4
TVET CERTIFICATE IV in
ANIMAL HEALTH
CODE
AGRANH4001
Kigali January, 2014
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AGRANH4001-TVET CERTIFICATE IV
Animal Health
RTQF Level 4 CURRICULUM
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© Workforce Development Authority, 2014
Copies available from:
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel: (+250) 255113365
Fax: (+250) 255113365
Email: [email protected]
Web: www.wda.gov.rw
Original published version updated:
January, 2014
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Copyright
The Competent Development Body of this Curriculum is © Workforce Development Authority
(WDA). Reproduced with permission.
The following copyright warning applies to the material from the Training Package:
All rights reserved. This work has been produced initially with WDA. This work is copyright, but
permission is given to trainers and teachers to make copies by photocopying or other duplicating
processes for use with their own training organizations or in a workplace where the training is
being conducted. This permission does not extend to the making of copies for use outside the
immediate training environment for which they are made, nor the making of copies for hire or
resale to third parties. The views expressed in this version of the work do not necessarily
represent the views of WDA. The competent Body does not give warranty nor accept any liability.
The WDA owns the copyright on all Curricula. Schools may reproduce this program in part or in
full for bona fide study or classroom purposes only. Acknowledgement of the WDA copyright
must be included on any reproductions. Learners may copy reasonable portions of the curriculum
for the purpose of study. Any other use of this curriculum must be referred to the WDA. Ph:
(+250) 255113365; fax: (+250) 255113365.
© Workforce Development Authority (WDA) 2014
Published by
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel: (+250) 255113365
Internet: http:// www.wda.gov.rw
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Table of Contents
C o p y r i g h t i i
T a b l e o f C o n t e n t s i i i
L i s t o f a b b r e v i a t i o n s v i i
A c k n o w l e d g m e n t s v i i i
1 . G E N E R A L I N T R O D U C T I O N 1
2 . Q U A L I F I C A T I O N D E T A I L S 2
2.1 Description 2
2.2 Minimum entry requirements 2
2.3 Information about pathways 2
2.4 Job related information 3
2.5 Employability skills and life skills 3
2.6 Information about competencies 6
3 . T R A I N I N G P A C K A G E 7
3.1 Course structure 7
3.2 Competencies chart 7
3.4 Flowchart 9
4 . A S S E S S M E N T G U I D E L I N E S 1 0
4.1 Assessment Methodology 10
4.2 Portfolio 10
C C M 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 19
LU 3: Respect the facilitation and apply learning methods. 22
LU 4: Develop personal plans based on self-assessment practices 25
C C M C S 4 0 1 - C O M P U T E R S K I L L S 3 1
LU 1: Protect computer system 33
LU 2: Use Spreadsheet. 39
LU 3: Use Presentation 48
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C C M Q S 4 0 1 - P R O V I D I N G Q U A L I T Y C U S T O M E R S E R V I C E 5 4
LU 1: Develop and maintain product, service and market knowledge. 57
LU 2: Provide a quality service experience to customers. 64
LU 3: Deal with complaints and difficult customer service situations. 71
LU 4: Manage and use information about clients and customers. 80
C C M H E 4 0 1 - I M P L E M E N T I N G S . H . E . P O L I C I E S A N D P R O C E D U R E S 8 4
LU 1: Identify hazardous areas to be improved. 86
LU 2: Apply SHE practices. 92
LU 3: Assess and control risks. 100
LU 4: Awareness of SHE in working place. 105
C C M E N 4 0 1 - I N T E R M E D I A T E W O R K P L A C E E N G L I S H 1 1 1
LU 1: Write factual, descriptive, and explanatory texts. 114
LU 2: Apply a range of listening strategies to understand predictable messages. 122
LU 3: Discuss general and trade-related topics. 127
LU 4: Read medium texts on general and trade-related topics. 132
C C M K N 4 0 1 - I K I N Y A R W A N D A C Y ’ U M U N Y A M W U G A 1 3 7
LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 140
LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ibyiza by’ikoranabuhanga mu iterambere
ry’umwuga no kugaragaza intêgo y’izina mbonera. 147
LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no
kugaragaza amategeko y’igenamajwi mu izina mbonera. 155
LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza
ibidukikije. 162
LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no
kwandika yubahiriza imyandikire y’Ikinyarwanda. 168
C C M B P 4 0 1 - B U S I N E S S P L A N D E V E L O P M E N T 1 7 5
LU 1: Identify elements of business plan. 177
LU 2: Write a business plan in line with the identified elements 183
LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan). 194
LU 4: Present a business plan 201
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C C M I A 4 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 2 0 6
LU 1: Investigate and secure industrial attachment place. 208
LU 2: Deal with workplace challenges. 215
LU 3: Get briefed on industrial attachment program. 219
LU 4: Develop one’s competencies on the workplace. 223
A N H M O 4 0 1 - M I C R O O R G A N I S M S I D E N T I F I C A T I O N 2 2 9
LU 1: Classify different types of micro-organisms 231
LU 2: Select material, media and Equipments 237
LU 3: Apply different methods of identification 242
A N H R F 4 0 1 - R A B B I T F A R M I N G 2 4 9
LU 1: Describe rabbit breed 251
LU 2: Design and equip rabbit hutches 254
LU 3: Design hardwood floor 258
LU 4: Perform rabbit health and diseases control 265
Summative Assessment 271
A N H A P 4 0 1 - D E M O N S T R A T I N G B A S I C K N O W L E D G E O N D O M E S T I C A N I M A L S
P H Y S I O L O G Y 2 7 5
LU 1: Describe animal cell physiology 278
LU 2: Describe body defence mecanism 282
LU 3: Describe the physiology of different body systems 286
Summative Assessment 294
C R P O I 4 0 1 - B A S I C K N O W L E D G E O F O R G A N I C A N D I N O R G A N I C C H E M I S T R Y 2 9 7
LU 1: Apply basic knowledge of structure atoms and elements 299
LU 2: Apply basic knowledge of inorganic chemistry 303
LU 3: Apply basic knowledge of organic chemistry 308
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A N H P F 4 0 1 - P O U L T R Y F A R M I N G 3 1 2
LU 1: Describe poultry breeds 315
LU 2: Design poultry shelters and hatchery 319
LU 3: Install the poultry shelters and hatchery equipment 323
LU 4: Manage poultry production 326
LU 5: Produce day old chicks, poults, duckling, Gosling 332
LU 6: Perform poultry health and diseases control 337
Summative Assessment 340
A N H P D 4 0 1 - C O M M O N P A R A S I T I C D I S E A S E S T R E A T M E N T 3 4 3
LU 1: Identify common parasites 345
LU 2: Identify common parasitic diseases 350
LU 3: Perform diagnosis for parasitic diseases 355
LU 4: Perform treatment for parasitic diseases 360
Summative Assessment 363
A N H I D 4 0 1 - C O M M O N I N F E C T I O U S D I S E A S E S T R E A T M E N T 3 6 6
LU 1: Describe common infectious diseases 368
LU 2: Perform Diagnosis of infectious diseases 375
LU 3: Apply treatment for infectious diseases 379
Summative Assessment 383
A N H N M 4 0 1 - I N T O X I C A T I O N S , N U T R I T I O N A L A N D M E T A B O L I C D I S E A S E S
T R E A T M E N T 3 8 5
LU 1: Describe intoxications and toxi-infections 387
LU 2: Perform diagnosis of intoxications, nutritional and metabolic diseases 394
LU 3: Apply treatment of intoxications, nutritional and metabolic diseases 398
Summative Assessment 402
G L O S S A R Y a
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List of abbreviations
AGRANH Agricultural and food processing sector/ Animal health sub sector
APEFE Association pour la Promotion de l’Education Et de la Formation à l’Etranger
CDU Curriculum development unit
EAV Ecole agri-vétérinaire
ICT Information Communication Technology
ILO International labour organization
IM Intramuscular
ISAE “Institut Supérieur d’Agriculture et d’Elevage” (Higher Agriculture and Animal Husbandry Institute)
ISCO International standard classification of occupations
IV Intravenous
NTQF National TVET qualification framework
OHS Occupational health and safety
PAFP Programme d’Appui à la Formation Professionnelle
Per os By way of the mouth Oral
PPE Personal protective equipment
RAB Rwanda Agriculture Board
RBS Rwanda Bureau of Standards
REQF Rwandan Education Qualification Framework
SC Subcutaneous injection
TBD Tick Borne Disease
TVET Technical and vocational education and training
VSF Vétérinaires Sans Frontières
WDA Workforce development authority
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Acknowledgments
Workforce Development Authority wishes to thank the following persons who participated in
the development of this curriculum:
Coordination
HABIMANA Théodore
MUHIRE JMV
Facilitators
NTAHONTUYE Félix
HATEGEKIMANA Gratien
Curriculum Development Team
GAHUNGU Faradji
DODO Kimba
Dr Ciza Antoine
FILIOT Aline
NGOMA Marie-Pierre
AMAHIRWE Théogène
AKARIKUMUTIMA Clementine
AMAHIRWE Théogène
BANGUMUKUNZI Faustin
BWENGE Richard
DUKUZUMUREMYI Claude
GAKWISI Frédéric
KANKESHA Donatille
HABARUGIRA Gervais
HANYURWIMFURA Emmanuel
MAYIGANE Landry
MUKURALINDA Célestin
NGIZWENAYO Jean Claude
NGUTEGURE Elizabeth,
NISINGIZWE Protogene
NIWEMWERA Geovanie
NTIRENGANYA Jacques
NYIRIMANZI O. Philémon
RUGAMBWA Adolphe
SEBUHINJA Felicien
TWAGIRAYEZU J. Baptiste
USENGUMUREMYI Jean Chrisostome
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1. GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competencies to
acquire to perform the occupation of Veterinary nurse. It is designed with an
approach that takes into account the training needs, the work situation, as well as the goals and
the means to implement training.
The modules of the curriculum include a description of the expected results at the end of training.
They have a direct influence on the choice of the theoretical and practical learning activities. The
competencies are the targets of training: the acquisition of each is required for certification.
The curriculum is the reference to carry out the assessment of learning. Assessment tools of
learning are developed on the basis of this document.
The curriculum consists of three parts. The first part is of general interest and shows the nature
and goals of a program and the key concepts and definitions used in the document. The second
part presents the qualification, its level in the qualification framework, its purpose, its rationale
and the list of modules it comprises. The third part deals with the training package. It includes
the competencies chart, the sequencing of module learning, the description of each module and
the course structure.
The pages describing the modules are the heart of a curriculum. They present the title of the
module, the length of training, the amount of credits, the context in which the competency is
performed, the prerequisite competencies, the learning units and the performance criteria.
In each module, a course structure is provided. The course structure describes the learning
outcomes (knowledge, skills and attitude) and the learning contents related to each learning unit.
Also, the learning activities and resources for learning are suggested.
Finally, the assessment specifications and guidelines are included in each module.
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2. QUALIFICATION DETAILS
2.1 Description
This qualification provides the skills,
knowledge and attitudes to new entrants to
animal care and management industry. In
Rwanda, animal care or management may
be performed in a variety of private/public
workplaces, including farms, veterinary
clinics, animal research facilities, animal feed
stores, veterinary drugs stores, natural parks
or public services.
Veterinary assistants, also known as
Veterinary auxiliary nurses, carry out
diagnostic, preventive and curative
veterinary tasks, more limited in scope and
complexity than those carried out by the
upper levels of veterinary workers
(Veterinary nurses, Veterinary technicians,
Animal health engineers and Veterinarians).
They may perform individually (alone) or in
team but usually under close supervision.
Work would be undertaken in various
construction and building industries where
interior design services including floor,
ceiling and wall design are provided.
Learners may work under minimum
supervision.
Vision 2020 has identified agriculture as one
of the six pillars of Rwanda economic and
social development. It recommends that the
agriculture sec
tor, now turned towards the subsistence be
transformed into a value-added agriculture,
market-oriented, particularly through the
production of high value crops and modern
livestock management.
Also, the Vision 2020 and the "Economic
Development & Poverty Reduction Strategy
(EDPRS)" 2008-2012, envisions the
implementation of an ambitious agriculture
intensification programme in which the
major diseases of livestock will be eradicated
or controlled. In order to achieve these
goals, a capacity building strategy is
necessary. It’s in this regard that, the
strategic priorities identified in the
"Education Sector Strategic Plan” (ESSP)
2010-2015, relates to an improvement of the
Technical and Vocational Education and
Training (TVET) system to satisfy the market
demand of qualified workers.
Veterinary assistant occupation was
identified as a priority during May 2011
workshop (organised by WDA and PAFP) on
Title: TVET Certificate IV in Animal Health
Level: REQF Level 4
Credits: 120
Sector: Agriculture and food
processing
Sub-sector: Animal Health
Issue date: January, 2014
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agriculture occupations identification and
prioritisation. The areas of intervention of
this occupation are focused typically on
livestock diseases prevention and control.
Livestock diseases contribute to an
important set of losses and issues including
animal welfare, productivity losses,
uncertain food security, loss of income and
zoonosis. Livestock disease management,
including good animal husbandry practices,
can improve human health and the animal
productions, therefore the national
economy. As such, the Veterinary nurse is
seen as an important stakeholder in the
process of animal production intensification
and the country's economy development.
At the end of this qualification, qualified
learners will be able to:
Describe the occupation and learning process
Implement health safety and environment precaution
Develop business plan
Provide quality customer service
Apply Computer Skills
Use Intermediate English at workplace
Gukoresha i Kinyarwanda cy’ umunyamwuga
Identify micro organisms
Demonstrate basic knowledge of
organic and inorganic chemistry
Perform Rabbit farming
Demonstrate basic knowledge on
domestic animal physiology
Perform Poultry farming
Treat common parasitic diseases
Treat common infectious diseases
Treat intoxication and food poisoning
Integrate the workplace
2.2 Minimum entry requirements
The minimum entry requirement to this
qualification is to be physically and mentally
fit with broad knowledge, skills and attitude
of agriculture background.
2.3 Information about pathways
Pathways into this qualification may be: TVET Certificate III in Animal health
or other related qualification
Recognition of prior learning related
to this qualification
After achieving this qualification,
candidates may undertake TVET
certificate V in animal health REQF
level 5 or other relate qualification.
Pathways into the qualification
Pathways from the qualification
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2.4 Job related information
This qualification prepares individuals to integrate the agriculture industry with the
professionalization of Agriculture assistant technician; this qualification again offers the
opportunity to execute the works as Cereals grower, Poultry farmer and Fruit grower while
ensuring that safety, security and environmental regulations are respected.
2.5 Employability skills and life skills
Through the generic modules, individuals with this qualification have acquired the life and
employability skills to meet the following industry or enterprise requirements:
Personal development
Understand own personal values, strengths and areas of challenge or weakness and are able to effectively use or address them;
Develop, implement and evaluate progress toward personal goals; Know own preferred way of learning, take initiative for learning new skills, and know how to
monitor own learning progress.
Interpersonal communication
Communicate and get along well with others, in a variety of settings and for a range of purposes;
Speak and listen actively and appropriately, one-on- one and in groups; Cooperate and work effectively within a group; Provide good customer service.
Possible jobs related to this qualification
Rabbit farmer
Poultry farmer
Animal nurse
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Health, hygiene and safety
Know the standard health and safety practices and regulations in the workplace; Maintain hygiene and personal grooming; Identify unsafe situations; Respond to emergencies and accidents at work; Prevent HIV/AIDS and sexual violence.
Environment sustainability
Know the environmental regulations in Rwanda; Dispose of waste ; Recycle waste ; Report environmental hazards to appropriate person.
Integration of the workplace
Know how to apply for and present themselves for employment; Demonstrate good time management and show up for work on time; Demonstrate behavior and attitudes that are appropriate for the workplace and understand
that workplaces have policies and procedures that need to be followed; Take initiative and responsibility for own work and know how to work under and respect
supervision; Know the rights and responsibilities of workers and employers and explore ways to exercise
rights in the workplace.
Financial fitness
Understand principles and tools behind personal and family money-management; Understand the importance of saving and reducing expenses; Organize and manage personal and household finances; Create a personal budget and think strategically about their finances; Evaluate their options for earning money and are familiar with ways to establish and maintain
personal credit; Be aware of the risks associated with credit.
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Management of a small business
Simulate income-generating activities with the basic cycles of business; Plan for income-generating activity expenses and loan repayments; Keep basic business financial records; Evaluate the risks and opportunities of using credit in income generating contexts; Distinguish between money to be used for investment into own income-generating activities,
for family expenses, and for savings; Know the different market actors.
Computer skills
Operate a computer Use word processing applications in the production of workplace or personal documents Create and use spreadsheets and charts through the use of spreadsheet software Design electronic presentations Send, receive and manage electronic mail (email), as well as to collaborate online using chat
rooms, intranets and instant messaging.
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Number of modules: 16 Core modules : 8 Complementary modules : 8 The total number of Credits: 120
2.6 Information about competencies
No Code Complementary Competencies Credit value
1 CCMOL001 Describe the Occupation and learning process 3
2 CCMCS401 Apply Computer skills 3
3 CCMQS401 Provide quality customer service 3
4 CCMHE401 Implement SHE policies and procedures 3
5 CCMEN401 Use Intermediate English at workplace 3
6 CCMKN401 Gukoresha Ikinyarwanda cy’umunyamwuga 3
7 CCMDB401 Develop Business plan 3
8 CCMIA401 Integtare the workplace 30
Total 51
No Code Core competencies Credit
GEN
ERA
L 1 ANHMO401 Identify Micro-organisms 9
2 CRPOI401 Demonstrate basic knowledge of organic and inorganic chemistry
4
3 ANHAP401 Demonstrate basic knowledge on domestic animals physiology 9
SPEC
IFIC
4 ANHRF401 Perform Rabbit farming 8
5 ANHPF401 Perform Poultry farming 12
6 ANHPD401 Treat Common parasitic diseases 9
7 ANHID401 Treat Common infectious diseases 9
8 ANHNM401 Treat Intoxications, nutritional and metabolic diseases 9
Total 69
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3. TRAINING PACKAGE
The training package includes the competencies chart, the flowchart, the
modules, the course structure, and the assessment guidelines.
3.1 Course structure
The course structure describes the learning outcomes for each learning unit. These learning
outcomes are the essential skills and knowledge to be acquired. The contents to be covered for
each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,
usually with several options, that will guide the learner and the trainer.
3.2 Competencies chart
The competencies chart is a table that presents an overview of the specific competencies, the
general competencies, the work process and the time allocated to each competency. This table
provides an overall view of the competencies of the training program and allows identification of
the logical sequence of the learning of these competencies.
The competencies chart shows the relationship between general competencies and specific
competencies that are particular to the occupation, as well as the key stages of the work process.
It shows the links between the elements in the horizontal axis and those in the vertical axis. The
symbol (ο) marks a relationship between a general competency and specific competency. The
symbol (∆) indicates a relationship between a specific competency and a step in the process of
work. When the symbols are darkened, it indicates that the link is taken into account in the
description of the specific competency.
The competencies chart allows the trainer to consider the complexity of the competencies in the
organization of the progress of learning. Therefore, the vertical axis shows the specific
competencies in the order they should be acquired.
This is the starting point of the presentation of the competencies in the flowchart presented in
the following pages.
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Figure 1: Competencies chart
Between the process and particular competencies | Between general and particular
competencies
▲: Functional link application ●: Functional link application
∆: Functional link existence ο: Functional link existence
Dur
atio
n (
470
Hrs
)
Prep
are
wor
kpla
ce
Perf
orm
ani
mal
che
ck-i
n
Dia
gnos
is
Prov
ide
the
trea
tmen
t
Des
crib
e th
e oc
cupa
tion
and
lear
ning
pro
cess
Guk
ores
ha i
Kiny
arw
anda
cy’
um
unya
mw
uga
Impl
emen
t he
alth
saf
ety
and
envi
ronm
ent
prec
auti
on
Ap
ply
Com
pute
r Sk
ills
Use
Int
erm
edia
te E
nglis
h at
wor
kpla
ce
Prov
ide
qual
ity
cust
omer
ser
vice
Dev
elop
bus
ines
s pl
an
Inte
grat
e w
ork
plac
e
Mic
ro-o
rgan
ism
s id
enti
fica
tion
Dem
onst
rati
ng b
asic
kno
wle
dge
of o
rgan
ic a
nd
inor
gani
c ch
emis
try
Dem
onst
rati
ng b
asic
kno
wle
dge
on d
omes
tic
anim
als
phys
iolo
gy
1 2 3 4 5 6 7 8 9 10 11
Duration (730 Hrs) 30 30 30 30 30 30 30 300
90 40 90
1 Rabbit farming 80 ∆ ∆ ∆ ∆ ○ ○ ○ ○ ○ ○ ○ ● ○ ○ ○
2 Poultry farming 120 ∆ ∆ ∆ ∆ ○ ○ ○ ○ ○ ○ ○ ● ○ ○ ○
3 Treat common paras i tic
diseases90 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ● ● ○ ○
4 Treat common infectious
diseases90 ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ● ● ○ ○
5 Treat intoxication and
food poisoning90 ▲ ▲ ▲ ▲ ○ ● ○ ○ ○ ● ○ ● ● ● ○
GENERAL AND COMPLEMENTARY COMPETENCIESVeterinary nurse PROCESS
SPECIFIC COMPETENCIES
#
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3.4 Flowchart
The flowchart of sequencing of learning is a schematic representation of the order of acquisition
of the competencies. It provides an overall planning of the entire training programme and shows
the relationship between the modules. This type of planning is to ensure consistency and
progression of learning. For each module, the flowchart shows the learning that is already in
place, the learning that is to take in parallel or later. The positions defined will have a decisive
impact on all subsequent pedagogical choices. The flowchart of the sequence of learning of the
modules of the training programme is presented on the following page.
Figure 2: Flowchart
Occupation and learning process 3
Computer skills 3 Implementing S.H.E. Policies and procedures 3
Intermediate workplace english 3 Ikinyarwanda cy’umunyamwuga 3
Providing quality customer service 3
Micro-organisms identification 9
Demonstrating basic knowledge of
organic and inorganic chemistry 4
Rabbit farming 8
Demonstrating basic knowledge on
domestic animals physiology 9
Common parasitic diseases
treatment 9
Common infectious diseases
treatment 9
Poultry farming 12
Intoxications, nutritional and
metabolic diseases treatment 9
Business plan development 3
Industrial attachment program (IAP) 30
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4. ASSESSMENT GUIDELINES
4.1 Assessment Methodology
To assess knowledge, practical, and application skills through a jury system of continuous
evaluation that encourages learners to display understanding of the principles in application to
set practical tasks and their attendant theory to assess self-learning.
