklist Score
Yes No
List of well performed activities/ tasks given by industry (checklist)
Observation
Learning Outcome 3.3:Describe gained work experience
Work experience related to one’s field. o Presentation - Questionnaires containing questions related to work experience.
Formative Assessment 3.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Essay (short responses / extended responses) Expose (presentation)
Checklist Score
Yes No
Brief presentation of experience gained during the industrial attachment period
Observation
Performance criterion
Proper description of gained work experience.
Resources Learning activities Content
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Reference books:
1. http://www.differencebetween.net/business/difference-between-factory-and-industry/
2. https://www.capitalfm.co.ke/campus/students-5-things-you-need-to-do-to-secure-an-attachment/
3. http://smallbusiness.chron.com/purpose-organizational-structure-3812.html
4. http://iamanentrepreneur.in/guru-gyan/importance-mapping-organisation-structure/
5. https://www.edrawsoft.com/why-use-orgchart.php
6. http://open.lib.umn.edu/strategicmanagement/chapter/9-3-creating-an-organizational-structure/
7. http://www.differencebetween.com/difference-between-company-and-vs-industry/
8. https://hbr.org/2014/11/to-encourage-innovation-make-it-a-competition
9. http://www.innovationmanagement.se/2012/11/09/does-encouraging-creativity-in-the-workplace-
improve-innovation/
10. http://smallbusiness.chron.com/different-ways-file-documents-filing-cabinet-57513.html
11. https://www.thebalance.com/creating-a-document-management-system-2948084
12. http://www.wow.com/wiki/Technical_writing?s_chn=70&s_pt=source2&s_gl=US&v_t=content
13. https://bizfluent.com/how-5093085-write-daily-report.html
14. https://resources.workable.com/supervisor-job-description
15. https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-Industrial Attachment Program
(IAP)-challenges/
16. https://www.researchgate.net/profile/Frank_Twenefour/publication/272370787_Industrial_Trainin
g_Programmes_of_Polytechnics_in_Ghana_The_Pertinent_Issues/links/55056a6e0cf24cee3a046df8
/Industrial-Training-Programmes-of-Polytechnics-in-Ghana-The-Pertinent-Issues.pdf
17. https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-in-Industrial
Attachment Program (IAP)s
18. Adu peproh J., Frank.B.K Twenefour (2015) industrial training program of polytechnics in Ghana: the
pertinent issues, Ghana
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F B S F T 5 0 1 - PROCESSING FINANCIAL TRANSACTIONS
FBSFT501Financial transactions processing
REQF Level: 5 Learning hours
Credits: 4 40
Sector: HOSPITALITY AND TOURISM
Sub-sector: Food and Beverage Service
Issue date:November, 2016
Purpose statement
This module describes the skills, knowledge and attitudes required for a learner of certificate III,
Level V to process financial transactions. By the end of this module, the learner will be able to
Record and balance petty cash transactions, to balance all transactions, in hospitality
establishments without supervision.
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Learning assumed to be in place
N/A
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Record and balance petty cash
transactions
1.1. Proper Ensuring of Petty cash voucher are prepared in
accordance with workplace procedures
1.2. Proper checking of Petty cash claims and vouchers
for accuracy and authenticity before processing as per
the standards
1.3. Proper ensuring of petty cash transactions are
recorded referring to the recording system used.
1.4. Appropriate ensuring of irregularities noted and
referred to nominated person/section in accordance
with workplace procedures
2. Balance all transactions
2.1 . Proper ensuring that transactions are presented to
nominated person/section for checking in accordance
with workplace procedures.
2.2 Proper ensuring of invoices payment to creditors are
reconciled in accordance with workplace procedures
2.3 Proper ensuring of discrepancies between invoices
and delivery notes/service agreements are identified
and reported for resolution in accordance with
workplace procedures
2.4 Proper ensuring of errors in invoice charges are
identified and corrective action is undertaken within
scope of authority in accordance with workplace
procedure.
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LU 1:Record and balance petty cash transactions
1
Learning Outcomes:
1. Ensure that Petty cash vouchers are prepared in accordance with workplace procedure
2. Check Petty cash claims and vouchers for accuracy and authenticity before processing
3. Ensure that petty cash transactions are recorded 4. Ensure irregularities are noted and referred to nominated
person/section in accordance with workplace procedures
25 Hours
Learning Outcome 1.1: Ensure that Petty cash vouchers are prepared in accordance with
workplace procedures
Introduction to recording and balancing petty cash transactions
Definitions : Petty cash Petty cash Voucher
Petty cash voucher preparation
Procedures and Techniques Details The date The purpose/details of the
expenditure The amount paid The account number
including the use code The signatures of the
Claimant and cashier
o Brainstorming on meaning of petty cash and petty cash voucher
o Group discussion and presentation on petty cash voucher
o Practical exercises on Petty cash voucher preparation Research on petty cash voucher
details
- Template petty cash
vouchers
- Books
- Computer
- Internet
- Flipchart
- Markers
- Projector
- Dummy
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
oral evidence
Performance
True or false questions
Multiple choice questions
Matching questions
Recorded voices
Recorded videos
Observation checklist
Checklist Score
Yes No
Indicator:definitions
Petty cash voucher
Petty cash
Petty cash voucher preparation
Procedures and Techniques
Details
The date
The purpose/details of the expenditure
The amount paid
The account number including the use code
The signatures of the Claimant and cashier
Observation
Learning Outcome 1.2: Check Petty cash claims and vouchers for accuracy and authenticity
before processing
Performance criterion
Proper Ensuring of Petty cash voucher are prepared in accordance with
workplace procedures
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Definitions of petty cash claims
and authenticity
Types of petty cash claim form
Petty cash claims Checking
methods :
Proof reading
Observation
Analysis
Revision of calculations
Petty cash claims and voucher
Checking procedures
Importance of checking petty
cash
o Group discussion on petty cash claims and voucher checking
o Brainstorming on Petty cash claims and voucher Checking procedures:
o Demonstration on sample petty
o Cash voucher and claim form o Practical Exercise on checking
vouchers and claims
- Sample petty cash
vouchers
- Sample petty cash
claim form
- Books
- Computer
- Internet
- Flipchart
- Markers
- Projector
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Evidence
Performance Evidence
True or false questions
Multiple choice questions
Matching questions
Recorded voices
Recorded videos
Observation checklist
Checklist Score
Yes No
Performance criterion
Proper checking of Petty cash claims and vouchers for accuracy and authenticity
before processing as per the standards
Resources Learning activities Content
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Indicator:Definitions of petty cash claims and authenticity
Indicator:Types of petty cash claim form
Indicator:Petty cash claims Checking methods
Proof reading
Observation
Analysis
Revision of calculations
Indicator:Petty cash claims and voucher Checking procedures
Indicator:Importance of checking petty cash
Observation
Learning Outcome 1.3: Ensure that Petty cash transactions are recorded
Definition of Petty cash
transactions
Types of petty cash
transactions :
cash
credit cards
cheques
advance payments
vouchers
company charges
refunds
travellers cheques
Foreign currency.
Minor expenses
People involved in petty
cash transactions
Procedures of petty cash
o Group discussion on Petty cash transactions
o Brainstorming on types Petty cash transactions
o Group discussion on Procedures of petty cash transactions:
o Practical exercises on petty cash transactions
- Receipts
- Invoices
- Delivery notes
- Credit cards
- Cheques
- Books
- Computer
- Internet
- Projector
Resources Learning activities Content
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transactions:
Assignment of
responsibility for the petty
cash fund to concerned
people
Writing of a cheque to the
petty cash custodian to
establish the fund
expenditure of money
from the petty cash fund
Placement of the receipt
from the purchase into the
cash box
Replenishment of the
petty cash fund when it
gets low
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
True or false questions
Multiple choice questions
Matching questions
Recorded voices
Recorded videos
Observation checklist
Checklist Score
Performance criterion
Proper ensuring of petty cash transactions are recorded referring to the
recording system used.
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Yes No
Indicator:Definition of Petty cash transactions
Indicator:Types of petty cash transactions
Cash
credit cards
cheques
vouchers
advance payments
company charges
refunds
travellers cheques
Foreign currency
Indicator:People involved in petty cash transactions
Indicator:Procedures of petty cash transactions
Assignment of responsibility for the petty cash fund to concerned people
Writing of a check to the petty cash custodian to establish the fund
expenditure of money from the petty cash fund
Placement of the receipt from the purchase into the cash box
Replenishment of the petty cash fund when it gets low
Observation
Learning Outcome1.4: Ensure irregularities are noted and referred to nominated
person/section in accordance with workplace procedures
Possible irregularities in petty
cash transactions:
Discrepancy between
receipt and cash
Missing cash or receipts
Omitted transactions
Wrongly recorded
transactions
Procedures of dealing with
transactions irregularities:
o Brainstorming on Possible irregularities in petty cash transactions
o Demonstration on dealing with transactions irregularities
o Practical exercise on dealing with transactions irregularities
o Research on Procedures of dealing with transactions irregularities
- Receipts - Invoices - Delivery notes - Books - Computer - Internet - Projector
Resources Learning activities Content
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Identification of
irregularities
Notification of
irregularities
Irregularity references
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
oral evidence
Performance
True or false questions
Multiple choice questions
Matching questions
Recorded voices Recorded videos Observation checklist
Checklist Score
Yes No
Indicator: Possible irregularities in petty cash transactions:
Discrepancy between receipt and cash
Missing cash or receipts
Omitted transactions
Wrongly recorded transactions
Indicator: Procedures of dealing with transactions irregularities
Identification of irregularities
Notification of irregularities
Irregularity references
Observation
Performance criterion
Appropriate ensuring of irregularities noted and referred to nominated
person/section in accordance with workplace procedures
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LU 2:Balance all transaction
2
Learning Outcomes:
1. Ensure transactions are presented to nominated person/section for checking in accordance with workplace procedures. 2. Ensure invoices payment to creditors are reconciled in accordance with workplace procedures3.Ensure discrepancies between invoices and delivery notes/service agreements are identified and reported for resolution in accordance with workplace procedures
4. Ensure that errors in invoice charges are identified and corrective action is undertaken within scope of authority in accordance with workplace procedures
15 Hours
Learning Outcome 2.1: Ensure transactions are presented to nominated person/section for
checking in accordance with workplace procedures
Presentation Procedures of
transactions.
Checking of transactions record
Explanation of cash transactions
Getting feedback from the nominated person/ section
o Group discussion on presentation Procedures of transactions
o Role play on Presentation of transactions
- Receipts - Invoices - Delivery notes - Books - Computer - Projector
Formative Assessment 2.1
Performance criterion
Proper ensuring of transactions are presented to nominated person/section for
checking in accordance with workplace procedures
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
True or false questions
Multiple choice questions
Matching questions
Recorded voices
Recorded videos
Observation checklist
Checklist Score
Yes No
Indicator:Presentation Procedures of transactions
Explanation of cash transactions
Check transacts record
Explanation of cash transaction
Getting feedback from the nominated person/section
Observation
Learning Outcome 2.2: Ensure invoices payment to creditors are reconciled in accordance
with workplace procedures
Definitions :
Invoice
Creditors
Invoice reconciliation principles
Invoice reconciliation procedures
The role of invoice
reconciliation
o Brainstorming on Invoice reconciliation principles
o Group discussion on invoice reconciliation procedures
o Oral presentation on invoice reconciliation procedures
o Practical exercises on invoice reconciliation
- Receipts - Invoices - Delivery notes - Electronic billing
machine(EBM) - Books - Computer - Internet - Projector
Formative Assessment 2.2
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
True or false questions
Multiple choice questions
Matching questions
Recorded voices
Recorded videos
Observation checklist
Checklist Score
Yes No
Indicator:
Invoice
Creditors
Indicator:Reconciliation principles
Indicator:Invoice reconciliation procedures
Indicator:The role of invoice reconciliation
Observation
Learning Outcome 2.3: Ensure discrepancies between invoices and delivery note/service
agreements are identified and reported for resolution in accordance with workplace
procedures
Resources Learning activities Content
Performance criterion
Proper ensuring of invoices payment to creditors are reconciled in accordance
with workplace procedures
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Definitions : Delivery note Discrepancies
Identification of discrepancies between invoices and delivery notes/service agreements
Methods : Checking specifications on
delivery Note Comparison between
delivery note and invoice Reporting discrepancies Description of irregularities
between invoice and delivery note
Reporting systems Report submission
o Brainstorming on methods for Identifying discrepancies between invoices and delivery notes/service agreements
o Group discussion on reporting discrepancies
o Role play on reporting discrepancies
- Receipts
- Invoices
- Delivery notes
- Computer
- Internet
- Flips chart
- Marker pen
- Electronic billing
machine(EBM)
- Projector
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
True or false questions
Multiple choice questions
Matching questions
Recorded voices
Recorded videos
Observation checklist
Checklist Score
Yes No
Indicator:Definitions
Delivery note
Discrepancies
Indicator:Identification of discrepancies between invoices and delivery notes/service agreements
Performance criterion
Proper ensuring of discrepancies between invoices and delivery notes/service
agreements are identified and reported for resolution in
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Methods
Comparison between delivery note and invoice
Checking specifications on delivery Note
Reporting discrepancies
Description of irregularities between invoice and delivery note
Reporting systems
Report submission
Observation
Learning Outcome 2.4: Ensure that errors in invoice charges are identified and corrective
action is undertaken within scope of authority in accordance with workplace procedures
Identification of errors in invoice charges Types of errors: Over charge
Undercharge
Transposition
Not Itemizing
No Due Dates
No Logo on Your Invoice
Unstated Mode/form of
payment
Errors identification methods: Proof reading
Observation
Analysis
Revision of calculations
o Brainstorming on errors in invoice charges.
o Group discussion on types of errors in invoice charges.
o Oral presentation on errors identification
o Practical exercises on errors identification
o Research on Errors identification methods:
- Receipts - Invoices - Delivery notes - Books - Computer - Calculator - Electronic billing
machine(EBM) - Projector
Formative Assessment 2.4
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
oral evidence
Performance
True or false questions
Multiple choice questions
Matching questions
Recorded voices Recorded videos Observation checklist
Checklist Score
Yes No
Indicator: Identification of errors in invoice charges
Undercharge
Overcharge
Transposition
Not Itemizing
No Due Dates
No Logo on Your Invoice
Unstated Mode/form of payment
Indicator: Errors identification methods:
Proof reading
Observation
Analysis
Revision of calculations
Observation
Performance criterion
Proper ensuring of errors in invoice charges are identified and corrective action
is undertaken within scope of authority in accordance with workplace
procedure.
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F B S M S 5 0 1 - MANAGING THE SALE AND SERVICE OF WINES
FBSMS501Manage the sale and service of wines
REQF Level: 5 Learning hours
Credits:10 100
Sector: HOSPITALITY AND TOURISM
Sub-sector: Food and Beverage Service
Issue date:November 2014
Purpose statement
This module is intended for Certificate V learners. At the end of this module, learners will be able to research and select wines to meet business objectives ,to monitor wine management system and to develop and extend wine skills.
Learning assumed to be in place
Being completed level IV in F&B
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Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Research and select wines to meet
business objectives
1.1.Proper identification of business objectives in
relation to the sales or service of wine
1.2.Conducting relevant research on wine products,
trends and market characteristics.
1.3.Adequate maximization of business opportunities
through the development of wine -related products
and services , including wine lists, that support
business objectives and profitability requirements
1.4. Identification and development of appropriate
opportunities for the promotion of wine within the
overall business context
2. Monitor wine management systems 2.1. Adequate researching, selection and
recommendation of appropriate equipment to
support wine service and storage within scope of job
responsibility and in consultation with relevant
management
2.2. Proper organization of wine storage and cellaring
systems that ensure wine quality and business
efficiency
2.3. Regular monitoring of systems that ensure effective
communication between colleagues on wine-related
issues
2.4. Regular monitoring of the quality of wine products
and services and provide pro-active support and
assistance to colleagues
2.5. Appropriate resolving of wine-related issues and
challenges promptly and use experience to inform
future planning and activities
2.6. Pro-active identification of opportunities for
improvement in wine management systems and make
recommendations to relevant colleagues
3. Develop and extend wine skills and 3.1 Pro-active evaluation of own skills and knowledge to
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knowledge for self and others identify gaps and opportunities for further skills
development
3.2 Regular accessibility of appropriate opportunities to
extend wine skills and knowledge
3.3 Regular provision of accurate advice to other staff and
colleagues on wine and wine-related matters
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LU 1:Research and select wines to meet business objectives
1
Learning Outcomes:
1. Identify business objectives in relation to sales and service of wine 2. Research on wine products, trends and market characteristics 3. Maximize business opportunities through the development of wine
related products and services, including wine lists that support business objectives and profitability
4. Identify and develop appropriate opportunities for promotion of wine within the overall business context
30 Hours
Learning Outcome 1.1:Identify business objectives in relation to sales and service of wine
Objectives of selling wine: Expansion Of Wine Sales Image In The
Marketplace Profitability Entrance Into New
Markets Changes In Product
Offerings Entrance Into New
Markets Special Promotions Strategic Alliances With
Suppliers And Customers
Wine selling techniques: special occasion
products, function packages promotional activities
o Research on wine selling techniques
o Practical simulation on wine selling techniques
- Books - Empty wine bottles. - Reference books. - Computer projector. - Flipcharts. - Markers
Resources Learning activities Content
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Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Open ended questions
Multiple choice questions
True or false questions
Checklist Score
Yes No
Indicator:Objectives of selling wine are stated
Expansion of wine sales
Image in the marketplace
Profitability
Entrance into new markets
Changes in product offerings
Entrance into new markets
Special promotions
Strategic alliances with suppliers and customers
Indicator: Wine selling techniques are applied
Special occasion products,
Function packages
Promotional activities
Best wine is suggested
Observation
Performance criterion
Proper identification of business objectives in relation to the sales or service of
wine
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Learning Outcome 1.2: Research on wine products, trends and market characteristics
Wine producing countries
France
Germany
Italy
Spain
Portugal
o Group discussion on Wine
producing countries o Brainstorming on Wine
vinification process
- Reference books - Computer - Projectors. - Maps/atlas. - Flipchart - Marker
Wines and their products Selection of specific
vintages for cellaring purposes
Wine lists Wine tastings.
Wine vinification process :
Harvesting of grapes Crushing and pressing Fermantation Clarification Aging and bottling
Factors influencing wine quality : Climate Nature of soil Vine family Viticulture Yeast and fermentation Method of wine making Aging and maturing
process
Types of wines: Still wine:
White wine Red wine Rosee wine
Sparkling wine /champagne
Fortified wines
Resources Learning activities
Content
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Non- alocoholic wines
Faults in wine : Corked wines Maderisation Acetification Tartare flake Excess sulphur Secondary fermentation
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Matching questions
Multiple questions
Short questions
Checklist Score
Yes No
Indicator:Wine producing countries are identified
France
Germany
Italy
Spain
Indicator: Wine vinification process stated
Harvesting of grapes
Crushing and pressing
Fermantation
Clarification
Indicator: Types of wines are identified
Still wine:
Sparkling wine /champagne
Fortified wines
Non- alocoholic wines
Observation
Performance criterion
Conducting relevant research on wine products, trends and market
characteristics
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Learning Outcome 1.3:Maximize business opportunities through the development of wine
related products and services, including wine lists that support business objectives and
profitability
Wines and food matching
Up selling wine and products
Wine related products and services: Wine list development Wine tasting Wine label interpretation
o Group discussion Wines and food matching
o Brainstorming Up selling wine and products
o Practical exercise on wine list development .
