MFMPRT5001-TVET CERTIFICATE V
© Rwanda Polytechnic, 2018
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© Rwanda Polytechnic (RP) 2018
Table of Contents
C o p y r i g h t i i
T a b l e o f C o n t e n t s i i i
L i s t o f a b b r e v i a t i o n s v i i i
A c k n o w l e d g m e n t s i x
1 . G E N E R A L I N T R O D U C T I O N 1
2.2 Minimum entry requirements 2
2.6 Information about competencies 5
2 . T R A I N I N G P A C K A G E 6
3.1 Course structure 6
3.2 Competencies chart 6
3.3 Flowchart 8
3 . A S S E S S M E N T G U I D E L I N E S 9
4.1 Assessment Methodology 9
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 3
LU 1: Participate as part of a team and respect the rules of the
training environment 15
LU 2: Explain the occupation and learning process 18
LU 3: Respect the facilitation and apply learning methods 21
LU 4: Develop personal plans based on self-assessment practices
24
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 3 1
LU 1: Conduct OSH (occupational safety and health) monitoring
33
LU 2: Collect and analyze Occupational health, safety incidents
report 38
LU 3: Train all staff on occupational health and safety matters
44
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 5 1
LU 1: Communicate with customers and colleagues from diverse
backgrounds 53
LU 2: Address cross-cultural misunderstandings 57
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 6 1
LU 1: Apply human values 63
LU 2: Respect engineering ethics 69
LU 3: Apply safety 73
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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 7 7
LU 1: Identify activities to be accomplished for real business
operations 79
85
LU 3: Run real business operation 93
LU 4: Monitor and evaluate the business 98
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 ) 1 0 3
LU 1: Demonstrate supervisory skills 105
LU 2: Get briefed on industrial attachment program 111
LU 3: Develop one’s competences on the workplace 115
G E N G C 5 0 1 - G E N E R A L C H E M I S T R Y 1 1 9
LU 1: Describe the transition metals 121
LU 2: Perform chemical titration 126
LU 3: Perform electrochemical cell reactions 132
LU 4: Describe polymerization 137
G E N G P 5 0 1 - G E N E R A L P H Y S I C S 1 4 3
LU 1: Sources of Energy in the world 146
LU 2: Motion in orbits 151
LU 3: Mobile phone and radio communication 157
LU 4: Mobile phone and radio communication 163
LU 5: Earthquakes, Tsunami, floods landslides and cyclone 168
LU 6: Earthquakes, Tsunami, floods landslides and cyclone 173
G E N A M 5 0 1 - G E N E R A L M A T H E M A T I C S 1 8 2
LU 1:Apply fundamentals of trigonometry 186
LU 2: Apply fundamentals of complex numbers 194
LU 3: Determine and analyze numerical functions 198
U 4:Apply fundamentals of differentiation 204
LU 5: Apply natural logarithmic functions 209
LU 6: Apply exponential functions 215
LU 7: Apply fundamentals of integrals 221
LU 8: Identify measures of dispersion and interpret bivariate data
226
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 2 3
1
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LU 1: Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 234
LU 2: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye
bwo gukemura amakimbirane no
gukoresha ibinyazina binyuranye. 241
LU 3 : Gukangurira abandi akamaro k’isuku n’isukura no gukoresha
ibinyazina binyuranye. 250
LU 4: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye
bwo gutunganya ubutaka no
gukoresha ibinyazina binyuranye 259
LU 5: Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika
yubahiriza imyandikire
y’Ikinyarwanda. 269
C C M I W 5 0 1 - I C T A T W O R K P L A C E 2 8 0
LU 1:Prepare document Layout 282
LU 2: Apply basic computer operations 287
LU 3: Manage data 294
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 3 0 2
LU 1: Communicate orally in social and professional situations with
ease 306
LU 2: Read correctly a range of materials 311
LU 3: Listen to audio messages with different English accents to
get the intended message 315
LU 4: Produce a variety of medium texts on professional and general
topics 320
P R T M E 5 0 1 - M A C H I N E E L E M E N T S 3 2 5