4.2 Portfolio
A portfolio is a collection of learner work representing learner performance. It is a folder (or
binder or even a digital collection) containing the learner’s work as well as the learner’s
evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work
produced (such as papers and assignments, direct demonstration, indirect demonstration,
products, documents), but also it is a record of the activities undertaken over time as part of
learner learning. The portfolio is meant to show learner growth, development, and achievements
in the education system. It also shows that you have met specific learning goals and
requirements. A portfolio is not a project; it is an ongoing process for the formative assessment.
The portfolio output (formative assessment) will be considered only as enough for
complementary and general modules. Besides, it will serve as a verification tool for each
candidate that he/she attended the whole training before he/she undergoes the summative
assessment for specific modules.
There are two types of assessment (Formative Assessment and Summative/Integrated
Assessment). Each assessment has its own rule for passing to be declared competent.
Formative Assessment
This is applied on all types of modules (e.g. Complementary, General and Specific
modules)
A trainee to be competent for a formative module must have at least 70% on checked
items or “yes” in indicators (e.g. questions, indicators in the checklist)
Each trainee should be competent on all formative assessments to be declared
competent on that module
All formative assessment should be declared competent before taking the
summative/integrated assessment
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Summative/Integrated Assessment
All Summative/Integrated assessment should match with the content of the module in
the curriculum.
Summative/Integrated Assessment is always in practical, giving it as a theoretical type of
assessment is not acceptable.
The integrated situation provided in the curriculum is a sample of the assessment to be
carried out, the Trainer/Teacher has the role of developing another one referring to the
task to be carried out in the integrated situation in accordance to the circumstances
inside school, but the integrated situation should stick on the components of a task.
During Summative/Integrated assessment, assessor panel members should be three (3).
This Summative/Integrated assessment can be seen in specific modules and the Trainee
can be declared competent by the following rules:
For YES or NO scoring of indicators in Summative/Integrated Checklist
The trainee can be declared competent based on the assessment CRITERIA and its respective
assessment indicators
Assessment Criteria Passing Line in the
assessment indicators
Quality of Process 90%
Quality of Product 100%
Relevance 90%
Rest of Criteria/ any other criteria
(example: Safety)
100%
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Note: the Assessor should check if the 10% indicator (Quality of Process and Relevance) in which
the Trainee was not able to meet during Summative/Integrated Assessment should not be among
those indicators that can cause any hazard, or the one indicator that is performed poorly where
there is room for improvement.
1. During assessment, trainees with special needs (e.g. people with disability) should be
assisted accordingly.
2. Deputy School Manager in-charge of Studies, Class Teacher, and Trainer should consider
the status (competent/not yet competent) of trainees before delivering the next module
with pre-requisites.
3. Respect of flowchart particularly in considering the delivery of modules which has
prerequisite of a following/subsequent module is considered in issuing TVET certificate,
otherwise other modules can be given anytime.
4. All evidences during assessment (e.g. quiz, checklist, forms) should have a written form
that is compiled in the Trainer (source) and Trainee (result) portfolio. Portfolio is the
responsibility of School, Class Teacher, and Trainees. It should be given to trainees after
certification.
5. Industrial Attachment Program (IAP)
- All Trainees should finish and declared competent on all modules before taking IAP
module.
- Trainees should finish and declared competent on the 30 hours content of IAP
module written in the curriculum before they go to workplace or industry.
- The school should organize visit for all trainees in the workplace or industry to
confirm and assist IAP especially in filling up the logbook.
- An interview to the trainee should be conducted in the school after the IAP has been
completed and should be documented in the trainee portfolio.
- All completed logbooks should be part of the trainee portfolio.
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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
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.
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Learning assumed to be in place
Not applicable
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. 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
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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. 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
Content Learning
activities
Resources
Performance criterion
Proper introduction of one self.
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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 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: Integrate in team
Working as a team
Building trust
o Game
o Group discussions
- Trainer manual
Content Learning
activities
Resources
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Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
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
Content Learning
activities
Resources
Performance criterion
Appropriate integration in team.
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Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Practical task of a team
Checklist Score
Yes No
Signed commitment contract
Occupation title
Duties and responsibilities
Observation
Performance criterion
Appropriate participation in setting rules and adhere to them.
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LU 2: Explain the occupation and learning process
2
Learning Outcomes:
1. Describe the main/major elements of occupation 2. Explain about the one’s qualification
12 Hours
Learning Outcome 2.1: Describe the main/major elements of occupation
Characteristics of the occupation
Place of the occupation in the sector
The impact/importance of the occupation in economic development
Working conditions
o Group discussion o Personal research o Visit of a business in the
neighborhood
- Pictures of people in working situation
- Documents describing the occupation
- Documents describing the sector
Formative Assessment 2.1
Content Learning
activities
Resources
Performance criterion
Proper description of the main/major elements of occupation
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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
Essay
Verbal explanation (interview)
Checklist Score
Yes No
Working conditions
Equipment tools and materials
Equipment tools and materials
RTQF 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
Content Learning
activities
Resources
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Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
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
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LU 3: Respect the facilitation and apply learning methods.
3
Learning Outcomes:
1. Engage in active and participatory learning methods 2. Describe the assessment procedures
2 Hours
Learning Outcome 3.1: Engage in active and participatory learning methods
Overview of the active and participatory teaching and learning methods
Experiential learning cycle
o Experience sharing. o Presentation by the trainer
- Trainer manual
Formative Assessment 3.1
Content Learning
activities
Resources
Performance criterion
Proper engagement in active and participatory learning methods
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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
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
Content Learning
activities
Resources
Performance criterion
Adequate description of the assessment procedures
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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
written assessment Verbal explanation (interview)
Checklist Score
Yes No
Time of assessment
Roles of Assessors
Roles of verifiers
List values
List of skills
Observation
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LU 4: Develop personal plans based on self-assessment practices
4
Learning Outcomes:
1. Identify values, skills and interests 2. Assess values, skills and interests 3. Set goals 4. Develop plans 5. Assess one’s learning style
10 Hours
Learning Outcome 4.1: Identify values, skills and interests
Values, skills and interests
Relating values, skills and interests to the workplace
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
Content Learning
activities
Resources
Performance criterion
Proper identification of values, skills and interests
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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
Content Learning
activities
Resources
Performance criterion
Proper assessment of values, skills and interests
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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
Content Learning
activities
Resources
Performance criterion
Correct Setting of goals
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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
Content Learning
activities
Resources
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Learning Outcome 4.5: Assess one’s learning style
Types of learning styles
Determining one’s preferred way of learning
Strategies for using one’s learning style in workplace/school
o Paper folding activities o Completing self-assessment
learning style o Scenario based activities
- Trainer manual
Formative Assessment 4.5
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
Content Learning
activities
Resources
Performance criterion
Proper assessment of one’s learning style
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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.
Content Learning
activities
Resources
Performance criterion
Adequate identification of learning strategies
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C C M C S 4 0 1 - COMPUTER SKILLS
CCMCS401 Apply Computer Skills
RTQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
The use of ICT in several areas has grown appreciably in recent years. ICT products are now
used by most people, ranging from mobile phones and digital TVs through to personal
computers and the World Wide Web. This qualification focuses on providing skills, experience
and confidence for those learners who struggle to make the most of technology to demonstrate
creative thinking, problem solving and knowledge construction. It focuses on completing
workplace tasks, such as creating documents with text, graphics and numerical information
using commonly used tools such as: Microsoft Office – Excel, PowerPoint. Also the leaner will
have the skills on how to protect the data in the computer systems.
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Learning assumed to be in place
Not applicable
Elements of competency and perfomance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. 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
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LU 1: Protect computer system
1
Learning Outcomes:
1. Install software utilities 2. Scan and Eliminate virus 3. Backup of computer data based on OS 4. Restore computer data based on OS installed
5 Hours
Learning Outcome 1.1: Install software utilities
Description of software tools utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media
Installation of software tools\utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media
o Brainstorming on security software
o Group discussion on computer security
o Practical exercise on antivirus
installation
- Computer Lab - Projector - Computer with OS
installed - White Board - Markers - Computer Lab with
internet access - Projector - Computer with OS
installed - Antivirus
Content Learning
activities
Resources
34 | P a g e
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written or Oral
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Description of software tools utilities
Installation of software tools\utilities: Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media
Observation
Performance criterion
Proper installation of software utilities according to the manufacturer
specifications
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Learning Outcome 1.2: Scan and Eliminate virus
Description of scan types Full system scan On demand scan On access scan
Description of san mode Manual Automatic Scheduled
Description of virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine
o Presentation on computer virus scan types
o Brainstorming on computer virus scan
o Practical exercises on
computer virus scan
o Computer Lab with internet access
o Projector o Computer with OS
installed o Antivirus o White Board o Markers
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
Written
Oral
Multiple choice
Expose /presentation
Task on scanning viruses
Checklist Score
Yes No
Description of scan types and san mode
Description of virus elimination
Virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine
Observation
Content Learning
activities
Resources
Performance criterion
Regular computer scan and elimination of virus as per safety standards
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Learning Outcome 1.3: Backup of computer data based on OS
Selection of backup types Normal/Full backup Copy backup Differential backup Incremental backup Daily backups
Selection of common backup devices Tape drive Digital audio
tape(DAT) drives Auto-loader tape
systems Magnetic optical
drives Removable disks Disk drives
o Brainstorming on backup types o Practical exercises on backup
o Computer Lab with internet access
o Projector o Computer with OS
installed o Antivirus o White Board o Markers
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
Performance
Matching
Sentence completion
Ticking
Expose (presentation )
Task on backing up data
Content Learning
activities
Resources
Performance criterion
Accurate backup of computer data based on OS installation
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Checklist Score
Yes No
Selection of backup types
Selection of common backup devices
backup on various devices Tape drive Digital audio tape(DAT) drives Auto-loader tape systems Magnetic optical drives Removable disks Disk drives
Observation
Learning Outcome 1.4: Restore computer data based on OS installed
Selection restore devices HHD/SSD USB/ Flash Driver Tapes drives Magnetic optical
drives CDs DVDs Disc drives
o Brainstorming on backup types
o Practical exercises on data
restore
o Computer Lab with internet access
o Hard disk drive o Flash drive o Tape drive o CDs, DVDs o Projector o Computer with OS
installed o Antivirus
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Appropriate restoring of computer data based on OS installed
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Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Matching
Expose (presentation )
Task on restoring data
Checklist Score
Yes No
Selection of restoring devices
Restoring of data on HHD/SSD USB/ Flash Driver Tapes drives Magnetic optical drives CDs DVDs Disc drives
Observation
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LU 2: Use Spreadsheet.
2
Learning Outcomes:
1. Describe elements of spreadsheet application 2. Use basic spreadsheet tasks 3. Format cell and their contents 4. Manage Sheets in workbook 5. Use essential functions 6. Optimize data (sorting, filtering, contiguous data) 15 Hours
Learning Outcome 2.1: Describe elements of spreadsheet application
Description of Workbooks and
Worksheets Cells Headings Formula bar Formatting tool Formula bar Colum headers Row headers Active Cell reference status bar application bar Spreadsheets tab Horizontal scroll bar Vertical scroll bar
o Brainstorming on elements of spreadsheet application
o Demonstration on elements of spreadsheet application
o Group discussions on elements
of spreadsheet application
o Computer o Projector o software o Whiteboard o Marker o Duster o Text books o Lecture notes o Papers o Internet
Content Learning
activities
Resources
40 | P a g e
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation )
Checklist Score
Yes No
Description of Workbooks and Worksheets
Description of Cells
Description of Headings
Description of Formula bar
Description of Formatting Tools
Description of Formula bar
Description of Colum headers
Description of Row headers
Description of Active Cell reference
Description of status bar
Description of application bar
Description of Spreadsheets tab
Description of Horizontal scroll bar
Observation
Performance criterion
Proper description of elements of spreadsheet application
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Learning Outcome 2.2: Use basic spreadsheet tasks
Open
Close
New document
Undo
Save
Save as….
Sheet
Selecting a cell
Deleting Cell contents
Modifying cell contents
Selecting group of cells
Increase and reduce the cell size
Delete row and Colum
Duplicate cell
o Brainstorming on basic spreadsheet tasks
o Group discussions on opening, closing, new document, save and save us a new document.
o Practical exercises on selecting, deleting, modifying a group of cells
o Practical exercises on deleting
row ad Colum
- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet -
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
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Content Learning
activities
Resources
Performance criterion
Proper formatting of cells and their content
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Checklist Score
Yes No
Formatting of text and cells Choice font, size, color Adjustment of Cow height Alignment of cell Formatting of Number Insertion of rows Merging cells Creating of border
Observation
Learning Outcome 2.3: Format cell and their contents
Formatting text and cells
Choosing font, size, color
Adjusting Cow height
Alignment of cell
Formatting Number
Inserting rows
Merging cells
Creating borders
Patterns
o Demonstration on formatting, text and cells
o Group discussions on choosing font, size and color.
o Practical exercises on Inserting
and formatting row ,number,
creation of border and partners
- Computer - Projector - software - Text books - Lecture notes - Papers - Internet
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Proper management of sheets in workbook
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Selection of Sheet Renaming of a Sheet Insertion of new sheets Moving of a Sheet in a workbook Deleting a sheet
Observation
Learning Outcome 2.4: Manage Sheets in workbook
Selecting a Sheet
Renaming a Sheet
Insert new sheets
Moving a Sheet in a workbook
Deleting a sheet
o Demonstration on selection of sheets
o Group discussions on inserting new sheet
o Practical exercises on inserting and formatting sheets
o Practical exercises on moving
sheet in workbook.
- Computer - Projector - software - Text books - Internet
Formative Assessment 2.4
Content Learning
activities
Resources
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Use of Numbers and Mathematical calculations Use of Addition operation Use of Multiplication operation Use of Division operation Use of Subtraction operation Use of AutoSum operation Use of Function operation Use of Average operation Use of Min operation use of Max operation
Observation
Performance criterion
Adequate using of essential functions
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Learning Outcome 2.5: Use essential functions
Use of Numbers and
Mathematical calculations
Addition Multiplication Division Subtraction AutoSum Function Average Minimum Maximum Count numbers
o Demonstration on number and mathematical calculations
o Group discussions on addition, multiplication and division operations.
o Practical exercises on number and mathematical calculations
o Practical exercises on
mathematical
function(average, minimum,
maximum and count numbers
- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet
Formative Assessment 2.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Content Learning
activities
Resources
Performance criterion
Proper optimization of data
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Checklist Score
Yes No
Sorting of data by multiple columns at the same time Creation of customized list and performing a custom sort Automatically filter of list in place Application of filter options to a list Use of automatic sub-totaling features Expanding, collapsing outline detail levels
Observation
Learning Outcome 2.6: Optimize data (sorting, filtering, contiguous data)
Sorting data by multiple columns at the same time
Creation of customized list and performing a custom sort
Automatically filter of list in place
Application of filter options to a list
Use of automatic sub-totalling features
Expanding, collapsing outline detail levels
o Brainstorming on data optimizations(sorting, filtering, contiguous data )
o Demonstration on sorting by multiple columns and creation of customized list
o Group discussions on application of filter options to a list
o Practical exercises data
optimization
- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet
Formative Assessment 2.6
Content Learning
activities
Resources
Performance criterion
Proper optimization of data
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Sorting of data by multiple columns at the same time Creation of customized list and performing a custom sort Automatically filter of list in place Application of filter options to a list Use of automatic sub-totaling features Expanding, collapsing outline detail levels Sorting of data by multiple columns at the same time Creation of customized list and performing a custom sort Automatically filter of list in place
Observation
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LU 3: Use Presentation
3
Learning Outcomes:
1. Describe elements of presentation application 2. Manage a slide 3. Use Templates 4. Apply Animation and sound in presentation
10 Hours
Learning Outcome 3.1: Describe elements of presentation application
Title Bar
Menu Bar
Toolbars
Formatting tool bar
Standard toolbar
Outline slides tabbed planes
View button
Status bar
Tri-panel view
Drawing toolbar
Office asset
Task pane
Help
o Brainstorming on elements of presentation application
o Group discussions on elements of presentation application
o Demonstration on elements of
presentation application
o Computer o Projector o software o Text books
Formative Assessment 3.1
Content Learning
activities
Resources
Performance criterion
Proper description of elements of presentation application
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation
Checklist Score
Yes No
Description of Title Bar
Description of Menu Bar
Description of Toolbars
Description of Formatting tool bar
Description of Standard toolbar
Description of Outline slides tabbed planes
Description of View button
Description of Status bar
Description of Tri-panel view
Description of Drawing toolbar
Description of Office asset
Description of Task pane
Observation
Learning Outcome 3.2: Manage a slide
Creating a new slide
Modifying a slide
Duplicate selected slides
Slide from outline
Reusing slides
Entering a text
Formatting a slide
o Demonstration on creation, formatting of a new slide
o Group discussions on modification, duplication of slides
o Practical exercises on slide management
o Computer o Projector o software o Text books o Internet
Content Learning
activities
Resources
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Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Creation of a new slide
Modification of slide
Duplication of selected slides
Slide from outline
Reuse of slides
Entering a text
Formatting of slide
Observation
Performance criterion
Proper slides formatting
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Learning Outcome 3.3: Use Templates
Design new template
Insert a template
Remove a template
Editing a template
o Brainstorming on use of templates
o Demonstration on design of new slide
o Practical exercises on design template, inserting templates, removing a new template and editing a template
o Computer o Projector o software o Text books o Internet
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Design of new template
Insertion of a template
Removing a template
Editing of a template
Observation
Content Learning
activities
Resources
Performance criterion
Proper using of templates
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Learning Outcome 3.4: Apply Animation and sound in presentation
Slide translation
Translation sound
Translation speed
Custom animation
o Brainstorming on slide translation
o Demonstration on translation sound
o Group discussions on elements of spreadsheet application
o Practical exercises on animation and sound in slides
o Computer o Projector o software o Text books o Internet
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Translation of Slide
Translation of sound
Translation of speed
Custom animation
Observation
Content Learning
activities
Resources
Performance criterion
Proper application of Animation and sound in presentation
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References:
1. https://www.ctdlc.org/remediation/indexComputer.html
2. https://www.ctdlc.org/remediation/mouse.html
3. https://www.ctdlc.org/remediation/software.html
4. https://www.ctdlc.org/remediation/copypaste.html
5. https://cce.sydney.edu.au/course/BCEI
6. http://www.ecdl.ch/
7. https://www.google.rw/search?q=spreadsheet+application+parts&dcr=0&source=lnms&tbm=is
ch&sa=X&ved=0ahUKEwjUnLiHu5_XAhXG1hQKHecWCmsQ_AUICigB&biw=1366&bih=662
8. https://www.thoughtco.com/excel-step-by-step-basic-tutorial-3123501
9. https://chandoo.org/wp/excel-basics/
10. https://www.google.rw/search?q=powerpoint+presentation+parts&dcr=0&source=lnms&tbm=i
sch&sa=X&ved=0ahUKEwin-
fHhu5_XAhWI8RQKHdqPAN4Q_AUICigB&biw=1366&bih=662#imgrc=boZUYisyVUdFkM:
11. http://emerald.tufts.edu/as/tampl/program99/workshops/ws5_components.html
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C C M Q S 4 0 1 - PROVIDING QUALITY CUSTOMER SERVICE
CCMQS401 Provide quality customer service
RTQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module describes the skills, knowledge and attitude required to provide quality customer
service and deal with any matter related to business during, before and after a service delivery.
The module will allow the participant to identify opportunities for products and services
delivery and reflect on information received to devise changes and suggest coping strategies.
Moreover, the trainee will also develop and use communication techniques intended for the
management of the complaints and ways of recording customer information.
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Learning assumed to be in place
Not applicable
Elements of competency and perfomance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Develop and maintain product, service and market knowledge.
1.1 Proper identification of opportunities and use of formal and
informal research to develop and maintain knowledge of products and services.
1.2 Appropriate use of customer feedback and workplace
observation to evaluate products, services and promotional
initiatives and identify changes in customer preferences,
needs and expectations. 1.3 Effective sharing of market, product and service knowledge
obtained with colleagues to enhance the effectiveness of the team.
1.4 Suggestion of ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.
2. Provide a quality service experience to customers.
2.1. Determination and clarification of customer preferences, needs and expectations.
2.2. Proper offering of accurate information about appropriate products and services to customers to meet their needs and expectations.
2.3. Anticipation of customer preferences needs and expectations throughout the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.
2.4. Offering possible extras and add-ons appropriately and provision of personalized and additional services and products where appropriate.
2.5. Proactive promotion of products and services at appropriate opportunities according to current organization goals and promotional focus and appropriate employment of selling
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Elements of competency Performance criteria
3. Deal with complaints and difficult
customer service situations.
3.1 Proper use of questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assessment of the impact on the customer of the situation.
3.2 Effective use of communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.
3.3 Proper determination of possible options to resolve the complaint and prompt analysis and decision on the best solution, taking into account any organization constraints.
3.4 Appropriate use of techniques to turn complaints into opportunities to demonstrate high quality customer service.
3.5 Effective provision of feedback on complaints to appropriate personnel in order to avoid future occurrence.
3.6 Reflection and evaluation of complaint and solution to enhance response to future complaints or difficult service situations.
4. Manage and use information about
clients and customers 4.1 Proper determination and record of customer
information where appropriate to provide personalized service.
4.2 Perfect development and maintaining of knowledge of organization promotional initiatives and implementation where appropriate.
4.3 Proactive provision of enhanced products and services to clients and customers based on client information.
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LU 1: Develop and maintain product, service and market knowledge.
1
Learning Outcomes:
1. Identify opportunities and use formal and informal research to develop and maintain knowledge of products and services.
2. Use customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in customer preferences, needs and expectations.
3. Share market, product and service knowledge obtained with colleagues to enhance the effectiveness of the team
4. Suggest ideas to appropriate person for product and service adjustments to meet customer needs for future planning according to organization policy.
5 Hours
Learning Outcome 1.1: Identify opportunities and use formal and informal research to develop
and maintain knowledge of products and services.
Products and services knowledge and its importance
Opportunities to develop and maintain knowledge of products and services Membership of
industry associations and networks
Conventional and creative sources of information
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Content Learning
activities
Resources
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Learning Outcome 1.1: Identify opportunities and use formal and informal research to develop
and maintain knowledge of products and services. (Cont.)
Formal and informal research techniques: o Discussions with
colleagues
Reading organization information
Research of product and service information brochures
General media Attendance at
conferences, trade shows and industry events
Distributing surveys and questionnaires
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Essay (short responses / extended responses)
Content Learning
activities
Resources
Performance criterion
Proper identification of opportunities and use of formal and informal research
to develop and maintain knowledge of products and services.