- Computer - projector, - Reference books. - Flipcharts and - Markers - Internet connection - Sample wine list
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Open questions
Multiple questions
Short questions
Task: preparation of wine list
Checklist Score
Yes No
Indicator: Maximizing wine business opportunities are identified
Up selling wine and products
Wines and food matching
Indicator: Wine related products and services are identified
Wine list developped
Wine tasting
Performance criterion
Adequate maximization of business opportunities through the development of
wine -related products and services, including wine lists, that support business
objectives and profitability requirements
Resources Learning activities Content
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Observation
Learning Outcome 1.4:Identify and develop appropriate opportunities for promotion of wine
within the overall business context
Opportunities for wine promotion Professional wine
tastings Specialised seminars or
conferences Trade shows Wine and food festivals Wine promotions and
tastings
Wine promotion strategies Happy hours BOGOF Price Discount Exhibition Trade shows Advertising conducting wine tastings
event presentations and stands
at wine events selecting and organising
specials.
o Group discussion on opportunities for wine promotion
o Brainstorming on wine promotion strategies
o Role play on promotion
strategies
- Computer - projector, - Reference books - Stationary - Broshures - Flipchart - Markers
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Identification and development of appropriate opportunities for the
promotion of wine within the overall business context
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Open questions
Multiple questions
Short questions
Observation checklist
Checklist Score
Yes No
Indicator: Opportunities for wine promotion are identified
Professional wine tastings
Specialised seminars or conferences
Trade shows
Wine and food festivals
Wine promotions and tastings
Indicator: Wine promotion strategies are applied
Happy hours
BOGOF
Price Discount
Exhibition
Trade shows
Advertising
conducting wine tastings event
presentations and stands at wine events
Observation
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LU 2:Monitor wine management systems
2
Learning Outcomes:
1. Research, select and recommend appropriate equipment to support wine service and storage
2. Organize wine storage and cellaring systems for ensuring wine quality and business efficiency
3. Monitor systems that ensure effective communication between colleagues on wine-related issues
4. Monitor the quality of wine products and services and provide pro-active support and assistance to colleagues
5. Resolve wine related issues and challenges, record them for future planning
6. Identify opportunities for improvement in wine management systems and recommend actions to colleagues
40 Hours
Learning Outcome 2.1: Research, select and recommend appropriate equipment to support
wine service and storage
Equipment for wine service: Wine glasses Wine basket Wine cooler Corkscrew Wine cellar Ice basket
Equipment for wine storage Wine cellar Wine shelves
Responsibilities of personnel involved in wine sales
Wine storage procedures
o Group discussion one equipment for wine service
o Brainstorming on equipment for wine storage
- Computer - projector, - Reference books - Stationary - Broshures - Flipchart - Markers - Wine glasses - Wine basket - Wine cooler - Corkscrew - Wine cellar - Ice basket
Resources Learning activities Content
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Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questions
Matching questions
Essay ( short and open questions)
Checklist Score
Yes No
Indicator: Equipment for wine service are stated
Wine glasses
Wine basket
Wine cooler
Corkscrew
Wine cellar
Ice basket
Indicator: Equipment for wine storage are stated
Wine cellar
Wine shelves
Observation
Learning Outcome 2.2: Organize wine storage and cellaring systems for ensuring wine quality
and business efficiency
Types of Wine storage
Cellaring systems for wine business efficiency
Organization of wine storage for business efficiency
Characteristics of wine cellar;
o Oral presentation on wine storage and cellaring systems
o Demonstrate the organization and efficiency of wine business
o Field trip to wine stores.
- Computer - projector, - Reference books - Stationary - Brochures - Flipchart - Markers - Wine cellar
Resources Learning activities Content
Performance criterion
Adequate researching, selection and recommendation of appropriate equipment
to support wine service and storage within scope of job responsibility and in
consultation with relevant management
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Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questions
Matching questions
Essay ( short and open questions)
Checklist Score
Yes No
Indicator:wine storage and cellaring systems are identified
Types of Wine storage are stated
Cellaring systems for wine business efficiency are identified
Organization of wine storage for business effectively
Characteristics of wine cellar are identified
Observation
Learning Outcome 2.3: Monitor systems that ensure effective communication between
colleagues on wine-related issues
Types of Organization communications : Upward communication Downward
communication Horizontal
communication
Communication methods on wine related issues:
Written Oral Electronic social
media
o Brainstorming on communication methods on wine related issues
o Group discussion on communication methods on wine related issues:
- Computer - projector, - Reference books - Stationary - Brochures - Flipchart - Markers - Letter
Formative Assessment 2.3
Resources Learning activities Content
Performance criterion
Proper organization of wine storage and cellaring systems that ensures wine
quality and business efficiency
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questions
Matching questions
Essay ( short and open questions)
Checklist Score
Yes No
Indicator: Types of Organization communications are identified
Upward communication
Downward communication
Horizontal communication
Indicator: Communication methods on wine related issues are stated
Written
Oral
Electronic social media
Observation
Learning Outcome 2.4:Monitor the quality of wine products and services and provide pro-
active support and assistance to colleagues
Wine service skills
Red Wine service procedures
White wine service procedures
Champagne service procedure
Monitor the quality of wine Wine testing techniques
o Group discussion on Wine service skills.
o Brainstorming on monitoring quality of wine
- Computer - projector. - Reference books. - Stationary. - Samples of good and
expired wine. - Flip charts - Markers - Wine glasses - Wine cooler
Resources Learning activities
Content
Performance criterion
Regular monitoring of systems that ensure effective communication between
colleagues on wine-related issues
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Characteristics of good wine
Faults in wine disease
- Ice basket
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Open questions
Short questions
Multiple choice questions
Observation check list
Task on wine service
Checklist Score
Yes No
Indicator:Wine service skills are applied
Red Wine service procedures are followed
White wine service procedures are followed
Champagne service procedure are followed
Indicator: Monitor the quality of wine are applied
Wine testing techniques are applied
Characteristics of good wine are applied
Faults in wine disease are applied
Observation
Performance criterion
Regular monitoring of the quality of wine products and services and provide pro-
active support and assistance to colleagues
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Learning Outcome 2.5: Resolve wine related issues and challenges, record them for future
planning
Common customer issues related to wine : Inadequate wine service Inappropriate attitudes Poor wine service
temperature Faults in wine
Procedures for resolving wine related issues: Listen the guest Apologize Solve problem Make follow up Record keeping
o Brainstorming on common customer issues related to wine.
o Group discussion on procedures for resolving wine related issues.
o Role play on problem solving
- Referrals. - Journals. - Reference books. - Computer. - Stationary. - Complain books.
Formative Assessment 2.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Open questions
Short questions
Multiple choice questions
Observation check list
Task on wine service
Performance criterion
Appropriate resolving of wine-related issues and challenges promptly and use
experience to inform future planning and activities
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Common customer issues related to wine are identified
Inadequate wine service
Inappropriate attitudes
Poor wine service temperature
Faults in wine
Indicator: Procedures for resolving wine related issues are applied
Listen the guest
Apologize
Solve problem
Make follow up
Record keeping
Observation
Learning Outcome 2.6: Identify opportunities for improvement in wine management systems
and recommend actions to colleagues
Recommended actions for wine management systems: Appropriate storage
methods Appropriate wine
storage equipment Storage temperature Wine storage position
Opportunities for improvement in wine management system
o Presentation of the opportunities and management systems.
o Individual research on opportunities available in the wine service industry.
- Computer - projector. - Reference books. - Stationary. - Samples of good and
expired wine. - Flip charts - Markers - Wine glasses - Wine cooler - Ice basket - Wine cellar
Formative Assessment 2.6
Performance criterion
Pro-active identification of opportunities for improvement in wine management
systems and make recommendations to relevant colleagues
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Open questions
Short questions
Multiple choice questions
Checklist Score
Yes No
Indicator:Actions for wine management systems are Recommended
Appropriate storage methods
Appropriate wine storage equipment
Storage temperature
Wine storage position
Observation
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LU 3:Develop and extend wine skills and knowledge for self and others
3
Learning Outcomes:
1. Evaluate own skills and knowledge to identify gaps and opportunities for further development
2. Research appropriate opportunities to extend wine skills and knowledge
3. Provide advice to other staff on wine related matters 30 Hours
Learning Outcome 3.1: Evaluate own skills and knowledge to identify gaps and opportunities
for further development
Self evaluation techniques/ SWOT analysis : Strength identification n Weakness identification Opportunities
identification Threats identification
Opportunities to extend wine skills and knowledge: Internet research Wine reference books Attending trade shows Reading general and trade
media Tours Wine and food festivals attending wine promotion
and tastings attending professional
tastings and specialized seminars
networking Membership of
o Brainstorming on self evaluation techniques/ SWOT analysis
- Reference books. - Computer and
projector. - Stationary - Internet research - Flip chart - Marker pens
Resources Learning activities Content
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associations, professional organizations and industry bodies
Talking to products suppliers, winemakers and vineyard managers
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Open questions
Short questions
Multiple choice questions
True or false questions
Checklist Score
Yes No
Indicator: Self evaluation techniques/ SWOT analysis are stated
Strength identification n
Weakness identification
Opportunities identification
Threats identification
Observation
Learning Outcome 3.2: Research appropriate opportunities to extend wine skills and
knowledge
Performance criterion
Pro-active evaluation of own skills and knowledge to identify gaps and
opportunities for further skills development
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Opportunities to extend wine skills and knowledge:
Internet research Wine reference books Attending trade shows Reading general and
trade media Tours Wine and food festivals Attending wine
promotion and tastings Attending professional
tastings and specialized seminars
Networking Membership of
associations, professional organizations and industry bodies
Talking to products suppliers, winemakers and vineyard managers
o Brainstorming on opportunities to extend wine skills and knowledge
o Group discussion on opportunities to extend wine skills and knowledge
- Reference books. - Computer and
projector. - Stationary - Internet research - Flip chart - Marker pens
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Matching questions
Open questions
True or false questions
Performance criterion
Regular accessibility of appropriate opportunities to extend wine skills and
knowledge
Resources Learning activities Content
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Checklist Score
Yes No
Indicator:Opportunities for extending wine skills are identified
Internet research
Wine reference books
Attending trade shows
Reading general and trade media
Tours
Wine and food festivals
attending wine promotion and tastings
attending professional tastings and specialized seminars
networking
Membership of associations, professional organizations and industry bodies
Talking to products suppliers, winemakers and vineyard managers
Observation
Learning Outcome 3.3:Provide advice to other staff on wine related matters
Channels of providing advice to colleagues on wine matters: Meeting Writing E- mail Discussion Briefing
o Group discussion on Channels of providing advice to colleagues on wine matters
o Brainstorming on channels of providing advice to colleagues on wine matters
o Role play on channels of providing advice to colleagues on wine matters
- Reference books. - Computer and
projector. - Stationary - Internet research - Flip chart - Marker pens
Formative Assessment 3.3
Performance criterion
Regular provision of accurate advice to other staff and colleagues on wine and
wine-related matters
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Open questions
True or false questions
Matching questions
Checklist Score
Yes No
Indicator:Advises on wine matters is provided
Wine related matters;
Meetings
Briefings
Conversation
Observation
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Summative Assessment
Integrated situation Resources
SERENA HOTEL is expecting to receive 3 guests , who need to take different types of wines , the first guest will take red wineand Meat balls, the second guest will take white wine roasted chichen , and the last guest will take Champagne irish potato chips .
As a supervisor in this restaurant, you are requested to manage sale and service of wines within 1hour.
Their order check includes: o Red wine o White wine o Champagne o Meat balls o Irish potato chips o Roasted chicken
- Wine glasses - Wine cooler - Ice basket - Wine cellar - Wines - Cork screw - Napkins - Roasted chicken - Chips - Meat balls
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: wine promotion is well done
Wine up selling techniques are applied
Wine informations are provided
Wine label is interpreted
Wine storage is ensured
Indicator: The quality of wine is monitored
Flavour
Aroma
Color
Body
Indicator: wine service process are followed
Correct temperature is checked
The bottle is kept ice bucket and wine stand
Correct glass is used
Clean napkin is tidy to handle basket
The battle is presented to the guest
Cork is removed by wine opene
The battle is wipped
Pouring of wine is well done
The guest is given a sample to taste to the host
Ladies are served first
The glass is full at two –third
Remaining wine in battle is put in wine bucket
Indicator: food matching is adviced
Red wine with red meet
White wine with white meat
Champagne after meat
Indicator: wine storage is well done
Wine cellar
Temperature
Horizontally
Observation
Assesment Criterion 2: Quality of product
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Checklist Score
Yes No
Indicator: The wine service procedure are applied
Appropriate wine is served timely
Required wine service temperature
Appropriate wine matching food is provided
Indicator: Appropriate wine service materials are used
Red Wine in red wine glass
White Wine in white wine glass
Ice bucket for white wine
Wine basket for red wine
Corkscrew is used for opening
Wine label is interpreted
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Time is respected
1 hour
Indicator: quality wine is offered
Service temperature
No fault
Oldeness is checked
Two- thirds full glass
Taste of wine is checked
Observation
Reference books: John cousins and Dennis Lillicrap ( 2010) Essential food and beverage service ,british library
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F B S P C 5 0 1 - PLANNING FOR CATERING FOR AN EVENT OR FUNCTION
FBSPC501Plan for catering for an event or function
REQF Level: 5 Learning hours
Credits: 10 100
Sector: HOSPITALITY AND TOURISM
Sub-sector: Food and Beverage Service
Issue date: November 2014
Purpose statement
This module describes the skills, knowledge and attitudes required for a trainee certificate V,
Level V in order toPlan for catering for an event or function. By the end ofthis module the
learner will be able toidentify purpose and scope of the event, to Prepare catering proposal for
event or function, to Prepare and implement operational plan for the catering of an event or
function, in hospitality establishments with minimum supervision.
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Learning assumed to be in place
Not Application
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit. By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify purpose and scope of
the event
1.1. Proper clarification of purpose of the event or function with stakeholders.
1.2. Accurately identification specific customer needs and preferences,
1.3. Accurate determination of catering requirements
2. Prepare catering proposal for
event or function
2.1. Collection of operational information exhaustively for the event and venue.
2.2. Proper analysis of operational factors influencing catering and consultation with stakeholders to determine overall approach
2.3. Contribution of ideas to the event concept, theme and format and incorporation of creative elements into the catering proposal
2.4. Verification of the operational and service practicality of the catering proposal through consultation and analysis
3. Prepare and implement
operational plan for the catering
of an event or function.
3.1. Appropriate preparation of operational plan or the provision of catering and ancillary products and services, identifying steps, activities and sequence.
3.2. Incorporation of risk management issues into the plan.
3.3. Details are finalized and reviewed with the stakeholder.
3.4. Accurate provision of information on operational plans to relevant personnel to ensure effective implementation.
3.5. Appropriate implementation and monitoring of catering plan for the event, and required adjustments are made
3.6. Obtaining of feedback from customer and operational staff after the event in order to inform future catering activities.
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LU 1:Identify purpose and scope of the event
1
Learning Outcomes:
1. Clarify the purpose of the event or function with stakeholders.
2. Identify specific customer needs and preferences,
3. Determine catering requirements
30 Hours
Learning Outcome 1.1: Clarify the purpose of the event or function with stakeholders
Identification of the different stakeholders Hotel owners Event owner Security personnel Staff Suppliers Entertainers local community
Categorization of the events or functions Meetings Conferences Parties Product launching Sports events
The reasons why the event is organized Business Get together
o Brainstorming on the purpose of the event or function with stakeholders
o Group discussions on the purpose of the event or function with stakeholders
o Practical presentations the purpose of the event or function with stakeholders
o Individual exercises the purpose of the event or function with stakeholders
o Demonstrations the purpose of the event or function with stakeholders
- Writing materials - Reference books - Documents - Records
Resources Learning activities Content
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Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple questions
True or false questions
Essay
Case study
Matching questions
Checklist Score
Yes No
Indicator: different stakeholders are identified
Hotel owners
Event owner
Security personnel
Staff
Suppliers
Entertainers
local community
Indicator: categorize of the events or functions are identified
Meetings
Conferences
Parties
Product launching
Sports events
Indicator: reason why the event is organized
Business
Get together
Observation
Performance criterion
Proper classification of purpose of the event or function with stakeholders.
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Learning Outcome: 1.2:Identify specific customer needs and preferences
Identification of different types of customers for events or function
Ways to identify customer needs: Starting with existing data Interviewing customers Analyzing your competitors Conducting voice of
customer surveys
Customer needs and preferences Quality Products Quantity of the products Quality Services Location Table Style Time management
Group customers according to their needs and preferences:
o Brainstorming on specific customer needs and preferences,
o Group discussions o Practical presentations
on specific customer needs and preferences,
o Individual exercises on specific customer needs and preferences,
o Demonstrations on specific customer needs and preferences,
- Writing materials
- Reference books - Documents - Records
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Orevidence
Multiple questions
True or false questions
Essay
Case study
Matching questions
Performance criterion
Accurate identification of specific customer needs and preferences
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Customer needs and preferences are identified
Quality Products
Quality Services
Location
Table Style
Time management
Indicator: Ways of customer needs are identified
Starting with existing data
Interviewing customers
Analyzing your competitors
Conducting voice of customer surveys
Starting with existing data
Observation
Learning Outcome: 1.3: Determine catering requirements
Identification of different catering requirements Equipment Personnel Materials Venues Time Number of customers Category of customers
Procedures/ways involved in determining requirements: Research the market place Identify the potential
customers Choice your niche Write a business plan Run some members
Categorization of the requirements basing on each event or function
o Brainstorming on catering requirements
o Group discussions on catering requirements
o Practical presentations on catering requirements
o Individual exercises on catering requirements
o Demonstrations on catering requirements
- Writing materials - Reference books - Documents - Records
Resources Learning activities Content
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Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple questions
True or false questions
Essay
Case study
Matching questions
Merging exercise
Checklist Score
Yes No
Indicator: different catering requirements are identified
Equipment
Personnel
Materials
Venues
Time
Number of customers
Category of customers
Type of event
Indicator: Procedures/ways involved in requirements are determined
Research the market place
Identify the potential customers
Choice your niche
Write a business plan
Run some members
Observation
Performance criterion
Accurate determination of catering requirements
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LU 2:Prepare catering proposal for event or function
2
Learning Outcomes:
1. Collect operational information exhaustively for the event and venue.
2. Analyze operational factors influencing catering and consultation with stakeholders to determine overall approach
3. Contribute ideas to the event concept, theme and format and incorporation of creative elements into the catering proposal
4. Verify the operational and service practicality of the catering proposal through consultation and analysis
30 Hours
Learning Outcome 2.1: Collect operational information exhaustively for the event and venue
Identification of the
different sources of
information for the venue
and events
Magazines
website
News papers
Events
Colleagues
Customers
Staff
Different channels to use to
collect the information
Internet
Telephone
Face to face
Written documents
Categorization of the
information according to
o Brainstorming to Collect operational information exhaustively
o Group discussions to Collect operational information exhaustively
o Practical presentations to Collect operational information exhaustively
o Individual exercises to Collect operational information exhaustively
o Demonstrations to Collect operational information exhaustively
- Writing materials - Reference books - Documents
Resources Learning activities Content
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the venue and event:
Accessibility
Number of participants
Size of the venue
Service type offered
Service standard
Price
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple questions
True or false questions
Essay
Case study
Matching questions
Checklist Score
Yes No
Indicator: different sources of information for the venue and events are identified
Magazines
Website
News papers
Events
Colleagues
Performance criterion
Collection of operational information exhaustively for the event and venue
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Learning Outcome: 2.2: Analyze operational factors influencing catering and consultation
with stakeholders to determine overall approach
The factors that can influence catering Price
Equipment availability
Overall Budget
Nature of venue
Type of events
Time period
Audience or market profile
Communication channel
Procedures involved
Numbers of participants
Duration
Date and time
Purpose of event
The theme, concept and style
Ways to Consult with stakeholders
o Brainstorming operational factors
o Group discussions on operational factors
o Practical presentations operational plans
o Individual exercises operational factors
o Demonstrations operational factors
- Writing materials
- Reference books
- Documents - Magazines
Formative Assessment 2.2
Customers
Staff
Magazines
Indicator: Different channels to collect the information are identified
Internet
Telephone
Face to face
Written documents
Indicator: information to the venue and event are categorized
Accessibility
Number of participants
Size of the venue
Service type offered
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple questions
True or false questions
Essay
Case study
Matching questions
Checklist Score
Yes No
Indicator: The factors that can influence catering are listed
Price
Equipment availability
Overall Budget
Nature of venue
Type of events
Time period
Audience or market profile
Communication channel
Procedures involved
Numbers of participants
Duration
Date and time
Purpose of event
The theme, concept and style stakeholders
Ways to consult stakeholders
Observation
Learning Outcome 2.3:Contribute ideas to the event concept, theme and format and
incorporation of creative elements into the catering proposal
Performance criterion
Proper analysis of operational factors influencing catering and consultation with
stakeholders to determine overall approach
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Identification of the different ideas to the events about Sitting plan
Service style
Personnel needed
Location of events
Equipment needed
Creative elements Innovative presentation of and
beverage Food with interesting links with
other event aspects unusual combination of food items or service ideas
Innovative options to address particular operational limitations
o Brainstorming on ideas and themes
o Group discussions on ideas, themes and format
o Practical presentations ideas, themes and format
o Individual exercises on idea contribution ideas, themes and format
o Demonstrations ideas, themes and format
- Writing materials - Reference books - Documents or
records - Brochures - Magazines
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple questions
True or false questions
Essay
Case study
Matching questions
Checklist Score
Yes No
Indicator: different ideas to the events are identified
Sitting plan
Service style
Performance criterion
Contribution of ideas to the event concept, theme and format and
incorporation of creative elements into the catering proposal
Resources Learning activities Content
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Personnel needed
Location of events
Equipment needed
Creative elements
Innovative presentation of food and beverage
Themes
Proposals format
Indicator: Creative elements are shown
Innovative presentation of and beverage
Food with interesting links with other event aspects unusual combination of food items or service ideas
Innovative options to address particular operational limitations
Innovative presentation of and beverage
Observation
Learning Outcome 2.4 :Verify the operational and service practicality of the catering proposal
through consultation and analysis
Procedures required toverify the practicality and operational of the catering proposal
Verification of venue Verification of personnel Verification of equipment Verification of setting plan Verification menu Schedule of Activity Special requirements for Guest Entertainment and decoration
o Brainstorming on operational and service practicality
o Group discussions on operational and service practicality
o Practical presentations on operational and service practicality
o Individual exercises on operational and service practicality
o Demonstrations on operational and service practicality
- Writing materials - Reference books - Documents - Records - Magazines
Formative Assessment 2.4
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple questions
True or false questions
Essay
Case study
Matching questions
Checklist Score
Yes No
Indicator: Procedures required to practicality and operational of the catering proposal are verified
Verification of venue
Verification of personnel
Verification of equipment
Verification of setting plan
Verification menu
Schedule of Activity
Special requirements for Guest
Entertainment and decoration
Observation
Performance criterion
Verification of the operational and service practicality of the catering
proposal through consultation and analysis
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LU 3:Prepare and implement operational plan for the catering of an event or function
3
Learning Outcomes:
1. Prepareoperational plan or the provision of catering and ancillaryproducts and services, identifyinsteps, activities and sequence
2. Incorporate risk management issues into the plan. 3. Finalize and review details with the stakeholder 4. Provide information on operational plans to relevant personnel
to ensure effective implementation 5. Implement and monitor catering plan for the event, and
required adjustments are made 6. Obtain feedback from customer and operational staff after the
event in order to inform future catering activities.
40 Hours
Learning Outcome 3.1: Prepare operational plan or the provision of catering and ancillary
products and services, identifying steps, activities and sequence
Follow the procedures required to prepare the operational plan or provision of catering and ancillary products and services
Procedure for operational event plan:
Develop a vision for your event
Put your team together Create an event budget Choice your venue and
date Identify and engage
event partners and sponsors
Develop your event branding
Develop and deploy
o Brainstorming on operational plan or the provision of catering and ancillary products and services,
o Group discussions operational plan or the provision of catering and ancillary products and services,
o Practical presentations operational plan or the provision of catering and ancillary products and services,
o Individual exercises operational plan or the provision of catering and
- Event operational plan template
- Function sheet
Resources Learning activities Content
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your event marketing complain
Determine your tech needs
Identify and hire other vendors
Final preparations
The key Elements of Operational plan for event template
Event health and safety commitment
Event details/ function sheet
Key contact and Responsibility
Contractor management
Inductions Risk Management Supporting operational
documentations
Components of an operational
plan
Costing of component
and total catering onsite
catering management
Staffing and contracting
Roles and responsibilities
Logistics and transport
details
Resources
security arrangement
purchasing and storage
beverage, materials and
equipment
Production and
distribution of food and
beverage
Recycling and correct
environmentally sound
disposal practices for
kitchen waste and
hazardous substances
ancillary products and services,
o Demonstrations operational plan or the provision of catering and ancillary products and services,
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Ancillary
Theme and decorated
management of events
staffing
logistics
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple questions
True or false questions
Essay
Case study
Matching questions
Task for preparing event plan
Checklist Score
Yes No
Indicator: Procedure for operational event plan are followed
Develop a vision for your event
Put your team together
Create an event budget
Choice your venue and date
Identify and engage event partners and sponsors
Develop your event branding
Performance criterion
Appropriate preparation of operational plan or the provision of catering and
ancillary products and services, identifying steps, activities and sequence
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Develop and deploy your event marketing complain
Determine your tech needs
Identify and hire other vendors
Final preparations
Indicator: The key Elements of Operational plan for event template are identified
Event health and safety commitment
Event details/ function sheet
Key contact and Responsibility
Contractor management
Inductions
Risk Management
Supporting operational documentations
Indicator: Components of an operational plan are identified
Costing of component and total catering onsite catering management
Staffing and contracting
Roles and responsibilities
Logistics and transport details
Resources
security arrangement purchasing and storage beverage, materials and equipment
Production and distribution of food and beverage
Recycling and correct environmentally sound disposal practices for kitchen waste and hazardous substances
Costing of component and total catering onsite catering management
Indicator: Ancillary are notified
Theme and decorated
management of events
staffing
logistics
Recycling and correct environmentally sound disposal practices for kitchen waste and hazardous substances management of events
Observation
Learning Outcome 3.2: Incorporate risk management issues into the plan
Resources Learning activities Content
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Identification of different risks involved
Fire
Power failure
Food poisoning
Terrorism
Theft
Budget deficits
Categorize the risks according to severity
Different ways to manage those risks
Train staff
Install equipment required
Monitor the events
Hygiene practices
Standby generators
Insurance
Emergency fund
o Brainstorming on risk management issues
o Group discussions on risk management issues
o Practical presentations on risk management issues
o Individual exercises on risk management issues
o Demonstrations risk management issues
- Writing materials
- Reference books
- Documents - Records
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple questions
True or false questions
Essay
Case study
Matching questions
Checklist Score
Yes No
Performance criterion
Incorporation of risk management issues into the plan.
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Indicator: different risks involved identified
Fire
Power failure
Food poisoning
Terrorism
Theft
Budget deficits
Indicator: Categorize the risks
according to severity
Indicator: Different ways to manage those risks
Train staff
Install equipment required Monitor the events
Hygiene practices
Standby generators
Insurance
Emergency fund
Observation
Learning Outcome 3.3:Finalize and review details with the stakeholder
Identification of the details of the plan
Develop event objectives Organize a team Set a date Brand your event create a master plan determine administrative
processes identify and establish
partnership &sponsors create a publicity Establish a budget Determine evaluation
process
o Brainstorming on details to be reviewed
o Group discussions on details to be reviewed
o Practical presentations on details to be reviewed
o Individual exercises on details to be reviewed
o Demonstrations on details to be reviewed
- Writing materials
- Reference books
- Documents
Resources Learning activities Content
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Techniques required to review the details:
Purpose of your event Target audience Getting the word out Overall logistics Engaging your attendees
at your event Give a way Be prepared for tough
questions and the media / public relations
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple questions
True or false questions
Essay
Case study
Matching questions
Checklist Score
Yes No
Indicator: details of the plan are identified
Develop event objectives
Organize a team
Set a date
Brand your event
create a master plan
determine administrative processes
identify and establish partnership &sponsors
create a publicity
Establish a budget
Performance criterion
Details are finalized and reviewed with
The stakeholder.
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Determine evaluation process
Indicator: Techniques required to review the details are followed
Purpose of your event
Target audience
Getting the word out
Overall logistics
Engaging your attendees at your event
Give a way
Be prepared for tough questions and the media / public relations
Observation
Learning Outcome 3.4:Provide information on operational plans to relevant personnel to
ensure effective implementation
Identification ofinformation to
provide relevant personnel:
Key performance indicators
Employee assessment
Academic background
Observation
Benchmarking performance
Effective channels of providing
information:
Conversations
Communication / horizontal
and vertical / employee to
manager
Written documents
o Brainstorming on how to provide information
o Group discussions on how to provide information
o Practical presentations on how to provide information
o Individual exercises on
how to provide information
o Demonstrations on how
to provide information
- Writing materials
- Reference books
- Documents - Records
Formative Assessment 3.4
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple questions
True or false questions
Essay
Case study
Matching questions
Checklist Score
Yes No
Indicator: information to provide relevant personnel are identified
Key performance indicators
Employee assessment
Academic background
Observation
Benchmarking performance
Indicator: Channels for providing the information are notified
Conversations
Communication / horizontal and vertical / employee to manager
Written documents
Observation
Learning Outcome 3.5: Implement and monitor catering plan for the event, and required
adjustments are made
Resources Learning activities Content
Performance criterion
Accurate provision of information on operational plans to relevant personnel to
ensure effective implementation
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Implementation procedures of catering plan:
Planning event Execution of tasks Organizing the event Equipment Implementation Controlling Understanding legal and
insurance issues
Monitoring procedures of catering plan. What How When Who Records
Adjustment techniques: Registration Seminar policies Special case Security issue
o Brainstorming on Implementing and monitoring catering plan for the event, and required adjustments are made
o Group discussions on
Implementing and monitoring catering plan for the event, and required adjustments are made
o Practical presentations
on Implementing and monitoring catering plan for the event, and required adjustments are made
o Individual exercises on
Implementing and monitoring catering plan for the event, and required adjustments are made
o Demonstrations on Implementing and monitoring catering plan for the event, and required adjustments are made
- Writing materials
- Reference books - Documents - Records
Formative Assessment 3.5
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate implementation and monitoring of catering plan for the event, and
required adjustments are made
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Types of evidence Portfolio assessment tools
Written evidence
Multiple questions
True or false questions
Essay
Case study
Matching questions
Checklist Score
Yes No
Indicator: Implementation procedures are followed
Planning event
Execution of tasks
Organizing the event
Equipment
Implementation
Controlling
Understanding legal and insurance issues
Indicator: Monitoring procedures are followed
What
How
When
Who
Records
Indicator: Adjustments Techniques are followed
Registration
Seminar policies
Special case
Security issue
Observation
Learning Outcome 3.6: Obtain feedback from customer and operational staff after the event
in order to inform future catering activities.
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Different channels required for collecting feedback from customers and staff:
Asking for attendee feedback
Surveys shared via email
Push notification Social media Appreciation form
Categorize the feedback Pre- event surveys Mid-event surveys Post – event surveys according to customer
needs
o Brainstorming on how to Obtain feedback from customer and operational staff after the event in order to inform future catering activities.
o Group discussions on how to Obtain feedback from customer and operational staff after the event in order to inform future catering activities.
o Practical presentations
on how to Obtain feedback from customer and operational staff after the event in order to inform future catering activities.
o Individual exercises on
how to Obtain feedback from customer and operational staff after the event in order to inform future catering activities.
o Demonstrations on how to Obtain feedback from customer and operational staff after the event in order to inform future catering activities.
- Writing materials
- Reference books
- Documents - Records
Formative Assessment 3.6
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple questions
True or false questions
Essay
Case study
Matching questions
Checklist Score
Yes No
Indicator: Different channels required for collecting feedback from customers and staff are notified
Asking for attendee feedback
Surveys shared via email
Push notification
Social media
Appreciation form
Indicator: feedback are categorized
Pre- event surveys
Mid-event surveys
Post – event surveys
According to customer needs
Suggestion box
Talking with customers
Observation
Performance criterion
Obtaining of feedback from customer and operational staff after the event in
order to inform future catering activities
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Summative Assessment
Integrated situation Resources
Assuming that you are F&B supervisor Kigali Serena hotel located
at Nyarugenge district and during your duties Manager informs you
that UTB is havingthe end yearparty atUTB KIGALICOMPUS
andKigali serena hotel have been selected to cater for this party
and they are interested in having a two course Lunch meal at
12:00 pmfor 50 people. As a restaurant supervisor of this Hotel
You have been asked to plan catering of this party.
The plan should have the following features:
Yield of 50 people
Starter
Main course
Dessert
Floral decoration
Entertainment
U – shape setting plan
Safety and security measures
Food and beverages (Fanta 2 crates, mineral water 2 boxes)
Estimated budget
Function sheet
Staff
Assurance
Environmental protection
Purpose of event: ending year party of UTB
As restaurant supervisoryou are requested to develop and
operational catering plan of this event within 45 Minutes
Operational event plan format / function sheet
Pen
Calculator
Table
Chairs
Decoration items
Assessment Criterion 1: Quality process Checklist Score
Yes No
Indicator: Purpose of the event or function is clarified
Cerebration end of year party
Sharing ideas
Rewarding best performer staff
Indicator: stakeholders are notified
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Hotel owners
Event owner
Security personnel
Staff
Suppliers
Entertainers
local community
Conferences
Parties
Meetings
Product launching
Indicator: Specific customer needs and preferences are identified
Product Quality
Service Quality
Location
Table Style
Time
Indicator: Catering requirements are considered
Equipment
Personnel
Materials
Venues
Time
Number of customers
Category of customers
Indicator: Operational information collected for the event and venue are used
Magazines
Website
News papers
Events
Staff
Internet
Telephone
Face to face
Indicator: Operational factors influencing catering and consultation with stakeholders are determined
Price
Equipment availability
Overall Budget
Nature of venue
Type of events
Time period
Audience or market profile
Communication channel
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Procedures involved
Numbers of participants
Duration
Date and time
Purpose of event
The theme, concept and style
Indicator: Ideas are contributed to the event concept, theme and format and creative elements are incorporated into the catering proposal are notified
Sitting plan
Service style
Personnel needed
Location of events
Equipment needed
Indicator: The operational and service practicality of the catering proposal through consultation and analysis are verified
Procedures required to verify the practicality and operational of the catering
proposal
Costing of component and total catering onsite catering management
Staffing and contracting
Roles and responsibilities
Logistics and transport details
Resources security arrangement
Indicator: Incorporation of risk management issues into the plan
Fire
Power failure
Food poisoning
Terrorism
Theft
Budget deficits
Categorize the risks
according to severity
Train staff
Install equipment required Monitor the events
Hygiene practices
Standby generators
Insurance
Indicator: Details and reviews withthe stakeholder are finalized
identification of the details of the plan
Techniques required to review the details
Indicator: Information on operational plans to relevant personnel to ensure effective implementation are provided
Identification ofinformation to provide relevant personnel
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Channels for providing the information
Indicator: Feedback from customer and Operational staff after the event in order to inform future catering activities are obtained
Implementation procedures
Monitoring procedures
Adjustments
Comment form
Suggestion box
Talking with customers
Observation
Assessment Criterion 2: Quality of product Checklist Score
Yes No
Indicator: Catering plan is well prepared
Customer needs are considered
Details are provided
Format is appropriate
Indicator: plan is well developed
Readable
Clear
Accurate
Observation
Assessment Criterion 3: Relevance Checklist Score
Yes No
Indicator: Risks measure are taken
Fire extinction are planned
Security guards are noticed
Indicator: the plan meets the requirements
Yield of 50 people
Starter
Main course
Drinks
setting plan respected
Indicator: Time is respected
45minutes
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Observation
Reference books:
http://www.vinology.com/dictionary/
http://www.akawinegeek.com/pdf/Matching_Spirits_and_Cocktails_with_Food.pdf
http://www.bighospitality.co.uk/Special-Features/Food-and-drink-matching-
trends/Food-and-drink-matching-trends-Spirits-Cocktails
http://cocktails.about.com/od/mixology/tp/cocktail_tips.htm
http://www.winespectator.com/webfeature/show/id/ABCs_of_Food_and_Wine_Pairin
1996, Managing Bar and Beverage Operations by the Education institute of the
American hotel and Lodging Associations, Michigan
2006, Food and Beverage service by Dennis Lillicraps, John cousins , London
2009, Tourism and hospitality studies(Introduction to hospitality by Mr Murray
Muckenzie and Dr Benny Chan, Wu Chung House
http://www.winespectator.com/webfeature/show/id/ABCs_of_Food_and_Wine_Pairin
https://training.gov.au/TrainingComponentFiles/SIT07/SITXQUA001A_R1.pdf
http://bergconsulting.com.au/Berg_Consulting_Blog/5-essential-steps-to-successful-
strategy-implementation
Essentials: food and beverage service. Level and 2 John Cousine.DannissLlllicrap.
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F B S P D 5 0 1 - PLANNING, PREPARING AND DISPLAYING BUFFET SETTING AND SERVICE
FBSPD301Plan, prepare and display buffet setting and service
REQF Level: 5 Learning hours
Credits: 10 100
Sector: HOSPITALITY AND TOURISM
Sub-sector: Food and Beverage Service
Issue date:November 2014
Purpose statement
Buffet service has been considered as one of the common Food and Beverage service methods applied for various events. However planning, preparing and displaying a buffet setting and service is still in need of skilled employees. This module is intended for Certificate V learners. At the end of this module, learners will be able to Plan and design buffet setting Prepare for the buffet setting Ensure display food items Ensure the buffet presentation is safe and hygienic
Learners will be able to plan, prepare and display a buffet setting and service with high degree of efficiency and the ability to manage limited resources. This module will equip the learners with necessary and required practical skills to work in catering sector under minimum supervision.
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Learning assumed to be in place
Level III and Level IV
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence. Performance criteria describes
the required performance needed to demonstrate achievement of the learning unit. By the end
of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Plan and design buffet setting 1.1. Proper designing of total buffet concept, food items and display as required, in consultation with customers and other relevant people
1.2. Relevant planning of buffet setting according to required theme or occasion, in consultation with customers and other relevant people.
1.3. Appropriate participation in selecting and organizing an appropriate range and quantity of food items with consideration given to quality and price, related to F&B establishmentand customer requirements
2. Prepare for the buffet setting 2.1. Proper ensuring of appropriate service equipment selection, service ware and linen to display food and decorations.
2.2. Relevant planning and ensuring of arrangement of tables and service points so that they are suitable for buffet display and service according to establishmentstandard and customer requirements, occasion and efficient and safe customer and staff accessibility.
2.3. Adequate organisation of food presentation with artistic flair and according to establishment standards and customer requirements.
2.4. Adequate organisation of appropriate and attractive decoration and centrepieces as required.
2.5. Proper liaising with relevant people to organize preparation and conduct of buffet where required
3. Ensure display food items 3.1. Appropriate participation on display food items with a sense of artistry to create customer appeal.