LU 1: Identify machine parts 328
LU 2: Analyse machine elements arrangement 335
LU 3: Analyse the stress-strain state of each element underloading
340
LU 4: Assess machine failure elements 345
353
LU 5: Report the machine elements maintained 353
P R T A D 5 0 1 - A S S E M B L Y A N D D R A W I N G D E T A I L S
3 6 1
LU 2:Analyse drawing details specification 369
LU 3: Perform assembly drawing works 375
LU 5: Clean and store tools, materials and Equipment 380
P R T R M 5 0 1 - R E C I P R O C A T I N G M A C H I N E S 3 8
5
LU 1: Apply safety precautions 388
LU 2: Analyse the work to be done 393
LU 3: Select the machine, equipment and tools 399
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LU 4: Setting reciprocating machines 405
LU 5: Perform reciprocating machines operations 410
LU 6: Clean the work place 416
LU 6: Handling the work done 421
Summative Assessment 426
P R T I E 5 0 1 - E L E M E N T A R Y I N D U S T R I A L E L E C T
R I C I T Y A P P L I C A T I O N 4 3 0
LU 1: Identify the electrical power source systems 432
LU 2: Apply Industrial electrical protection and control equipment
437
LU 4: Perform basic industrial circuits 445
LU 5: Clean the work place 450
P R T G M 5 0 1 - S U R F A C E G R I N D I N G M A C H I N E O P E
R A T I O N S 4 5 7
LU 1: Apply safety precautions for grinding machine 460
LU 2: Analyse the work to be done 466
LU 3: Select machine, equipment and tools 473
LU 4: Set the surface grinding machine 479
LU 5: Operate surface grinding machine 483
Clean work place 488
Summative Assessment 498
P R T M M 5 0 1 - M I L L I N G M A C H I N E O P E R A T I O N S 5
0 2
LU 1: Apply safety precautions for milling machine 505
LU 2: Analyse the work 511
LU 3: Identify machine, equipment and tools 518
LU 4: Set the milling machine 525
LU 5: Perform milling operations 531
LU 6: Clean the machine, tools, equipment and workplace 540
LU 6: Handle the work done 548
Summative Assessment 553
P R T O G 5 0 1 - O X Y - A C E T Y L E N E G A S W E L D I N G P R
O C E S S 5 5 9
LU 1: Apply safety precautions for oxy-acetylene 562
LU 2: Analyse the work 569
LU 3: Identify gas welding equipment and accessories 575
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LU 4: Select equipment and accessories 580
LU 5: Perform gas welding process 587
LU 6: Clean and store tools, materials and Equipment 595
G L O S S A R Y a
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List of abbreviations
AC: Alternative Current BOQ : Bill Of Quantity CAD: Computer Aided
Design CCIA : Cross Cutting, Industrial Attachment Program CCM :
Cross Cutting Modules CCMCS : Cross Cutting Module, Computer Skills
CCMOL : Cross Cutting Module, Occupation and Learning CCMWC : Cross
Cutting Module, Quality Customer Services DACUM: Developing A
Curriculum DC: Direct Current DC: Direct Current EHV: Extra High
Voltage ELCB : Earth Leakage Circuit Breaker HSS: High Speed Steel
IAP : Industrial Attachment Program ICT : Information Communication
Technology IPRC : Integrated Polytechnic Regional Center ISO:
International Standard Organization ITP : Industrial Training
Program LPG: Liquid Petroleum Gas LV: Low Voltage MCB : Miniature
Circuit Breaker MCCB: Moulded Case Circuit Breaker MMFPT : Mining
and Manufacturing, Production Technology MV: Medium Voltage OMP :
Orange Machinery Parts OSH: Occupational Safety and Health PM :
Preventive Maintenance PPE : Personal Protective Equipment RCCB :
Residual current circuit breaker RFTC: Rwanda Federation of
Transport Cooperatives (RFTC) RP : Rwanda Polytechnic SHE : Safety
Health Environment TVET : Technical and Vocational Education and
Training VHV: Very High Voltage VTC : Vocational Training
Center
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Acknowledgments
Rwanda Polytechnic wishes to thank the following persons who
participated in the development of
this curriculum:
2. Eng. RWUMUKARAGO Alain Instructor IPRC Kigali
3. Eng. MUTSINZI Jean nepomuscene Directing Manager All fixers
Ltd
4. Eng. HITIMANA Joel Managing Director Ray & Nolan Ltd
5. NIYIHABA Aphrodis Mechanical and maintenance technician
Machines Outils Ltd.
