C C M O L 0 0 1 - OCCUPATION AND LEARNING PROCESS
CCMOL001 Describe the occupation and learning process
REQF Level: All Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
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.
Learning assumed to be in place
Not applicable
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. 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
3.1 Proper engagement in active and participatory
learning methods
3.2 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
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. Intergrate in team 3. Participate in setting rules and adhere to them
6 Hours
Learning Outcome 1.1: Introduce oneself and get to know one another
Introductions
Expectations about the
training
o Introduction
o Game
Presentation of trainees’ expectations
- Trainer manual
Formative Assessment 1.1
Performance criterion
Proper introduction of one self.
Resources Learning activities Content
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 or performance
Written assessment (Recommendation: ranking exercise)
Group work (e.g. role play or scenario)
Checklist Score
Yes No
Learner opens introduction with a greeting
Learner says their name
Learner includes his/her background (academic, technical & work qualifications)
Learner closes introduction (e.g. “I am happy to be with you”)
Learner demonstrates consistent eye contact
Learner displays appropriate body language
Speaks in at an audible level
Learner is able to express his/her expectations
Learner is able to share his/her hobbies/interests
Learner is able to link his/her background to his/her future interests
Learner is able to advocate for his/her abilities, skills, interests
Learner uses advanced body language techniques
Observation
Learning Outcome 1.2: Intergrate in team
Working as a team
Building trust
o Game
o Group discussions
- Trainer manual
Resources Learning activities Content
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
Performance
Practical task of a team
Checklist Score
Yes No
Closeness/cohesion
Active participation
Responsibilities taker
Mutual collaboration with others
Openness/free expression
Open to criticism/flexibility
Contribution of someone
Complying with rules set
Observation
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
Resources Learning activities Content
Performance criterion
Appropriate integration in team.
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Practical task of a team
Checklist Score
Yes No
Signed commitment contract
Occupation title
Duties and responsibilities
Observation
Performance criterion
Appropriate participation in setting rules and adhere to them.
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
Performance criterion
Proper description of the main/major elements of occupation
Resources Learning activities Content
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
Essay
Verbal explanation (interview)
Checklist Score
Yes No
Working conditions
Equipment tools and materials
Equipment tools and materials
REQF level
Equipment tools and materials
Award certificate
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
Resources Learning activities Content
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
Written exercise
Verbal explanation (interview)
Checklist Score
Yes No
Entry requirement
Pathways into the qualification
Duration
Qualification details
Pathways after the qualification
Following instructions
Responsibilities taker
Social interdependence
Commitment of learners
Observation
Performance criterion
Adequate explanation about the qualification
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
Performance criterion
Proper engagement in active and participatory learning methods
Resources Learning activities Content
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
Scenarios of learning style analysis Role play on engagement and participatory learning methods
Checklist Score
Yes No
Results of assignment
Active participation
Responsibilities taker
Openness/free expression
Formative assessment
Summative assessment
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
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Adequate description of the assessment procedures
Resources Learning activities Content
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
written assessment
Verbal explanation (interview)
Checklist Score
Yes No
Time of assessment
Roles of Assessors
Roles of verifiers
List values
List of skills
Observation
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
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
values, skills and interest identification exercise scenario/case study analysis
Performance criterion
Proper identification of values, skills and interests
Resources Learning activities Content
Checklist Score
Yes No
List of interest
List of qualities
Own strengths
areas of improvement
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
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 values, skills and interest self-assessment exercise
JOHARI window assessment
Performance criterion
Proper assessment of values, skills and interests
Resources Learning activities Content
Checklist Score
Yes No
List of interest
List of qualities
Own strengths
areas of improvement
Observation
Learning Outcome 4.3: Set goals
SMART goals
Identification of goals Short term Long term
Process for setting and achieving goals:
Identifying steps Time frame Resources
o Group work o Tree drawing & interpretation o Discussion about displayed
pictures on setting & achieving goals
o Exercises on developing SMART goals
o Practical exercises on developing personal plans
- Trainer manual
Formative Assessment 4.3
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
Written exercise
Project work
Performance criterion
Correct Setting of goals
Resources Learning activities Content
Checklist (Correct Setting of goals) Score
Yes No
Medium term SMART goals set
Long term SMART goals set
Strategies to reach set goal
Roadmap/timeframe
Medium term SMART goals set
Observation
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
Checklist (Proper development of plans in order to reach the set goal) Score
Yes No
Resources required
Activities to be performed
Possible obstacles
follow up on goal/progress report against set goal Action to be taken
One's learning style type (s)
features of one's learning styles (s)
Observation
Resources Learning activities Content
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
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
VARK questionnaire
Scenario analysis
Checklist Score
Yes No
Learning style
Kinaesthetic
Observation
Performance criterion
Proper assessment of one’s learning style
Resources Learning activities Content
Learning Outcome 4.6: Identification of learning strategies
Formative Assessment 4.6
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
Scenario analysis
Checklist Score
Yes No
Auditory
Visual
Learning strategies for each style
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
Resources Learning activities Content