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Checklist Score
Yes No
Products and services are identified
Opportunities to develop and maintain knowledge of products and services are identified
Use of formal research techniques
Use of informal research techniques
Observation
Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate
products, services and promotional initiatives and identify changes in customer preferences,
needs and expectations.
Products, services and promotional initiatives Tours and transport Conferences and
conventions Function facilities Entertainment Shopping services Restaurant facilities Food and beverage Add-on services Special offers or
packages.
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Content Learning
activities
Resources
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Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate
products, services and promotional initiatives and identify changes in customer preferences,
needs and expectations. (Cont.)
Ways to determine customer preferences, needs and expectations:
Active listening Questioning Observation Recognition of non-
verbal signs
Factors influencing customer preferences, needs and expectations:
Age Gender Social and cultural
characteristics Prior knowledge Special needs
Ways to satisfy customer preferences, needs and expectations:
Friendliness
Courtesy
Value for money
Prompt or timely
service
Assistance
Empathy and support
Comfort
New experience
Basic needs for food,
shelter, transport or
other services.
o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer
- Role play scenario - Reference books - Online materials - Scholarly materials
Content Learning
activities
Resources
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Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Checklist Score
Yes No
Identification of promotional initiatives
Application of ways to determine customer preferences, needs and expectations
Identification of Factors influencing customer preferences, needs and expectations
Application of ways to satisfy customer preferences, needs and expectations
Observation
Performance criterion
Appropriate use of customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in
customer preferences, needs and expectations.
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Learning Outcome 1.3: Share market, product and service knowledge obtained with
colleagues to enhance the effectiveness of the team
Reasons to share knowledge
Methods and techniques of sharing knowledge at workplace
o Group discussion
o Role play
o Presentation
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Practical task of a team
Checklist Score
Yes No
Identification of reasons to share knowledge of market, product and service
Application of methods and techniques of sharing knowledge at workplace
Observation
Content Learning
activities
Resources
Performance criterion
Effective sharing of market, product and service knowledge obtained with
colleagues to enhance the effectiveness of the team.
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Learning Outcome 1.4: Suggest ideas to appropriate person for product and service
adjustments to meet customer needs for future planning according to organization policy.
Product and Service adjustment procedure
Importance of Product and Service adjustment on customer satisfaction
o Individual reflection o Brainstorming o Large group discussion o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play
Checklist Score
Yes No
Application of product and Service adjustment procedure
Identification of the importance of product and Service adjustment procedure on customer satisfaction
Observation
Content Learning
activities
Resources
Performance criterion
Suggestion of ideas to appropriate person for product and service adjustments
to meet customer needs for future planning according to organization policy.
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LU 2: Provide a quality service experience to customers.
2
Learning Outcomes:
1. Determine and clarify customer preferences, needs and expectations 2. Offer accurate information about appropriate products and services
to customers to meet their needs and expectations. 3. Anticipate customer preferences needs and expectations throughout
the service experience and provide products and services in a timely manner, appropriate to individual needs and preferences, and according to organization standards.
4. Offer possible extras and add-ons appropriately and provide personalized and additional services and products where appropriate
5. Promote products and services at appropriate opportunities according to current organization goals and promotional focus and employ selling techniques appropriately to encourage usage and purchase
10 Hours
Learning Outcome 2.1: Determine and clarify customer preferences, needs and expectations.
Customer needs and preferences
The importance of researching your customers needs and preferences
o Experience sharing o Brainstorming o Trainer guide o Individual reflection o Large group discussion o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Proper determination and clarification of customer preferences, needs and
expectations.
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Checklist Score
Yes No
Identification of customer needs and preferences
Clarification of customer needs and preferences
Identification of the importance of researching customers needs and preferences
Observation
Learning Outcome 2.2: Offer accurate information about appropriate products and services to
customers to meet their needs and expectations.
Needs and expectations of customers on products and services
General features Special features Benefits Disadvantages Price Special offers Availability How to purchase or
order
o Experience sharing o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 2.2
Content Learning
activities
Resources
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Role play
Checklist Score
Yes No
Information about products and services to customers
Observation
Learning Outcome 2.3: Anticipate customer preferences needs and expectations throughout
the service experience and provide products and services in a timely manner, appropriate to
individual needs and preferences, and according to organization standards.
Steps to anticipate customer needs and preferences
Timely customer service
Importance of timely customer service
o Role play o Simulation o Brainstorming
- Role play scenario - Reference books - Online materials - Scholarly materials - Video record
Formative Assessment 2.3
Content Learning
activities
Resources
Performance criterion
Proper offering of accurate information about appropriate products and services
to customers to meet their needs and expectations.
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Role play
Checklist Score
Yes No
Application of steps to anticipate customer needs and preferences Identification of the importance of timely customer service
Observation
Performance criterion
Anticipation of customer preferences needs and expectations throughout the
service experience and provide products and services in a timely manner,
appropriate to individual needs and preferences, and according to organization
standards.
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Learning Outcome 2.4: Offer possible extras and add-ons appropriately and provide
personalized and additional services and products where appropriate.
Importance of offering extras and add-ons
Ways to improve customer service
Promoting products and services
Displays Promotions special offers and
deals menus and specials word of mouth up-selling.
Selling techniques: Serving Helping Advising building rapport with
customers
arousing interest.
o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Question and answer o Debate
- Reference books - Online materials - Scholarly materials
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Content Learning
activities
Resources
Performance criterion
Offering possible extras and add-ons appropriately and provision of personalized
and additional services and products where appropriate.
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Checklist Score
Yes No
Identification of the importance of offering extras and add-ons Identification of ways to improve customer service Provision of personalized and additional services
Observation
Learning Outcome 2.5: Promote products and services at appropriate opportunities according
to current organization goals and promotional focus and employ selling techniques
appropriately to encourage usage and purchase.
Importance of offering extras and add-ons
Ways to improve customer service
Promoting products and services
Displays Promotions special offers and
deals menus and specials word of mouth up-selling.
Selling techniques: Serving Helping Advising building rapport with
customers arousing interest.
o Large group discussion o Question and answer o Debate o Observation o Role play
- Reference books - Online materials - Scholarly materials - Role play scenario
Formative Assessment 2.5
Content Learning
activities
Resources
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Role play
Checklist Score
Yes No
Identification of methods to promote products and services Application of selling techniques
Observation
Performance criterion
Proactive promotion of products and services at appropriate opportunities
according to current organization goals and promotional focus and appropriate
employment of selling
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LU 3: Deal with complaints and difficult customer service situations.
3
Learning Outcomes:
1. Use questioning techniques to establish and agree on the nature, possible cause and details of the complaint or difficult customer service situation with the customer and assess the impact on the customer of the situation.
2. Use communication techniques to assist in the management of the complaint and handle the situation sensitively, courteously and discreetly.
3. Determine possible options to resolve the complaint and promptly analyse and decide on the best solution, taking into account any organisation constraints
4. Use techniques to turn complaints into opportunities to demonstrate high quality customer service.
5. Provide feedback on complaints to appropriate personnel in order to avoid future occurrence
6. Reflect on and evaluate complaint and solution to enhance response to future complaints or difficult service situations.
9 Hours
Learning Outcome 3.1: Use questioning techniques to establish and agree on the nature,
possible cause and details of the complaint or difficult customer service situation with the
customer and assess the impact on the customer of the situation.
Questioning techniques
When and when not to use questioning techniques
Complaints or difficult customer service situations
o Small group discussion o Individual work o Role play o Simulation
- Role play scenario - Reference books - Online materials - Scholarly materials - Video record
Content Learning
activities
Resources
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Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Role play
Checklist Score
Yes No
Identification of questioning techniques
Application of questioning techniques while dealing with difficult customer service situations
Observation
Performance criterion
Proper use of questioning techniques to establish and agree on the nature,
possible cause and details of the complaint or difficult customer service
situation with the customer and assessment of the impact on the customer of
the situation.
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Learning Outcome 3.2: Use communication techniques to assist in the management of the
complaint and handle the situation sensitively, courteously and discreetly.
Communication techniques Listening and active
listening Asking questions to
gain information, clarify ambiguities and adequately understand requirements
Rephrasing and repeating questions, requests and statements to confirm that they have been correctly understood
Empathizing with the customer's situation while upholding organisation policy
Non-verbal communication and recognition of non-verbal signs
Using communication techniques appropriate to different social and cultural groups
Ability to speak clearly, be understood and use appropriate language, style and tone.
- Group work - Presentation - Brainstorming - Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 3.2
Content Learning
activities
Resources
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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
Performance evidence
Role play
Checklist Score
Yes No
Application of communication techniques while handling customer complaints
Observation
Learning Outcome 3.3: Determine possible options to resolve the complaint and promptly
analyse and decide on the best solution, taking into account any organisation constraints..
Organisation constraints
Emotional and logical aspects of complaints.
Methods to manage and reduce stress when resolving complaints
Proactive complaint handling
- Small group discussion - Individual work - Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 3.3
Content Learning
activities
Resources
Performance criterion
Effective use of communication techniques to assist in the management of the
complaint and handle the situation sensitively, courteously and discreetly
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Role play
Checklist Score
Yes No
Identification of organization constraints Determination of emotional and logical aspects of complaints Application of methods to manage and reduce stress while handling complaints
Observation
Learning Outcome 3.4: Use techniques to turn complaints into opportunities to demonstrate
high quality customer service.
Content Learning
activities
Resources
Performance criterion
Proper determination of possible options to resolve the complaint and prompt
analysis and decision on the best solution, taking into account any organization
constraints.
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Methods of transforming complaints into additional service opportunities
High quality customer service
o Individual work o Debate o Discussion o Role play
- Reference books - Online materials - Scholarly materials - Role play scenario
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Role play
Checklist Score
Yes No
Use of techniques of transforming complaints into opportunities
Observation
Learning Outcome 3.5: Provide feedback on complaints to appropriate personnel in order to
avoid future occurrence
Content Learning
activities
Resources
Performance criterion
Where appropriate, proper use of techniques to turn complaints into
opportunities to demonstrate high quality customer service.
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The importance of feedback on customer complaints
Effective feedback giving
o Group work o Presentation o Brainstorming o Role play
- Role play scenario - Reference books - Online materials - Scholarly materials
Formative Assessment 3.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Role play
Checklist Score
Yes No
Identification of the importance of feedback on customer complaints Effective feedback giving
Observation
Learning Outcome 3.6: Reflect on and evaluate complaint and solution to enhance response to
future complaints or difficult service situations.
Performance criterion
Effective provision of feedback on complaints to appropriate personnel in order
to avoid future occurrence.
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Complaint analysis May include:
Tools of analyzing customer complaints
Customer complaint checklist
Customer satisfaction
o Individual work o Debate o Discussion o Pair work
- Reference books - Online materials - Scholarly materials
Formative Assessment 3.6
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Product evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Role play
Checklist Score
Yes No
Tools of analyzing customer complaints Process to solve customer complaint to enhance response to future complaints or difficult service situations
Content Learning
activities
Resources
Performance criterion
Reflection and evaluation of complaint and solution to enhance response to
future complaints or difficult service situations.
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Observation
.
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LU 4: Manage and use information about clients and customers.
4
Learning Outcomes:
1. Determine and record customer information where appropriate to provide personalised service
2. Develop and maintain knowledge of organisation promotional initiatives and implement where appropriate
3. Proactively provide enhanced products and services to clients and customers based on client information. 2 Hours
Learning Outcome 4.1: Determine and record customer information where appropriate to
provide personalised service.
Customer information
Collecting customer information
Storing information
Maintaining customer information
o Brainstorming o Large group discussion o Individual reflection o Pair work
- Reference books - Online materials - Scholarly materials
Formative Assessment 4.1
Content Learning
activities
Resources
Performance criterion
Proper determination and record of customer information where appropriate to
provide personalized service.
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Role play
Checklist Score
Yes No
Identification of types of customer information
Application of techniques of collecting customer information
Identification of means of storing and maintaining customer information
Observation
Learning Outcome 4.2: Develop and maintain knowledge of organisation promotional
initiatives and implement where appropriate.
Importance of promotional activities
Types of promotional activities
Steps to successfully implement organisation promotional initiatives
o Brainstorming o Large group discussion o Individual reflection o Pair work o Small group activity
- Reference books - Online materials - Scholarly materials
Content Learning
activities
Resources
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Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Checklist Score
Yes No
Identification of the importance of promotional activities Identification of steps to successfully implement organization promotional initiatives
Observation
Learning Outcome 4.3: Proactively provide enhanced products and services to clients and
customers based on client information.
Using stored customer information
The impact of enhanced products and services
Systems and methods of providing enhanced products and services
o Large group discussion o Individual reflection o Pair work o Small group activity o Presentation by trainer o Experience sharing
- - Reference books - Online materials - Scholarly materials
Content Learning
activities
Resources
Performance criterion
Perfect development and maintaining of knowledge of organization promotional
initiatives and implementation where appropriate.
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Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice
True or false question
Matching
Ticking
Essay (short responses / extended responses)
Presentation
Checklist Score
Yes No
Identification of the impact of enhanced products and services Identification of Systems and methods of providing enhanced products and services
Observation
References:
1. Solomon, Micah (4 March 2010). "Seven Keys to Building Customer Loyalty--and Company
Profits"
2. Dall, Michael; Bailine, Adam (2004). Service this: Winning the war against customer disservice
(1st ed.). Last Chapter First. ISBN 0-9753719-0-8.
3. https://www.dalecarnegie.com/events/transforming_customer_complaints_into_opportunities/
4. https://www.customersure.com/blog/customer-complaints-online/
Performance criterion
Proactive provision of enhanced products and services to clients and customers
based on client information.
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C C M H E 4 0 1 - IMPLEMENTING S.H.E. POLICIES AND PROCEDURES
CCMHE401 Implement S.H.E. policies and procedures
RTQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module describes the outcomes required to implement safety, health and environmental
(SHE) policies and procedures on a site adhering to defined policies and procedures to ensure
own safety and that of others, together with protection of the environment. This includes
implementation of recognized environmental care principles.
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Learning assumed to be in place
Not applicable
Elements of competency and perfomance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Identify hazardous areas to be
improved
1.1 Proper selection of the tools and materials
1.2 Proper physical inspection of the working area
1.3 Proper marking and reporting of hazardous area
1.4 Proper reporting on the area of weakness according to
company procedure
2. Apply SHE practices 2.1 Proper identification of applicable Occupational Health, Safety and Environmental (OHSE) requirements
2.2 Appropriate instruction to workers to follow safety best practices and Enforce health and safety regulations.
2.3 Proper establishment and maintenance of
communication with others in line with SHE
requirements.
2.4 Proper performance of tasks in a safe manner and in
line with SHE best practices
3. Assess and control risks 3.1 Proper analysis of work practices and processes to
identify areas for improvement in relation to SHE issues
and hazards
3.2 Proper detection and assessment of risk, and detailed report and investigation of all incidents/ accidents.
3.3 Proper control of hazard to make them less dangerous
by looking at the most effective options.
4. Promote awareness of SHE in working place
4.1 Proper implementation of environmental procedures
4.2 Adequate training of workers to operate tools and
equipment
4.3 Proper inspection of the working area and appropriate remedial action to be taken to minimize or eliminate hazards.
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LU 1: Identify hazardous areas to be improved.
1
Learning Outcomes:
1. Select tools and materials 2. Inspect and identify physical feature of dangerous area 3. Mark and report on the hazardous areas
5 Hours
Learning Outcome 1.1: Select tools and materials
Types of tools ,materials and equipment used to identify hazards: Dust sampler Noise meter Hammer Brushes Crowbar Ladder Rock drill Tape measure Infrared thermometer
o Presentation on types of
equipment
o Group discussion
o Practical exercises on types of
equipment
o Visual aids
o Video and audio materials on
types of equipment
- Reference Books - internet - TV screen - Module manuals - Visual aid - Steel bar - Dust sampler - Mining anemometer - Noise meter - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Cement - Wire mesh - Marking paints - Tape measure - Infrared thermometer - Strings and ropes - PPEs
Content Learning
activities
Resources
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Learning Outcome 1.1: Select tools and materials (cont.)
Types of tools ,materials and equipment used to control hazards: Hammer Brushes Crowbar Ladder Timber Nails Cement Wire mesh Marking paints Tape measure Level meter Pick Shovel Saw PPEs (nose masks,
hearing Protection, goggles, helmets , overalls, protective footwear, gloves)
o Presentation on types of
equipment
o Group discussion
o Practical exercises on types of
equipment
o Visual aids
o Video and audio materials on
types of equipment
- Reference Books - internet - TV screen - Module manuals - Visual aid - Steel bar - Dust sampler - Mining anemometer - Noise meter - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Cement - Wire mesh - Marking paints - Tape measure - Infrared thermometer - Strings and ropes - PPEs
Formative Assessment1.1
Content Learning
activities
Resources
Performance criterion
Proper selection of the tools and materials
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice
True or false question
Matching
Sentence completion
Ticking Expose (presentation)
Task: Selecting tools and materials for hazardous area identification
Checklist Score
Yes No
Identification of working area
Arrangement of tools according to their types and use
Arrangement of materials according to their types and use
Arrangement of equipment according to their types and use
Observation
Learning Outcome 1.2: Inspect and identify physical feature of dangerous area
Tools and equipment checklist: Adequate supply of
tools and equipment for inspection
Appropriate PPE for inspection according to each job specification.
Work place examination for unsafe area Environment
condition Water
o Presentation on checklists and work place examinations
o Observation o Group discussion o Practical exercises o on checklists and work place
examinations o Visual Aid materials o Video and audio aids
- Reference books - Visual aids - Computer - internet - Module manuals - Steel bar - Dust sampler - Hammer - TV Screen
Content Learning
activities
Resources
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Cracks Air Dust
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choice
True or false question
Matching
Ticking Sentence completion Expose (presentation) Task: Inspecting of the working place
Checklist Score
Yes No
Identification of Environment condition
Identification of Adequate supply of tools and equipment for inspection
Identification of Appropriate PPE for inspection according to each job specification
Observation
Performance criterion
Proper physical inspection of the working area
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Learning Outcome 1.3: Mark and report on the hazardous areas
Introduction to tools and
equipment for marking
hazardous area:
Hammer Brushes Crowbar Ladder Timber Nails Barricade tap
(Warning sign) Cones
Use of tools and
equipment for marking
hazardous area:
Reporting: Through the
administrative hierarchy
Emergency reporting
o Presentation on tools and equipment and reporting
o Group discussion on tools and equipment and reporting
o Practical exercises on marking and temporary supporting
o Visual Aid materials o Video and audio materials
- Reference books - Visual aids - Computer - internet - Module manuals - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Barricade tap
Formative Assessment 1.3
Content Learning
activities
Resources
Performance criterion
Proper marking of hazardous area and proper reporting on the area of weakness
according to company procedure
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choice
True or false question
Matching
Ticking Sentence completion Expose (presentation) Task: marking hazardous areas and reporting
Checklist Score
Yes No
Selection of tools according the hazardous area
Selection of materials according the hazardous area
Selection of equipment according the hazardous area
Appropriate use of tools and equipment for marking hazardous area:
A detailed report is produced
Observation
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LU 2: Apply SHE practices.
2
Learning Outcomes:
1. Identify and follow applicable Occupational Health Safety and environmental (OHSE) requirements
2. Instruct workers to follow safety best practices and enforce health and safety regulations.
3. Establish and maintain communication with others in line with SHE requirements
4. Perform tasks in a safe manner and in line with SHE best practices
10 Hours
Learning Outcome 2.1: Identify and follow applicable Occupational Health Safety and
environmental (OHSE) requirements
OHS requirement:
Personal protective
equipment and clothing
safety equipment
first aid equipment
firefighting equipment
hazard and risk control
fatigue management
elimination of hazardous
materials and substances
safe forest practices
including required actions
relating to forest fire
manual handling including
shifting, lifting and carrying
machine guarding
o Research on OHS requirement,
environmental requirements,
Legislative requirements and
Organisational requirements
o Brainstorming on OHS
requirement, environmental
requirements, Legislative
requirements and
Organisational requirements
o Group discussion on OHS
requirement, environmental
requirements, Legislative
requirements and
Organisational requirements
- PPEs - Reference books - Work sheet - Markers - Flip charts
Content Learning
activities
Resources
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Learning Outcome 2.1: Identify and follow applicable Occupational Health Safety and
environmental (OHSE) requirements (Cont.)
Environmental
requirements:
legislation organisational policies
and procedures workplace practices
Legislative requirements:
award and enterprise agreements
industrial relations Australian Standards confidentiality and
privacy OHS the environment equal opportunity anti-discrimination relevant industry
codes of practice
o Research on OHS requirement,
environmental requirements,
Legislative requirements and
Organisational requirements
o Brainstorming on OHS
requirement, environmental
requirements, Legislative
requirements and
Organisational requirements
o Group discussion on OHS
requirement, environmental
requirements, Legislative
requirements and
Organisational requirements
- PPEs - Reference books - Work sheet - Markers - Flip charts
Content Learning
activities
Resources
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Learning Outcome 2.1: Identify and follow applicable Occupational Health Safety and
environmental (OHSE) requirements (Cont.)
Organisational
requirements:
Legal
organisational and site
guidelines
policies and
procedures relating to
own role and
responsibility
quality assurance
procedural manuals
quality and
continuous
improvement
processes and
standards
OHS, emergency and
evacuation
procedures
ethical values
recording and
reporting
requirements
equipment use,
maintenance and
storage requirements
environmental
management
requirements (waste
disposal, recycling and
re-use guidelines)
o Research on OHS requirement,
environmental requirements,
Legislative requirements and
Organisational requirements
o Brainstorming on OHS
requirement, environmental
requirements, Legislative
requirements and
Organisational requirements
o Group discussion on OHS
requirement, environmental
requirements, Legislative
requirements and
Organisational requirements
- PPEs - Reference books - Work sheet - Markers - Flip charts
Formative Assessment 2.1
Content Learning
activities
Resources
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: identification of applicable Occupational Health, Safety and Environmental (OHSE) requirements
Checklist Score
Yes No
Respected OHSE requirements are well identified
Respected Environmental requirements are well identified
Respected Legislative requirements are well identified
Respected Organisational requirements are well identified
Observation
Learning Outcome 2.2: Instruct workers to follow safety best practices and enforce health and
safety regulations.