3.2. Ensure the use of garnishes and accompaniments to enhance taste and appeal.
3.3. Proper supervision of buffet service to ensure that food items are replenished, and that the total display remains neat and attractive.
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4. Ensure the buffet presentation is
safe and hygienic
4.1. Proper identification of potential health problems through cross-contamination and food spoilage
4.2. Appropriate taking of preventative measures to eliminate these risks.
4.3. Proper keeping of food on display at temperature levels as per food handling standards
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LU 1:Plan and design buffet setting
1
Learning Outcomes:
1. Design the total buffet concept, food items and display as required, in consultation with customers and other relevant people
2. Plan the buffets setting according to required theme or occasion, in consultation with customers and other relevant people.
3. Participate in selecting and organizing of an appropriate range and quantity of food items with consideration given to quality and price, related to the F&B establishment and customer requirements
20 Hours
Learning Outcome 1.1: Design the total buffet concept, food items and display as required, in
consultation with customers and other relevant people
Introduction to buffet planning and designing Definitions:
Buffet Planning Designing
Buffet design and display Buffet types
Breakfast buffet Banqueting buffet Cold buffet Hot buffet Hot and cold buffet Cocktail Specialty buffet
Procedures and techniques involve set-up for:
butter dishes and butter
o Brainstorming on buffet planning and designing
o Oral presentation on buffet planning and designing
o Group discussion on buffet presentation planning and designing
o Research on buffet planning and designing
o Simulation on buffet planning and designing
- Audio-visual equipment
- Books - Chairs - Computer - Flip chart and stand - Internet connection - Linen - Marker pen - Projector - Sample comment
form - Short F&B service
movies - Smart phone for
Internet - Suggestion box - Table utensils - Tables - White board
Resources Learning activities Content
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knives accompaniments food items special cutlery and
tableware as required underplates for large butter
dishes service spoons and forks sauce and soup ladles,
draining spoons, etc. side plates with doilies or
dish papers if necessary water jugs and joint knives
for pâtés or mousses cold fish plates carving knife, fork, steel and
stand spare joint plates to place
used service gear on. Linen
People involved in buffet design and display:
Customers Reception staff Kitchen staff Restaurant staff Housekeeping staff
Implication of customers and other people in designing of buffet concept, food items and display Strategies:
Workshop organization
Short meeting Talking to customers
Consultation is important to determine:
Items on the menu Buffet set-up Pricing Seating plan Service time Number of people Special requirements
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Number of staff Equipment
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or False questions Multiple choice questions Essay ( short answers questions)
Checklist Score
Yes No
Indicator:Buffet types are identified
Breakfast buffet
Banqueting buffet
Cold buffet
Hot buffet
Hot and cold buffet
Cocktail
Specialty buffet
Indicator: Procedures and techniques involve set-up are applied
butter dishes and butter knives
accompaniments
food items
special cutlery and tableware as required
underplates for large butter dishes
service spoons and forks
sauce and soup ladles, draining spoons, etc.
side plates with doilies or dish papers if necessary
water jugs and joint knives for pâtés or mousses
cold fish plates
carving knife, fork, steel and stand
spare joint plates to place used service gear on.
Performance criterion
Proper designing of total buffet concept, food items and display as required, in
consultation with customers and other relevant people
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Indicator:People involved in buffet design and display are notified
Customers
Reception staff
Kitchen staff
Restaurant staff
Housekeeping staff
Indicator: Strategies of informing people are applied
Workshop organization
Short meeting
Talking to customers
Items on the menu
Buffet set-up
Pricing
Seating plan
Service time
Number of people
Special requirements
Number of staff
Equipment
Linen
Observation
Learning outcome: 1.2:Plan the buffets setting according to required theme or occasion, in
consultation with customers and other relevant people
Planning the buffet setting
General principles
Buffet set up in a prominent position
Ample space on the buffet for display and presentation
Buffet within easy access of the stillroom and wash-up
Space for customer circulation
Space for sufficient occasional tables and chairs
o Group discussion on Planning the buffet setting
o Brainstorming on Procedures and Techniques of planning buffet setting
o Demonstration Procedures and Techniques of planning buffet setting
o Practical exercise onprocedures and techniques of planning buffet setting
- Audio-visual equipment
- Books - Chairs - Computer - Decorative items - Flip chart and stand - Internet connection - Linen - Linen - Marker pen - Projector
Resources Learning activities Content
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Attractive and good atmosphere room
Requirements:
Specific requirements according to the theme/occasion
Procedures and Techniques
involve planning for:
butter dishes and butter knives
accompaniments food items special cutlery and
tableware as required underplates for large
butter dishes service spoons and forks sauce and soup ladles,
draining spoons, etc. side plates with doilies or
dish papers if necessary water jugs and joint
knives for pâtés or mousses
cold fish plates carving knife, fork, steel
and stand spare joint plates to place
used service gear on. Linen
Contribution of people involved
in planning buffet setting
Customer contribution Reception staff
contribution Kitchen staff contribution Restaurant staff
contribution Housekeeping staff
contribution
- Sample comment form
- Short F&B service movies
- Smart phone for Internet
- Suggestion box - Table utensils - Tables - White board
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Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence
evidence
True or False questions Multiple choice questions Matching questions
Checklist Score
Yes No
Indicator: General principles are identified
Buffet set up in a prominent position
Ample space on the buffet for display and presentation
Buffet within easy access of the stillroom and wash-up
Space for customer circulation
Space for sufficient occasional tables and chairs
Attractive and good atmosphere room
Butter dishes and butter knives
Indicator: Procedures and Techniques involve planning for buffet are followed
Accompaniments
Food items
Special cutlery and tableware as required
Underplates for large butter dishes
Service spoons and forks
Sauce and soup ladles, draining spoons, etc.
Side plates with doilies or dish papers if necessary
Water jugs and joint knives for pâtés or mousses
Cold fish plates
Carving knife, fork, steel and stand
Spare joint plates to place used service gear on.
Linen
Indicator: Contribution of people involved in planning buffet setting identified
Customer contribution
Performance criterion
Relevant planning of buffet setting according to required theme or occasion, in
consultation with customers and other relevant people
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Reception staff contribution
Kitchen staff contribution
Restaurant staff contribution
Housekeeping staff contribution
Observation
Learning Outcome: 1.3: Participate in selecting and organizing an appropriate range and
quantity of food items with consideration given to quality and price, related to F&B
establishment and customer requirements
Selecting and organizing range and
quantity of food items
Possible factors influencing
food items selection:
Season
Type of establishment
Nutritional value
Food appearance
Culture
Belief
Religion
Cost
Type of event
Consumer preference
Easy to handle
Easy to serve
Factors for determining the
price:
Cost
Quality of product
Number of Customers
Standard of
establishment
Location of
establishment
o Group discussion on selecting and organizing of range and quantity of food items with consideration given to quality and price
o Oral presentation on food selection
o Brainstorming on food quality and price
o Group discussion and presentation
o on F&B establishmentand customer requirements
o Practical exercises on price determination and food quality
o Role play on portion control
- Flipchart - Marker - Computer - Projector - Starters - Main courses - Desserts
Resources Learning activities Content
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Characteristics ofquality food: safety temperature Nutritional value Appropriate cooking
method Appearance Taste Aroma
F&B establishment standards
Price standards
Service standards
Hygiene and safety standards
Customers’ requirements
Quality and quantity product
Quality service
Safe and secure
environment
Portion/ quantity control strategies:
Get staff to serve the food
Serve the entrée to the table
Use the appropriate size service utensils that indicate the correct portion size
Don’t display too much food
Pre-plate high cost items so that the guest will only take one plate.
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate participation in selecting and organizing an appropriate range and
quantity of food items with consideration given to quality and price, related to
F&B establishmentand customer requirements
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Types of evidence Portfolio assessment tools
Written evidence Essay ( short answers)
Multiple choice questions
Matching questions
Checklist Score
Yes No
Indicator: Possible factors influencing food items selection are identified
Season
Type of establishment
Nutritional value
Food appearance
Culture
Belief
Religion
Cost
Type of event
Consumer preference
Easy to handle
Easy to serve
Indicator: Factors for determining the price are identified
Cost
Quality of product
Number of Customers
Standard of establishment
Location of establishment
Indicator :Characteristics of quality food explained
Safety
Temperature
Nutritional value
Appropriate cooking method
Appearance
Taste
Aroma
Indicator: F&B establishment standards are identified
Price standards
Service standards
Hygiene and safety standards
Indicator: Customers’ requirements are identified
Quality and quantity product
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Quality service
Safe and secure environment
Indicator: Portion/ quantity control strategies are applied
Get staff to serve the food
Serve the entrée to the table
Use the appropriate size service utensils that indicate the correct portion size
Don’t display too much food
Pre-plate high cost items so that the guest will only take one plate
Indicator: Factors for determining the price listed
Cost
Quality of product
Number of Customers
Standard of establishment
Location of establishment
Observation
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LU 2:Prepare for the buffet setting
2
Learning Outcomes:
1. Ensure appropriate service equipment selection, service ware and linen to display food and decoration
2. Plan and ensure arrangement of tables and service points so that they are suitable for buffet display and service according to establishment requirements, occasion and efficient and safe customer and staff accessibility
3. Organise food presentation with artistic flair and according to establishment standards and customer requirements.
4. Organise appropriate and attractive decoration and centrepieces as required.
5. Liaise with relevant people to organize preparation and conduct the buffets where required
30 Hours
Learning Outcome 2.1: Prepare for buffet setting
Selection of buffetservice equipment, service
ware and linen to display food and decoration
Identification of buffetservice equipment
and service ware to display food .
Service ware
Table ware
Service equipment
Cutleries
Factors to consider when selecting service
equipment and ware to display food
Durability
Good appearance
Easy maintenance
Ease of use
Portability
Composition
o Group discussion on service equipment, service ware and linen to display food and decoration
o Oral presentation on
Selection of service equipment, service ware and linen to display food and decoration
o Group discussion on
factors to consider when selecting service equipment and ware to display
- Markers - Computer - Flipchart - Projector - Sample of
service equipment
- Sample of
service ware
- Sample of
table clothes
- Sample of
napkins
Resources Learning activities Content
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Availability
Type of event
Type of food to be taken
Number of customers
Category of customers
Type of buffet
Room configuration
Room shape, size
Customer preference
Materials used for buffet decoration
Identification of materials used
for buffet decoration:
Linen
Flowers
Pins
Vegetables and fruits
Factors to consider when
selecting materials to be used in
buffet decoration:
Harmony of colors
Size of furniture
Shape of furniture
Type of event
Customer preference
Nature of linen
Ease of maintenance
Appearance
food and decoration: o Practical exercises on
identification of service equipment and ware to display food and decoration
o Group discussion on Factors to consider when selecting service linen to display food and decoration
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper ensuring of appropriate service equipment selection, service ware and
linen to display food and decorations.
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Types of evidence Portfolio assessment tools
Written evidence
Essay ( short answers)
Multiple choice questions
Matching questions
Checklist Score
Yes No
Indicator: Identification of buffet service equipment and service ware to display food is well done.
Service ware
Table ware
Service equipment
Cutleries
Indicator: Factors to consider when selecting service equipment and ware to display food are applied.
Durability
Good appearance
Easy maintenance
Ease of use
Portability
Composition
Availability
Type of event
Type of food to be taken
Number of customers
Category of customers
Type of buffet
Room configuration
Room shape, size
Customer preference
Indicator: Identification of materials used for buffet decoration are applied
Linen
Flowers
Pins
Vegetables and fruits
Indicator: Factors to consider when selecting materials to be used in buffet decoration are demonstrated :
Harmony of colors
Size of furniture
Shape of furniture
Type of event
Customer preference
Nature of linen
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Ease of maintenance
Appearance
Indicator: Identification of buffet service equipment and service ware to display food .
Service ware
Table ware
Service equipment
Cutleries
Indicator: Factors to consider when selecting service equipment and ware to display food are applied
Harmony of colors
Size of furniture
Shape of furniture
Type of event
Customer preference
Nature of linen
Ease of maintenance
Appearance
Observation
Learning Outcome: 2.2:Plan and ensure arrangement of tables and service points so that
they are suitable for buffet display and service according to establishment requirements,
occasion and efficient and safe customer and staff accessibility
Planning of tables arrangement and
service points for buffet display and
service.
Principles of tables and
service points arrangement
for buffet
Accessibility
Free/easy movement of
guests
Safety
Reasonable distance
Buffet layouts according
o Oral presentation on
planning of tables
arrangement and service
points for buffet display
and service.
o Brainstorming on planning of tables arrangement and service points for buffet display and service.
o Research and presentation
on planning of tables arrangement and service
- Reference books - Computer - Internet - Projector - Markers - Flipchart - Tables - Table wares - Cutleries - Linens
Resources Learning activities Content
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to the types of event:
Wedding
Birthday
National holiday
Religious
celebration
School Reunion
Meetings
Workshops
Seminars
Procedures of tables and
service points arrangement
for buffet
Vary the height
Have a clear beginning
Identify dishes
Give some support
Save utensils for last
Position strategically
Principles of tables and
service points arrangement
for buffet according to a
specific occasion
Consider the movement of
people and corral
accordingly
Put drinks on separate table
from the food
Plates at the front , cutlery
at the end
Put the multiple stacks of
everything
Arrange the food table
strategically.
points for buffet display and service.
o Practical exercises on
planning of tables arrangement and service points for buffet display and service.
Formative Assessment 2.2
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Essay ( short answers)
Multiple choice questions
Matching questions
Checklist Score
Yes No
Indicator: Tables arrangement
Accessibility
Free/easy movement of guests
Safety
Reasonable distance
Buffet layouts according to the types of event
Indicator : Service points/service stations arrangement procedures
Vary the height
Have a clear beginning
Identify dishes
Give some support
Save utensils for last
Position strategically
Vary the height
Have a clear beginning
Observation
Learning Outcome 2.3:Organise food presentation with artistic flair and according to
establishment standards and customer requirements
Performance criterion
Relevant planning and ensuring of arrangement of tables and service
points/service station so that they are suitable for buffet display and service
according to establishment requirements, occasion and efficient and safe
customer and staff accessibility
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Artistic food presentation organization
Rules of food presentation
Standard meal sequence
Factors influencing food presentation
Type of event
Food to be served
Customer preference
Staff skills
Establishment standards
o Brainstorming on
food presentation
with artistic flair
o Group discussion on
food presentation
with artistic flair
o Practical exercises on
food presentation
with artistic flair
- Reference books
- Decoration items
- Linen - Furniture - Computer - Flipcharts - Projector
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Essay ( short answers)
Multiple choice questions
Matching questions
Checklist Score
Yes No
Indicator: Factors influencing food presentation are considered
Appearance
Food arrangement
Attractiveness
Harmony
Place presentation
Performance criterion
Adequate organization of food presentation with artistic flair and according
to establishment standards and customer requirements.
Resources Learning activities Content
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Standard meal sequence
Factors influencing food presentation
Observation
Learning Outcome 2.4: Organise food presentation with artistic flair and according to
establishment standards and customer requirements
Organization of decoration and
centerpieces
Organization of centerpieces
Definition of centerpieces
Types of centerpieces
Principles of centerpieces
organization
Decoration making
Factors to consider in
decoration
Decoration items
Decoration techniques
and procedures
o Brainstorming on decoration and centerpieces
o Group discussion and presentation ondecoration techniques and procedures
o Demonstration on decoration andcenterpieces
o Practical exercises
ondecoration and centerpieces
- Projector - Marker PEN - Flipchart - Computer - decoration
items
Formative Assessment 2.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Adequate organization of appropriate and attractive decoration and
centerpieces as required.
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence Multiple choice questions
True or false questions
Essay ( short answers questions)
Checklist Score
Yes No
Indicator:Factors to consider in decoration are considered
Decoration items
Decoration techniques and procedures
Decoration making
Observation
Learning Outcome 2.5: Liaise with relevant people to organize preparation and conduct the
buffets where required
People concerned with buffet
preparation and their contribution
Customers
Reception staff
Kitchen staff
Restaurant staff
Housekeeping staff
Ways of liaising with concerned
people
Face to face
Written documents
Electronic communication
Importance of cooperate with other
people
o Brainstorming on cooperation between people
o Group discussion and presentation on cooperation between people
o Play role on cooperation between people
- Books - Projector - Marker - Flipchart - Computer - Internet
connection - Telephone - Papers
Formative Assessment 2.5
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questions Matching questions Multiple choice questions
Checklist Score
Yes No
Indicator: People concerned with buffet preparation and their contribution are informed
Customers
Reception staff
Kitchen staff
Restaurant staff
Housekeeping staff
Indicator: Ways of liaising with concerned people are used
Face to face
Written documents
Electronic communication
Observation
Performance criterion
Proper liaising with relevant people to organize preparation and conduct of
buffets where required
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LU 3:Ensure display food items
3
Learning Outcomes:
1. Participate in display food items with a sense of artistry to createcustomerappeal.
2. Ensure the use of garnishes and accompaniments to enhance taste and appeal
3. Supervise buffet service to ensure that food items are replenished, and that the total display remains neat and attractive
25Hours
Learning Outcome 3.1: Participate in display food items with a sense of artistry to create
customer appeal
Artistic food display for customer appeal Principles of food items display
Procedures of displaying food
items on buffet
Starters
Main course
Desserts
Factors to consider in food items
display
Harmony of
colors
Meal sequence
Types of food
Ease of handling
Customer
preference
o Brainstorming on
procedures of food items display
o Group discussion on display food items with a sense of artistry to create customer appeal
o Research on principles of food items display
o Presentation on principles of food items display
o Practical exercise on principles and procedures of food items display
- Reference books - Computer - Projector - Internet - Markers - Flipchart - Sample of food
items - Service
equipment
- Service ware
Resources Learning activities Content
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Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Sequencing questions
True or false questions
Essay ( short answers questions)
Checklist Score
Yes No
Indicator :Procedures of displaying food items on buffet is well done
Starters
Main course
Desserts
Indicator: Factors to consider in food items display are considered
Harmony of colors
Meal sequence
Types of food
Ease of handling Customer preference
Observation
Learning Outcome 3.2:Ensure the use of garnishes and accompaniments to enhance taste and
appeal.
Resources Learning activities Content
Performance criterion
Appropriate participation on display food items with a sense of artistry to create
customer appeal
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Definitions
Garnishes
Accompaniments
Factors to consider when selecting
garnishes:
Safety
Visual appeal
Usage
Factors to consider when selecting
accompaniments:
Harmony of color
Nutritional value
Cooking methods
Food item to accompanied
Types of Garnishesand
accompaniments:
Fruits decorations
Herb garnishes
Vegetable garnishes
Flower garnishes
Sauce garnishes
Cream
Garnishing process:
Consider first the impact you
want to make
Consider the way it has the
effect
Consider how garnishing will
be eaten
Consider the flavor
o Group discussion on use
of garnishes and accompaniments to enhance taste and appeal.
o Brainstorming on factors to consider when selecting garnishes and accompaniment
o Practical exercise on
garnishing procedures and accompaniments
o Research on use of garnishes and accompaniments to enhance taste and appeal
- Markers - Flipchart - Internet - Reference
books - Garnishes - Accompani
ment - Service
equipment
- Service ware
Formative Assessment 3.2
Performance criterion
Ensure the use of garnishes and accompaniments to enhance taste and appeal.