6. MUGABO Innocent Mechanical& Manufacturing engineer Orange
and Machinery parts Ltd
7. NKERABAHIZI Jean Baptiste Trainer IPRC Kigali
8. MANIRAKIZA Jean de Dieu Instructor IPRC Kigali
9. MUSAFIRI Ernest Instructor IPRC NGOMA
10. MUSONI Jean Claude Trainer Nyabihu TVET School
11. UWERA Marceline Socio-linguistics Officer RALC
12. MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara
13. MATATA Jean Bosco Teacher College Ami des Enfants
14. GASIMBA François Xavier Lecturer UR/College of Education
15. KAMBARI Vincent Teacher GS St Marcel/Kayonza
16. MUREGO Yves Quality Assurance Officer WDA
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17. BUCYENSENGE Vincent Instructor IPRC KARONGI
18. GASANA Vedaste Lecturer INES
19. FURAHA INEZA Jean Raymond Trainer Lycee de Gisenyi
20. NGEZAHAYO Emmanuel Maths teacher/author Rusumo High
School
21. NIYODUSENGA Patrick Physics teacher Ecole des sciences de
Nyanza
22. UWINEZA Patrice Sciences trainer Nyamata TVET School
23. UMUGABEKAZI Yvette Chemist ADM-IBTC
24. RUGWIRO Serge Data Manager RING Ltd
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1. GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of
competencies
required to perform as a Machine Tools Technician. It is designed
with an
approach that takes into account the training needs, the work
situation, as
well as the goals and the means to implement training.
The modules of the curriculum include a description of the expected
results at the end of
training. They have a direct influence on the choice of the
theoretical and practical learning
activities. The competencies are the targets of training: the
acquisition of each is required for
certification.
The curriculum is the reference to carry out the assessment of
learning. Assessment tools of
learning are developed on the basis of this document.
The curriculum consists of three parts. The first part is of
general interest and shows the nature
and goals of a program and the key concepts and definitions used in
the document. The second
part presents the qualification details including 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 credit values, 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
1. QUALIFICATION DETAILS
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 mining and
manufacturing sector/industries where
performed. Learners may work with minimum
supervision.
learners will be able to:
Describe the occupation and learning
process
Maintain professional conversation in
Use ICT at workplace
Operate reciprocating machines
TVET CertificateIV in production technology or other relevant
qualifications or through recognition of prior learning.
Title: TVET Certificate IV in Production Technology
Level: REQF Level 5
2.3 Information about pathways
2.4 Job related information
professionalization of production technology; this qualification
again offers the opportunity to execute
the works as machine tools techinician while ensuring that safety,
security and environmental
regulations are respected.
Through the generic modules, individuals with this qualification
have acquired the life and
employability skills to meet the following industry or enterprise
requirements:
Communication
Writing and presenting reports
this qualification include:
production technology or other
relevant qualifications or through
Recognition of Prior Learning
this qualification include:
Candidates exiting this qualification are able to enter TVET
Diploma in productiontechnology.