SHE standards and
regulations to be
followed:
Use of PPEs
o Observation o Group discussion o Practical exercises o Checklists
- PPEs - Reference books - Work sheet - Markers - Flip charts -
Content Learning
activities
Resources
Performance criterion
Proper identification of applicable Occupational Health, Safety and
Environmental (OHSE) requirements
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Use of inspection
checklist
Appropriate tools
,materials and
equipment to be used
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: Instructing SHE standards and regulations
Checklist Score
Yes No
Use of PPEs Use of inspection checklist of SHE standards and regulations Appropriate tools ,materials and equipment to be used
Observation
Performance criterion
Appropriate instruction to workers to follow safety best practices and Enforce
health and safety regulations.
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Learning Outcome 2.3: Establish and maintain communication with others in line with SHE
requirements
Communication:
verbal and non-verbal language
constructive feedback active listening questioning to clarify
and confirm understanding
use of positive, confident and cooperative language
use of language and concepts appropriate to individual social and cultural differences
control of tone of voice and body language
o Group discussion o Practical exercises
- Public Board notices
- Communication
devices/phones
- Safety signs
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: Communicate with others in line with SHE requirements
Content Learning
activities
Resources
Performance criterion
Proper establishment and maintenance of communication with others in line
with SHE requirements.
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Checklist Score
Yes No
Verbal and non-verbal language are used constructive feedback is given active listening is respected questioning to clarify and confirm understanding
verbal and non-verbal language constructive feedback active listening questioning to clarify and confirm understanding use of positive, confident and cooperative language use of language and concepts appropriate to individual social and cultural
differences control of tone of voice and body language use of language and concepts appropriate to individual social and cultural
differences control of tone of voice and body language
Observation
Learning Outcome 2.4: Perform tasks in a safe manner and in line with SHE best practices
Environmental policy
which ensures:
Compliance, improvement (where required to reflect environmental policy) and prevention
Continuous cycle of planning, implementing, monitoring, reviewing and improving environmental practices and systems
o Group discussion o Practical exercises
- Registration documents
- Regulations
- Safety standards
Content Learning
activities
Resources
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Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: Perform tasks in a safe manner and in line with SHE best practices ( according to their specific trade)
Checklist Score
Yes No
Compliance Improvement (where required to reflect environmental policy) Prevention Continuous cycle of planning, implementing, monitoring, reviewing and improving environmental practices and systems
Observation
.
Performance criterion
Proper performance of tasks in a safe manner and in line with SHE best practices
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LU 3: Assess and control risks.
3
Learning Outcomes:
1. Analyse work practices and identify areas for improvement in relation to SHE issues and hazards
2. Detect, assess and report SHE issues and Hazards in the work area to appropriate personnel
3. Control hazard to make them less dangerous by looking at the most effective options. 10 Hours
Learning Outcome 3.1: Analyse work practices and identify areas for improvement in relation
to SHE issues and hazards
Questioning techniques
When and when not to use questioning techniques
Complaints or difficult customer service situations
o Small group discussion o Individual work o Role play o Simulation
- Role play scenario - Reference books - Online materials - Scholarly materials - Video record
Formative Assessment 3.1
Content Learning
activities
Resources
Performance criterion
Proper analysis of work practices and processes to identify areas for
improvement in relation to SHE issues and hazards
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: Analyze of work practices and processes to identify areas for improvement in relation to SHE issues and hazards
Checklist Score
Yes No
Analysis of work place to see if it is free from any hazard.
List of all identified risks/hazards in the working area to be improved
List of adequate measures to be used to improve unsafe area
Observation
Learning Outcome 3.2: Detect, assess and report SHE issues and Hazards in the work area to
appropriate personnel
Communication techniques Listening and active listening Asking questions to gain information,
clarify ambiguities and adequately understand requirements
Rephrasing and repeating questions, requests and statements to confirm that they have been correctly understood
Empathizing with the customer's situation while upholding organisation policy
Non-verbal communication and recognition of non-verbal signs
Using communication techniques appropriate to different social and cultural groups
Ability to speak clearly, be understood and use appropriate language, style and tone.
- Group work - Presentation - Brainstorming - Role play
- Role play scenario
- Reference books - Online materials - Scholarly
materials
Content Learning
activities
Resources
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Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: Detecting and assessing risks, and detailed report and investigating all
Checklist Score
Yes No
Identification of hazards. Decide who might be harmed and how Evaluation of the risks and decide on precautions. Recording of findings and its implementation Reviewing risk assessment and update if necessary. Report to the appropriate personnel
Observation
Performance criterion
Proper detection and assessment of risk, and detailed report and investigation
of all incidents/ accidents.
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Learning Outcome 3.3: Control hazard to make them less dangerous by looking at the most
effective options.
Hazard control methods: prevention, handle, isolation, remove or use of PPE
Hazard reporting procedures job procedures and safe work
instructions and allocation of responsibilities
emergency procedures accident and near miss reporting and
recording procedures Consultation on Occupational Health
and Safety issues Selection, storage and maintenance
procedures for use of personal protective equipment (PPE)
o Group discussion o Practical exercises o Brainstorming o Research
Procedural manuals
Environmental policy
Reference books
Checklist
Papers
Pens
Internet
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: Control of hazard options in working area
Content Learning
activities
Resources
Performance criterion
Proper control of hazard to make them less dangerous by looking at the most
effective options.
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Checklist Score
Yes No
Hazard control methods are applied Hazard reporting procedures are followed Job procedures and safe work instructions and allocation of responsibilities are respected Emergency procedures are planned Accident and near miss reporting and recording procedures are planned Consultation on Occupational Health and Safety issues Selection, storage and maintenance procedures for use of personal protective equipment (PPEs)
Observation
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LU 4: Awareness of SHE in working place.
4
Learning Outcomes:
1. Implement environmental procedures 2. Provide training to workers on SHE and operational control 3. Inspect the working area and remedial action to be taken to
minimize or eliminate hazards.
5 Hours
Learning Outcome 4.1: Implement environmental procedures
Environmental goals:
environmental sustainability (Afforestation, conservation)
Energy promotion (use of renewable energy and other resource such as; solar and wind energy)
Emissions control and where possible, reduction
Waste generation control and where possible, reduction
Waste management, recycling, re-use and disposal.
o Brainstorming on
Environmental goals
o Research on Environmental
goals
o Group discussion
- Procedural manuals - Organisational policies
and procedures - Environmental policy
Content Learning
activities
Resources
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Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: Implementing environmental procedures
Checklist Score
Yes No
Environmental sustainability is maintained
Energy promotion is encouraged/sensitized
Emissions control and where possible, reduction is encouraged/sensitized
Waste generation control and where possible, reduction
Waste management, recycling, re-use and disposal is encouraged/sensitized
Observation
Performance criterion
Proper implementation of environmental procedures
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Learning Outcome 4.2: Provide training to workers on SHE and operational control
Training:
in-house or external training programs
one-on-one supervision programs that maintain up-to-
date knowledge of legislative changes at the local, State, Territory and Commonwealth levels
Operational controls:
Prevention of pollution Control of air emissions Solid and hazardous wastes Contamination of land Noise, Odour, Dust, Traffic Water discharges Raw material & resource use Hazardous material storage and
handling Compliance with legislation and
regulations Electronic or mechanical
technology to reduce emissions Routine preventive
maintenance programs to reduce wear and breakdown of equipment
Monitoring and observation of equipment performance
Types of Operational Controls
Standard Operating Procedures Signage Log Books Check Lists
- Fire extinguisher - First aid kit - Fire triangle - Personal protective
equipment and clothing
- Safety equipment - First aid equipment - Procedural manuals - Organisational policies
and procedures - Environmental policy
Content Learning
activities
Resources
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Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: Training on operating tools and equipment In line with SHE requirements
Checklist Score
Yes No
Training on Operational control is provided
Observation
Performance criterion
Adequate training of workers to operate tools and equipments
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Learning Outcome 4.3: Inspect the working area and remedial action to be taken to minimize
or eliminate hazards.
Remedial actions to be inspected in the working area; workplace waste management
systems emissions control of greenhouse
gases use of non-renewable resources
control chemical use control supply chain management
Environmental Impacts; Soil degradation Erosion Leaching Climate change Air, soil, water pollution Land sliding
o Research on environmental
impact
o Group discussion
o Brainstorming
- Environmental policy - Procedural manuals - Organisational policies
and procedures
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
True or false question
Matching
Sentence completion
Ticking
Expose (presentation)
Task: Training on operating tools and equipment In line with SHE requirements
Content Learning
activities
Resources
Performance criterion
Proactive inspection of the working area and appropriate remedial action to be
taken to minimize or eliminate hazards.
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Checklist Score
Yes No
Remedial actions to be inspected in the working area are identified Identification of Environmental Impacts
Observation
References:
1. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner,Derek , ISBN: 9781472419712, Publication Date: 2015
2. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc. (Author, Editor)
3. OH&S : a management guide by Richard Archer, Kerry Borthwick, Susanne Tepe. Publication Date: 2009
4. G:\\Basic OH&S Program Elements OSH Answers.htm 5. https://www.rospa.com/occupational-safety/advice/training-matters/ 6. https://www.3tonline.fi/incident-reporting 7. http://www.safety.uwa.edu.au/topics/plant/inspection 8. http://www.hse.gov.uk/statistics/causdis/index.htm 9. https://www.ccohs.ca/oshanswers/hsprograms/job-haz.html
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C C M E N 4 0 1 - INTERMEDIATE WORKPLACE ENGLISH
CCMEN401 Use intermediate English at the workplace
RTQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: January, 2017
Purpose statement
This module describes the skills, knowledge and
attitudes to be acquired for the trainee’s. The trainee will be able to present personal ideas and
opinions, discuss selected topics of interest, build a convincing argument to support or refute an
opinion, support or refute an idea in a debate/discussion, use proper terminology to report facts,
describe, explanation and stating facts , use tenses Accurately, write structured factual,
descriptive, and explanatory texts on a range of topics, produce correspondence texts stating,
describe facts in the workplace, produce small scale-reports on trade-related issues, read
medium texts on general and trade-related topics, identify different reading techniques, select
and apply reading techniques to different texts, draw inferences from medium-length texts ,
Identify listening strategies, select appropriate listening strategy depending on the listening
purpose, Apply listening strategies while listening to audio messages, Use nonverbal clues to
detect messages implied by the speaker.
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Learning assumed to be in place
Not applicable
Elements of competency and performance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Write factual, descriptive, and
explanatory texts
1.1 Effective use of proper terminology to report facts 1.2 Correct use of tenses to describe, explain and state
facts accurately 1.3 Clear distinction of factual, description and
explanatory paragraphs 1.4 Appropriate writing of well-structured factual,
descriptive, and explanatory texts on a range of topics 1.5 Production of correspondence texts (letters, emails)
stating, explaining, or describing facts at the workplace
1.6 Production of small-scale reports on trade-related issues (field visits, industrial attachments)
2. Apply a range of listening strategies
to understand predictable
messages
2.1 Accurate identification of different listening strategies
2.2 Proper selection of a listening strategy depending on the listening purpose
2.3 Active application of listening strategies while listening to audio messages
2.4 Adequate use of non-verbal clues (intonation, tone, body movement) to detect messages implied by the speaker
3. Discuss general and trade-related
topics
3.1 Presentations of personal ideas and opinions during discussions selected topics of interest
3.2 Proper detection and avoidance of argumentation fallacies in debates and discussions
3.3 Proper use of functional language to support of refute ideas in a debate or discussion
3.4 Convincing building of arguments to support or refute an opinion (elements and types of an argument
113 | P a g e
Elements of competency Performance criteria
4. Read medium texts on general and
trade-related topics
4.1 Accurate identification of different reading techniques (skimming, scanning, extensive reading, critical reading)
4.2 Proper selection of a reading technique depending on the reading purpose and material
4.3 Active application of reading techniques while reading different texts messages
4.4 Demonstration of the ability to understand the inferences made in a range of medium length texts
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LU 1: Write factual, descriptive, and explanatory texts.
1
Learning Outcomes:
1. Use proper terminology to report facts 2. Describe, explain and state facts using tenses accurately 3. Distinguish factual, description and explanatory paragraphs 4. Write well-structured factual, descriptive, and explanatory texts on a
range of topics 5. Production of correspondence texts (letters, emails) stating,
explaining, or describing facts at the workplace 6. Produce small-scale reports on trade-related issues (field visits,
industrial attachments)
10 Hours
Learning Outcome 1.1: Use proper terminology to report facts
Expressing facts
Expressions used in
outlining facts
The fact is that…
The (main) point is that …
This proves that …
What it comes down to is
that …
It is obvious that …
It is certain that …
One can say that …
It is clear that…
There is no doubt that …
Comparing and reporting facts
Using comparatives and
superlatives
Quantifiers and modifiers
o Group discussions
o Dialogues
o Role plays
o Short presentations
o Practical writing exercises
o Modelling
Projector
Computer
Flipcharts
Markers
Scenarios
Trainee
manuals
Stationeries
Lesson plans
Reference
books
Written
speeches
Newspaper
reports
Content Learning
activities
Resources
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Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Presentations
Sentence completion
Matching
Writing practice
Task: Using comparatives and superlatives, report key information
facts at your workplace.
Checklist Score
Yes No
Word choice
Comparatives and superlatives
Expression of facts
Observation
Performance criterion
Use proper terminology to report facts
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Learning Outcome 1.2: Describe, explain and state facts using tenses accurately
Using present tenses to
describe, explain and
state present facts
Using past tenses to
describe, explain and
state past facts
o Dialogues
o Storytelling
o Short presentations
o Practical writing exercises
o Modelling
o Brainstorming
o Vocabulary Games
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Photos or pictures
Written speeches
Newspaper reports
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Writing practice
Discussions
Matching
Task: Describe present facts about your career using appropriate
tenses
Checklist Score
Yes No
Tense use
Description of facts
Observation
Content Learning
activities
Resources
Performance criterion
Describe, explain and state facts using tenses accurately
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Learning Outcome 1.3: Distinguish factual, description and explanatory paragraphs
Introduction to tools and
equipment for marking
hazardous area:
Hammer Brushes Crowbar Ladder Timber Nails Barricade tap (Warning
sign) Cones
Use of tools and equipment
for marking hazardous area:
Reporting: Through the
administrative hierarchy Emergency reporting
o Presentation on tools and equipment and reporting
o Group discussion on tools and equipment and reporting
o Practical exercises on marking and temporary supporting
o Visual Aid materials o Video and audio materials
- Reference books - Visual aids - Computer - internet - Module manuals - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Barricade tap
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Writing practice
Discussions
Matching
True or false questions
Task: Classify the paragraphs given to you by the teacher according
to their types
Content Learning
activities
Resources
Performance criterion
Distinguish factual, description and explanatory paragraphs
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Checklist Score
Yes No
Paragraph types
Elements of a paragraph
Paragraph structure
Observation
Learning Outcome 1.4: Write well-structured factual, descriptive, and explanatory texts on a
range of topics
Sentence structure
Compound sentences
Coordinative
conjunction
Complex sentences
Main clauses
Subordinate clause
Subordinate
conjunctions
Compound complex
sentences
Structure of narrative,
argumentative, descriptive,
and explanatory texts
Present and past tenses
o Group works
o Pair work
o Jumbled paragraphs
o Gap-fill
Audiovisual
materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Photos or pictures
Formative Assessment 1.4
Content Learning
activities
Resources
Performance criterion
Write well-structured factual, descriptive, and explanatory texts on a range of
topics
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Matching
Writing practice Presentation Task: Write a short essay describing your career dreams
Checklist Score
Yes No
Text structure
Types of texts
Tense use
Observation
Learning Outcome 1.5: Production of correspondence texts (letters, emails) stating,
explaining, or describing facts at the workplace
Introduction to business
letters
Parts of a business letter
Types of business letters
Introduction to email
correspondence
Parts of an email
Strategies for writing a
good email
Types of emails
o Pair work
o Jumbled paragraphs
o Gap-fill
o Peer feedback
o Practical exercises on email
writing
o Practical exercises on
business letters
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Photos or pictures
Letter samples
Content Learning
activities
Resources
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Formative Assessment 1.5
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
Performance
Writing practice Task: Compose an email outlining some of the challenges you face
at work.
Checklist Score
Yes No
Strategies for writing correspondence texts
Parts of an email
Parts of letters
Types of letters and emails
Observation
Learning Outcome 1.6: Produce small-scale reports on trade-related issues (field visits,
industrial attachments)
Writing small-scale
reports
Structure of a formal
report
Layout
Introduction
Body
Conclusion
o Report Writing practice
o Peer feedback
o Group work
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Reference books
Sample reports
Content Learning
activities
Resources
Performance criterion
Produce correspondence texts (letters, emails) stating, explaining, or describing
facts at the workplace
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Formative Assessment 1.6
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
Performance
Writing practice
Presentation Task: Produce a short report on your recent field visit
Checklist Score
Yes No
Structure of a report
Language use
Observation
Performance criterion
Produce small-scale reports on trade-related issues (field visits, industrial
attachments)
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LU 2: Apply a range of listening strategies to understand predictable messages.
2
Learning Outcomes:
1. Identify different listening strategies 2. Select appropriate listening strategy depending on the listening
purpose 3. Apply listening strategies while listening to audio messages 4. Use non-verbal clues to detect messages implied by the speaker
2 Hours
Learning Outcome 2.1: Identify different listening strategies
Listening strategies
Listening for details
listening for the gist
note taking
Active listening and
response
Listening for specific
information
predicting
drawing inferences
summarizing
recognizing cognates
recognizing word-order
patterns
Applying Listening strategies
Identifying the listening
purpose
Selecting the
appropriate listening
strategy
o Dialogues
o Role plays
o Short presentations
o Modelling and drilling
o Listening to TV shows
o Listening to radio programs
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Written speeches
Newspaper reports
Scenarios
Content Learning
activities
Resources
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Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Discussions
Presentations
Multiple choice
Listening practice
Task: List and explain at least three listening strategies.
Checklist Score
Yes No
Understanding of Listening strategies
Observation
Performance criterion
Identify different listening strategies
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Learning Outcome 2.2: Select appropriate listening strategy depending on the listening purpose
Refer to Learning Outcome 2.1
Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Discussions
Presentations
Multiple choice
Listening practice
Task: Which listening strategy would you use to get the main idea of a recording?
Checklist Score
Yes No
Understanding of Listening strategies Selection of listening strategies
Observation
Learning Outcome 2.3: Apply listening strategies while listening to audio messages
Content Learning
activities
Resources
Content Learning
activities
Resources
Performance criterion
Select appropriate listening strategy depending on the listening purpose
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Refer to Learning Outcome 2.1
Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Discussions
Multiple choice
Listening practice
Task: Which listening strategy would you use to get the main idea of a recording?
Checklist Score
Yes No
Understanding of Listening strategies Selection of listening strategies Listening purpose
Observation
Learning Outcome 2.4: Use non-verbal clues to detect messages implied by the speaker
Understanding non-verbal
clues
Voice clues
Intonation
Voice tone
Body movement
facial expressions
o role play
o video watching
o note taking
o modelling
o drilling
video materials
posters/banners
wallpapers
audiovisual materials
Projector
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Content Learning
activities
Resources
Performance criterion
Apply listening strategies while listening to audio messages
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gestures Scenarios
Trainee manuals
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
Discussions
Audio-visual practice
Task: Watch a video shown by the teacher and say what the speaker’s gestures mean.
Checklist Score
Yes No
Understanding of body language Interpreting voice clues
Observation
.
Performance criterion
Use non-verbal clues to detect messages implied by the speaker
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LU 3: Discuss general and trade-related topics.
3
Learning Outcomes:
1. Present personal ideas and opinions during discussions on selected topics of interest
2. Use functional language to support or refute ideas in a debate or discussion
3. Detect and avoid argumentation fallacies in debates and discussions 4. Build convincing arguments to support or refute an opinion 5 Hours
Learning Outcome 3.1: Present personal ideas and opinions during discussions on selected
topics of interest
Expressing opinion in English
Agreeing with an opinion
Full agreement with an
opinion
Partial agreement with an
opinion
Disagreeing with an opinion
Forms of disagreement
When to disagree
Disagreeing politely
Using functional language in
argument building
Persuasion
Asking questions
Cause and effect
Summarizing ideas to be
refuted
Sequencing ideas
Predicting ideas
o Dialogues
o Role plays
o Modelling
o Group discussions
o Debates
o Mock speeches
Audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Written speeches
Newspaper reports
Scenarios
Trainee manual
Content Learning
activities
Resources
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Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance
Presentation practice
Writing practice
Discussions
Task: Prepare a short presentation on a topic of interest and share it with your class.
Checklist Score
Yes No
Articulation of ideas
Using functional in expressing opinions
Observation
Learning Outcome 3.2: Use functional language to support or refute ideas in a debate or
discussion
Refer to Learning Outcome 3.1 Refer to Learning Outcome 3.1 Refer to Learning Outcome 3.1
Content Learning
activities
Resources
Performance criterion
Present personal ideas and opinions during discussions on selected topics of
interest
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Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance
Discussions
Presentations
Task: Following instructions given by your teacher, use functional language in supporting or refuting ideas in a group discussion
Checklist Score
Yes No
Observation
Learning Outcome 3.3: Detect and avoid argumentation fallacies in debates and discussions
Dealing with argumentation fallacies Types of Fallacies
Formal Fallacies
Propositional fallacies
Quantification fallacies
Formal syllogistic fallacies Informal Fallacies
Faulty generalizations
Red herring fallacies Conditional fallacies
Responding to fallacies
o Dialogues
o Role plays
o Modelling and drilling
video materials
posters/banners
wallpapers
audiovisual materials
Projector
Computer
Flipcharts
Markers
Lesson plans
Recordings
Reference books
Content Learning
activities
Resources
Performance criterion
Use functional language to support of refute ideas in a debate or discussion
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Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Multiple choice
Discussions
Listening practice
Note taking
Presentation
Task: Listen to the recording played to you by the teacher and tell which argumentation fallacies the speaker is using then respond to them.
Checklist Score
Yes No
Types of Argumentation fallacies Responding to fallacies
Observation
Learning Outcome 3.4: Build convincing arguments to support or refute an opinion
Building a convincing argument Definition of an argument Elements of an argument
Claims Counterclaims Reasons Evidence
Types of arguments
o Debates
o Group discussions
o Brainstorming
o Presentations
o Mock speeches
video materials
posters/banners
wallpapers
audiovisual materials
Projector
Flipcharts
Lesson plans
Recordings
Reference books
Speech samples
Content Learning
activities
Resources
Performance criterion
Detect and avoid argumentation fallacies in debates and discussions
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Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance
Discussions
Writing practice
Presentation
Task: After drafting your argument on the role of TVET on Rwanda’s development, indicate all the elements of an argument in it.
Checklist Score
Yes No
Understanding of an argument Elements of an argument Types of arguments
Observation
.