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Matching questions
True or false questions
Multiple choice questions
Checklist Score
Yes No
Indicator: Factors for selecting garnishes are considered
Safety
Visual appeal
Usage
Indicator: Factors for selecting accompaniments considered
Harmony of color
Nutritional value
Cooking methods
Food item to accompanied
Indicator: Types of Garnishes and accompaniments are highlighted:
Fruits decorations
Herb garnishes
Vegetable garnishes
Flower garnishes
Sauce garnishes
Cream
Indicator: Garnishing process is followed
Consider first the impact you want to make
Consider the way it has the effect
Consider how garnishing will be eaten
Consider the flavor
Observation
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Learning Outcome 3.3: Supervise buffet service to ensure that food items are replenished,
and that the total display remains neat and attractive
Buffet supervision techniques and procedures: Observation
Survey
Features of a well-set buffet
Availability of all food items Proper arrangement of food
items Well decorated Good physical appearance
o Brain storming on buffet supervision
o Group discussion on supervision of buffet service
- Markers - Flipchart - Internet - Reference books - Garnishes - Accompaniment - Service ware - Linen
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Matching questions
True or false questions
Multiple choice questions
Performance criterion
Proper supervision of buffet service to ensure that food items are replenished,
and that the total display remains neat and attractive.
Resources Learning activities Content
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Checklist Score
Yes No
Indicator:Buffet supervision techniques and procedures are applied
Observation
Survey
Indicator: Features of a well-set buffet are identified
Availability of all food items
Proper arrangement of food items
Well decorated
Good physical appearance
Observation
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LU 4:Ensure the buffet presentation is safe and hygienic
4
Learning Outcomes:
1. Identifypotentialhealthproblemsthrough Cross contamination and foodspoilage
2. Take preventative measures to eliminate cross contamination and Food spoilage
3. 3Keep food on display at temperature levels as per food handling standards 25 Hours
Learning Outcome 4.1:Identify potential health problems through Cross contamination and
food spoilage
.Definitions Cross contamination
Food spoilage
Identification of potential health problems associated with food:
Food poisoning Allergy
Identification of potential health problemssigns/Symptoms:
Abdominal pains Vomiting Diarrhea Nausea
Causes of cross contamination: Using unwashed
equipment Lack of Paste and waste
control Dirty Clothing Poor Raw food storage Poor personal hygiene
o Research on food
spoilage and cross contamination
o Group discussion on identification of potential health problems through Cross contamination , food spoilage and food poisoning
Reference books Internet Computer Markers Flipchart
Resources Learning activities Content
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Causes of food spoilage bacteria
Protozoa
Fungi
Temperature
Causes of food poisoning
Formative Assessment 4.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Matching questions
True or false questions
Multiple choice questions
Checklist Score
Yes No
Indicator: potential health problems associated with food are identified
Food poisoning
Allergy
Indicator: potential health problems signs/Symptoms are Identified
Abdominal pains
Vomiting
Diarrhea
Nausea
Performance criterion
Proper identification of potential health problems through Cross contamination
and food spoilage
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Indicator: Causes of cross contamination are identified :
Using unwashed equipment
Lack of Paste and waste control
Dirty Clothing
Poor Raw food storage
Poor personal hygiene
Indicator: Causes of food spoilage are identified
bacteria
Protozoa
Fungi
Temperature
Indicator: Causes of cross contamination are identified
Using unwashed equipment
Lack of Paste and waste control
Dirty Clothing
Poor Raw food storage
Poor personal hygiene
Observation
Learning Outcome 4.2: Take preventative measures to eliminate cross contamination and
Food spoilage
Cross contamination and Food spoilage preventative measures
Use of safe and appropriate equipment
Use professional staff Complying with hygienic rules Constant supervision on
hygiene Monitoring of food
temperature Proper food storage Methods of food preservation Regular medical check of
personnel Rotation of store Check of expired date
o Group discussion on food spoilage prevention
o Brainstorming on food spoilage
o Presentation on cross contamination and food spoilage prevention
- Books - Flipcharts - Markers - Computer - Projector - Preservation
equipment - Refrigerator - Chafing dishes - Thermometer
Resources Learning activities Content
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Formative Assessment 4.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Matching questions
True or false questions
Multiple choice questions
Checklist Score
Yes No
Indicator: Cross contamination and Food spoilage preventative measures are identified
Use of safe and appropriate equipment
Use professional staff
Complying with hygienic rules
Constant supervision on hygiene
Monitoring of food temperature
Proper food storage
Methods of food preservation
Regular medical check of personnel
Rotation of store
Observation
Performance criterion
Appropriate taking of preventive measures to eliminate Cross contamination
and food spoilage
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Learning Outcome 4.3:Keep food on display at temperature levels as per food handling
standards
Display food at suitable temperature/Recommended temperature for keeping food
Use of appropriate equipment for food display:
Chuffing dishes Hot plates Cold buffet trolley
Importance of keeping food on display at correct temperature
o Group discussion on keeping of displayed food
o Brain storming on
keeping food strategies
o Presentation on food keeping displayed food
- Computer - Sample video - Projector - Flips chart - Markers - Thermometer
Formative Assessment 4.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved
Types of evidence Portfolio assessment tools
Written evidenece Matching questions
True or false questions
Multiple choice questions
Checklist Score
Yes No
Indicator: food items are displayed at right temperature levels
Chuffing dishes
Hot plates
Cold buffet trolley
Observation
Performance criterion
Proper keeping of food on display at temperature levels as per food handling
standards
Resources Learning activities Content
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Summative Assessment
Integrated situation Resources
Iwacu Restaurant located in Kigali City, Kicukiro District nearby Kanombe Airport is receiving 30 KIM Students for a lunch at 12:00 that comprises all courses . As restaurant supervisor, you are requested to prepare and set a buffet for above guests within two hours.
The meal should be composed of Mexican salad, pilaff rice, parsley potatoes, beef stroganoff, Bean goulash, and macedoine.
Respect hygiene standards Ensure that appearance of buffet display Respect the given time Respect Garnishing and decoration Restaurant mise en place has been done in advance.
Buffet table Linen Table wares Decoration items Chuffing dishes Cold and hot buffet trolley Starters food items Main courses Desserts Centre pieces
Assessment Criterion 1: Safety Checklist Score
Yes No
Indicator: food safety are considered
Right Temperature is respected
Cleaned service equipment are used
Doneness of food is checked
Appropriate equipment are used
Indicator: safe environment is maintained
Work place is cleaned
Table are well set
Enough space is provide for movement
Appropriate place is considered
Space between dishes in enough
Indicator: safety of equipment is maintained
Equipment are well handled
Service equipment are used according to the according to item
Appropriate place is identified
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Clearance is done on time
Observation
Assessment Criterion 2: Hygiene
Checklist Score
Yes No
Indicator: Personal hygiene is maintained
Uniform is worn cleaned and ironed
Fingers nails, hair are cut/tidy
Name tag is worn
Make up is moderate
Indicator: food hygiene is maintained
Cleanliness of service equipment is checked and cleaned if necessary
Food items are covered
Food are kept at right temperature
Indicator: Environmental hygiene is maintained
Cleanliness of Workplace for buffet setting is verified
Dust bins are provided
Pest are controlled
Observation
Assessment Criterion 3: Quality process Checklist Score
Yes No
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Indicator: Total buffet concept, food items and display are designed as required, in consultation with customers and other relevant people
People involved in buffet design and display are informed
Buffet Design isarranged according to the customer requirement
food items are well arranged
Indicator: Selection and organization of an appropriate range and quantity of food items with consideration given to quality and price, related to F&B establishment and customer requirements is done
Mexican salad,
Pilaf rice,
Parsley potatoes,
Beef stroganoff,
Bean goulash,
Macedoine.
Measures for quantity control
Indicator: Appropriate service equipment are selected and attractive decoration is well done
Appropriate Table wares
Appropriate service wares
Appropriate cutleries
Appropriate linen for decoration
Center pieces
Indicator: Arrangement of tables and service points are well Arranged
Table arrangement
Arrangement of service points/service stations
Skirting is well done
Indicator: Food presentation is organized with artistic flair
Harmony of color
Centerpieces are presented
Harmony in items arrangement
Food items are Garnished accordingly
Indicator:Participation on display food items with a sense of artistry to create customer appeal is appropriately done.
Harmony in items arrangement
Food display
Attractiveness
Harmony
Indicator:The use of garnishes and accompaniments is ensured to enhance taste and appeal
Food is tasty
Good appearance
Appropriate garnishes
Rose mary
Parsley
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Sliced tomatoes
Appropriate accompaniments
Parsley potatoes
Grated carrots
Indicator:Buffet service is supervised to ensure that food items are replenished, and that the total display remains neat and attractive
Containers are replenished
Attractiveness
Arrangement of food items
Observation of service process
Indicator:Food on display is properly kept at temperature levels as per food handling standards
Hot food is kept in chuffing dishes
Cold food is kept in cold containers
Food items are covered accordingly
Observation
Assessment Criterion 4: Quality of product Checklist Score
Yes No
Indicator: Buffet setting is well prepared and displayed
Good Appearance
Attractiveness of buffet sett up
Arrangement of fooditems with logical sequence
Appropriate equipment are displayed
Matching centerpieces display
Observation
Assessment Criterion 5: Relevance Checklist Score
Yes No
Indicator: Time is respected
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2 hours
Indicator: Required food is displayed
Mexican salad,
pilaff rice,
parsley potatoes,
beef stroganoff,
Bean goulash,
Macedoine
Indicator: Proper equipment are displayed
Chuffing dishes
Cold and hot buffet trolley
Proper linen are used
Table ware
Observation
Reference books: Frontline institute of Hotel management studies2008,Catering Science and Hotel
Management)First Year, Part III, Paper 2 Bharathiar UniversityAll Rights Reserved John cousins and dennisLillicrap. 2010 Essential food and beverage service British library
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F B S P M 5 0 1 - USING A PROPERTY MANAGEMENT SYSTEM IN F&B SERVICE
FBSPM501Use a Property Management System in Food and Beverage Service
REQF Level: 5 Learning hours
Credits: 10 10
Sector: HOSPITALITY And TOURISM
Sub-sector: Food and Beverage Service
Issue date:November 2014
Purpose statement
The module of using the Property Management System (PMS) in Food and Beverage Service will
equip the learner of Level V, Certificate V with the knowledge, skills and attitudes required to
use a PMS in Food and Beverage Service.
At the end of this module, the leaner will be able to Setup administration of POS, to perform
Point of Sales (POS) operations, perform tock Control System and operate Conference
Management System
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Learning assumed to be in place
Information and Communication Technology(ICT) skills
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence. Performance criteria
describethe required performance needed to demonstrate the achievement of the learning
unit. By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Setup and administrate Point of
Sales
1.1. Proper handling of employees and security settings 1.2. Relevant setup of a Restaurant in POS 1.3. Adequate products set up in POS 1.4. Proper configuration of suppliers 1.5. Appropriate configuration of employee activity log 1.6. Appropriate configuration of perform travel agents
and companies management
1.7. Proper configuration of conferences facilities
2. Use Point Of Sales (POS)
2.1. Proper creation of new sales and order processing 2.2. Accurateclosing of customer table
3. Use Stock Control System
3.1. Proper dealing with suppliers 3.2. Accurate management Stock Products
4. Use Conference Management
System
4.1. Proper dealing with conference reservations 4.2. Proper dealing with conference check-in
procedures 4.3. Proper dealing with conference check-out
procedures 4.4. Proper dealing with conference reporting
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U 1:Setup and administer Point of Sales in F&B service
1
Learning Outcomes:
1. Properhandling of employees and security settings 2. Relevant setup of a Restaurant in POS 3. Adequate Products set up in POS 4. Proper configuration of ssuppliers 5. Appropriate configuration of employee activity log 6. Appropriate configuration of perform travel agents and
companies management 7. Proper configuration of conferences facilities
35 Hours
Learning Outcome 1.1: Handle employees and security settings
Add employeesin a POS Employee details:
Names Identification Contacts Position Password Section Privileges
o Practical exercise on adding employees in a POS
- Audio-visual equipment - Books - Chairs - PMS Computer lab - Flip chart and stand - Internet connection - Marker pen - Projector - PMS /POS software
Formative Assessment 1.1
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice questions Task about adding employees in a POS
Checklist Score
Yes No
Indicator: Employee details are properly added in a POS
Names
Identification
Contacts
Position
Password
Section
Privileges
Observation
Learning outcome: 1.2. Setup of a Restaurant Point of Sale
Procedures of setting-up a restaurant POS Setting up the POS server Setting up the POS terminals Setting up the POS peripherals Configuration of the server and
o Practical exercise on setting-up a restaurant POS
- Audio-visual equipment
- Books - Chairs - PMS Computer lab - Flip chart and stand
Resources Learning activities Content
Performance criterion
Proper Handling of employees and security settings
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the terminals
- Internet connection - Marker pen - Projector - PMS /POS software
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice questions Task about setting-up a restaurant POS
Checklist Score
Yes No
Indicator: Procedures of setting-up a restaurant POS are executed
Setting up the POS server:
Setting up the POS terminals:
Setting up the POS peripherals:
Configuration of the server and the terminals
Observation
Learning Outcome: 1.3 Set-up of productsin a restaurant Point of Sales
Resources Learning activities Content
Performance criterion
Relevant setup of a restaurant POS
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Procedures of setting-up products in a restaurant POS Adding product categories Adding product details
o Practical exercise on setting-up products in a restaurant POS
- Audio-visual equipment
- Books - Chairs - PMS Computer lab - Flip chart and stand - Internet connection - Marker pen - Projector - PMS /POS software
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence
Performance
evidence
Multiple choice questions
Task about adding employees in a POS
Checklist Score
Yes No
Indicator: Procedures of setting-up products in a restaurant POS
Adding product categories
Adding product details
Observation
Learning Outcome: 1.4Configure suppliers in a restaurant POS
Performance criterion
Adequate product set-up in a restaurant Point of Sale
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Procedures of setting-up suppliers: Add a new supplier details
Supplier general details Bank details Contact details
o Practical exercise on setting-up suppliers in a restaurant POS
- Audio-visual equipment
- Books - Chairs - PMS Computer lab - Flip chart and stand - Internet connection - Marker pen - Projector - PMS /POS software
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice questions
Task about adding employees in a POS
Checklist Score
Yes No
Indicator: new supplier details are properly configured
Supplier general details
Bank details
Contact details
Observation
Learning Outcome: 1.5Configure employee activity log in POS
Performance criterion
Appropriate configuration of suppliers in a restaurant POS
Resources Learning activities Content
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Procedures of setting-up employee activity log: Add employee activity log
details
Names Activity date Reference Category Description Start and end time
o Practical exercise on configuring employee activity in a restaurant POS
- Audio-visual equipment
- Books - Chairs - PMS Computer lab - Flip chart and stand - Internet connection - Marker pen - Projector - PMS /POS software
Formative Assessment 1.5
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence
Performance
evidence
Multiple choice questions Task about setting-up employee activity log
Checklist Score
Yes No
Indicator: Employee activity log details are properly configured
Names
Activity date
Reference
Category
Performance criterion
Appropriate configuration of Employee Activity Log
Resources Learning activities Content
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Description
Start and end time
Observation
Learning Outcome: 1.6 Configure Travel agents and companies
Procedures of setting-up employee travel agents and companies: Add travel agents and
companies details
Names General Bank details Contact details Commissions Specials
o Practical exercise on configuring employee activity in a restaurant POS
- Audio-visual equipment
- Books - Chairs - PMS Computer lab - Flip chart and stand - Internet connection - Marker pen - Projector - PMS /POS software
Formative Assessment 1.6
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence
Performance
evidence
Multiple choice questions Task about setting-up travel agents and companies
Checklist Score
Performance criterion
Appropriate configuration of Perform Travel Agents and companies
Management
Resources Learning activities Content
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Yes No
Indicator: Travel agents and companies details are properly configured
Names
General
Bank details
Contact details
Commissions
Specials
Observation
Learning Outcome: 1.7: Configure conference facilities in POS
Procedures of setting-up conference facilities in POS: Add travel agents and
companies details
Conference types Function prospect Catering Theme set up
o Practical exercise on configuring conference facilities in POS
- Audio-visual equipment
- Books - Chairs - PMS Computer lab - Flip chart and stand - Internet connection - Marker pen - Projector - PMS /POS software
Formative Assessment 1.7
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence
Performance
evidence
Multiple choice questions
Task about setting up conferences facilities
Performance criterion
Proper configuration of Conferences facilities
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Conference facilities details are configured
Conference types
Conference halls
Function prospect
Catering
Observation
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LU 2:Use Point Of Sales (POS) in F&B service
2
Learning Outcomes:
1. Proper Creation of New Salesand order processing in POS 2. Accurateclosing of customer table
20 Hours
Learning Outcome 2.1: Create new salesand process ordersin POS
Procedures of creating a new sale in POS: Add a new sale
Select category from the menu
Select menu items
Process order
o Practical exercise on adding a new sale in POS
- Audio-visual equipment - Books - Chairs - PMS Computer lab - Flip chart and stand - Internet connection - Marker pen - Projector - PMS /POS software
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Performance criterion
Proper Creation of new Sales in POS
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Multiple choice questions Task about creating a new sale
Checklist Score
Yes No
Indicator: Procedures of creating a new sale in POS are executed:
Add a new sale
Select category from the menu
Process order
Observation
Learning Outcome: 2.2. Close customer table
Procedures of closing customer tables in POS: Closing customer tables
Handle cash payment in POS Handle credit card payment Posting charges on room Posting charges on travel
agent and company account Posting charges on
reservation
o Practical exercise on closing customer tables in POS
- Audio-visual equipment
- Books - Chairs - PMS Computer lab - Flip chart and
stand - Internet
connection - Marker pen - Projector - PMS /POS software
Formative Assessment 2.2
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Performance evidence
Product evidence
Multiple choice questions Task about closing a customer table
Checklist Score
Yes No
Indicator: Customer tables are closed Handle cash payment in POS
Handle credit card payment
Posting charges on room
Posting charges on travel agent and company account
Posting charges on reservation
Observation
Performance criterion
Accurate closing of customer tables in Point of Sale
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LU 3:Use stock control system in F&B service
3
Learning Outcomes:
1. Proper dealing with suppliers 2. Accurate Management Stock Products
20 Hours
Learning Outcome 3.1: Deal with suppliers
Procedures of dealing with suppliers Proper Creation of Purchase
Order Accurate Management
Goods Received
o Practical exercise on dealing with suppliers
- Audio-visual equipment
- Books - Chairs - PMS Computer lab - Flip chart and stand - Internet connection - Marker pen - Projector - PMS /POS software
Formative Assessment 3.1
Performance criterion
Proper dealing with Suppliers
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Performance evidence
Task about dealing with suppliers
Checklist Score
Yes No
Indicator: Procedures of dealing with suppliers are performed
Proper Creation of Purchase Order
Accurate Management Goods Received
Observation
Learning Outcome 3.2:Manage stock Products
Procedures of managing stock: Proper management of recipes. Accurate Management of Stock
Take and Transfers Accurate Issuing Stock Procedures Manage Stock on Hand and
Generate Report Proper Generation and
Verification of Stock Reports
o Practical exercise on managing stock
- Audio-visual equipment
- Books - Chairs - PMS Computer lab - Flip chart and
stand - Internet
connection - Marker pen - Projector - PMS /POS software
Formative Assessment 3.2
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Performance evidence
Task on managing stocks
Checklist Score
Yes No
Indicator: Procedures of managing stock are executed
Proper management of recipes.