Pathways into the qualification
Pathways from the qualification
Machine tools technician
Safety and security precautions
Machine shop safety rules
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 society Code of Ethics regarding
security, legal, moral and
ethical issues
Languages other than Kinyarwanda
Using English as the medium of communication in the working
environment
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Number of competencies: 19 Core competencies : 7 Complementary
competencies : 12 The total number of Credits: 120
2.6 Information about competencies
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 CCMSE501 Work in a socially diverse environment 3
6 CCMIW501 Use ICT at workplace 3
7 CCMBO501 Organize a business 3
8 CCMPE501 Apply professional ethics 3
9 CCMIA501 Integrate at workplace 30
Total 54
G EN
ER A
4. PRTAD501 Perform assembley and details drawing 6
5. PRTIE501 Apply elementary industrial electricity 6
6. PRTOA501 Perform oxy-Acetylene gas welding 4
SP EC
IF IC
9. PRTGM501 Operate surface grinding machines 6
10. PRTMM501 Perform milling operations 12
Total 66
2. TRAINING PACKAGE
The training package includes the competencies chart, the
flowchart, the
modules, the course structure, and the assessment guidelines.
3.1 Course structure
The course structure describes the learning outcomes for each
learning unit. These learning
outcomes are the essential skills and knowledge to be acquired. The
contents to be covered for
each learning outcome are prescriptive. The Learning Activities
contain a series of suggestions,
usually with several options, that will guide the learner and the
trainer.
3.2 Competencies chart
The competencies chart is a table that presents an overview of the
specific competencies, the
general competencies, the work process and the time allocated to
each competency. This table
provides an overall view of the competencies of the training
program and allows identification
of the logical sequence of the learning of these
competencies.
The competencies chart shows the relationship between general
competencies and specific
competencies that are particular to the occupation, as well as the
key stages of the work
process. It shows the links between the elements in the horizontal
axis and those in the vertical
axis. The symbol (ο) marks a relationship between a general
competency and specific
competency. The symbol () indicates a relationship between a
specific competency and a step
in the process of work. When the symbols are darkened, it indicates
that the link is taken into
account in the description of the specific competency.
The competencies chart allows the trainer to consider the
complexity of the competencies in
the organization of the progress of learning. Therefore, the
vertical axis shows the specific
competencies in the order they should be acquired.
This is the starting point of the presentation of the competencies
in the flowchart presented in
the following pages.
MACHINE TOOLS TECHNICIAN
SPECIFIC COMPETENCIE
Between the process and particular competencies| between general
and particular competencies
: Functional link application : Functional link application
: Functional link existence ο: Functional link existence
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3.3 Flowchart
The flowchart of sequencing of learning is a schematic
representation of the order of
acquisition of the competencies. It provides an overall planning of
the entire training
programme and shows the relationship between the modules. This type
of planning is to ensure
consistency and progression of learning. For each module, the
flowchart shows the learning
that is already in place, the learning that is to take in parallel
or later. The positions defined will
have a decisive impact on all subsequent pedagogical choices. The
flowchart of the sequence of
learning of the modules of the training programme is presented on
the following page.
Figure 2: Flowchart
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
Business organisation 3
Apply general chemistry 6 Apply general physics 5
Apply general mathematics 7
perform oxy-acetylene gas welding 4
perform assembley and details drawing 6
describe machine element 8
3. 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.
Section
4
Formative Assessment
This is applied on all types of modules (e.g. Complementary,
General and Specific
modules)
A trainee to be competent for a formative module must have at least
70% on checked
items or “yes” in indicators (e.g. questions, indicators in the
checklist)
Each trainee should be competent on all formative assessments to be
declared
competent on that module
All formative assessment should be declared competent before taking
the
summative/integrated assessment
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 assessor has the role of developing a customized
assessment referring to
the task to be carried out in the integrated situation in
accordance with the environment
and the context in which they operate, 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
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The trainee can be declared competent based on the assessment
criteria and its respective
assessment indicators
assessment indicators
(example: Safety)
100%
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.
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- 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
CCMOL001 Describe the occupation and learning process
RTQF Level: All Learning hours
Credits: 3 30
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
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
2.1 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
Formative Assessment 1.1
The assessor may collect any of the following evidences and make
judgements if the performance
criterion has been achieved.
Checklist Score
Yes No
Working as a team
- 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.
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Learning Outcome 1.3: Participate in setting rules and adhere to
them
Rules of the classroom
- 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.
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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
Characteristics of the occupation
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
- 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.