Performance criterion
Build convincing arguments to support or refute an opinion
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LU 4: Read medium texts on general and trade-related topics.
4
Learning Outcomes:
1. Introduce oneself and get to know one another 2. Intergrate in team 3. Participate in setting rules and adhere to them
2 Hours
Learning Outcome 4.1: Identify different reading techniques
Reading techniques
Skimming
Scanning
Deep reading
Critical reading
o Practical exercises
o Debating texts read
o Presentations on texts read
o Group discussions
Projector
Computer
Flipcharts
Markers
Lesson plans
Reference books
Written speeches
Newspaper reports
Reading materials
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Identify different reading techniques
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Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Multiple choice
True and false questions
Presentations
Task: Differentiate between different reading techniques
Checklist Score
Yes No
Reading techniques
Differentiating reading techniques
Observation
Learning Outcome 4.2: Select a reading technique depending on the reading purpose and
material
Refer to Learning Outcome 4.1 Refer to Learning Outcome 4.1 Refer to Learning Outcome 4.1
Formative Assessment 4.2
Content Learning
activities
Resources
Performance criterion
Adequate training of workers to operate tools and equipments
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Multiple choice
True and false questions
Presentations
Task: Select an appropriate reading strategy based on the reading task given to you by the teacher.
Checklist Score
Yes No
Reading techniques Differentiating reading techniques
Observation
Learning Outcome 4.3: Apply reading techniques while reading different texts
Applying reading techniques to texts
General texts
Trade-related texts
o Practical exercises
o Debating texts read
o Presentations on texts
read
o Group discussions
Projector
Computer
Flipcharts
Markers
Lesson plans
Reference books
Written speeches
Newspaper reports
Reading materials
Reference books
Content Learning
activities
Resources
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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
Performance
Reading practice
Presentations
Task: After using different strategies to read a given text, share with the class the differences you noticed.
Checklist Score
Yes No
Reading techniques Differentiating reading techniques Application of reading techniques
Observation
Learning Outcome 4.4: Demonstrate ability to understand the inferences made in a range of
medium length texts
Refer to Learning Outcome 4.3 Refer to Learning Outcome 4.3 Refer to Learning Outcome 4.3
Content Learning
activities
Resources
Performance criterion
Apply reading techniques while reading different texts
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Formative Assessment 4.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
Reading practice
Presentations
Task: Read the text given by the teacher and identify what the writer implies. How did you come up with such inferences?
Checklist Score
Yes No
Understanding of inferences Justifying inferences
Observation
References: .
Performance criterion
Demonstrate ability to understand the inferences made in a range of medium
length texts
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C C M K N 4 0 1 - IKINYARWANDA CY’UMUNYAMWUGA
CCMKN401 Gukoresha Ikinyarwanda cy’umunyamwuga
Ikiciro: 4 Amasaha ateganijwe
Credits: 3 30
Ishami: Yose
Agashami: Twose
Igihe yateguriwe: Mutarama, 2017
Intego nyamukuru
Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga ashobore
Gukoresha ikinyarwanda cy’umwuga mu kumva, kuvuga, gusoma no kwandika, mu bikorwa bijyanye
n’umwuga we; Gukoresha ubuvanganzo gakondo mu gushyikirana n’abandi abagezaho ibitekerezo bye
kandi agaragaza uko yakira ibyabo; Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu
myandiko n’ikinamico binyuranye; Gutandukanya ingeri zinyuranye z’ubuvanganzo nyarwanda;
Guhanga no kumurika mu rurimi rw’ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko; Gusobanura
intego n’ amategeko y’igenamajwi by’izina mbonera; Gukoresha neza indangahantu no Kwandika
yubahiriza ifatana n’itandukana ry’amagambo.
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Ubushobozi fatizo
Ubushobozi mu Kinyarwanda kiboneye
Ingingo n’ibipimo by’ubushobozi
Ingingo z’ubushobozi zisobanura umusaruro w’ibanze ugomba kugerwaho.
Ibipimo by’ubushobozi bisobanura ubushobozi busabwa mu kugaragaza ko intego zikubiye mu mbumbe
zagezweho.
Ingingo z’Ubushobozi Ibipimo by’Ubushobozi
1. Gukoresha ubuvanganzo
gakondo bufatiye ku
mwuga ashyikirana
n’abandi
1.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko
yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije
mu ngiro zitandukanye.
1.2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo
gakondo bufatiye ku mwuga.
1.3. Gusoma neza umwandiko w’ubuvanganzo gakondo bufatiye
ku mwuga
yubahiriza utwatuzo n’isesekaza.
1.4. Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga
akurikiranya neza ingingo.
1.5. Gutarama akoresheje ubuvanganzo bwizwe.
2. Gukoresha Ikinyarwanda
kiboneye agaragaza ibyiza
by’ikoranabuhanga mu
iterambere ry’umwuga no
kugaragaza intego y’izina
mbonera.
2.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko
yumva umwandiko ku nsanganyamatsiko
y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu
ngiro zinyuranye.
2.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
2.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
2.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.
2.5. Kumurika ingero zifatika zihamya uruhare
rw’ikoranabuhanga mu iterambere ry’umwuga.
2.6. Kugaragaza intego y’izina mbonera ku buryo bukwiye.
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Ingingo z’Ubushobozi Ibipimo by’Ubushobozi
3. Gukoresha Ikinyarwanda
kiboneye uwiga agaragaza
ububi bw’ibiyobyabwenge
mu rubyiruko no
kugaragaza amategeko
y’igenamajwi mu izina
mbonera.
3.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko
yumva umwandiko ku nsanganyamatsiko y’ububi
bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro
zitandukanye.
3.2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko.
3.3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.
3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.
3.5. Kumurika ingamba zifatika zo kurwanya ikoreshwa
ry’ibiyobyabwenge mu rubyiruko.
3.6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.
4. Gukoresha Ikinyarwanda
kiboneye uwiga agaragaza
uburyo bunyuranye bwo
gufata neza ibidukikije no
gukoresha indangahantu.
4.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko
yumva umwandiko ku nsanganyamatsiko yerekeye
uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro
zitandukanye.
4.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
4.3. Gusoma neza umwandiko yubahiriza utwatuzo
n’isesekaza.
4.4. Guhimba no kumurika umwandiko akurikiranya neza
ingingo.
4.5. Kumurika no gusobanura ibikorwa by’abanyamwuga
bishobora kwangiza ibidukikije.
4.6. Gukoresha neza indangahantu.
5. Gukoresha Ikinyarwanda
kiboneye uwiga agaragaza
akamaro k’ubutabazi
bw’ibanze no kwandika
yubahiriza imyandikire
y’Ikinyarwanda.
5.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko
yumva ikinamico ku nsanganyamatsiko yerekeye akamaro
k’ubutabazi bw’ibanze mu ngiro zitandukanye.
5.2. Gusubiza neza ibibazo mu mvugo iboneye ku ikinamico.
5.3. Gusoma neza ikinamico yubahiriza uturango twayo.
5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro.
5.5. Gukoresha mu mvugo n’inyandiko amagambo akwiye
avuga ibice n’ingingo by’umubiri.
5.6. Kwandika yubahiriza ifatana n’itandukana ry’amagambo.
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LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi.
1
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.
2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku mwuga.
3. Gusoma umwandiko w’ubuvanganzo gakondo bushingiye ku mwuga yubahiriza utwatuzo n’isesekaza.
4. Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga akurikiranya neza ingingo.
5. Gutarama akoresheje ubuvanganzo bwizwe.
Amasaha 6
Umusaruro w’inyigisho 1.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.
Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo
Urwenya inyunguramagambo ingingo z’umuco
n’amateka inshoza n’uturango
by’Urwenya Ihimbamwandiko
Urwenya o Gutega amatwi urwenya o Gusoma urwenya bucece o Gusoma urwenya mu
matsinda bashaka ibisubizo byo kumva umwandiko, ibisobanuro by’amagambo akomeye no kumurika ibyavuyemo
o Gusoma urwenya baranguruye o Guhuza ibivugwa mu
nshoberane n’indangagaciro o Gusobanura ingingo z’umuco
n’amateka o Gusobanura inshoza
n’uturango by’ urwenya
- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)
- Sede (cd) - Disiketi - Ikibaho - Marikeri - Murandasi - Inkoranyamagambo
n’inkoranyamuga
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
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Umusaruro w’inyigisho 1.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye. (Ibikurikira)
Ubuvanganzo gakondo bufatiye ku mwuga
Amavumvu, Amasare, ibyidogo, amahamba,.. Isesekaza n’utwatuzo
Igitaramo gishingiye ku buvanganzo gakondo
Ubuvanganzo gakondo bufatiye ku mwuga o Gusoma ubuvanganzo gakondo o bufatiye ku mwuga bucece o Gusoma ubuvanganzo
bunyuranye gakondo bufatiye ku mwuga mu matsinda, bashaka ibisubizo byo kumva umwandiko, basobanura amagambo akomeye, banamurikaibyavuyemo.
o Gusoma ubuvanganzo gakondo bunyuranye bufatiye ku mwuga baranguruye
o Guhuza ibivugwa mu ubuvanganzo gakondo bunyuranye bufatiye ku mwuga n’indangagaciro
o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza insanganyamatsiko z’ingenzi
o Gusobanura ingingo z’umuco n’amateka
o Gusobanura inshoza n’uturango by’ ubuvanganzo gakondo bunyuranye bufatiye ku mwuga
o Guhina ubuvanganzo gakondo bunyuranye bufatiye ku mwuga
o Gutahura isomo ry’ingenzi o Gutarama
- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)
- Sede (cd) - Disiketi - Ikibaho - Marikeri - Murandasi - Inkoranyamagambo
n’inkoranyamuga
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
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Isuzuma Mbonezanyigisho 1.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo
Urwenya
Amavumvu, Amasare, Ibyidogo, Amahamba,..
Umwanzuro
Umusaruro w’inyigisho 1.2: Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo
bufatiye ku mwuga.
Reba Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ubuvanganzo
gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.
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Isuzuma Mbonezanyigisho 1.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Inyunguramagambo
Ingingo z’umuco n’amateka
Umwanzuro
Umusaruro w’inyigisho 1.3: Gusoma umwandiko w’ubuvanganzo gakondo bushingiye ku
mwuga yubahiriza utwatuzo n’isesekaza.
Reba Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yashubije mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku
mwuga.
144 | P a g e
Isuzuma Mbonezanyigisho 1.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’isomwa ry’umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Isesekaza n’utwatuzo
Umwanzuro
Umusaruro w’inyigisho 1.4: Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga
akurikiranya neza ingingo.
Reba Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Isuzuma Mbonezanyigisho 1.4
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yasomye neza umwandiko w’ubuvanganzo gakondo bufatiye ku mwuga
yubahiriza utwatuzo n’isesekaza.
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
145 | P a g e
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibihangano bishingiye ku buvanganzo gakondo mu mwuga
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ihimbamwandiko
Ubuvanganzo gakondo bufatiye ku mwuga
Umwanzuro
Umusaruro w’inyigisho 1.5: Gutarama akoresheje ubuvanganzo bwizwe.
Reba Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Isuzuma Mbonezanyigisho 1.5
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yataramye akoresheje ubuvanganzo bwizwe.
146 | P a g e
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ku gitaramo
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Igitaramo gishingiye ku buvanganzo gakondo
Umwanzuro
147 | P a g e
LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ibyiza by’ikoranabuhanga mu iterambere ry’umwuga no kugaragaza intêgo y’izina mbonera.
2
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu ngiro zinyuranye.
2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhina no guhimba umwandiko akurikiranya ingingo. 5. Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu
iterambere ry’umwuga. 6. Kugaragaza intêgo y’izina mbonera.
Amasaha 6
Umusaruro w’inyigisho 2.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu
ngiro zinyuranye.
Ibimenyetso by’uteze amatwi atarogoye;
Umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga;
Inyunguramagambo; Insanganyamatsiko
y’umwandiko; Ingingo z’umuco; ingingo z’amateka; indangagaciro zo gukunda
umurimo (umurimo unoze, kubahiriza igihe…);
Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;
o Gutega amatwi umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga.
o Kutarogoya ufite ijambo nta mpamvu;
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo;
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko;
o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo gukunda umurimo;
o Gusoma bucece; o
- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga; - Ibikoresho
by’ikoranabuhanga;
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
148 | P a g e
Umusaruro w’inyigisho 2.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu
ngiro zinyuranye. (Ibikurikira)
Isesekaza n’utwatuzo; Ihangamwandiko ku
nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;
ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga;
Intego y’izina
mbonera.
o Gusoma mu matsinda bashaka ibisubizo by’ibibazo byo kumva umwandiko, inyunguramagambo no kumurika ibyavuyemo;
o Gusoma aranguruye agaragaza isesekaza;
o Gukusanya, mu matsinda, ibitekerezo ku ruhare rw’ikoranabuhanga mu iterambere ry’umwuga;
o Gukora inshamake y’umwandiko;
o Kujya impaka ku ngaruka zo gukoresha nabi ikoranabuhanga mu mwuga n’ingamba zafatwa mu kubirwanya;
o Kugaragaza intego y’izina mbonera.
- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga; - Ibikoresho
by’ikoranabuhanga;
Isuzuma Mbonezanyigisho 2.1
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko
ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu
ngiro zinyuranye
149 | P a g e
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ibimenyetso by’uteze amatwi atarogoye
Umwandiko ku nsanganyamatsiko y”ikoranabuhanga niterambere ry’umwuga
Umwanzuro
Umusaruro w’inyigisho 2.2: Gusubiza ibibazo mu mvugo iboneye ku mwandiko.
Reba Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yashubije ibibazo mu mvugo iboneye ku mwandiko
150 | P a g e
Amajwi n’amashusho ku bibazo byo kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Inyunguramagambo
Insanganyamatsiko y’umwandiko
Ingingo z’umuco
ingingo z’amateka
Indangagaciro zo gukunda umurimo
Umwanzuro
Umusaruro w’inyigisho 2.3: Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.
Reba Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ry’isomwa ry’umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Isesekaza n’utwatuzo
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yasomye umwandiko yubahiriza utwatuzo n’isesekaza
151 | P a g e
Umwanzuro
Umusaruro w’inyigisho 2.4: Guhina no guhimba umwandiko akurikiranya ingingo.
Reba Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amashusho, amajwi n’inyandiko z’ihimba, imurika n’ihinamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere
ry’umwuga
Ihangamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere
ry’umwuga
Umwanzuro
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo
152 | P a g e
Umusaruro w’inyigisho 2.5: Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu
iterambere ry’umwuga.
Reba Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amashusho n’amajwi y’imurika ry’ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga
Umwanzuro
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yamuritse ingero zihamya uruhare rw’ikoranabuhanga mu iterambere
ry’umwuga
153 | P a g e
Umusaruro w’inyigisho 2.6: Kugaragaza intêgo y’izina mbonera.
Reba Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Inyandiko y’ibisubizo ku ntêgo y’izina mbonera
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Intego y’izina mbonera
Umwanzuro
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yagaragaje intêgo y’izina mbonera
154 | P a g e
155 | P a g e
LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no kugaragaza amategeko y’igenamajwi mu izina mbonera.
3
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro zitandukanye.
2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 5. Kumurika ingamba zifatika zo kurwanya ikoreshwa
ry’ibiyobyabwenge mu rubyiruko. 6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.
Amasaha 6
Umusaruro w’inyigisho 3.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko abinyujije mu
ngiro zitandukanye.
Umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;
Ibimenyetso by’uteze amatwi atarogoya;
Inyunguramagambo; Insanganyamatsiko
y’umwandiko; Ingingo z’umuco; ingingo z’amateka; indangagaciro zo
kubaha ubuzima (kwiyitaho);
Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;
o Gutega amatwi umwandiko ku nsanganyamatsiko y’ ububi bw’ibiyobyabwenge mu rubyiruko.
o Kutarogoya ufite ijambo nta mpamvu.
o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo kubaha ubuzima.
o Gusoma bucece. o
- Ibitabo bikubiyemo imyandiko ku bubi bw’ibiyobyabwenge mu rubyiruko;
- Ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
156 | P a g e
Umusaruro w’inyigisho 3.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko abinyujije mu
ngiro zitandukanye. (Ibikurikira)
Ihangamwandiko ku nsanganyamatsiko y’ ububi bw’ibiyobyabwenge mu rubyiruko;
Ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko.
Amategeko y’igenamajwi mu izina mbonera.
o Gusoma mu matsinda bashaka ibisubizo by’ibibazo byo kumva umwandiko, inyunguramagambo no kumurika ibyavuyemo.
o Gusoma aranguruye agaragaza isesekaza.
o Gukusanya, mu matsinda, ibitekerezo ku bubi bw’ibiyobyabwenge mu rubyiruko n’ingamba zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko.
o Gukora inshamake y’umwandiko.
o Kugaragaza amategeko y’igenamajwi mu izina mbonera.
- Ibitabo bikubiyemo imyandiko ku bubi bw’ibiyobyabwenge mu rubyiruko;
- Ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga.
Isuzuma Mbonezanyigisho 3.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko
ku nsanganyamatsiko ku bubi bw’ibiyobyabwenge mu rubyiruko abinyujije mu
ngiro zitandukanye
157 | P a g e
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Umwandiko ku nsanganyamatsiko y‘ububi bw’ibiyobyabwenge mu rubyiruko
Ibimenyetso by’uteze amatwi atarogoye
Umwanzuro
Umusaruro w’inyigisho 3.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
Reba Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Inyunguramagambo
Insanganyamatsiko y’umwandiko
Ingingo z’umuco
ingingo z’amateka
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko
158 | P a g e
indangagaciro zo kubaha ubuzima (kwiyitaho)
Umwanzuro
Umusaruro w’inyigisho 3.3: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
Reba Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’isomwa ry’umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Isesekaza n’utwatuzo
Umwanzuro
Umusaruro w’inyigisho 3.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza
159 | P a g e
Reba Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi, amashusho n’inyandiko ku ihina n’ihimbamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko
Ihangamwandiko ku nsanganyamatsiko y’ ububi bw’ibiyobyabwenge mu rubyiruko
Umwanzuro
Umusaruro w’inyigisho 3.5: Kumurika ingamba zifatika zo kurwanya ikoreshwa
ry’ibiyobyabwenge mu rubyiruko.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo
160 | P a g e
Reba Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi, amashusho n’inyandiko ku ngamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko
Umwanzuro
Umusaruro w’inyigisho 3.6: Kugaragaza amategeko y’igenamajwi mu izina mbonera.
Reba Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yamuritse ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu
rubyiruko
161 | P a g e
Isuzuma Mbonezanyigisho 3.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo by’imyitozo ku mategeko y’igenamajwi mu izina mbonera
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Amategeko y’igenamajwi mu izina mbonera
Umwanzuro
Ubushobozi busuzumwa
Yagaragaje amategeko y’igenamajwi mu izina mbonera
162 | P a g e
LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza ibidukikije.
4
Umusaruro w’inyigisho:
Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro zitandukanye.
Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
Guhimba no kumurika umwandiko akurikiranya neza ingingo.
Kumurika no gusobanura ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije.
Gukoresha neza indangahantu
Amasaha 6
Umusaruro w’inyigisho 4.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu
ngiro zitandukanye.
Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije;
Ibimenyetso by’uteze amatwi atarogoye.
Inyunguramagambo; Insanganyamatsiko
y’umwandiko; Ihimbamwandiko; Ibikorwa
by’abanyamwuga bishobora kwangiza ibidukikije;
Isesekaza n’utwatuzo; Indangahantu.
o Gutega amatwi umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije.
o Kutarogoya ufite ijambo nta mpamvu. o Gusubiza ibibazo byo kumva
umwandiko n’ inyunguramagambo. o Kuvumbura insanganyamatsiko
ivugwa mu mwandiko. o Gusoma bucece. o Gusoma mu matsinda. o Gusoma aranguruye agaragaza
isesekaza. o Gukorera mu matsinda, bungurana
ibitekerezo ngamba zo kurengera ibidukikije.
o Gukora inshamake y’umwandiko. o Kujya impaka ku ngaruka zo kwangiza
ibidukikije. o Gukoresha neza indangahantu.
- Ibitabo bikubiyemo imyandiko ku kurengera ibidukikije;
- Ibitabo by’ikibonezamvugo;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo
n’inkoranyamuga; - Amafoto.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
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Isuzuma Mbonezanyigisho 4.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije
Ibimenyetso by’uteze amatwi atarogoye
Umwanzuro
Umusaruro w’inyigisho 4.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
Reba Umusaruro w’inyigisho 4.1
Reba Umusaruro w’inyigisho 4.1
Reba Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.2
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko
ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije
mu ngiro zitandukanye
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko
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Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Inyunguramagambo
Insanganyamatsiko y’umwandiko
Umwanzuro
Umusaruro w’inyigisho 4.3: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
Reba Umusaruro w’inyigisho 4.1
Reba Umusaruro w’inyigisho 4.1
Reba Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’isomwa ry’umwandiko
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza
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Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Isesekaza n’utwatuzo
Umwanzuro
Umusaruro w’inyigisho 4.4: Guhimba no kumurika umwandiko akurikiranya neza ingingo
Reba Umusaruro w’inyigisho 4.1
Reba Umusaruro w’inyigisho 4.1
Reba Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi, amashusho n’inyandiko ku ihimba n’imurikamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ihimbamwandiko
Umwanzuro
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yahimbye anamurika umwandiko akurikiranya neza ingingo
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Umusaruro w’inyigisho 4.5: Kumurika no gusobanura ibikorwa by’abanyamwuga bishobora
kwangiza ibidukikije.
Reba Umusaruro w’inyigisho 4.1
Reba Umusaruro w’inyigisho 4.1
Reba Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ku bisobanuro by’ ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije
Umwanzuro
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yataramye akoresheje ubuvanganzo bwizwe.
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Umusaruro w’inyigisho 4.6: Gukoresha neza indangahantu.
Reba Umusaruro w’inyigisho 4.1
Reba Umusaruro w’inyigisho 4.1
Reba Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo ku mikoreshereze y’indangahantu
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Indangahantu
Umwanzuro
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yakoresheje neza indangahantu
168 | P a g e
LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no kwandika yubahiriza imyandikire y’Ikinyarwanda.
5
Umusaruro w’inyigisho:
Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro zitandukanye.
Gusubiza ibibazo mu mvugo iboneye ku ikinamico.
Gusoma ikinamico yubahiriza uturango twayo.
Guhimba no gukina ikinamico ahuza imvugo n’ingiro.
Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga ibice n’ingingo by’umubiri.
Kwandika yubahiriza ifatana n’itandukana ry’amagambo.