Accurate Management of Stock Take and Transfers
Accurate Issuing Stock Procedures
Manage Stock on Hand and Generate Report
Proper Generation and Verification of Stock Reports
Observation
Performance criterion
Accurate Management stock products
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LU 4:Use Conference Management System in F&B service
4
Learning Outcomes:
4. Dealing with conference reservations 5. Dealing with conference check-in procedures 6. Dealing with conference check-out procedures 7. Dealing with conference reporting
25 Hours
Learning Outcome 4.1: Deal withconference reservations
Procedures of conference reservation: Check Halls availability
in PMS Handle New
Conference Reservation
Confirm Conference Reservation
o Practical exercise on procedures of conference reservation
- Audio-visual equipment - Books - Chairs - PMS Computer lab - Flip chart and stand - Internet connection - Marker pen - Projector - PMS /POS software
Formative Assessment 4.1
Performance criterion
Proper dealing with conference reservation
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Performance evidence
Task on dealing with conference reservation
Checklist Score
Yes No
Indicator: Procedures of conference reservation are executed:
Check Halls availability in PMS
Handle New Conference Reservation
Confirm Conference Reservation
Observation
Learning Outcome 4.2: Deal with conference check-in procedures
Procedures of conference check-in: Verify and Confirm Conference
Status
Provisional Confirmed In-house Cancelled No show Check-out
o Practical exercise onVerify and Confirm Conference Status
- Audio-visual equipment
- Books - Chairs - PMS Computer lab - Flip chart and
stand - Internet
connection - Marker pen - Projector - PMS /POS software
Resources Learning activities Content
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Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Performance evidence
Task on verifying and confirming Conference Status
Checklist Score
Yes No
Indicator: Conference Status is Verified and Confirmed
Provisional
Confirmed
In-house
Cancelled
No show
Check-out
Observation
Learning Outcome 4.3. Deal with conference check-out procedures
Procedures of conference check-out: Confirm Conference check-out
o Practical exercise onconfirming Conference check-out
- Audio-visual equipment
- Books - Chairs - PMS Computer lab - Flip chart and
Resources Learning activities Content
Performance criterion
Appropriate dealing with conference check-in
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stand - Internet
connection - Marker pen - Projector - PMS /POS software
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Performance evidence
Task on verifying and confirming Conference check-out
Checklist Score
Yes No
Indicator: Conference Status is Verified and Confirmed
Check-out
Observation
Learning Outcome 4.4. Dealwith conference reporting
Resources Learning activities Content
Performance criterion
Appropriate dealing with conference check-out
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Procedures of conference reporting: Different conference reports:
Business source Monthly reports No shows Meal plan pax list Cancelled
o Practical exercise onVerify and Confirm Conference Status
- Audio-visual equipment
- Books - Chairs - PMS Computer lab - Flip chart and
stand - Internet
connection - Marker pen - Projector - PMS /POS software
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Performance evidence
Task on conference reporting
Checklist Score
Yes No
Indicator: Different conference reports are generated:
Business source
Monthly reports
No shows
Meal plan pax list
Cancelled
Observation
Performance criterion
Appropriate dealing with conference check-in
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Summative Assessment
Integrated situation Resources
You work as a restaurant supervisor in a five start hotel usingPMS software. During your duty the manager informs you that You have a group of fifty guests attending a conference of two days and they wish to consume some food and beverage items on a la carte menu.
You are required to use a Property Management System in handling the above activities within one hour.
Steps to follow: To setup and administer POS
To operate the Point of Sales (POS) in order processing
To perform stock Control System
To manage conference
You have to consider the following information and guest requests:
Beef steak and chips Soft drinks Conference hall for 50 pax , Number days : 2days Arrival date :X/X/ Departure : X/X/
POS/ PMS software
Beef steak and chips
Soft drinks
Computer lab
Internet connection
Printer
Papers
Conference hall
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Assessment Criterion 1. Quality process Checklist Score
Yes No
Indicator: POS is set-up and administered correctly
Proper handling of employees and security settings
Relevant setup of a Restaurant in POS
Adequate Products set up in POS
Proper configuration of suppliers
Appropriate configuration of Employee Activity Log
Appropriate configuration of Perform Travel Agents and companies Management
Proper configuration of Conferences facilities
Proper handling of employees and security settings
Indicator: Point of Sales (POS) properly operated in order processing
Proper creation of new sales and order processing
Accurate closing of customer table
Indicator:stock Control System is accurately operated
Accurate Management Stock Products
Indicator: conference hall is properly managed
Proper dealing with conference reservations
Proper dealing with conference check-in procedures
Proper dealing with conference check-out procedures
Proper dealing with conference reporting
Observation
Assessment Criterion 2. Relevancy
Checklist Score
Yes No
Indicator: Given time is respected
1 hour
Indicator : correct product is offered on time
Beef steak and chips
Soft drink are offered
Indicator: Correct report is generated
Business source
Monthly reports
No shows
Observation
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References:
Bernard, P. 1999. Integrated Inventory Management, Volume 9 of The Oliver Wight Companies. New
York.: John Wiley & Sons
Brown, D.R. 2003. The Restaurant Manager's Handbook: How to Set Up, Operate, and Manage a
Financially Successful Food Service Operation, Volume 2.: Washington.: Atlantic Publishing Company
Dopson, L. R. &Hayes, D.K. 2010. Food and Beverage Cost Control. New York.: John Wiley & Sons
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F B S P S B 3 0 1 - PROVIDING AND SUPERVISING QUALITY CUSTOMER SERVICE
FBSPS501PROVIDE AND SUPERVISE QUALITY CUSTOMER SERVICE
REQF Level: 5 Learning hours
Credits: 6 60
Sector: HOSPITALITY AND TOURISM
Sub-sector: Food and beverage Service
Issue date:November 2014
Purpose statement
This module describes the skills, knowledge and attitudes required for a learner of Level 5,
Certificate Vin order to provide and supervise the quality customer serviceinFood and
Beverage. By the end of this module, the learner will be able to develop approaches to enhance
quality customer service, manage the delivery of quality service, monitor and adjust customer
service in a Food and Beverage establishment without supervision.
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Learning assumed to be in place
Level 3 and Level 4
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence
Performance criteria describe the required performance needed to demonstrate the
achievement of the learning unit. By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
Develop approaches to enhance quality
customer service
1.1 Consistent obtaining of information on customer needs, expectations and satisfaction levels using both formal and informal research
1.2 Provision of opportunities for customers and staff to provide feedback on products and services
1.3 Frequent review of changes in internal and external environments and integrate findings into planning for quality service.
1.4 Appropriate provision of opportunities for staff to participate in the customer service planning process
1.5 Proper development of standards and planning to address key quality service issues
Supervise the delivery of quality service 2.1 Clear communication of customer service issues , standards and expectations clearly to staff
2.2 Adequate provision staff with access to information on service standards and delivery.
2.3 Correct use of coaching to assist staff to deal with customer service issues and take responsibility for service outcomes.
2.4 Monitoring of customer service in the workplace according to organization policies and procedures to ensure standards are met.
Monitor and adjust customer service 3.1 Seek feedback from customers on an ongoing basis and use this to improve performance where applicable.
3.2 Proper identification of customer service problems and make adjustments to standards, systems and procedures to ensure continued service quality
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LU 1:Develop approaches to enhance quality customer service
1
Learning Outcomes:
1. Obtain information on customer needs, expectations and satisfaction levels using both formal and informal research
2. Provide opportunities to customers and staff to provide feedback on products and services
3. Review changes in internal and external environments and integrate findings into planning for quality service
4. Provide opportunities to staff to participate in the quality customer service planning process
5. Develop standards and planning to address key quality service issues
20 Hours
Learning Outcome 1.1: Obtain information on customer needs, expectations and satisfaction
levels using both formal and informal research
Introduction to quality customer service: Definitions Customer Customer service Customer expectations Customer satisfaction
Collection of information about customer needs, expectations and satisfaction levels: Informal methods:
Talking with customers seeking feedback from F&B service staff
- Group discussion on Collection of information about customer needs, expectations and satisfaction levels
- Brain storming on Collection of information about customer needs, expectations and satisfaction levels
- Presentation on Collection of information about customer needs, expectations and satisfaction levels
- Role play on Collection of information about customer needs, expectations and
- Books - Computer - Smart phone for
Internet - Internet connection - Suggestion box - Sample comment
form - Audio-visual
equipment - Short F&B service
movies - Projector - Marker pen - Flip chart and stand
Resources Learning activities Content
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word of mouth Formal methods : Suggestion boxes Guest comment forms Social media
Customer expectations: quick service Professional personal
grooming quality product hygiene affordable price safety and security
Customer satisfaction levels: Meet Customer
Expectations Exceed Customer
Expectations Delight Your Customer Amaze Your Customer
satisfaction levels
- White board
Formative Assessment 1.1
The assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence Multiple-choice questions Matching questions
Checklist Score
Yes No
Indicator:Collection of information about customer needs, expectations and satisfaction levels
Performance criterion
Consistent obtention of information on customer needs, expectations and
satisfaction levels using both formal and informal research
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Talking with customer
Customer feedback
Suggestion box
Comment form
Social media information
Indicator:Customer expectations
Quick service
Professional personal grooming
Quality product
Hygiene
Affordable price
Safety and security
Indicator:Customer satisfaction levels
Meet Customer Expectations
Exceed Customer Expectations
Delight Your Customer
Amaze Your Customer
Observation
Learning Outcome 1.2: Provide opportunities to customers and staff to provide feedback on
products and services
Strategies for getting feedback from customers and staff: Talking with customers Using Suggestion boxes Using Comment forms Staff
- Group discussion on Strategies
for getting feedback from
customers and staff
- Brain storming on Importance
customers and staff feedback
- Presentation on getting
feedback from customers and
staff
- Books - Computer - Smart phone for
Internet - Internet connection - Suggestion box - Sample comment form - Audio-visual
equipment
Resources Learning activities Content
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recommendation Regular or irregular Meetings Contractual negotiations Information circulars
Possible feedback that can be received : Changing the Price Product quality and
quantity improvement Service improvement Environmental changes
- Role play on gathering information from customers
- Short F&B service movies
- Projector - Marker pen - Flip chart and stand - White board
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence
Open ended questions Multiple choice Matching Sentence completion True or false
Performance criterion
Provision of opportunities for customers and staff to provide feedback on
products and service
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Checklist Score
Yes No
Staff recommendations
Meeting with staff
Contractual Negotiation
Information circulars
Suggestion boxes
Comment forms
Social media
Observation
Learning Outcome 1.3: Review changes in internal and external environments and integrate
findings into planning for quality service
Changes in environments affecting quality service planning: Internal factors :
Management changes Organizational
restructures Introduction of new
equipment Recruitment practices
External factors Technological changes
affecting service delivery Changes in the
competitive environment Economic climate Trends in customer
preferences Introduction of
e‐business Legal changes Political changes Social changes.
Characteristics of quality service
Reliability Competence
- Brainstorming on Changes in internal and external environments affecting quality service planning:
- Presentation on
Characteristics of quality
service
- Research on Mode of
customer service provision
- Role play on Mode of customer service provision
- Books - Computer - Smart phone for
Internet - Internet connection - Audio-visual
equipment - Short F&B service
movies - Projector - Marker pen - Flip chart and stand - White board
Resources Learning activities Content
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Responsiveness Courtesy Credibility Consistency
Modes of customer service provision : Face-to-face Online By telephone
Email or written communication
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
True or False questions Multiple choice questions
Checklist Score
Yes No
Indicator: Changes in environments affecting quality service planning
Organization structure
New equipment
Recruitment practices
Technology change
Change in competition
Inflation
Social change economic climate
Trends in customer preferences
Performance criterion
Frequent review of changes in internal and external environments and integrate
findings into planning for quality service.
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Introduction of e‐business
Legal changes
Political changes
Social changes
Observation
Learning Outcome 1.4: Provide opportunities to staff to participate in the quality customer
service planning process
Implication of staff in service planning process strategies:
Workshop organization Short meeting Questionnaire Suggestion box
Importance of staff implication in service planning process
- Group discussion on
Implication of staff in service
planning process
- Brain storming on setting
customer service standards
- Oral presentation on
Implication of staff in service
planning process
- Role play on Implication of staff in service planning process
- Books - Computer - Smart phone for
Internet - Internet connection - Suggestion box - Sample comment
form - Audio-visual
equipment - Short F&B service
movies - Projector - Marker pen - Flip chart and stand - White board
Formative Assessment 1.4
Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Performance criterion
Appropriate provision of opportunities for staff to participate in the customer
service planning process
Resources Learning activities Content
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Written evidence
Essay (short responses)
Checklist Score
Yes No
Short meeting
Questionnaire
Suggestion box
Workshop organization
Observation
Learning Outcome 1.5: Develop standards and planning to address key quality service issues
Customer service planning process: Consideration of critical
factors associated with the service :
Market conditions that impact growth and service demand
The state of the organization, performance gaps and areas for improvement
Service level targets necessary to meet customer satisfaction goals
Resource requirements to meet projected service demand
Staff training and development
- Group discussion on staff in
service planning process
- Brain storming on Consideration
of critical factors associated with
the service
- Presentation on standards
development and quality service
planning
- Practical exercises on customer
service planning
- Books - Computer - Smart phone for
Internet - Internet connection - Audio-visual
equipment - Short F&B service
movies - Projector - Marker pen - Flip chart and stand - White board
Resources Learning activities Content
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initiatives A review of the
Service offering portfolio
Service tools and systems to enhance efficiency and productivity
The financial plan for the organization
Implementation strategies Customer service standards:
Response times Pricing standards Product quality and
quantity Bill and menu
presentation standards Personal presentation
standards
Complaint management process :
Listen Apologize Solve Thank
Formative Assessment 1.5
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Developing customer service plan in groups of 5 students
Performance criterion
Proper development of standards and planning to address key quality service
issues
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Checklist Score
Yes No
Indicator:Consideration of critical factors associated with the service
Market condition
State of the organization
Service level
Resources required
Financial plan
Staff requirement
Service tools
Implementation plan
Observation
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LU 2:Manage the delivery of quality service
2
Learning Outcomes:
1. Communicate customer service issues, standards and expectations clearly to staff
2. Provide staff with access to information on service standards and delivery
3. Coach staff to deal with customer service issues and take responsibility for service outcomes
4. Monitor customer service in the workplace according to organization policies and procedures to ensure standards are met
20 Hours
Learning Outcome 2.1: Communicate customer service issues, standards and expectations
clearly to staff
Communication of customer service issues and expectation to staff
Definition of communication
Ways of communication:
Oral Writing Non-verbal
expressions
Communication process
Encoding Medium of
transmission Decoding
o Group discussion on The
techniques/ methods of
communicating customer
service issues
o Brain storming on ways of
communication
o Role play on communication
of customer service issues
- Books - Computer - Smart phone for Internet - Internet connection - Suggestion box - Sample comment form - Audio-visual equipment - Short F&B service movies - Projector - Marker pen - Flip chart and stand - White board
Resources Learning activities Content
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Feedback
The techniques/ methods of communicating customer service issues:
Questioning, summarizing and paraphrasing
Seeking feedback to confirm understanding
Conducting interviews, surveys or other modes of consultation
Obtaining management decisions
Analysing internal or external data
Making recommendations
Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or False questions Essay (short responses)
Performance criterion
Clear communication of customer service issues, standards and expectations
clearly to staff
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Checklist Score
Yes No
Indicator:Communication of customer service issues and expectation to staff
Oral
Written
Non-verbal expressions
Encoding
Medium of transmission
Decoding
Feedback
Observation
Learning Outcome 2.2:Provide staff with access to information on service standards and
delivery.
Strategies that enable staff to access to information on service standards and delivery.
Organization of on job training Brochures distribution Manual of Standard Operation
Procedures (SOPs) Conduct briefing Menus or price lists
o Group discussion on
o Brainstorming Strategies
that enable staff to access
to information on service
standards and delivery.
- Books - Computer - Smart phone for
Internet - Internet
connection - Sample menus - Audio-visual
equipment - Short F&B service
movies - Projector - Marker pen - Flip chart and
stand - White board
Formative Assessment 2.2
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence
True or False questions Essay (short responses)
Checklist Score
Yes No
Indicator:Strategies that enable staff to access to information on service standards and delivery
Organization of on job training
Brochures distribution
Manual of Standard Operation Procedures (SOPs)
Conduct briefing
Menus or price lists
Observation
Learning Outcome 2.3: Coachstaff to deal with customer service issues and take responsibility
for service outcomes
Coaching staff:
Definition
Coaching process:
Preparation for coaching
o Group discussion on Customer
service coaching
o Brain storming on coaching
process
o Visual Presentation on customer
service coaching
o Role play on customer service
- Books - Computer - Smart phone for
Internet - Internet
connection - Audio-visual
equipment
Resources Learning activities Content
Performance criterion
Adequate provision to staff with access to information on service standards and
delivery.
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Coaching methods Communicate staff Conducting coaching Make follow up
Customer service issues:
Causes Categories
Handling techniques
Listen Apologize Solve Thank
coaching
o
- Short F&B service movies
- Projector - Marker pen - Flip chart and
stand - White board
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence
True or False questions Essay (short responses)
Checklist Score
Yes No
Indicator:Coaching staff
Definition
Indicator: Coaching process
Preparation for coaching
Coaching methods
Communicate staff
Conducting coaching
Make follow up
Indicator:Customer service issues
Causes
Categories
Indicator:Handling techniques
Performance criterion
Correct use of coaching to assist staff to deal with customer service issues and
take responsibility for service outcomes.
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Listen
Apologize
Solve
Thank
Observation
Learning Outcome 2.4: Monitor customer service in the workplace according to organization
policies and procedures to ensure standards are met
Characteristics of excellent customer service: Reliability Competence Responsiveness Courtesy Credibility Consistency
Service monitoring process: Review the standards Evaluate performance
according to the standards and policies
Handle any complaint Take corrective measure
o Group discussion on Characteristics
of excellent customer service:
o Presentation on customer service
monitoring
o Group discussion Service
monitoring process
o Role play on Service monitoring
process
o Research on Service monitoring
process
- Books - Computer - Smart phone for
Internet - Internet
connection - Audio-visual
equipment - Short F&B
service movies - Projector - Marker pen - Flip chart and
stand - White board
Formative Assessment 2.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved or not.
Types of evidence Portfolio assessment tools
Written evidence
True or False questions Essay (short responses)
Performance criterion
Monitoring of customer service in the workplace according to organization
policies and procedures to ensure standards are met.
Resources Learning activities Content
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Checklist Score
Yes No
Indicator:Characteristics of excellent customer service
Reliability
Competence
Responsiveness
Courtesy
Credibility
Consistency Review the standards
Indicator:Service monitoring process
Evaluate performance according to the standards and policies
Handle any complaint
Take corrective measure
Observation
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LU 3:Monitor and adjust customer service
3
Learning Outcomes:
1. Seek feedback from customers on an ongoing basis and use this to improve performance where applicable.
2. Identify customer service problems and make adjustments to standards, systems and procedures to ensure continued service quality.
20 Hours
Learning Outcome 3.1: Seek feedback from customers on an ongoing basis and use this to
improve performance where applicable
Interprete the information from Suggestion box, comment form, Talking with customers, Social media, Market analysis:
Poor hygiene Communication
problem Poor quality product Delayed service Negative attitude
Service adjustment techniques: Communication of
problems to concerned people
Staff training Implement
improvement
o Group discussion on Methods for gathering customer feedback
o Brain storming on Methods for gathering customer feedback:
o Role play on gathering
customer feed back
- Books - Computer - Smart phone for
Internet - Internet connection - Suggestion box - Sample comment
form - Audio-visual
equipment - Short F&B service
movies - Projector - Marker pen - Flip chart and stand - White board
Resources Learning activities Content
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Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or False questions Essay (short responses)
Checklist Score
Yes No
Indicator: Interprete the information from Suggestion box, comment form, Talking with customers, Social media, Market analysis
Poor hygiene
Communication problem
Poor quality product
Delayed service
Negative attitude
Indicator:Service adjustment techniques
Communication of problems to concerned people
Staff training
Implement improvement
Observation
Learning Outcome3.2:Identify customer service problems and make adjustments to
standards, systems and procedures to ensure continued service quality
Resources Learning activities Content
Performance criterion
Seek feedback from customers on an ongoing basis and use this to improve
performance where applicable.