Content Learning
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Rationale of the qualification
Pathways (exit level & further learning)
Presentation of the timetable
o Presentation by the teacher
o Research o Visits of the premises
of the school.
- Testimonies of people performing the occupation
- School year calendar
Formative Assessment 2.2
The assessor may collect any of the following evidences and make
judgements if the performance
criterion has been achieved.
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Types of evidence Portfolio assessment tools
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
trainer
Formative Assessment 3.1
The assessor may collect any of the following evidences and make
judgements if the performance
criterion has been achieved.
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Checklist Score
Yes No
& integrated situation)
- 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.
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Types of evidence Portfolio assessment tools
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
Values, skills and interests
Formative Assessment 4.1
The assessor may collect any of the following evidences and make
judgements if the performance
criterion has been achieved.
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Checklist Score
Yes No
Skills & qualities assessment
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.
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Observation
SMART goals
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.
SMART goals
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.
Performance criterion
Proper development of plans in order to reach the set goals
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Learning Outcome 4.5: Assess one’s learning style
Types of learning styles
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.
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Learning Outcome 4.6: Identify learning strategies
Formative Assessment 4.6
The assessor may collect any of the following evidences and make
judgements if the performance
criterion has been achieved.
Reference books:
1. Work Readiness Training Programme – Trainer’s Manual, Akazi
Kanoze – Youth Livelihoods Project.
o -
Adequate identification of learning strategies
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2. Work Readiness Training Programme – Participant’s Manual, Akazi
Kanoze – Youth Livelihoods Project.
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C C M M S 5 0 1 - MONITORING OF OCCUPATIONAL SHE AT WORKPLACE
CCMMS501 Monitor Occupational SHE best practices
REQF Level: 5 Learning hours
Credits: 3 30
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.
Learning assumed to be in place
Not applicable
Learning units describe the essential outcomes of a
competence.
Performance criteria describe the required performance needed to
demonstrate achievement
of the learning unit.
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
procedures and regulations
1.3 Proper monitoring the compliance of OSHE best practice
2. Collect and analyze occupational
health, safety incidents report
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
3.2 Appropriate training to all employees and supervisors on
OSHE standards/regulations
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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
Formative Assessment 1.1
The assessor may collect any of the following evidences and make
judgements if the performance
criterion has been achieved.
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
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
Formative Assessment 1.2
The assessor may collect any of the following evidences and make
judgements if the performance
criterion has been achieved.
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
Content Learning
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Cleaning and storage of materials, tools and equipments are
checked
Observation
OSHE best practice
Formative Assessment 1.3
The assessor may collect any of the following evidences and make
judgements if the performance
criterion has been achieved.
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion
Ticking Expose (presentation) Task: Monitoring the compliance of
OSHE best practice
Content Learning
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Checklist Score
Yes No
OSHE best practices are checked
List of standards to be evaluated according to the specific trade
is checked
Observation
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
Steps of data collection; Consulting of incident
report documents Talk to people
involved or witnesses to the event
Site visit
fatal permanent
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.1
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The assessor may collect any of the following evidences and make
judgements if the performance
criterion has been achieved.
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
Categories of incidents are identified
Observation
laziness stupidity forgetfulness negligence ignorance
Influencing factors associated with the work
environment individual
- Reference books
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physical abilities, organization and its management
system Overload Poor procedures Inadequate training Low
motivation
Impact of incidents Social impact
loss of manpower medical expenses
Economic impact poor production, closer of the
company compensation repairs
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.
Written
Oral
Performance criterion
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Performance
Checklist Score
Yes No
Identification of impact of incidents
Observation
Type of incident reports; Monthly report Quarterly report Annual
report
Categories of incidents; Major accident
fatal permanent injury
Template of incidents
- 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.
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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: Elaborating a compiled incident
reports
Checklist Score
Yes No
Categories of incidents are identified
Template of incidents is well filled
Observation
Learning Outcome 2. 4: Recommend safest way to do the job
Use of PPEs
Emergency preparedness procedures
Training of employees
- Reference books - Internet - Hand-outs - Didactic
materials
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The assessor may collect any of the following evidences and make
judgements if the performance
criterion has been achieved.