Amasaha 6
Umusaruro w’inyigisho 5.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro
zitandukanye.
Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze;
Ibimenyetso by’uteze amatwi atarogoye;
Inyunguramagambo ku ngeri y’ikinamico;
Amagambo akwiye avuga ibice n’ingingo z’umubiri;
Ingingo z’umuco n’amateka;
Udukino ku nsanganyamatsiko k’ubutabazi bw’ibanze.
Ifatana n’itandukana ry’amagambo.
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubutabazi bw’ibanze.
o Kutarogoya ufite ijambo nta mpamvu. o Gusubiza ibibazo byo kumva
ikinamico n’inyunguramagambo. o Kuvumbura insanganyamatsiko ivugwa mu
ikinamico. o Gusoma bucece ikinamico. o Gusoma bakuramwa baranguruye bigana
abakinankuru. o Gukorera mu matsinda, bungurana
ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.
o Kujya impaka ku ngaruka z’ingeso yo kudatabara abari mu kaga.
o Kubahiriza ifatana n’itandukana ry’amagambo.
o Gutahura no gukosora amakosa yubahiriza itandukana n’ifatana ry’amagambo.
- Ibitabo bikubiyemo imyandiko;
- Ibitabo by’ikibonezamvugo ;
- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo; - Amabwiriza ya Minisitiri
N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
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Isuzuma Mbonezanyigisho 5.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze
Ibimenyetso by’uteze amatwi atarogoye
Umwanzuro
Umusaruro w’inyigisho 5.2: Gusubiza ibibazo mu mvugo iboneye ku ikinamico.
Reba Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Isuzuma Mbonezanyigisho 5.2
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ikinamico ku
nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro
zitandukanye
Ubushobozi busuzumwa
Yashubije ibibazo mu mvugo iboneye ku ikinamico
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Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Inyunguramagambo Inyunguramagambo ku ngeri y’ikinamico
Ingingo z’umuco n’amateka
Umwanzuro
Umusaruro w’inyigisho 5.3: Gusoma ikinamico yubahiriza uturango twayo.
Reba Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Isuzuma Mbonezanyigisho 5.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho uwiga asoma ikinamico
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yasomye ikinamico yubahiriza uturango twayo
171 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Isesekaza n’utwatuzo
Umwanzuro
Umusaruro w’inyigisho 5.4: Guhimba no gukina ikinamico ahuza imvugo n’ingiro.
Reba Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Isuzuma Mbonezanyigisho 5.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho n’inyandiko ku ikinamico
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Udukino ku nsanganyamatsiko y’ubutabazi bw’ibanze
Umwanzuro
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yahimbye anakina ikinamico ahuza imvugo n’ingiro
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Umusaruro w’inyigisho 5.5: Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga ibice
n’ingingo by’umubiri.
Reba Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Isuzuma Mbonezanyigisho 5.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo ku myitozo y’ikoreshwa ry’ amagambo akwiye avuga ibice n’ingingo by’umubiri
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Amagambo akwiye avuga ibice n’ingingo z’umubiri
Umwanzuro
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yakoresheje mu mvugo n’inyandiko amagambo akwiye avuga ibice n’ingingo
by’umubiri
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Umusaruro w’inyigisho 5.6: Kwandika yubahiriza ifatana n’itandukana ry’amagambo.
Reba Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Isuzuma Mbonezanyigisho 5.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo ku myitozo y’ ifatana n’itandukana ry’amagambo
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ifatana n’itandukana ry’amagambo
Umwanzuro
Ibyigwa Ibikorwa by’uwiga
activities
Imfashanyigisho
Ubushobozi busuzumwa
Yanditse yubahiriza ifatana n’itandukana ry’amagambo
174 | P a g e
Ibitabo n’inyandiko byifashishijwe:
BIZIMANA S, KAYUMBA C., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST, 2ème, Edition
BIZIMANA, S., RWABUKUMBA, G., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST, 1ère
Edition
CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris.
CONFÉRENCE DES MINISTRES DE L’EDUCATION DES ETATS D’EXPRESSION FRANÇAISE, (1986),
Promotion et intégration des langues nationales dans les systèmes éducatifs, Librairie Honoré
Champion, Paris.
COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura
Dictionnaire Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB.
EDITION BAKAME (2010) Ikinyarwanda Ikibonezamvugo cy’amashuri abanza n’ayisumbuye, Kigali
FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4, Fountain
Publishers, Kigali
FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain
Publishers, Kigali
FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain
Publishers, Kigali
GAGNÉ, G., PAGÉ, M. na ARRAB, E, (2002), Didactique des langues maternelles. Questions actuelles
dans différentes régions du monde, De Boeck Universitégions du monde, De Boeck Université,
Bruxelles.
GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima . Paris, OIF
INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC),( 2013), Indangagaciro z’Umuco w’u Rwanda,
Imfashanyigisho ibanza, Kigali
KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS
MINEDUC (2008), Ikinyarwanda : Imyandiko mfashanyigisho, Igitabo cy’Umunyeshuri, NCDC, Kigali
MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986), Ikinyarwanda: Ikibonezamvugo cyo mu
Cyiciro cya Gatatu, Kigali
UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo Nyarwanda
, Kigali.
VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.
175 | P a g e
C C M B P 4 0 1 - BUSINESS PLAN DEVELOPMENT
CCMBP401 Develop a business plan
RTQF Level: 4 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module covers the skills, knowledge and attitude to develop a business plan which is linked
to organisational strategic outcomes and facilitates the achievement of service delivery. The
module will allow the learner to identify elements of business plan, develop business plan in
line with the identified elements, establish strategies to monitor, evaluate and update the
business plan (Contingency plan) and present a business plan.
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Learning assumed to be in place
Not applicable
Elements of competency and perfomance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Identify elements of business plan 1.1 Proper analysis of business environment in accordance
with identified business idea.
1.2 Appropriate conduct of business feasibility study in line
with business environment analysis results
1.3 Correct definition of business plan elements
2. Write a business plan in line with the
identified elements
2.1 Proper description of the business in accordance with
business environment analysis results
2.2 Proper design of business production plan in line with
results from business environment analysis
2.3 Clear design of marketing plan in line with market
feasibility study and business products
2.4 Accurate develop of business staffing requirement plan
in line with business activities
2.5 Proper design of business financial plan in line with
business needs
3. Establish strategies to monitor,
evaluate and update the business plan-
contingency plan
3.1 Clear identification of risk in accordance with business
environment
3.2 Accurate assessment of risk associated to the business in
line with the business plan developed
3.3 Clear explanation of business contingency plan concepts
3.4 Accurate development of contingency plan in
accordance of assessed risks
4. Present a business plan
4.1 Accurate preparation of business plan presentation in
accordance with business plan Clearly explain Clear
different ways to present the business plan
4.2 Appropriate presentation of a business plan
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LU 1: Identify elements of business plan.
1
Learning Outcomes:
1. Analyse business environment in accordance with identified business idea.
2. Conduct business feasibility study in line with business environment analysis results
3. Define elements of business plan 4 Hours
Learning Outcome 1.1: Analyse business environment in accordance with identified business
idea.
Meaning of business environment
Meaning of business situation
Types of business environment.
Internal environment
Financial resources
Assets
Human resources
Technological resources
External environment
Suppliers of Inputs
Customers
Marketing Intermediaries
Competitors
Publics
Economic environment
Social and Cultural environment
Political and Legal environment
Technical environment
Demographical environment
Natural environment
o Brainstorming
o Questions and answers
o Story telling
o Problem solving
o Role play
o Practical exercise
- Flipchart
- Marker pen
- Internet
- Reference books
- Case studies
- scenarios
- SWOT analysis
template
- Industry trends
analysis
template
Content Learning
activities
Resources
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Learning Outcome 1.1: Analyse business environment in accordance with identified business
idea. (Cont’d)
Current industrial trends analysis:
Industry rivalry (Degree of
competition among existing
firms)
Treat of substitutes (products
or services)
Bargaining power of buyers
Bargaining power of suppliers
Barriers to entry (threat of new
entrants)
SWOT analysis of the business
o Brainstorming
o Questions and answers
o Story telling
o Problem solving
o Role play
o Practical exercise
- Flipchart
- Marker pen
- Internet
- Reference books
- Case studies
- scenarios
- SWOT analysis template
- Industry trends analysis
template
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Product evidence
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
A produced industrial analysis
Content Learning
activities
Resources
Performance criterion
Proper analysis of business environment in accordance with identified business
idea.
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Checklist Score
Yes No
Types of business environment.
Analysis of business environment
Current industrial trends analysis
SWOT analysis of the business
Observation
Learning Outcome 1.2: Conduct business feasibility study in line with business environment
analysis results
Meaning of business feasibility study
Purpose of business feasibility study
Components of business feasibility
study
Product feasibility
Market feasibility
Organizational feasibility
Financial feasibility
Recommendations and conclusion
Steps involved in feasibility analysis
Step 1. Conduct a preliminary
analysis
Step 2. Prepare a projected income
statement
Step 3. Conduct a market survey
Step 4. Plan business organization
and operations
Step 5. Prepare an opening day
balance sheet
Step 6. Review and analyze all data
Step 7. Make "go/no go" decision
o Brainstorming
o Questions and answers
o Problem solving
o Story telling
o Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
- Case studies
- scenarios
- Feasibility study
template
Formative Assessment 1.2
Content Learning
activities
Resources
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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
Product evidence
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Problem solving
A produced business feasibility study.
Checklist Score
Yes No
Identification of purpose of business feasibility study
Identification of components of business feasibility study
Performing steps involved in feasibility analysis
Observation
Performance criterion
Appropriately conduct business feasibility study in line with business
environment analysis results
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Learning Outcome 1.3: Define elements of business plan
Meaning of the term business plan
Difference between business plan and project plan
Importance of the business plan
The needs of the business plan Internal use External use
Elements of business plan Title/cover Page Executive Summary Description of the business Production plan Marketing plan Business staff plan Financial plan
Risk associated to the business Meaning of business risk Types of risks associated to the
business activities
o Brainstorming o Questions and answers o Story telling o Problem solving
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - scenarios
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Content Learning
activities
Resources
Performance criterion
Correctly define elements of business plan
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Checklist Score
Yes No
Difference between business plan and project plan
Importance of the business plan
The needs of the business plan
Identification of business plan elements
Observation
183 | P a g e
LU 2: Write a business plan in line with the identified elements
2
Learning Outcomes:
1. Describe the business 2. Design business production plan in line with results from business
environment analysis 3. Design marketing plan in line with market feasibility study and
business products 4. Design business staff in line with business activities 5. Develop business financial plan in line with business needs
20 Hours
Learning Outcome 2.1: Describe the business
Title Page Business name Business logo Product mark Address Name of person who developed the
business In which month and year plan is
issued.
Executive summary the name and location of the
business Type of business to be done the industry/market of the business the uniqueness of the
products/services and what proprietary rights of the business
the current stage of development for the venture
the legal form of the organization and why
the key management personnel and what skills do they have that will help the business
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan template
Including questions that guiding trainee to write a business plan
Content Learning
activities
Resources
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Learning Outcome 2.1: Describe the business (Cont’d)
Executive summary (Cont’d) Projection of sales the break-even Who is requesting the funds For what purpose are the funds
being requested the expected benefits of this
investment to your company funds repayment collateral to be used to secure a loan the business financial milestones
Description of the business The rationale of the business idea Structure of the business What is the type of the business
(Manufacturing? Services? Construction?
Business mission Business vision Business objectives Competitive advantage of the
business
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan template
Including questions that guiding trainee to write a business plan
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Content Learning
activities
Resources
Performance criterion
Proper description of the business in accordance with business environment
analysis results
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Written evidence
Oral
Product
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
A produced business caver page and description of the business.
Checklist Score
Yes No
Cover page- 1page
Executive summary-1 page
Description of the business
Reflecting business idea
Observation
Learning Outcome 2.2: Design business production plan in line with results from business
environment analysis
Product design Branding and Packaging
Business premises and plant location Location and reason of the choice House or land for the production
Equipment and machinery required types, quality and quantity for the
production
Production planning process under which the production
will pass through
Raw materials The amount of raw materials
needed to produce a given quantity of product
Amount of each ingredient that will be needed to formulate a batch/set of product
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Content Learning
activities
Resources
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Learning Outcome 2.2: Design business production plan in line with results from business
environment analysis (Cont’d)
Competing technologies the technology to be used during the
production process technologies that should be developed
by other and affect your business
Manufacturing and operations the cost of manufacturing Reduction of the manufacturing cost
Quality control and ongoing service plan to avoid defects or imperfections
of products Monitoring or inspection that you
intend to build into the production process
strategies will you use to satisfy the customer changing preferences
Labour requirements Types of workers needed during
production process the required skills of each workers
Operations The design of your production
operations
Utilities and office consumables Consumables needed in the production
Packaging equipment required Types of materials that you will use to
package your product Source of supply and the quantity
needed The terms and conditions of suppliers
Importance of business product
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Formative Assessment 2.2
Content Learning
activities
Resources
Performance criterion
Proper designing of business production plan in line with results from business
environment analysis
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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
Product
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
A produced production plan of the business.
Checklist Score
Yes No
Product design Identification of business premises and plant location Estimation of equipment and machinery required Designing production planning Estimation of raw materials Setting competing technologies Manufacturing and operations Quality control and ongoing service Labour requirements Operations Utilities and office consumables Packaging equipment required Importance of business product
Observation
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Learning Outcome 2.3: Design marketing plan in line with market feasibility study and business
products
Market research (Customer description)
Market Analysis Geographical location of the customers The size of the different market
segments? The current and past trends affecting the
market you plan to enter
Competition analysis Major competitors the SWOT of your competitors Use their weakness to compete them strategy to address the threats
Target market core customer group of customers that made you to start
your business
Marketing objectives market share The level of sales Market intermediaries
Product description Product positioning the proportions of sales revenue for each
type of product/service Economic value of your products/services
Price of products/services
Place Where will you locate your business and
why At which market will you sell your
product? What is channel of distribution of your
product
Promotion How will you communicate to customers
the availability of your product How will you offer discount to customer
- Oral presentation
- Brainstorming
- Questions and answers
- Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
- Case studies
- Business plan
template Including
questions that
guiding trainee to
write a business
plan
Content Learning
activities
Resources
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Learning Outcome 2.3: Design marketing plan in line with market feasibility study and business
products (Cont’d)
Market Strategies What will be the partners of your
business How will you manage your
customers How will you increase market
share
Ongoing marketing evaluation What methods will you use to
track customer satisfaction What methods will you use to
track the effectiveness of your marketing activities
What communication will you use to get feedback from customers
Marketing budget What will be the cost of
marketing activities
- Oral presentation
- Brainstorming
- Questions and answers
- Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
- Case studies
- Business plan
template Including
questions that guiding
trainee to write a
business plan
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
A produced marketing plan of the business plan.
Content Learning
activities
Resources
Performance criterion
Clearly design marketing plan in line with market feasibility study and business
products
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Checklist Score
Yes No
Market research
Target market
Marketing objectives
Product description
Price
Place
Promotion
Market Strategies
Ongoing marketing evaluation
Marketing budget
Observation
Learning Outcome 2.4: Design business staff in line with business activities
Job analysis What are the business
activities
Job description How each task will be
performed
Job specifications What are the performance
requirements to a specific task
Organizational structure What is the hierarchy of
the staff
- Oral presentation - Brainstorming - Questions and answers - Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Content Learning
activities
Resources
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Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
A produced developed business staff.
Checklist Score
Yes No
Job analysis
Job description
Job specifications
Organizational structure
Observation
Performance criterion
Accurately develop business requirements in terms of staffing in line with
business activities
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Learning Outcome 2.5: Develop business financial plan in line with business needs
Total cost
Start-up requirements plan Cost items (What are the cost
items your business will need in its first year of implementation
Cost : how much each item cost Source of funds: what are the
source of fund: What is the share owner
Projected cash flow statement for the first three years what is the estimated profit in three years?) Details Period of twelve months
Projected Income: Profit & Loss statement for the first three years How your business will vary in
term of income for 3 years
Projected balance sheet for the first three years What will be the financial
position of your business in the first three years
Liquidity ration What is the business ability to
pay its short term obligations
Debt Equity ratio
Return of investment ratio What is profitability percentages
on business performance How efficiently the company will
use their total assets base to generate sales
Breakeven point At which point your business,
product will become financially viable
Payback period
o Oral presentation o Brainstorming o Questions and answers o Practical exercise
- Flipchart - Marker pen - Pen - Internet - Reference
books - Case studies - Business plan
template Including questions that guiding trainee to write a business plan
Content Learning
activities
Resources
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At which period the business will cover cash invested on its asset
Projected sales plan
Loan payment plan
Formative Assessment 2.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
A produced business financial plan.
Checklist Score
Yes No
Total cost
Start-up requirements plan
Projected Income (Profit & Loss) statement for the first three years
Projected balance sheet for the first three years
Projected cash flow statement for the first three years
Liquidity ration
Debt Equity ratio
Return of investment ratio
Breakeven point
Payback period
Projected sales plan
Loan payment plan
Performance criterion
Properly design business financial plan in line with business needs
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Observation
LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan).
3
Learning Outcomes:
1. Analyse risk in accordance with business environment 2. Assess identified risks in accordance with business plan
developed 3. Explain business contingency plan concepts 4. Development contingency plan in accordance of assessed risks
3 Hours
Learning Outcome 3.1: Analyse risk in accordance with business environment
Meaning of Monitoring, Evaluation and Updating business plan
Important tools used in updating business plan CANVAS model Marketing plan review
Importance of Monitoring and Evaluation
Steps involved in risk analysis. Identify threats Financial Technical Political Natural Structural Threats identification
tools: SWOT Analysis
o Oral presentation
o Brainstorming
o Questions and answers
o Practical exercise
- Flipchart
- Marker pen
- Pen
- Internet
- Reference books
- Case studies
- Risk analysis
template
Content Learning
activities
Resources
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PESTEL Analysis
Estimate risks (Quantitative and Qualitative risk estimation)
Risk estimation tools: Risk impact chart Probability chart
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
Checklist Score
Yes No
Meaning of monitoring, evaluation and updating business plan
Important tools used in updating business plan
Meaning of risk analysis
Importance of risk analysis
Steps involved in risk analysis
Steps involved in risk analysis
Observation
Performance criterion
Clearly identified risk in accordance with business environment
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Learning Outcome 3.2: Assess identified risks in accordance with business plan developed
Factors influencing risks assessment
SWOT analysis
What factors are critical for
the success of your plan?
What risk does your plan
should face?
Analyze the source of the
risk, the probability of it
happening and the effects
What measures can you take
to avoid these risks?
Define operational plan
PESTEL analysis
What factors are critical
for the success of your
plan in relation with
politics, economy, social,
technological,
environment and legal
What measures can you
take to avoid these risks
Define operational plan
o Brainstorming
o Oral presentation
o Group discussion
o Documentary research
o Internet research
o Practical exercise
o Questions and answers
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- Business plan
- Computer
Formative Assessment 3.2
Content Learning
activities
Resources
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
Checklist Score
Yes No
Factors influencing risks assessment
Observation
Learning Outcome 3.3: Explain business contingency plan concepts
Meaning of contingency plan
Purpose of contingency plan
Importance of contingency plan
Types of business contingency plan
o Brainstorming on identifying
meaning of key words
o Oral presentation
o Group discussion
o Questions and answers
o Documentary research
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
Content Learning
activities
Resources
Performance criterion
Accurately assess risk associated to the business in line with the business plan
developed
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o Internet research - Business plan
- Computer
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
A produced schedule
Checklist Score
Yes No
Meaning of contingency plan
Purpose of contingency plan
Importance of contingency plan
Types of business contingency plan
Observation
Learning Outcome 3.4: Development contingency plan in accordance of assessed risks
Content Learning
activities
Resources
Performance criterion
Briefly explain business contingency plan concepts
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Steps involved in contingency
plan
Identifying requirements
related to specific
contingency plan
Cost Calculation of
requirements identified
Appreciation of company
capacity to cover risks
identified
Decide choice to undertake
Adaptation
Complementarity
Abandon
Specific strategies to make the
contingency plan operational
Describe the risk statement
Define the protocol
o Brainstorming
o Oral presentation
o Group discussion
o Documentary research
o Internet research
o Practical exercise
o Questions and answers
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- Role play scenarios
- Business plan
- Computer
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
A produced contingency
Checklist Score
Yes No
Steps involved in contingency plan
Performance criterion
Accurate development of contingency plan in accordance of assessed risks
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Specific strategies to make the contingency plan operational
Observation
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LU 4: Present a business plan
4
Learning Outcomes:
1. Explain different ways to present the business plan 2. Explain different ways to present the business plan 3. Present a business plan
3 Hours
Learning Outcome 4.1: Explain different ways to present the business plan
Purpose of business plan presentation Financing support Strategic orientation Attracting investors
Types of preparation required Content preparation Material preparation Psychological preparation
Steps involved in preparation of business plan presentation
Analyze your audience Select a topic Define the objective of the presentation
of business plan. Prepare the body of the business plan to
be presented and anticipate the questions from audience
Prepare the suggestions and conclusion. Practice delivering the presentation of
business plan
Presentation content Business idea Market Marketing strategy
o Brainstorming
o Group discussion
o Questions and answers
o Practical exercise
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- play scenarios
- Computer
Content Learning
activities
Resources
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Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Product
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
A produced presentation of business plan
Checklist Score
Yes No
Purpose (Why) of business plan presentation
Types of preparation required
Steps involved in preparation of business plan presentation
Observation
Performance criterion
Accurately prepare of business plan presentation in accordance with business
plan
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Learning Outcome 4.2: Explain different ways to present the business plan
The business plan shall be presented
shareholder
stakeholder
Procedures involved in business plan
presentation
Connect with your audience
Business like
Simple language
Presentation touch at a
personal level
Paint a picture in your audience’ minds
Pick out great images and
visual
Lasting impression
Put credibly content
Use statistics and data
Charts
Graph
o Brainstorming Questions
and answers
o Group discussion
o Role play
- Flipchart
- Markers
- Pen
- Internet
- Reference books
- Case studies
- scenarios
- Computer
- Internet
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
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
Content Learning
activities
Resources
Performance criterion
Clearly explain different ways to present the business plan
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Checklist Score
Yes No
Types of audience to whom to present a business plan
Procedures involved in business plan presentation
Observation
Learning Outcome 4.3: Present a business plan
Techniques to present your business
plan
Only write key points
Don’t read them, speak about
them
Use visualization, pictures,
symbols, colours, tables
Short, concise, come to the point,
not more than 10 min.