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Making adjustments to standards, systems and procedures regarding: Safety
Hygiene standards and
procedures Communication standards Quality improvement
standards Service delivery standards Staff attitude
Service adjustment techniques: Improve product quality Service quality Staff training
o Group discussion on Customer service problems identification Procedures
o Brain storming on Collect information
o Presentation on service adjustment techniques
o Research on service adjustment techniques
- Books - Computer - Smart phone
for Internet - Internet
connection - Suggestion box - Sample
comment form - Audio-visual
equipment - Short F&B
service movies - Projector - Marker pen - Flip chart and
stand - White board
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice questions True or false questions
Checklist Score
Yes No
Indicator: Making adjustments to standards, systems and procedures regarding: Safety
Hygiene standards and procedures
Communication standards
Performance criterion
Proper identification of customer service problems and make adjustments to
standards, systems and procedures to ensure continuous service quality
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Quality improvement standards
Service delivery standards
Staff attitude standards
Observation
Summative Assessment
Integrated situation Resources
You are a Food and Beverage Supervisor at XYZ hotel located in Gasabo district, Kigali City. Few weeks ago, your restaurant receivedsome customer comments about your services on comment form, suggestion boxes, about service delay, poor product quality,negative attitudes of service providers and poor hygiene. Today your restaurant receives two customers for lunch. As a restaurant supervisor, you are requested to:
Identifiedand analyze the comments,and share the information
Set corrective improvement measures based on identified issues
Supervise the service delivery for today’s guests Time given within 40 minutes.
Comment forms Suggestion box Food items Restaurant equipment
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Customer needs are identified and staff are notified
Suggestion boxes
Guest comment forms
Social media
Indicator: Opportunities for customers and staff to provide feedback on products and service are provided
Staff recommendations
Comment form
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Suggestion box
Talking with guest
Indicator: Changes in internal and external environments are reviewed and findings are integrated into planning for quality service.
Technology change
Change in competition
Inflation
Social change
Indicator: Service issues , standards and expectations are clearly communicated to staff
Response time
Staff attitudes
Product quality and quantity
Indicator: Service plan is developed and staff are involved
Staff grooming
Service standards are set
Indicator: Trainings are provided to staff
Service technical skills
Positive Behavior
Product knowledge
Indicator: Good first impression is shown Warm welcoming
Identify guest needs
Monitor the service
Assist where necessary
Indicator: Follow- up is made
Ensure customer satisfaction
Record is made
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator:Customer is satisfied
Talking with customer
Comment form is used
Observation is made
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Indicator: Required service is offered
Supervision
Assistance is provided
Indicator: No customer complaint
Comment form
Observation
Indicator: Attitudes are applied
Respect
Courtesy
Punctuality
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Time is respected
40 minutes
Service speed
Indicator: Hyiegene is maintained
Staff grooming
Work place is cleaned
Indicator: Main ideas, details and key facts are clearly and accurately conveyed
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Lunch meal
Observation
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F B S M S 5 0 1 - MANAGING THE SALE AND SERVICE OF COFFEE
FBSMS501Manage the sale and service of coffee
REQF Level: 5 Learning hours
Credits: 12 120
Sector: HOSPITALITY AND TOURISM
Sub-sector: Food and Beverage Service
Issue date:November 2016
Purpose statement
This module is intended to equip learner of level V, certificate V, in Food and Beverage
service with skills, knowledge and attitudes required to manage the sales and service of
coffee
At the end of this module the learner will be able to Plan coffee service, Provide professional
advice on coffee and coffee service, Monitor quality and service of coffee and Monitor
machinery and equipment.
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Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit. By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Plan coffee service 1.1. Appropriate development of coffee menus taking into consideration profit requirements, market focus, customer preferences and enterprise policies.
1.2. Accurate provision of advice to coffee suppliers and roasters, ensure requisition is made according to enterprise requirements, budget and quality standard.
1.3. Appropriate liaising with suppliers and roasters to ensure coffee meets enterprise requirements
2. Provide professional advice on
coffee and coffee service
2.1. Extreme participation in developing and update in
appropriate information on coffee.
2.2. Adequate responding to customer questions
related to coffee and espresso coffee service.
2.3. Provision of accurate information to colleagues and
staff on coffee and coffee service.
2.4. Regular promotion of coffee at appropriate
opportunities
2.5. Displaying accurate information on coffee and
coffee styles for customer where suitable
3. Monitor quality and service of
coffee.
3.1. Identification of desirable characteristics of superior
coffee.
3.2. Regular evaluation of coffee beans to ensure
freshness.
3.3. Regular monitoring of grind to ensure correct
particle size according to enterprise requirements
and customer preferences.
3.4. Regular monitoring of environmental variations
affecting dosage, and adjust grind and dose
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accordingly.
3.5. Regular evaluation of coffee quality through visual
and other sensory means and by applying indicators
of quality
3.6. Regular monitoring of coffee extractions and
service according to enterprise practices, ensuring
quality and consistency
3.7. Accurate diagnoses of faults and problems in
quality of coffee
3.8. Adequate seeking and following up of feedback on
coffee quality from customers and staff.
3.9. Appropriate dealing with problems according to
nature of problem and enterprise practices.
3.10. Ensuring of coffee and commodities are stored
appropriately in suitable containers and conditions.
3.11. Ensuring of coffee items are presented correctly
and attractively with suitable accompaniments.
3.12. Regular assessment of quality and temperature of
milk served and ensure it is texturised correctly
4. Monitor machinery and
equipment
4.1. Regular monitoring of espresso coffee machine and
other equipment for efficiency and reliability of
operation.
4.2. Regular monitoring of temperature and water
pressure according to enterprise requireements
4.3. Proper ensuring that environmentally sound
cleaning, maintenance and waste disposal and
recycling practices are in place.
4.4. Proper identification of need for new equipment or
parts taking into account relevant possible
considerations and options.
4.5. Ensuring of safe practices and procedures in using
machinery and equipment.
4.6. Identification of situations requiring the attendance
of a trained service technician or licensed
electrician or actions that might invalidate
warranties
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LU 1:Plan coffee service
1
Learning Outcomes:
1. Develop coffee menus 2. Provide advice on coffee to suppliers and roasters, ensure
requisition is made. 3. Liaising with suppliers and roasters to ensure coffee meets
enterprise requirements 20 Hours
Learning Outcome1.1:Develop coffee menus
Coffee menu development Meaning of coffee menu Coffee menu development
process Factors to consider in coffee
menu development: Profit requirements, Market focus, Customer preferences Dietary requirement Cultural and religion
dietary influences Ethical influences Enterprise policies
Coffee menu design Features of a well designed :
Font and formatting Item descriptions Menu maintenance
Role of coffee menu
o Brainstorming on coffee menu development
o Group discussion on factors to consider in coffee menu development
o Oral presentation on factors to consider in coffee menu development
o Demonstration on coffee menu development
o Practical exercises on coffee development
- Books
- Computer
- Internet
- Sample coffee
menu
- Flipchart
- Maker pen
Formative Assessment 1.1
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
evidence
Written evidence
True or false questions Multiple choice questions Essay ( short answer questions Observation check list
Checklist Score
Yes No
Indicator: Factors to consider in coffee menu development are stated:
Profit requirements,
Market focus,
Customer preferences
Dietary requirement
Cultural and religion dietary influences
Ethical influences
Enterprise policies
Indicator: coffee menu is well designed
Font and formatting is good
Item descriptions is well organized
Menu maintenance
Observation
Performance criterion
Appropriate development of coffee menus taking into consideration profit
requirements, market focus, customer preferences and enterprise policies
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Learning Outcome 1.2: Provide advice on coffee to suppliers and roasters, ensure requisition
is made.
Provision of advice on coffee to suppliers and roasters : Factors to consider:
Enterprise requirements,
Budget Quality standards Transportation
Procedures of making requisitions Preparation for requisition
form Getting the approval Submitting the requisition
form Making follow up
o Brainstorming on provision of
advise on coffee suppliers
o Group discussion on procedures
of making requisitions of
coffee to supplier and roasters
o Oral presentation on making
requisitions of coffee to
supplier and roasters
o Practical exercise on
preparation for requisition form
o Role play on making requisitions of coffee to supplier and roasters
- Books
- Computer
- Internet
- Sample requisition
form
- Flipchart
- Maker pen
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questions Multiple choice questions Essay ( short answer questions
Performance criterion
Accurate provision of advice on coffee to coffee suppliers and roasters, ensure
requisition is made according to enterprise requirements, budget and quality
standard.
Resources Learning activities Content
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Checklist Score
Yes No
Indicator: Factors to consider when provision of advice on coffee to suppliers and roasters are stated
Enterprise requirements,
Budget
Quality standards
Transportation
Indicator: Procedures of making requisitions are highlighted
Preparation for requisition form
Getting the approval
Submitting the requisition form
Making follow up
Observation
Learning Outcome 1.3Liaising with suppliers and roasters to ensure coffee meets enterprise
requirements
Liaising with suppliers and roasters Internal
consultationMethods: Sending mails Calling through the
phone Face to face
conversation Writing letter
Importance
o Brainstorming on liaising with
suppliers and roasters
o Group discussion on process of
Liaising with suppliers and
roasters
o Oral presentation on liaising
with suppliers and roasters
o Role play on Liaising with suppliers and roasters
- Books
- Computer
- Internet
- Telephone
- Letter
- Flipchart
- Maker pen
Formative Assessment 1.3
Performance criterion
Appropriate liaising with suppliers and roasters to ensure coffee meets
enterprise requirements
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questions Multiple choice questions Essay ( short answer questions
Checklist Score
Yes No
Indicator: Internal consultationMethods are stated
Sending mails
Calling through the phone
Face to face conversation
Writing letter
Indicator: Internal consultationMethods are stated
Sending mails
Calling through the phone
Face to face conversation
Writing letter
Observation
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LU 2:Provide professional advice on coffee and coffee service
2
Learning Outcomes:
1. Participate in developing and updating appropriate information on coffee.
2. Respond customer questions related to coffee and espresso coffee
service.
3. Provide accurate information to colleagues on coffee and coffee
service.
4. Promote coffee at appropriate opportunities
5. Display accurate information on coffee and coffee styles for customer where suitable.
30 Hours
Learning Outcome 2.1:Take account of potential customer inconvenience in scheduling and
performing cleaning tasks.
Coffee information to be described : Coffee growing Different means of purchasing
coffee: Bulk Coffee bags Instant individual filters pods
The blends The grinds Storage tips Coffee making methods:
instant coffee maker filter espresso still-set pour- through filter
method Coffee service :
Service procedures Health Effect of coffee
o Brainstorming on coffee
information to be
developed
o Group discussion on coffee
producing countries
o Oral presentation on
coffee information
development
o Research on coffee making
methods:
- Books - Computer - Internet - Flipchart - Maker pen
- Projector
- Coffee maker
- Espresso machine
- Coffee grinder
Resources Learning activities Content
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Formative Assessment 2.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questions Multiple choice questions Essay ( short answer questions
Learning Outcome 2.2:Respond to customer questions related to coffee service.
Checklist Score
Yes No
Indicator: Coffee information to be described :
Coffee growing
Different means of purchasing coffee:
The blends
The grinds
Storage tips
Coffee service :
Health Effect of coffee
Indicator : Coffee making methods are stated
instant
coffee maker
filter
espresso
still-set
Observation
Resources Learning activities Content
Performance criterion
Extreme participation in developing and updating appropriate information on
coffee.
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Espresso coffee making process :
Grind coffee beans Pour filter water into the
espresso machine water chamber
Add espresso grounds to the port filter
Use a tamping tool to pack the grounds into the port filter
Passing steam through the finely ground coffee
Infusing under pressure
Methods of espresso coffee making:
Drip coffee maker French press Espresso machine Instants Filter Still set
Characteristics of espresso coffee Dark color Good flavor Good aroma Heavy
Techniques of responding to customers’ questions:
Listening the question Analyzing the questions Answering politely Keeping your answer short
and concise Being clear and take notes.
o Brainstorming on espresso coffee making method
o Group discussion on techniques of responding to customers’ questions
o Role play on responding customer questions related to coffee and espresso coffee service.
- Books - Computer - Internet - Flipchart - Maker pen
- Projector
- Coffee maker
- Espresso machine
Coffee grinder
Formative Assessment 2.2
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questions Multiple choice questions Essay ( short answer questions
Checklist Score
Yes No
Indicator: Techniques of responding to customers’ questions are stated
Listening the question
Analyzing the questions
Answering politely
Keeping your answer short and concise
Observation
Learning Outcome 2.3:Provide accurate information to colleagues on coffee and coffee
service.
Resources Learning activities Content
Performance criterion
Adequate responding to customer questions related to coffee and espresso
coffee service.
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Information to be provided to colleague on coffee and coffee service: Types of coffee:
Iced coffee Turkish or Egyptian
coffee Irish coffee Cappuccino Grand coffee Coffee latte
Coffee service procedure : Present coffee attractively Use clean ceramic or glass
cup Avoid drips and spills Serve coffee at the required
temperature Use appropriate crem, milk
and accompaniment
o Role play on Information to be provided to colleague on coffee and coffee service
o Group discussion on Types of coffee
o Oral presentation on providing accurate information to colleagues on coffee and coffee service.
o Role play on providing
accurate information to
colleagues on coffee and coffee
service
- Books
- Computer
- Internet
- Flipchart
- Maker pen
- ceramic or
glass cup
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questions Multiple choice questions Essay ( short answer questions
Checklist Score
Yes No
Indicator: Types of coffee are explained
Iced coffee
Turkish or Egyptian coffee
Irish coffee
Cappuccino
Grand coffee
Coffee latte
Performance criterion
Provide accurate information to colleagues and staff on coffee and coffee
service.
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Indicator: Coffee service procedure are explained
Present coffee attractively
Use clean ceramic or glass cup
Avoid drips and spills
Serve coffee at the required temperature
Use appropriate crem, milk and accompaniment
Observation
Learning Outcome 2.4Promote coffee at appropriate opportunities
Coffee Up selling techniques : Suggest the guest the
best coffee Explain the coffee price Advise the best interest
to the guest Describe the quality and
advantages of each type of coffee
Explain coffee menu
Giving sample for tasting
o Brainstorming on up selling techniques
o Group discussion on up selling techniques
o Audio visual presentation on promote coffee at appropriate opportunities
o Role play on promoting coffee
- Books
- Computer
- Internet
- Flipchart
- Maker pen
- CD video
Formative Assessment 2.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questions Multiple choice questions Essay ( short answer questions
Checklist Score
Yes No
Performance criterion
Regular promotion of coffee at appropriate opportunitiespolicies and
procedures.
Resources Learning activities Content
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Indicator: Coffee Up selling techniques
Suggest the guest the best coffee
Explain the coffee price
Advise the best interest to the guest
Describe the quality and advantages of each type of coffee
Explain coffee menu
Giving sample for tasting
Observation
Learning Outcome 2.5:Display accurate information on coffee and coffee styles for customer
where suitable
Information about Coffee styles: Various modern coffee
styles : Filter Cafetiere Espresso Espresso doppio Café crème Espresso ritretto Americano Espresso macchiato Espresso con panna Flat white Latte macchiato
Ways of displaying coffee information: Flyers Brochures Billboards Coffee menu Sample tasting
o Brainstorming on Information about coffee styles
o Group discussion on Information about Coffee styles
o Demonstration on Information about Coffee styles
o Research on various style
- Books
- Computer
- Internet
- Flipchart
- Maker pen
- Filter - Cafetiere - Espresso - Espresso doppio - Café crème - Espresso ritretto - Americano - Espresso macchiato - Espresso con
panna - Flat white - Latte macchiato -
Formative Assessment 2.5
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questions Multiple choice questions Essay ( short answer questions
Checklist Score
Yes No
Indicator : Various modern coffee styles are stated
Filter
Cafetiere
Espresso
Espresso doppio
Café crème
Espresso ritretto
Americano
Espresso macchiato
Espresso con panna
Flat white
Latte macchiato
Indicator : Ways of displaying coffee information are identified
Flyers
Brochures
Billboards
Coffee menu
Observation
Performance criterion
Displaying accurate information on coffee and coffee styles to customer where
suitable
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LU 2: MONITOR QUALITY AND SERVICE OF COFFEE.
3
Learning Outcomes:
1. Identify desirable characteristics of superior coffee. 2. Evaluate coffee beans to ensure freshness 3. Monitor grind to ensure correct particle size according to
enterprise requirements and customer preferences. 4. Monitor environmental variations affecting dosage, and
adjust grind and dose 5. Evaluate coffee quality 6. Monitor coffee extractions and service according to
enterprise practices, ensuring quality and consistency 7. Diagnoses faults and problems in quality of coffee 8. Seek and follow up feedback on coffee quality from
customers and staff. 9. Deal with problems according to nature of problem and
enterprise practices 10. Ensure coffee and commodities are stored appropriately in
suitable containers and conditions. 11. Ensure coffee items are presented correctly and attractively
with suitable accompaniments. 12. Assess quality and temperature of milk served and ensure
istexturized correctly
40 Hours
Learning Outcome 3.1:Identify desirable characteristics of superior coffee.
Characteristics of good coffee: Good flavor Good aroma Good color Good body Consistency Acidity
o Brainstorming on o Characteristics of good
coffee o Group discussion on o Characteristics of good
coffee
- Books
- Computer
- Internet
- Flipchart
- Maker pen
Formative Assessment 3.1
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questions Multiple choice questions Essay ( short answer questions
Checklist Score
Yes No
Indicator : Characteristics of good coffee are identified
Good flavor
Good aroma
Good color
Good body
Consistency
Acidity
Observation
Learning Outcome 3.2:Evaluate coffee beans to ensure freshness.
Coffee beans evaluation Factors to consider:
Color Taste Origin Year of production Weight Size Evaluation Methods
o Brainstorming on coffee beans evaluation
o Group discussion on evaluation methods
o Oral presentation on coffee beans evaluation
o Practical exercises on coffee beans evaluation
- Books - Computer - Internet - Flipchart - Maker pen - Sample coffee
beans
Resources Learning activities Content
Performance criterion
Identification of desirable characteristics of superior coffee.
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Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
True or false questions Multiple choice questions Essay ( short answer questions Observation checklist
Checklist Score
Yes No
Indicator: Factors to consider for Coffee beans evaluation
Color
Taste
Origin
Year of production
Weight
Size
Observation
Learning Outcome3.3:Monitor grind to ensure correct particle size according to enterprise
requirements and customer preferences.
Resources Learning activities Content
Performance criterion
Regular evaluation of coffee beans to ensure freshness.
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Grinding grades to be monitored : Medium for cafetiere Very fine for espresso Fine to medium for filter Coarse for jug Pulverized for Turkish Medium fine to fine for
vacuum infusion
Factors to consider in monitoring the coffee grind:
Coffee grind monitoring methods:
o Brainstorming on grinding
grades
o Group discussion on factors
to consider in monitoring
the coffee grind
o Practical exercises on
monitoring grinding grades
o Research on coffee grind
monitoring methods
- Books
- Computer
- Internet
- Flipchart
- Maker pen
- Project
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questions Multiple choice questions Essay ( short answer questions
Checklist Score
Yes No
Indicator: Grinding grades to be monitored is stated
Medium for cafetiere
Very fine for espresso
Fine to medium for filter
Coarse for jug
Pulverized for Turkish
Medium fine to fine for vacuum infusion
Observation
Performance criterion
Regular monitoring of grind to ensure correct particle size according to
enterprise requirements and customer preferences.