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
Emergency Preparedness Procedures is recommended
Hazard Identification And Risk Control is recommended
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
Brief description of:
Responsibilities of workers
Using personal protection
Providing a safe and
Ensuring workers are trained
or certified as required.
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.
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion
Ticking
Performance criterion
47 | P a g e
Expose (presentation) Task: Providing information and instructions
on occupational
health and safety matters
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
o Brainstorming
Formative Assessment 3.2
The assessor may collect any of the following evidences and make
judgements if the performance
criterion has been achieved.
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
Observation
standards/regulations
Learning Outcome 3.3: Evaluate trained OSHE programs
Evaluation forms
Training impact assessment
- Reference books - Internet - Hand-outs - Stories and
pictures
Formative Assessment 3.3
The assessor may collect any of the following evidences and make
judgements if the performance
criterion has been achieved.
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion
Ticking Expose (presentation) Task: Evaluating trained OSHE
program
Checklist Score
Yes No
Learning assessment (Questions and responses, topic of discussion…)
is well developed
Training impact assessment is well developed
Observation
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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
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
http://www.ecu.eblib.com/patron/FullRecord.aspx?p=2004776
https://ecu.on.worldcat.org/oclc/271786642?databaseList=638
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C C M S E 5 0 1 - WORKING IN A SOCIALLY DIVERSE ENVIRONMENT
CCMSE501 Work in a socially diverse environment
REQF Level: 5 Learning hours
Credits: 3 30
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.
52 | P a g e
Learning assumed to be in place
Not applicable
Learning units describe the essential outcomes of a
competence.
Performance criteria describe the required performance needed to
demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
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 all
verbal and non-verbal communication and overcoming language
barriers.
1.3 Proper obtaining assistance from colleagues, reference books or
outside organizations when required.
Address cross-cultural misunderstandings
2.3 Proper identification of issues that may cause conflict or
misunderstanding in the workplace.
2.4 Adequate consideration of possible cultural differences when
difficulties or misunderstandings occur.
2.5 Appropriate referring of problems and unresolved issues to the
appropriate team leader or supervisor for follow-up.
53 | P a g e
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
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.
Adequate Valuing customers and colleagues from different cultural
groups and
treating them with respect and sensitivity.
54 | P a g e
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Ticking Expose
(presentation) Role play
Checklist Score
Yes No
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
customers give simple directions give simple instructions answer
simple enquiries prepare for, serve and
assist customers
- Reference books - Role play scenario - Online materials
Content Learning
Formative Assessment 1.2
The assessor may collect any of the following evidences and make
judgements if the performance
criterion has been achieved.
Written
Oral
Performance
Multiple choice True or false question Ticking Expose
(presentation) Role play
Checklist Score
Yes No
Overcoming language barriers
Learning Outcome 1.3: Obtain assistance from colleagues, reference
books or outside
organisations when required
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.
Written
Oral
Checklist Score
Yes No
organizations appropriate
groups.
o Group discussion o Individual work o Large group discussion
- Reference books - Online materials - Specialised materials
Performance criterion
organizations when required.
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.
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The assessor may collect any of the following evidences and make
judgements if the performance
criterion has been achieved.
Written
Oral
Checklist Score
Yes No
Identification of issues that may causes conflict at
workplace
Observation
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
Disclosure
o Role play o Group discussion o Large group discussion o
Individual work
- Reference books
Formative Assessment 2.2
The assessor may collect any of the following evidences and make
judgements if the performance
criterion has been achieved.
Written
Oral
Performance
Multiple choice True or false question Ticking Expose
(presentation) Role play
Checklist Score
Yes No
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
misunderstandings occur.
Formative Assessment 2.3
The assessor may collect any of the following evidences and make
judgements if the performance
criterion has been achieved.