React positive to questions
Use body language, voice,
appearance
Try to convince
Integrating comments, suggestions
and remarks in the business plan
Planning to maintain and enforce
relationship with stakeholders
(audience) for further collaboration
o Brainstorming
o Group discussion
o Questions and answers
o Role play
o Internet
o Reference books
o Case studies
o scenarios
o Computer
o Internet
Content Learning
activities
Resources
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Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
Video
photos
Checklist Score
Yes No
Techniques to present your business plan
Integrating comments, suggestions and remarks in the business plan
Planning to maintain and enforce relationship with stakeholders (audience) for further
collaboration
Observation
References:
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
Performance criterion
Appropriately present a business plan
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C C M I A 4 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)
CCMIA401 Integrate the workplace
RTQF Level: 4 Learning hours
Credits: 30 300
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module describes the skills, knowledge and attitudes required to integrate the
learners/internee in workplace for an industrial attachment program. The module will allow
the learner to investigate and secure industrial attachment place, deal with workplace
challenges, comprehend the whole process of the industrial attachment program and be able
to demonstrate the competencies acquired at school in the real workplace.
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Learning assumed to be in place
All the modules covered at RTQF level 4.
Elements of competency and perfomance criteria
Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria
1. Investigate and secure industrial
attachment place
1.1 Accurate description of types of industries
1.2 Appropriate mapping of the industry organizational
structure
1.3 Proper identification of importance of industrial
attachment
1.4 Accurate collection of information on different
industries where one can carry his/her IAP
1.5 Proper selection of industrial attachment place based on
training package
1.6 Appropriate application of correspondences
2. Deal with workplace challenges 2.1 Proper identification of industrial attachment challenges
2.2 Careful development of ways/ strategies to overcome
industrial attachment challenges
2.3 Regular creativity and innovation in accordance with
work situation
3. Get briefed on industrial attachment
program
3.1 Proper setting of industrial attachment goals.
3.2 Proper description of IAP documents
3.3 Clear explanation on how IAP assessment is conducted.
4. Develop one’s competencies on the
workplace
4.1 Expected competencies are fully developed
4.2 Trainee logbook is completely and well filled
4.3 Proper description of gained work experience
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LU 1: Investigate and secure industrial attachment place.
1
Learning Outcomes:
1. Describe types/categories of industry. 2. Map the industry organizational structure 3. Identify importance of industrial attachment 4. Collect information on different industries 5. Select industrial attachment place based on training package 6. Apply correspondences 10 Hours
Learning Outcome 1.1: Describe types/categories of industry.
Definition of terms
Firm
Sector
Industry
Company
Organization
Factory
Enterprise
Industry classification
Primary industry
Genetic industry
Extractive industry
Manufacturing industry
Construction industry
Service industry
Industry sectors
o Small group work
o Large group discussion
o Observation of pictures
o Presentation of videos
o Group discussions
o Group work on the industry
classification.
o Site visit
- Pictures and videos of
various industries
- Reference books
- Chalkboard
- Projector
- Power Point
presentation on
categories of industry
Content Learning
activities
Resources
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Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Product evidence
Essay (extended responses) Sentence completion Expose /presentation
Concept / mind map (organizational chart)
Checklist Score
Yes No
Types of industries
Industry classification
Industry sectors
Observation
Learning Outcome 1.2: Map the industry organizational structure
Purpose of organizational
structure
Benefits to use
organizational chart
Types of organizational
structure.
o Large group discussion
o Individual work
o Pair work
o Small group work
o Large group discussion
o Learning through pictures.
o mapping the industry
organizational structure
- Sample of organizational
structure
- Reference books
- Chalkboard
- Projector
- Power Point presentation
on mapping the industry
organizational structure
- Pictures
Content Learning
activities
Resources
Performance criterion
Accurate description of types of industries.
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Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral evidence
Expose /presentation Concept / mind map (organizational chart)
Checklist Score
Yes No
Organizational Chart
Observation
Learning Outcome 1.3: Identify importance of industrial attachment
Benefits of IAP
Characteristics of IAP
o Small group work
o Large group discussion
o Asking questions
o Group work on the IAP
characteristics.
o Research on IAP.
- Reference books
- Chalkboard
- Projector
- Power Point
presentation on
importance of
industrial attachment
Content Learning
activities
Resources
Performance criterion
Appropriate mapping of the industry organizational structure.
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Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral evidence
Multiple choice True or false question Matching Sentence completion Expose /presentation
Learning Outcome 1.4: Collect information on different industries
industry location
Industry type
Industry size
o Observation of the environment
o Research on the industry types
and size
o Guided learning on how to collect
information
o Learning through maps
o Asking questions
o Group work on the given topic
o Industry visit
- Reference books
- Chalkboard
- Projector
- Power Point
presentation on
collection of
information on
different industries
Checklist Score
Yes No
Importance of industrial attachment
Observation
Content Learning
activities
Resources
Performance criterion
Proper identification of importance of industrial attachment
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Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Essay (short responses / extended responses)
Expose (presentation)
Learning Outcome 1.5: Select industrial attachment place based on training package.
IAP selection criteria
Training package
Tasks related to the field.
Working hours
o Reflection on the training
package
o Pair sharing of selection criteria
of IAP place
o Discussions
o Asking questions
o Industry visit
- Reference books
- Chalkboard
- Projector
- Power Point
presentation on
selection of industrial
attachment)
Checklist Score
Yes No
Information about:
industry location
Industry type
Industry size
Recorded information on different industries where one can carry out his/her IAP
Observation
Content Learning
activities
Resources
Performance criterion
Accurate collection of information on different industries where one can carry
his/her IAP.
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Formative Assessment 1.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral
Question and answer
Learning Outcome 1.6: Apply correspondences
Use of workplace documents.
IAP application letter
Curriculum vitae
Complain letter
Thanks letter
o Research on how to use
workplace documents
o Guided learning on how to
write workplace documents
o Asking questions
o Group work on the
interpretation of the workplace
documents
- Sample of IAP
application letter
- Sample of Curriculum
vitae
- Sample of Complain
letter
- Sample of thanks letter
- Reference books
- Chalkboard
- Projector
- Correspondences
Checklist Score
Yes No
Appropriate industrial attachment place based on training package
Observation
Content Learning
activities
Resources
Performance criterion
Proper selection of industrial attachment place based on training package
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Formative Assessment 1.6
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
Product
Short responses
Different Workplace documents
Checklist Score
Yes No
Workplace documents / completed Checklist
Essential element of workplace documents
Observation
Performance criterion
Appropriate application of correspondences.
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LU 2: Deal with workplace challenges.
2
Learning Outcomes:
1. Identify industrial attachment challenges 2. Develop ways/strategies to overcome industrial attachment
challenges 3. Discuss creativity and innovation at work place
20 Hours
Learning Outcome 2.1: Identify industrial attachment challenges
IAP challenges (before ,During and
After)
Budget issues
Cope with a new work situation
Insufficient of industrial
attachment place
Lack of assistance from industrial
attachment in charge
Industry attitude toward interns
o Observation of the
environment
o Group discussion on IAP
challenges
o Pair sharing of IAP challenges.
- Reference books
- Projector
- Power Point presentation
on creativity and
innovation
Formative Assessment 2.1
Content Learning
activities
Resources
Performance criterion
Proper identification of industrial attachment challenges.
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Multiple choice exercises
True or false questioning
Matching
Sentence completion
Expose (presentation).
Checklist Score
Yes No
List Possible industrial attachment challenges.
Observation
Learning Outcome 2.2: Develop ways/strategies to overcome industrial attachment challenges
Effective strategies to enhance IAP
Partnership with industries
Collaboration/Regular contact
Early Preparation of IAP
Tips for Overcoming Your IAP
Challenges
Being patient
Meet new people
Effective communication
o Pair sharing on effective
strategies to enhance IAP
o Brainstorming on the way to
overcome IAP challenges.
o Research on effective
strategies and tips to
overcome IAP challenges
o Asking questions
o Group discussion on ways to
overcome IAP challenges
- Reference books
- Chalkboard
- Projector
- Power Point
presentation on
creativity and
innovation
Formative Assessment 2.2
Content Learning
activities
Resources
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
Essay (short responses /extended responses) Role play Scenarios Scenarios – Completed checklist.
Checklist Score
Yes No
Possible ways/strategies to overcome industrial attachment challenges
Observation
Learning Outcome 2.3: Discuss creativity and innovation at work place
Ways to develop creativity in
the workplace.
Ways to promote innovation
in your workplace.
o Pair sharing of effective ways to
promote creativity and innovation
o Research on good ways to develop
creativity and innovation
o Asking questions
o Discussions on ways to promote and
develop creativity and innovation
- Reference books
- Chalkboard
- Projector
- Power Point
presentation on
creativity and
innovation)
Content Learning
activities
Resources
Performance criterion
Careful development of ways/ strategies to overcome industrial attachment
challenges.
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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
Multiple choice True or false question
Essay (short responses /extended responses)
Checklist Score
Yes No
List of possible ways to develop creativity and innovation on the workplace
Observation
Performance criterion
Regular creativity and innovation in accordance with work situation.
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LU 3: Get briefed on industrial attachment program.
3
Learning Outcomes:
1. Set industrial attachment goals. 2. Describe of IAP documents. 3. Explain how IAP assessment is conducted.
5 Hours
Learning Outcome 3.1: Set industrial attachment goals.
Goals of industrial attachment
o Group discussion on the IAP
goal
o Research on the IAP goals
o Asking questions
o Individual work on the
setting of own IAP goals
- Hand out on industrial
attachment goals.
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Proper setting of industrial attachment goals.
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Types of evidence Portfolio assessment tools
Written evidence
Oral
Essay (short responses /extended responses) Multiple choice True or false question Question and answer
Checklist Score
Yes No
Essential elements of IAP documents
Observation
Learning Outcome 3.2: Describe of IAP documents.
IAP Logbooks:
IAP list of competencies to be
developed
IAP attendance sheet
IAP agreement
IAP report form
IAP Evaluation form
IAP interview form
o Presentation
o Small group work on the
interpretation of IAP
logbooks
o Exercise on the completion
of IAP logbooks
o Guided learning on how to
complete IAP logbooks
- Logbooks
Formative Assessment 3.2
Content Learning
activities
Resources
Performance criterion
Accurately assess risk associated to the business in line with the business plan
developed
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
Checklist Score
Yes No
Factors influencing risks assessment
Observation
Learning Outcome 3.3: Explain how IAP assessment is conducted.
Written tests
Performance evidence(marked by
company supervisor)
Respond to interview questions
o Presentation by trainees
and trainer
o Discussion on IAP
assessment is conducted
o Asking questions
- Vocational tools
- Task sheets
-
Formative Assessment 3.3
Content Learning
activities
Resources
Performance criterion
Briefly explain business contingency plan concepts
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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
Product
Multiple choice exercises
Essay& Cases study
True or false questioning
Sentence completion
Observation checklist
A produced schedule
Checklist Score
Yes No
Meaning of contingency plan
Purpose of contingency plan
Importance of contingency plan
Types of business contingency plan
Observation
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LU 4: Develop one’s competencies on the workplace.
4
Learning Outcomes:
1. Develop competencies related to one’s field. 2. Fill in trainee logbook 3. Describe gained work experience
280 Hours
Learning Outcome 4.1: Develop competencies related to one’s field.
o Preform daily workplace routine tasks related to one’s field.
- Industry tools, equipment and consumables related to one’s field
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Expected competencies are fully developed.
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Types of evidence Portfolio assessment tools
Performance
Product
Checklist Score
Yes No
List of well performed activities
tasks given by industry (checklist)
Observation
Learning Outcome 4.2: Fill in trainee logbook
o Complete trainee logbook
o Complete IAP reports
o Complete IAP Evaluation
o Conduct IAP interview
- logbooks
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
Trainee logbook is completely and well filled.
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Types of evidence Portfolio assessment tools
Performance
Product
Checklist Score
Yes No
List of well performed activities/ tasks given by industry (checklist)
Observation
Learning Outcome 4.3: Describe gained work experience
o Presentation on work experience related to one’s field
- Questionnaires related to work experience.
Formative Assessment 4.3
Content Learning
activities
Resources
Performance criterion
Proper description of gained work experience.
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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
Expose (presentation)
Essay (short responses / extended responses)photos
Checklist Score
Yes No
Brief presentation of experience gained during the industrial attachment period
Observation
References:
1. http://www.differencebetween.net/business/difference-between-factory-and-industry/
2. https://www.capitalfm.co.ke/campus/students-5-things-you-need-to-do-to-secure-an-
attachment/
3. http://smallbusiness.chron.com/purpose-organizational-structure-3812.html
4. http://iamanentrepreneur.in/guru-gyan/importance-mapping-organisation-structure/
5. https://www.edrawsoft.com/why-use-orgchart.php
6. http://open.lib.umn.edu/strategicmanagement/chapter/9-3-creating-an-organizational-
structure/
7. http://www.differencebetween.com/difference-between-company-and-vs-industry/
8. https://hbr.org/2014/11/to-encourage-innovation-make-it-a-competition
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9. http://www.innovationmanagement.se/2012/11/09/does-encouraging-creativity-in-the-
workplace-improve-innovation/
10. http://smallbusiness.chron.com/different-ways-file-documents-filing-cabinet-57513.html
11. https://www.thebalance.com/creating-a-document-management-system-2948084
12. http://www.wow.com/wiki/Technical_writing?s_chn=70&s_pt=source2&s_gl=US&v_t=content
13. https://bizfluent.com/how-5093085-write-daily-report.html
14. https://resources.workable.com/supervisor-job-description
15. https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-Industrial Attachment Program
(IAP)-challenges/
16. https://www.researchgate.net/profile/Frank_Twenefour/publication/272370787_Industrial_Tra
ining_Programmes_of_Polytechnics_in_Ghana_The_Pertinent_Issues/links/55056a6e0cf24cee3
a046df8/Industrial-Training-Programmes-of-Polytechnics-in-Ghana-The-Pertinent-Issues.pdf
17. https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-in-
Industrial Attachment Program (IAP)s
18. Adu peproh J., Frank.B.K Twenefour (2015) industrial training program of polytechnics in Ghana:
the pertinent issues, Ghana
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A N H M O 4 0 1 - MICRO ORGANISMS IDENTIFICATION
ANHMO401 Perform micro organisms identification
RTQF Level: 4 Learning hours
Credits: 10 100
Sector: Agriculture and food processing
Sub-sector: Animal Health
Issue date: January, 2014
Purpose statement
This general module describes the performance outcomes, skills, knowledge and attitude required by the
learner to identify micro-organisms. For the veterinary assistant involved in both veterinary and farming
practices, this competence is very important to enable him to perform better his professional work. It is a
prerequisite for all the specific modules of the qualification involving the manipulation and treatment of
the different animal species. Upon completion of this module, the trainee will be able to:
- Classify different types of micro-organisms;
- Select material and equipment;
- Perform different methods of identification
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Learning assumed to be in place
Not applicable.
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Classify different types of micro-organisms
1.1 Appropriate classification of different types of micro-
organisms
1.2 Proper characterization of bacteria, virus, fungi of
veterinary importance
2. Select material and equipments 2.1. Appropriate selection of material for sample
collection
2.2. Appropriate identification of material for culture
(isolation and identification)
2.3. Appropriate identification of material and equipment
for sterilization
2.4. Proper description of material for conservation
2.5. Appropriate selection of equipments for sample
conservation
3. Perform different methods of identification
3.1. Proper collection of samples
3.2. Respect of Steps for culture media preparation
3.3. Proper isolation of bacteria
3.4. Appropriate performing Gram stain
3.5. Proper use of Microscope
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LU 1: Classify different types of micro-organisms
1
Learning Outcomes:
1. Identify different types of micro-organisms 2. Characterize different types of bacteria of veterinary importance 3. Characterise viruses of veterinary importance 4. Characterize Fungi of veterinary importance
27 Hours
Learning Outcome 1.1: Identify different types of micro-organisms
Different types of micro-organisms (structure): Bacteria Virus Fungi
o Posters presentation of
bacteria, viruses and fungi
o Group discussion on micro-
organisms cells structure
o Observation of micro-
organisms cells in microscope
- PPE
- Posters
- Prepared slides
- Pictures
- Microscope
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.2: Characterize different types of bacteria of veterinary importance
Multiplication of bacteria
Pathogenicity of bacteria
Resistance
Culture conditions
types of bacteria: Based on forms Bacillus : straight and rod-
shaped Coccus: spherical Spirillum and Vibrios: long and
helical shorter forms S- or C-like Based on colonies Form: Circular, Irregular,
Filamentous, Rhizoid - Size - Surface - Texture - Colour
Elevation: Flat, Raised, Umbonate (having a knobby protuberance), Crateriform, Convex, Pulvinate (cushion-shaped)
Margin: Entire, Undulate (wavy), Lobate, Curled, Filiform (filamentous)
o Based on staining or coloration:
o Visits of : Laboratory for observation
of identified micro-organisms
Veterinary clinic for observation of identified micro-organisms and sample collection and analysis
o Observation of different forms of micro-organisms
o Demonstration of gram staining techniques
o Audio-visual presentation o Group work/research on
micro-organisms multiplication, pathogenicity, resistance and culture conditions
o Individual and group research on material used in microbiology
- PPE - Light Microscopes
(teaching / demonstration & diagnostic)
- Immersion oil - Microscope with
digital component with TV monitor
- Colony reader - Colony counter - pH Meter - Internet connection - Books - Posters - Documentary films
Content Learning
activities
Resources
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Gram + and Gram –
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
Checklist Score
Yes No
Observation
Learning Outcome1.3.Characterise viruses of veterinary importance
Multiplication of viruses
Pathogenicity of viruses
Resistance
Culture conditions
Types: DNA Types Viruses
o Visits of : Laboratory for observation
of identified micro-organisms
Veterinary clinic for observation of identified
- PPE - Light Microscopes (
teaching/demonstration & diagnostic)
- Immersion oil
Content Learning
activities
Resources
Performance criterion
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RNA Types Viruses Reverse Transcriptase Viruses
micro-organisms and sample collection and analysis
o Observation of different forms of micro-organisms
o Demonstration of gram staining techniques
o Audio-visual presentation o Group work/research on micro-
organisms multiplication, pathogenicity, resistance and culture conditions
o Individual and group research on material used in microbiology
o Brainstorming o Personal research o Group discussion
- Microscope with digital component with TV monitor
- Colony reader - Colony counter - pH Meter - Internet connection - Books - Posters
Documentary films
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
Checklist Score
Yes No
Observation
Performance criterion
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Learning Outcome1.4.Characterize Fungi of veterinary importance
Multiplication of fungi
Pathogenicity of fungi
Resistance
Culture conditions
Different types/classes of fungi
Different forms of fungal colonies Form: Circular, Irregular,
Filamentous, Rhizoid - Size - Surface - Texture - Colour
Elevation: Flat, Raised, Umbonate (having a knobby protuberance), Crateriform, Convex, Pulvinate (cushion-shaped)
Margin: Entire, Undulate (wavy), Lobate, Curled, Filiform (filamentous)Batching and mixing of ingredients for terrazzo pavement
Steps used for applying terrazzo pavement: Spreading terrazzo paste Screeding the surface
area Grouting the joints Curing terrazzo pavement
Batching and mixing of mortar ingredients for tiles and bricks works
Steps used for applying tiles and bricks :
o Visits of : Laboratory for
observation of identified micro-organisms
Veterinary clinic for observation of identified micro-organisms and sample collection and analysis
o Observation of different forms of micro-organisms
o Demonstration of gram staining techniques
o Audio-visual presentation o Group work/research on
micro-organisms multiplication, pathogenicity, resistance and culture conditions
o Individual and group research on material used in microbiology
o Brainstorming o Personal research o Group discussion
- PPE - Light Microscopes (
teaching/demonstration & diagnostic)
- Immersion oil - Microscope with digital
component with TV monitor
- Colony reader - Colony counter - pH Meter - Internet connection - Books - Posters
Documentary films
Content Learning
activities
Resources
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Mix the mortar Spread the mortar Press the first tile in place Install more tiles Cut tiles to fit
Grout the floor
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
Checklist Score
Yes No
Observation
Performance criterion
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LU 2: Select material, media and Equipments
2
Learning Outcomes:
1. Select material and equipment for sample collection 2. Select material and media for culture 3. Select material and equipment for sterilization
13 Hours
Learning Outcome 2.1: Select material, media and Equipments.