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Learning Outcome 3.4Monitor environmental variations affecting dosage, and adjust grind
and dose
Meaning of dosage
Factors affecting dosage: Climate Time Customer preference Temperature
Grind adjustment techniques
o Brainstorming on factors affecting dosage
o Group discussion on factors affecting dosage
o Oral presentation on monitoring
environmental variations affecting
dosage
- Books
- Computer
- Internet
Formative Assessment 3.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questions Multiple choice questions Essay ( short answer questions
Checklist Score
Yes No
Indicator : Factors affecting dosage are monitor
Climate
Time
Customer preference
Temperature
Observation
Performance criterion
Regular monitoring of environmental variations affecting dosage, and adjust
grind and dose accordingly.
Resources Learning activities Content
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Learning Outcome 3.5: Evaluate coffee quality
Coffee evaluation methods Observation /sight Tasting Smelling
Indicators of quality coffee: Good colour Good aroma Fresh coffee beans Brewing method Body Consistency
o Brainstorming on Coffee evaluation
methods
o Group discussion on Coffee
evaluation methods
o Oral presentation on evaluate
coffee quality
o Practical exercises on evaluating
coffee quality
- Books - Computer - Internet - Flipchart - Maker pen
- Projector
Formative Assessment 3.5
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Written evidence
True or false questions Multiple choice questions Essay ( short answer questions Task: coffee evaluations
Checklist Score
Yes No
Indicator: Coffee evaluation methods are applied
Observation /sight
Tasting
Smelling
Indicator: Indicators of quality coffee are identified
Good colour
Good aroma
Fresh coffee beans
Brewing method
Body
Performance criterion
Regular evaluation of coffee quality through visual and other sensory means and
by applying indicators of quality
Resources Learning activities Content
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Consistency
Observation
Learning Outcome 3.6: Monitor coffee extractions and service according to enterprise
practices, ensuring quality and consistency
Supervision procedures of Coffee extraction : Setting standards Ensuring the
standards are followed
Providing assistance where needed
Evaluation procedures of coffee service
Checking the staff grooming
Monitoring the coffee service rules
Assessment of service equipment
Factors to consider in monitoring process:
Coffee extraction process
o Brainstorming on supervision procedures of coffee extraction
o Group discussion on supervision procedures of coffee extraction
o Oral presentation on evaluation procedures of coffee service
o Practical exercises coffee
extractions monitoring
- Books
- Computer
- Internet
- Flipchart
- Maker pen
- Coffee extraction machine
Formative Assessment 3.6
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Written
True or false questions Multiple choice questions
Performance criterion
Regular monitoring of coffee extractions and service according to enterprise
practices, ensuring quality and consistency
Resources Learning activities Content
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Essay ( short answer questions Task: coffee evaluations
Checklist Score
Yes No
Indicator: Supervision procedures of Coffee extraction are identified
Staff grooming
Coffee service rules
Standards
Quality of coffee
Consistency of coffee
Coffee extraction process
Observation
Learning Outcome 3.7Diagnoses faults and problems in quality of coffee
Types of faults and problem in coffee Weak coffee Lifeless coffee/ old
coffee Bitter coffee
Causes of faults and problem in coffee : Using old coffee Pour grind grade Inappropriate method
of extraction Too much coffee
Strategies of diagnosing of faults and problem in coffee
o Brainstorming on types of faults and problem in coffee
o Group discussion on types of faults and problem in coffee
o Practical of diagnosing faults and problem in coffee
- Books
- Computer
- Internet
- Flipchart
- Maker pen
Formative Assessment 3.7
Performance criterion
Accurate diagnoses of faults and problems in quality of coffee
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Written
True or false questions Multiple choice questions Essay ( short answer questions Task: coffee evaluations
Checklist Score
Yes No
Indicator: Types of faults and problem in coffee are identified
Weak coffee
Lifeless coffee/ old coffee
Bitter coffee
Indicator : Causes of faults and problem in coffee are identified
Using old coffee
Pour grind grade
Inappropriate method of extraction
Too much coffee
Observation
Learning Outcome 3.8 Seek and follow up feedback on coffee quality from customers and
staff.
Methods of Getting feedback on coffee quality from customer: Talking with customers Providing comment form Observation Receiving their suggestions
Methods of following up feedback : Analyzing the feedback Communicating the
feedback to colleagues Notifying other concerned
people
o Brainstorming on methods of getting feedback on coffee quality from customer
o Group discussion on methods of following up feedback
o Role play on Seeking and
following up feedback on
coffee quality from customers
and staff
- Books
- Computer
- Internet
- Flipchart
- Maker pen
- Projector
Resources Learning activities Content
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Formative Assessment 3.8
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questions Multiple choice questions Essay ( short answer questions
Learning Outcome 3.9:Deal with problems according to nature of problem and enterprise
practices
Procedures of dealing with problems: Identifying the problem nature Understanding the problem Finding possible solutions Suggesting the solutions
o Brainstorming on Procedures of dealing with problems
o Group discussion on Procedures of dealing with problem
o Role play on dealing with
- Books
- Computer
- Internet
- Flipchart
- Maker pen
Checklist Score
Yes No
Indicator: Methods of Getting feedback on coffee quality from customer are applied
Talking with customers
Providing comment form
Observation
Receiving their suggestions
Indicator: Methods of following up feedback are applied
Analyzing the feedback
Communicating the feedback to colleagues
Notifying other concerned people
Observation
Resources Learning activities Content
Performance criterion
Adequate seeking and following up of feedback on coffee quality from customers
and staff.
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Implementing the best solution Making follow-up
problems according to nature
of problem and enterprise
practices
- Projector
Formative Assessment 3.9
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Written
True or false questions Multiple choice questions Essay ( short answer questions Observation checklist
Checklist Score
Yes No
Indicator:Procedures of dealing with problems are applied
Identifying the problem nature
Understanding the problem
Finding possible solutions
Suggesting the solutions
Implementing the best solution
Making follow-up
Observation
Learning Outcome 3.10: Ensure coffee and commodities are stored appropriately in suitable
containers and conditions.
Resources Learning activities Content
Performance criterion
Appropriate dealing with problems according to nature of problem and
enterprise practices.
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Storage of coffee
Storage equipment of coffee
Factors to consider for storing coffee :
Moisture Heat Light
Coffee storage place : Cool, dark, dry places. Fridges and freezers Warm spots Countertops
o Group discussion on storage equipment of coffee
o Brainstorming on coffee storage place
o Role play on coffee storage
- Books
- Computer
- Internet
- Flipchart
- Maker pen
Formative Assessment 3.10
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questions Multiple choice questions Essay ( short answer questions
Checklist Score
Yes No
Indicator: Factors to consider for storing coffee are considered
Moisture
Heat
Light
Indicator: Coffee storage place are identified
Cool, dark, dry places.
Fridges and freezers
Warm spots
Countertops
Observation
Performance criterion
Ensuring of coffee and commodities are stored appropriately in suitable
containers and conditions.
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Learning Outcome 3.11: Ensure coffee items are presented correctly and attractively with
suitable accompaniments.
Presentation techniques of coffee: Stenciling Etching Latte Art Layered Latte Americano Hot Chocolate
Factors to consider for coffee presentation:
o Group discussion on presentation techniques of coffee:
o Brainstorming on Factors to consider for coffee presentation
o Role play on coffee presentation
- Books
- Computer
- Internet
- Flipchart
- Maker pen
Formative Assessment 3.11
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance evidence
Written evidence
True or false questions Multiple choice questions Essay ( short answer questions Observation checklist
Checklist Score
Yes No
Indicator: Presentation techniques of coffee are stated
Stenciling
Etching
Latte Art
Layered Latte
Americano
Performance criterion
Ensuring of coffee items are presented correctly and attractively with suitable
accompaniments.
Resources Learning activities Content
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Hot Chocolate
Observation
Learning Outcome 3.12: Assess quality and temperature of milk served and ensure it is
texturized correctly
Temperature of milk: Hot Cold
Milk textures
o Group discussion on temperature of milk
o Brainstorming on temperature of milk
o Role play on temperature of milk
- Books - Computer - Internet - Flipchart - Maker pen
Formative Assessment 3.12
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questions Multiple choice questions Essay ( short answer questions
Checklist Score
Yes No
Indicator: quality of milk is identified
Hot
Cold
Freshness
Body
Texture
Observation
Performance criterion
Regular assessment of quality and temperature of milk served and ensure it is
textures correctly
Resources Learning activities Content
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LU 2:Monitor machinery and equipment
4
Learning Outcomes:
1. Monitor espresso coffee machine and other equipment for efficiency
and reliability of operation.
2. Monitor temperature and water pressure according to enterprise
requirements
3. Ensure that environmentally sound cleaning, maintenance and waste
disposal and recycling practices are in place
4. Identify need for new equipment or parts taking into account
relevant possible considerations and options
5. Ensure safe practices and procedures in using machinery and
equipment.
6. Identification of situations requiring the attendance of a trained
service technician or licensed electrician or actions that might
invalidate warranties
30 Hours
Learning Outcome 4.1:Monitor espresso coffee machine and other equipment for efficiency
and reliability of operation.
Espresso coffee machine evaluation methods:
Manipulation Checking equipment
Label Observation
Factors to be considered : Checking equipment
Labels Shelf life stay Storage area Normal operation
Equipment used in coffee making and service
Coffee maker Filter
o Brainstorming on espresso coffee machine evaluation methods
o Group discussion on factors to be considered
o Role play on espresso coffee machine monitoring
o Research equipment used in
coffee making and service
- Books - Computer - Internet - Flipchart - Maker pen - Espresso coffee machine - Coffee maker - Filter - Espresso coffee machine - Coffee pot - Cafetiere - Grinder - Coffee jug
Resources Learning activities Content
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Espresso coffee machine
Coffee pot Cafetiere Grinder Coffee jug
Formative Assessment 4.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questions Multiple choice questions Essay ( short answer questions
Checklist Score
Yes No
Indicator: Espresso coffee machine evaluation methods are stated
Manipulation
Checking equipment Label
Observation
Indicator : Factors to be considered are explained
Checking equipment Labels
Shelf life stay
Storage area
Normal operation
Indicator : Equipment used in coffee making and service listed
Coffee maker
Performance criterion
Regular monitoring of espresso coffee machine and other equipment for
efficiency and reliability of operation.
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Filter
Espresso coffee machine
Coffee pot
Cafetiere
Grinder
Coffee jug
Observation
Learning Outcome 4.2:Monitor temperature and water pressure according to enterprise
requirements.
Temperature recommended in coffee making
Light roasting Medium roasting Full roasting High roasted coffee
Water pressure standards
Temperature control tools
o Brainstorming on temperature recommended in coffee making
o Group discussion on temperature recommended in coffee making
o Oral presentation on monitoring temperature and water pressure according to enterprise requirements
o Role play on monitoring temperature and water pressure according to enterprise requirements
- Books
- Computer
- Internet
- Sample budget
- Flipchart
- Maker pen
Formative Assessment 4.2
Performance criterion
Regular monitoring of temperature and water pressure according to enterprise
requirements
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questions Multiple choice questions Essay ( short answer questions
Checklist Score
Yes No
Indicator: Temperature and water pressure is Monitor according to enterprise requirements
Light roasting
Medium roasting
Full roasting
High roasting
Observation
Learning Outcome 4.3:Ensure that environmentally sound cleaning, maintenance and waste
disposal and recycling practices are in place.
Environment cleaning: Cleaning working area and
equipment: Methods Procedure Cleaning agents
Environment maintenance techniques Waste disposal
Recycling practices
o Brainstorming on environment cleaning
o Group discussion on environment cleaning
o Practical exercise on ensuring environmental cleaning and maintenance
- Books
- Computer
- Internet
- Flipchart
- Maker pen
- Cleaning
product
- Cleaning
equipment
- Recycle bins
Formative Assessment 4.3
Resources Learning activities Content
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questions Multiple choice questions Essay ( short answer questions
Checklist Score
Yes No
Indicator : working area is clean
Mopped and dried
Correct cleaning agent is used
Waste disposal
Observation
Learning Outcome 4.4:Identify need for new equipment or parts taking into account relevant
possible considerations and options.
Identifying need for new equipment: Possible consideration:
Information from colleagues Equipment inventory Equipment depreciation Expiry date.
o Brainstorming on identifying need for new equipment
o Group discussion on possible consideration
o Oral presentation on need for new equipment identification
- Books
- Computer
- Internet
- Flipchart
- Maker pen
- Equipment
inventory sheet
Formative Assessment 4.4
Resources Learning activities Content
Performance criterion
Proper ensuring that environmentally sound cleaning, maintenance and waste
disposal and recycling practices are in place
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Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questions Multiple choice questions Essay ( short answer questions
Checklist Score
Yes No
Indicator: Possible consideration of Identifying need for new equipment
Information from colleagues
Equipment inventory
Equipment depreciation
Expiry date.
Observation
Learning Outcome 4.5:Ensure safe practices and procedures in using machinery and
equipment.
Resources Learning activities Content
Performance criterion
Proper identification of need for new equipment or parts taking into account
relevant possible considerations and options.
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Safety practices to be ensured: Equipment cleanliness Care full equipment handling Switching off electricity after
using machinery Storage requirements Respecting precaution measures Following instructions Using PPE
o Brainstorming on safety practices to be ensured
o Group discussion on safety practices
o Role play on safety practices
- Books
- Computer
- Internet
- Flipchart
- Maker pen
- Gloves
- Kitchen towel
Formative Assessment 4.5
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questions Multiple choice questions Essay ( short answer questions
Checklist Score
Yes No
Indicator: Safety practices are ensured
Equipment cleanliness
Care full equipment handling
Switching off electricity after using machinery
Storage requirements
Respecting precaution measures
Following instructions
Using PPE
Observation
Performance criterion
Ensuring of safe practices and procedures in using machinery and equipment.
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Learning Outcome 4.6:Identify situations requiring the attendance of a trained service
technician or licensed electrician or actions that might invalidate warranties
Identification of situations requiring the attendance of a trained technician:
Methods: Getting recommendation from
colleagues Observation through
supervision
Situations requiring the attendance of a trained service technician:
New equipment requiring special skills
Damages of equipment requiring a repair
Installation of electricity Installation of new equipment
o Brainstorming on identification
of situations requiring the
attendance of a trained
technician
o Group discussion on
identification of situations
requiring the attendance of a
trained technician
o Role play on identifying
situations requiring the
attendance of a trained service
technician:
- Books
- Computer
- Internet
- Flipchart
- Maker pen
Formative Assessment 4.6
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
True or false questions Multiple choice questions Essay ( short answer questions
Checklist Score
Performance criterion
Identification of situations requiring the attendance of a trained service
technician or licensed electrician or actions that might invalidate warranties
Resources Learning activities Content
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Yes No
Indicator: Methods of Identification of situations are stated
Getting recommendation from colleagues
Observation through supervision
Indicator: Situations requiring the attendance of a trained service technician:
New equipment requiring special skills
Damages of equipment requiring a repair
Installation of electricity
Installation of new equipment
Observation
Summative Assessment
Integrated situation Resources
Assuming that you are F&B supervisor at Burbon coffee located at Nyarutarama in Kigali city , and F&B manager informed you 4 hours before that you are receiving 3 guests from America who are coming for African development conference and they wish to take cappuccino coffee at your coffee shop. As restaurant supervisor you are requested to manage the sale and service of the above mentioned coffee within 20 minutes You are requested to consider the following
Develop coffee menu Advice customer on coffee Prepare and serve cappuccino coffee for 3 guests Coffee beans are grinded before
The coffee should meet the following features: Cappuccino coffee Strong Thick Topped with steamed frothed milk Finished with sprinkling of chocolate
- Espresso coffee machine, milk,
- sugar, - water, - coffee, - electricity, - coffee cups, - coffee mug,
Assesment Criterion 1: Quality of Process
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Checklist Score
Yes No
Indicator:Coffee menu is developed accordingly
Menu layout (design)
Profit requirements
Market focus
Customer preferences
Indicator: Advice on coffee to relevant person is provided
Requisition form
Approval
Submission
Follow-up
Transportation
Indicator: Liaising with customers is well done
Internal consultation
Calling through the phone
Face to face conversation
Sending mails
Indicator: Customer questions are responded
Questioning
Questions analysis
Guest is answered politely
Answer is kept short and concise
Indicator: Coffee is promoted
Coffee menu
The best coffee is suggested
Sample for tasting
Indicator: Accurate coffee information and style are displayed
Brochures
Flyers
Sample tasting
Indicator: Coffee extraction and service is monitored
Good flavor
Good aroma
Good color
Good body
Consistency
Indicator: Feedback and follow-up is made
Guest comments are obtained
Indicator: Problem are dealt
Guest problems are Identified
Identification of possible solution
458 | P a g e
Suggest the guest
Follow up is made
Indicator: Quality and temperature of milk is assessed
Hot
Cold
Indicator: Espresso coffee machine is monitored
Manipulation of Coffee machine
Checking label
Indicator: Quality and temperature of milk is assessed
High temperature
Indicator: Environmental sound cleaning and maintenance are ensured
Equipment cleanliness
Cleaning agents
Maintenance equipment
Indicator: Need for new equipment is identified
Checking label
Shelf life
Indicator: Equipment handling best practices are ensured
Cleaning equipment
Following instructions
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Coffee commodities are stored appropriately
Storage factors
Appropriate containers
Correct equipment
Indicator: Coffee items are presented correctly
Correct Coffee service equipment
Topped with steamed frothed milk
Coffee presentation
Served in cappuccino cup
Finished with sprinkling of chocolate
Indicator: Coffee quality is evaluated
Aroma
Taste
Body
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Flavor
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Coffee commodities are stored appropriately
Storage factors
Appropriate containers
Correct equipment
Indicator: Time is respected
Done within 20 minutes
Indicator: Coffee quality is evaluated
Aroma
Good aroma
Good taste
Attractive
Observation
Assesment Criterion 4. Ghyiene
Checklist Score
Yes No
Indicator: personal hygiene is maintained
Personal grooming is maintained
Finger nails are cut and tidy back
Light make up are used
Indicator: coffee hygiene is respected
Coffee service equipment are cleaned
Espresso machine is maintained
Workplace is cleaned
Good taste
Attractive
Observation
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References
http://www.vinology.com/dictionary/
http://www.akawinegeek.com/pdf/Matching_Spirits_and_Cocktails_with_Food.pdf
http://www.bighospitality.co.uk/Special-Features/Food-and-drink-matching-trends/Food-and-drink-
matching-trends-Spirits-Cocktails
http://cocktails.about.com/od/mixology/tp/cocktail_tips.htm
http://www.winespectator.com/webfeature/show/id/ABCs_of_Food_and_Wine_Pairin
1996, Managing Bar and Beverage Operations by the Education institute of the American hotel and
Lodging Associations, Michigan
2006, Food and Beverage service by Dennis Lillicraps, John cousins , London
2009, Tourism and hospitality studies(Introduction to hospitality by Mr Murray Muckenzie and Dr
Benny Chan, Wu Chung House
http://www.winespectator.com/webfeature/show/id/ABCs_of_Food_and_Wine_Pairin
https://training.gov.au/TrainingComponentFiles/SIT07/SITXQUA001A_R1.pdf
http://bergconsulting.com.au/Berg_Consulting_Blog/5-essential-steps-to-successful-strategy-
implementation
Essentials: food and beverage service. Level and 2 John Cousine. Danniss Llllicrap.
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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