Written
Oral
Performance
Multiple choice True or false question Ticking Expose
(presentation) Role play
Checklist Score
Yes No
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 P E 5 0 1 - PROFESSIONAL ETHICS
CCMPE501 Apply professional ethics
Credits: 3 30
Purpose statement
This particular module describes the skills, knowledge and attitude
required for the trainee to apply
professional conduct at workplace.
Learning assumed to be in place
Not applicable
Learning units describe the essential outcomes of a
competence.
Performance criteria describe the required performance needed to
demonstrate achievement
of the learning unit.
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 of credible 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
Human Right Issues Privacy Independence Security Right to vote
Medication Education Employment Promotion Leave( Holydays)
Intellectual Property Right
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
Adequate valuation of human right.
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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
Protection Self reliance Honesty
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
- Whiteboard/ Black board
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
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
Checklist Score
Yes No
Reason of Behaving Unethically
Resource Crunch Opportunity Attitude
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
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Checklist Score
Yes No
Resource Crunch
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
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.
Content Learning
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
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
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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
Cooperation
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
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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
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LU 3: Apply safety
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.
Content Learning
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Fault-tree Analysis
Event-tree Analysis
Human Error
Safety and Risk
Safe Exit
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
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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
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
Content Learning
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
1. R.S.Naagarazan 2006, Professional Ethics and Human Values, NEW
AGE INTERNATIONAL
PUBLISHERS, India
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
Performance criterion
C C M B O 5 0 1 - BUSINESS ORGANISATION
CCMBO501 Organize a business
Credits: 3 30
Purpose statement
This module covers the skills, knowledge and attitude to organise a
business which is linked to
organisational strategic outcomes and facilitates the achievement
of service delivery. The module will
allow the learner. 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
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
requirements
requirements
2. Create a productive working
environment
2.2 Effective assigning of responsibilities in accordance
with organisation structure
business requirements
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
marketing campaigns
4. Monitor and evaluate the business 4.1 Clear preparation of a
daily report of business
activities
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
Meaning of business requirements
Business location Working place
equipment and machinery
Start-up finances Quantity of
financial needs Sources finances
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
Content Learning
Allocation of finance resources
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 Product evidence
Checklist Score
Yes No
Business location
Observation
Learning Outcome 1.2: Recruit employees in line with task
requirements
Content Learning
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Meaning of employee recruitment
development Identifying and seeking
candidates Receiving and tracking
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
Recruitment process Staffing plans and
forecasting Write the job description
and job specifications. Confirm job analysis Have a bidding system
to
recruit and review internal candidate
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
qualifications for possible promotions.
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
Prodiuct evidence
Checklist Score
Yes No
Factors influencing employees recruitment
Observation
Learning Outcome 1.3: Perform purchasing of business requirements
in line with business plan
Performance criterion
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Meaning of purchasing
Purpose of purchasing
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 Receipt Statement of
account
Meaning of suppliers
Factors influencing choice of effective suppliers
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
Formative Assessment 1.3
Effective performing purchasing of business requirements in line
with business
plan
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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
Checklist Score
Yes No
Factors influencing choice of effective suppliers
Observation
LU 2: Create a productive working environment
2
1. Set business ethical conduct 2. Assign responsibilities in
accordance with organisation structure 3. Match personal
characteristics with business requirements 4. Maintain good
relationship with customers and suppliers
7 Hours
Define term ethical conduct
Rules and regulations of the business Positive attitude
required to business members
Types of unethical behavior in a business Mistreating
Employees Financial Misconduct Misrepresentation
Techniques of encouraging a positive ethical behaviour in business
Rewards Expectations Training Policies
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
Content Learning
Ways to address address unethical behaviour at the workplace
Methods of handling unethical conduct in business
Importance of positive 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
Rules and regulations of the business
Types of unethical behavior in a business
Techniques of encouraging a positive ethical behaviour in
business
Ways to address unethical behaviour at the workplace
Methods of handling unethical conduct in business
Importance of positive ethical conduct in the business
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
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
templateInclud ing 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.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
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Checklist Score
Yes No
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 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
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
Content Learning
characteristics and business requirements
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
Oral evidence
True or false questioning Sentence completion Observation
checklist
Checklist Score
Yes No
Self assessment in financial practices
Self assessment in inventory practices
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.
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
Written evidence
Multiple choice exercises Essay& Cases study True or false
questioning Sentence completion Observation checklist
Content Learning
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Checklist Score
Yes No
Purpose of maintaining a good relationship with customers and
suppliers
Methods used to Maintain good relationship
Importance of maintaining good customers and suppliers
relationship
Ways to address: Customer complaints Suppliers complaints
Manual procedures for business operations as tool for maintain
customer and suppliers relationship.
Observation
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
4 10 Hours
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.
Content Learning
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
True or false questioning Sentence completion Observation
checklist
Checklist Score
Yes No
Observation
Meaning of business resources
Purpose of optimizing the utilisation of available 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
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 risk to be covered by a contingency plan
- Flipchart - Markers - Pen - Internet - Reference
books - Case studies - Business plan - Computer
Content Learning
Inventory planed
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 Observation checklist
Checklist Score
Yes No
Methods to optimise utilisation of available resources
Methods used to control utilisation of resources:
Importance of optimizing available resources
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
Promotional strategies Get the most out of social media
Generate conversation with swag
Boost your brand with education
Establishing promotional mix/plan
Components of marketing campaign
Marketing Offer Creation Goal Setting Landing Page Drive Traffic
Lead Nurturing End & Analyze Your Campaign Views Leads
Customers
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
scenarios - Business plan - Computer
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 Observation checklist
Elements/tools/piece of promotional plan
Aspects of marketing campaign
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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.
Content Learning
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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
Format of daily report of business activities
Importance of business daily report to the business
Observation
Learning Outcome 4.2: Organize employee’s meeting in accordance
with customer’s inquiries
and needs
Meaning of customer inquiries and needs
Ways of gathering customer’s inquiries and needs
Steps of effective employee’s meeting
Setting meeting objectives
Preparing meeting requirements
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 - Internet
Content Learning
Running employee’s meeting
Facilitate brainstorming session
together Offer incentives and
in advance
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 Observation checklist
Checklist Score
Yes No
Ways to make employee meeting more engaging
Purpose of employee’s meeting
Ways of gathering customer’s inquiries and needs
Steps of effective employee’s meeting
Observation
Performance criterion
Regular organization of employee’s meeting in accordance with
customer’s
inquiries and needs
Learning Outcome 4.3: Consult to business plan
Purpose of business plan for the business
Purpose of consulting business plan during a business
operations
Critical part of the business to be considered while running
business
Identification of what to be consulted in your business plan
Using business plan as tool
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
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
Oral evidence
Product evidence -
Checklist Score
Yes No
Purpose of consulting business plan during a business
operations
Critical part of the business to be considered while running
business
Identification of what to be consulted in your business plan
Using business plan as tool
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). Bussiness 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)
CCMIA501 Integrate workplace
Credits: 30 300
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
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.
3.1. 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
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.
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Types of evidence Portfolio assessment tools
Written
Oral
Checklist Score
Yes No
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 Sentence completion
Essay (short responses and extended responses
Expose (presentation)
Checklist Score
Yes No
Supervisor’s roles and responsibilities.
Coach Mentor 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.
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Essay (short responses and extended responses) Multiple choice True
or false question Matching Sentence completion Expose
(presentation) Question and answer
Checklist Score
Yes No
Observation
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
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The assessor may collect any of the following evidences and make
judgements if the performance
criterion has been achieved.
Written evidence
Product evidence
Checklist Score
Yes No
Learning Outcome 1.5: File work related documents
Different ways to file documents in a filing cabinet Alphabetical
Category Date Numerical Combination
Considerations in filing technics
o Individual work o Large group discussion o Asking questions
- Text books - Notebooks - Pens - Chalkboard - Hand out on
different
ways to file documents
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The assessor may collect any of the following evidences and make
judgements if the performance
criterion has been achieved.
Written evidence
Product evidence
Checklist Score
Yes No
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
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
- Text books