Material for sample collection
Material for sample transportation
Material and equipment for sample conservation
o Visits
Laboratory Veterinary clinic o Observation
o Demonstration
o Audio-visual presentation
o Individual and group search on
material used in microbiology
- PPE
- Cotton/Cotton swabs
- Tissue forceps
- Swabs
- Permanent markers
- Applicator sticks
- Parafirm paper
- Petri dish
- Disposable syringes and
needles
- Disinfectants
- Glass slides
- Refrigerator
- Bottles
- Petri dishes
- Cool box
Content Learning
activities
Resources
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Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.2: Select material and media for culture
Material for sample preparation
Material for sample culturing
Selection of solid culture media for enumeration
Selection of culture media for isolation Solid culture media Semi-solid media
o Visits Laboratory Veterinary clinic o Observation o Demonstration o Audio-visual presentation o Individual and group search on
material used in microbiology
- PPE - Disinfectants - Buckets and basin - Different culture media - Syringes and Needles - Needle holder - Tissues - Milk - Urine - Screw cap bottles
Content Learning
activities
Resources
Performance criterion
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Liquid culture media
Selection of culture media for differentiation identification Solid culture media Semi-solid media Liquid culture media
Selection of material for inoculation
- Plastic containers with lids
- Bunsen burner - Inoculation loop - Glass rod - Water bath - Incubator
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
Checklist Score
Yes No
Observation
Performance criterion
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Learning Outcome 2.3: Select material and equipment for sterilisation
Material for culture media sterilization
Material for glassware sterilization
Equipment for sterilization
o Visits Laboratory Veterinary clinic o Observation o Demonstration o Audio-visual presentation o Individual and group search on
material used in microbiology
- PPE - Koch’s steamer – for
sterilizing culture media - Cotton wool - Bunsen burners - Aluminium foil - Stop clocks - Hot plates - Modern Autoclaves - Autoclave tapes - Pressure cookers (with
weights) - Hot air ovens - Water baths - Incubators
(microbiological work) - PCR Machine and
accessories - Water baths
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
Content Learning
activities
Resources
Performance criterion
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Checklist Score
Yes No
Observation
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LU 3: Apply different methods of identification
3
Learning Outcomes:
1. Collect sample 2. Isolate bacteria 3. Use microscope
50 Hours
Learning Outcome 3.1: Collect sample
Blood sample collection
Urine sample collection
Collection of swabs
Faeces
Milk
Mucus
Lymphs
Organs and tissues
Scabs
o Visits
Laboratory Veterinary clinic
o Observation
o Demonstration
o Audio-visual presentation
o Group work/search
o Individual and group search on
material used in microbiology
- PPE - Cotton swabs - Petri dishes (autoclavable) - Bunsen burners - Bacteriological filters - Flasks (conical without
stopper) - Aluminum foil - Parafirm paper - Permanent markers - Refrigerators (ordinary) - Refrigerators 10-30oC - Deep freezers (-20 & -70oC) - Biosafety cabinets (Level, I & II
or even III)
- Centrifuges (ordinary)
- Cooling centrifuges
- Centrifuge tubes (assorted)
- Modern Autoclaves
- Autoclave tapes
- Water baths
- pH Meter
Content Learning
activities
Resources
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Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.2 Isolate bacteria
Preparation of material for culture
Preparation of culture media
Dilutions series
Inoculation of sample on culture media
o Visit
Laboratory Veterinary clinic
o Observation
o Demonstration
o Audio-visual presentation
- PPE - Cotton swabs - Anaerobic jar - Anaerobic incubator
(100L) with 5% CO2 - Pasteur pipettes with
rubber tube - Reagent Bottles - Universal bottles
Content Learning
activities
Resources
Performance criterion
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Identification of colonies (Read, Count colonies, identify)
o Group work/search
o Individual and group search
- Immersion oil - Multichannel
micropipettes - Automatic pipettes (5, 10,
20, 50, 100, 500 & 1000µl) - Micropipette tips different
sizes - Eppendorfs - Petri dishes (autoclavable) - Glass rods (“hockey sticks)
for agar plate innoculation - Disposable hockey sticks
for agar plate innoculation - Wire loops (disposable &
re-useable) - Straight wires for stab
inoculation - Bunsen burners - Bacteriological filters - Flasks (conical without
stopper) - Aluminum foil - Parafirm paper - Permanent markers - Colony reader - Colony counter - Timers - Stop clocks - Hot plates - Multi-pipette dispenser - Vortex stirrers - Magnetic stirrers - Rotator/tray mixer - Stomacher and stomacher
bags - Shakers - Biosafety cabinets (Level, I
& II or even III) - Centrifuges (ordinary) - Centrifuge tubes
(assorted) - Modern Autoclaves - Autoclave tapes - Biological indicators
(Bacillus stearothermophilus)
- Water baths
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- Incubators (microbiological work)
- Water baths - Mounted slides for
demonstration (Microbiology)
- Weighing balances - Virkon disinfectant - pH Meter
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
Checklist Score
Yes No
Observation
Performance criterion
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Learning Outcome 3.3: Use microscope
Types of microscopes Light microscopes:
Bright Field LM, Dark Field LM, Fluorescence LM, Phase Contrast LM
Electronic microscopes
Microscope structure and parts
Care and handling of microscope
Image focusing
Interpretation of results
o Demonstration’
o Practical exercises
o Visits
Veterinary laboratories Research centres Medical laboratories for
microscope manipulation, care and handling
- PPE
- Cotton wool
- Light Microscopes (
teaching/demonstration &
diagnostic)
- Immersion oil
- Microscope with digital
component with TV
monitor
- Stereo microscopes for
parasitology
- Kahn tube for
agglutination
- Cragie – for observing
motility test.
- Prepared and fixed
specimens
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
Checklist Score
Yes No
Observation
Content Learning
activities
Resources
Performance criterion
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Learning Outcome 3.4 Identify bacteria
Techniques of bacteria identification Gram stain: Gram+ ,
Gram – Ziehl-Nelsen stain Microscopic
observation
Interpretation of results
Drug susceptibility testing (Antibiogram)
o Visits
Laboratory work Veterinary clinic
o Observation
o Demonstration
o Audio-visual presentation
o Group work/search
o Individual and group search on
material used in microbiology
- PPE - Light Microscopes
(teaching/demonstration & diagnostic)
- Immersion oil - Microscope with digital
component with TV monitor
- Petri dishes (autoclavable) - Glass rods (hockey sticks)
for agar plate innoculation - Colony reader - Colony counter - Biosafety cabinets (Level, I
& II or even III) - pH Meter
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Content Learning
activities
Resources
Performance criterion
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Checklist Score
Yes No
Observation
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A N H R F 4 0 1 - RABBIT FARMING
ANHRF401 Perform rabbit farming
RTQF Level: 4 Learning hours
Credits: 8 80
Sector: Agriculture and food processing
Sub-sector: Animal Health
Issue date: January, 2014
Purpose statement
This core module provides the skills, knowledge and attitude for a learner to be competent in a range of
routine tasks and activities that require the application of practical skills in a defined context of the rabbit
farming.
Upon completion of this module, the trainee will be able to:
- Identify rabbit breed
- Sketch and equip rabbit hutch
- Manage rabbit farming
- Perform rabbit health and diseases control
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Learning assumed to be in place
AGRAH 401 Micro-organisms identification
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify rabbit breed 1.1. Proper identification of rabbit breeds
1.2. Proper characterization of rabbit breeds
2. Sketch and equip rabbit hutch 2.1. Proper selection of rabbit hutch site
2.2. Appropriate sketching of rabbit hutch
2.3. Adequate selection of construction material and
equipment of rabbit hutch
3. Manage rabbit farming 3.1. Proper selection of rabbit breeds
3.2. Appropriate application of rearing techniques
3.3. Proper feeding of different categories of rabbit
3.4. Proper management of rabbit reproduction
3.5. Adequate record keeping and interpretation of
rabbit reproduction and feeding data
4. Perform rabbit health and diseases control
4.1. Proper identification of specific disease of rabbit
4.2. Respect of hygiene and bio security measures
4.3. Appropriate establishment of prophylactic plan
4.4. roper selection of bio-chemical prevention
products
4.5. Proper administration of bio-chemical prevention
product
4.6. Adequate record keeping and interpretation of
zoo-sanitary data
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LU 1: Describe rabbit breed
1
Learning Outcomes:
1. Identify rabbit breeds 2h 2. Characterize rabbit breed
15 Hours
Learning Outcome 1.1: Identify rabbit breeds 2h
Rabbit breeds: Local rabbit Californian New Zealand white Fauve de bourgone Angora Dutch Chinchilla Petit russe Flemish giant
o Group work /research for rabbit breed identification
o Audiovisual presentation for rabbit breed identification
o Posters presentation o Rabbit farm visit o Tutorials
- Book
- rabbit farm
- Audiovisual equipment
- Posters
- Internet
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.2 Characterize rabbit breed
Rabbit characterization (weight, skin color, origin, conformation, ear position, eyes color, adaptability, litter size, prolificity)
Rabbit breeds: Fancy and fur breeds
- Angora - Chinchilla
Meat breeds - Local rabbit - Californian - New Zealand
white - Fauve de
bourgone - Dutch - Chinchilla - Petit russe - Flemish giant
Cross breeds
o Audiovisual presentation on rabbit breeds
o Posters and pictures presentation
o Group work and discussion on rabbit breeds
o Group research on breeds selection
o Tutorials/Brainstorming on selection criteria
- Rabbit farm
- Posters and rabbit
- Books
- Internet
- Audiovisual equipment
Content Learning
activities
Resources
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Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
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LU 2: Design and equip rabbit hutches
2
Learning Outcomes:
1. Select the site for rabbit hutches 2. Sketch a rabbit hutch 3. select construction materials and equipment of a hutch 5h
17 Hours
Learning Outcome 2.1 Select the site for rabbit hutches
Selection criteria: Environment Ecological condition Soil structure Site dimension Distance from Other
Farms Basic infrastructure
and services: - Water supply - Power sources - Market - Accessibility - feed suppliers or
stores
o Rabbit hutch visit for checking rabbit hutch site selection requirement
o Field visit for assessing site requirements
o Tutorials o Group research, discussion and
presentation on requirements of rabbit hutch site
o Brainstorming on rabbit hutch components
o Group work on plan sketching
- Rabbit hutch
- Books
- Sketching materials
- Weather vane
- Thermometer
- Hygrometer
- Meteorological data
- Audio-visual equipment
- Decameter
- Model hutch sketch
- Internet
Content Learning
activities
Resources
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Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.2: Sketch a rabbit hutch
Type of rabbit hutch: Out door:
- Ground hutch - Battery hutch - Cage hutch
Indoor: - Wooden cage - Wire mesh cage - Slite cage
Rabbit hutch component and specification: Littering /lactating
doe cage Grower cage Dry doe/young
female rabbit cage
o Rabbit hutch visit for checking rabbit hutch site selection requirement
o Field visit for assessing site requirements
o Tutorials o Group research, discussion and
presentation on requirements of rabbit hutch site
o Brainstorming on rabbit hutch components
o Group work on plan sketching
- Rabbit hutch
- Books
- Sketching materials
- Weather vane
- Thermometer
- Hygrometer
- Meteorological data
- Audio-visual equipment
- Decameter
- Model hutch sketch
- Internet
Content Learning
activities
Resources
Performance criterion
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Fattening cage buck cage Annexes:
- Office - Store of feed - Feed preparation
room - Drug store - Compost pit
Plans of rabbit hutch
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
Checklist Score
Yes No
Observation
Performance criterion
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Learning Outcome 2.3. Select construction materials and equipment of a hutch 5h
Selection of construction materials Identification of rabbit
hutch construction material
General requirement of rabbit hutch construction materials
Selection of rabbit hutch tools and equipment Identification of rabbit
hutch equipment General requirement
of rabbit hutch equipment and tools
o Rabbit hutch visit for checking construction materials and equipment requirement
o Hardware shops visit for observation of construction materials
- Hardware shops
- Building materials
- Rabbit hutch equipment
- Posters and pictures
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
Checklist Score
Yes No
Observation
Content Learning
activities
Resources
Performance criterion
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LU 3: Design hardwood floor
3
Learning Outcomes:
1. Select rabbit breed 2. Apply rabbit rearing techniques 10h 3. Perform rabbit feeding 4. Manage rabbit reproduction
30 Hours
Learning Outcome 3.1 Select rabbit breed
Selection criteria: Productivity of parents Adaptability(hardness) Age Physical appearance Feed conversion rate Health status Resistance against
diseases Productivity Maturity period Fecundity Temperament
Method of selection: Mass selection Progeny testing or
offspring testing Pedigree selection Collateral relative
selection
o Group work and research on breed selection criteria
o Brainstorming on breed selection criteria
o Rabbit hutch visit for assessing selection criteria
- Books
- Rabbit hutch
- Internet
- Rabbit rearing records
Content Learning
activities
Resources
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Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.2. Apply rabbit rearing techniques 10h
General conditions for rabbit rearing: Temperature Ventilation Orientation Light Noiseless
Rearing system: Intensive system Semi intensive system Extensive system
Rabbit handling methods
Rabbit sexing
Rabbit identification techniques:
o Group work on rabbit identification techniques
o Group research on rearing systems and condition
o Visits o Brainstorming on rearing
systems o Demonstration of rabbit
identification techniques o Audiovisual presentation on
rearing system or rabbit identification techniques
- Books
- Internet
- Ear tags
- Ear tags applicator
- Ear notcher
- Blades
- Audiovisual equipment
- disinfectant
Content Learning
activities
Resources
Performance criterion
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Tagging Ear notching Tattooing
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
Checklist Score
Yes No
Observation
Performance criterion
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Learning Outcome 3.3 Perform rabbit feeding
Rabbit digestion particularity
Rabbit feed stuffs distribution : Cereals Legumes Tubers Agro-industrial by-
products Green grass:
- Appetite fodder - Toxic and
poisonous plants Kitchen waste
Feeding practices: Feeding buck, dry doe
and young female Feeding Pregnant doe Feeding Lactating doe
and litter Feeding young rabbit Feeding grower and
finisher rabbit
Watering of rabbit
Teeth overgrowth control: wood sticks, concrete bricks
feeding record keeping: Technical sheet feeding cards feeding data
collection and interpretation
o Group work on feed stuff distribution
o Regular participation of students on school rabbit farming activities
o Group research and presentation on rabbit feeding practice
o Group work on feeding record collection and interpretation
- Feed stuffs
- Rabbit hutch cards and
records
- Books
- Internet
- Rabbit hutch
Formative Assessment 3.3
Content Learning
activities
Resources
Performance criterion
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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
Checklist Score
Yes No
Observation
Learning Outcome 3.4 Manage rabbit reproduction
Selecting buck and doe for breeding: Number of teats Live weight of rabbit High feed conversion ratio Easy to handle Mating age For male number testicles Size of litter of which the
rabbit was a member From healthy parent
Management of buck: Puberty time Mating Mating ratio Culling Cause of mating problems
Management of doe and young female: Puberty time Mating Farrowing interval Culling time Conduct mating:
o Group work on feed stuff distribution
o Regular participation of students on school rabbit farming activities
o Group research and presentation on rabbit feeding practice
o Group work on feeding record collection and interpretation
- Feed stuffs
- Rabbit hutch cards
and records
- Books
- Internet
- Rabbit hutch
Content Learning
activities
Resources
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Rabbit reproduction cycle Heat induction methods Heat detection Signs of successful mating
Management of pregnant rabbit and kindles Pregnancy control methods False pregnancy (pseudo
pregnancy) Kindling and mother care Fostering
Management of kindles: Climatic condition monitoring Weaning Castration Nail trimming
Rabbit genetic improvement: Cross breeding
- Commercial breeding - Up grading - Backcrossing - Terminal cross system
Selection
Reproduction record keeping: Reproduction diagram Reproduction cards
Reproduction data collection and interpretation Rabbit digestion particularity
Rabbit feed stuffs distribution : Cereals Legumes Tubers Agro-industrial by-products Green grass:
- Appetite fodder - Toxic and poisonous
plants Kitchen waste
Feeding practices: Feeding buck, dry doe and
young female Feeding Pregnant doe Feeding Lactating doe and
litter Feeding young rabbit
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Feeding grower and finisher rabbit
Watering of rabbit
Teeth overgrowth control: wood sticks, concrete bricks
feeding record keeping: Technical sheet feeding cards feeding data collection and
interpretation
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
Checklist Score
Yes No
Observation
Performance criterion
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LU 4: Perform rabbit health and diseases control
4
Learning Outcomes:
1. Identify specific rabbit diseases 2. Apply hygiene and biosecurity measures 3. Apply Bio-chemical prevention measures
18 Hours
Learning Outcome 3.1 Identify specific rabbit diseases
Specific infectious diseases of rabbit
Specific parasitic diseases of rabbit
Specific nutritional deficiencies and metabolic disorders
o Group research on rabbit diseases
o Posters presentation of rabbit diseases
o Audiovisual presentation of rabbit diseases
o Rabbit hutch visit o Ambulatory clinic
- Books
- Internet
- Audiovisual equipment
- Posters
- Rabbit hutch
- Clinical materials and
tools
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
Content Learning
activities
Resources
Performance criterion
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Checklist Score
Yes No
Observation
Learning Outcome 4.2 Apply hygiene and biosecurity measures
General rabbit hutch hygienic measures
Sanitization of rabbit hutch
Biosecurity measures: Offensive measures Defensives measures
o Demonstration on hygienic and biosecurity measures application
o Rabbit hutch visit o Group works/research on
rabbit hutch hygienic measures application
- PPE
- Audiovisual equipment
- Rabbit hutch
- Cleaning materials and
products
- Books
- disinfectants
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
Content Learning
activities
Resources
Performance criterion
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Checklist Score
Yes No
Observation
Learning Outcome 4.3 Apply Bio-chemical prevention measures
Selection of Bio-chemical prevention products: Wormicids Acaricids Antibiotic Insecticides Vaccines
Establishment of prophylactic plan
Administration technics of bio-chemical prevention product
Sanitary record keeping: Technical sheet Zoo-sanitary cards Zoo-sanitary data
collection and interpretation
o Demonstration on rabbit bio-chemical product administration
o Audiovisual presentation o Group work/ research on bio-
chemical application measures o ambulatory clinics
- PPE
- Bio-chemical product for
rabbit
- Audiovisual equipment
- Internet
- Books
- Veterinary pharmacy
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.4 Manage rabbit reproduction
Selecting buck and doe for breeding: Number of teats Live weight of rabbit High feed conversion
ratio Easy to handle Mating age For male number
testicles Size of litter of which
the rabbit was a member
From healthy parent
Management of buck: Puberty time Mating Mating ratio Culling Cause of mating
problems
Management of doe and young female: Puberty time Mating Farrowing interval Culling time
o Group work on feed stuff distribution
o Regular participation of students on school rabbit farming activities
o Group research and presentation on rabbit feeding practice
o Group work on feeding record collection and interpretation
- Feed stuffs
- Rabbit hutch cards and
records
- Books
- Internet
- Rabbit hutch
Content Learning
activities
Resources
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Conduct mating: Rabbit reproduction
cycle Heat induction
methods Heat detection Signs of successful
mating
Management of pregnant rabbit and kindles Pregnancy control
methods False pregnancy
(pseudo pregnancy) Kindling and mother
care Fostering
Management of kindles:
Climatic condition monitoring
Weaning Castration Nail trimming
Rabbit genetic improvement: Cross breeding
- Commercial breeding
- Up grading - Backcrossing - Terminal cross
system Selection
Reproduction record keeping:
Reproduction diagram Reproduction cards
Reproduction data collection and interpretation Rabbit digestion particularity
Rabbit feed stuffs distribution : Cereals Legumes
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Tubers Agro-industrial by-
products Green grass:
- Appetite fodder - Toxic and
poisonous plants Kitchen waste
Feeding practices: Feeding buck, dry doe
and young female Feeding Pregnant doe Feeding Lactating doe
and litter Feeding young rabbit Feeding grower and
finisher rabbit
Watering of rabbit
Teeth overgrowth control: wood sticks, concrete bricks
feeding record keeping: Technical sheet feeding cards feeding data
collection and interpretation
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
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Checklist Score
Yes No
Observation
Summative Assessment
Integrated situation Resources
URWIBUTSO Entreprise is a company , located at RULINDO District in Northern Province. This company has a rabbit farm which is managed in a traditional system. Different categories of rabbit breeds (Local breed, Californian, New Zealand white, Fauve de Bourgogne, Angora , Dutch, Chinchilla, Petit russe and Flemish giant) are reared. In order to extend and modernize his project of rabbit farming, the company has requested a loan from Grant Trust Bank. To maximize profit and get more money from different categories of rabbits and pay back quickly the loan, URWUBUTSO Entreprise has adopted a mixture of rabbit production systems: - To keep purchasedweaners to grow them for rearing and the
market.
- To keep the does and bucks to grow weaners for kidsproduction
- To keep does and bucks to sell weaners.
For better results, URWUBUTSO Entreprisewill recruit a veterinary nurse in charge of this rabbit farming project. You are then recruited to do this work: start and operate the project. You are requested to: - Adapt housing to production system in 4 hours
- Identify breeds in 10 minutes
- Select best quality rabbits to keep in 2 hours
- Establish the feeding and rearing plan in 2 hours
- Establish the prophylactic plan in 1 hour
Be aware that: - The operation is designed as a high investment totally confined
rabbit unit.
- All feed, with the exception of some bagged starter feed is
assumed to be produced on farm.
- The operation is assumed to use good lean gain genetics
Tools :
- Clinical tools
- Decameter
- Disinfectant
- Drugs (antiseptics,
antibiotics and vaccines)
- Farm cards and records
- Farm records tools
- Feed stuffs (Creep feed,
concentrate, kitchen
residues, forage, nutrient
supplement, bagger
starters and feed
additives)
- Hygrometer
- Kids boxes
- Meteorological data
- Rabbit reproduction
cards
- Rabbit reproduction
diagram
- Tattooing tools
- Thermometer
Materials and animals :
- Animals (does back and
kids)
- Building materials
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- All tools, material, equipment, products, land, building and
market inventory are assumed to be available.
Keep purchased weaners to grow them for rearing and the market, Keep
the does and bucks to grow weaners for kids production and keep does
and bucks to sell weaners
- Cleaning materials and
products
- Clinical materials (
castration material)
- Feeds stuffs
- high-pressure sprayer
- Scale
- Sketching materials
Equipment:
- Building - Composting system with
deep pits - Feeder and drinker - Feeding system facilities - Feeds storage tanks and
bins - Footbath - Grinding and mixing
machine - Land and perimeter
fence - Manure wagon - Mortality disposal
facilities - PPE - Pumps - Water supply facilities - Weather vane
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicators:
Current production system is checked and analysed
Breeds to use and good quality rabbits to keep are selected
Rabbits are categorized and kept in respective boxes
Feeds preparation and distribution are adapted to production systems
Prophylactic plan is established
Observation
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Assesment Criterion 2: Quality of Product
Checklist Score
Yes No
Indicators:
Hutch is transformed according to production system
Relevant rabbits breeds are selected according to production purpose
Rabbits are properly fed
Reproduction plan is well established
Prophylactic plan is well established
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicators:
Hutch requirements are fulfilled
Selection criteria of rabbits breeds are considered
Appropriate feeding practices are respected
Environment is sustained
Observation
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A N H A P 4 0 1 - DEMONSTRATING BASIC KNOWLEDGE ON DOMESTIC ANIMALS PHYSIOLOGY
ANHAP401 Demonstrate basic knowledge on domestic animal physiology
RTQF Level: 4 Learning hours
Credits: 9 90
Sector: Agriculture and food processing
Sub-sector: Animal Health
Issue date: January, 2014
Purpose statement
This module describes the skills, knowledge and attitude to be acquired by the learner to perform the
domestic animal body description. Any veterinary has to manipulate the body of the animal during his
professional work. So, this competence is very important for the Veterinary nurse training and it is a
prerequisite for all the specific modules of the qualification involving the manipulation and treatment of
the different animal species.
Upon completion of this module, the trainee will be able to:
- Describe the animal morphology - Describe the body apparatus; - Assess anatomo- physiological parameters of the main functions
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Learning assumed to be in place
AGRAH 401 Micro-organisms identification
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Describe the animal cell physiology 1.1. 1 Proper description of the animal cell according to
types, shapes, sizes and organization
1.2 Proper description of cell organdies functions
1.3 Proper description of transport processes across the cell
membrane according to diffusion, pinocytosis and
phagocytosis, active and passive transport
1.4 Appropriate description of cell multiplication, growth,
death and replacement
1.5 Appropriate description of cell metabolism
2. Describe body defense mechanism 2.1. Proper classification of body defense mechanism
2.2 Correct explanation of homeostasis and control of
internal environment based on body temperature and pH
regulation
2.3 Proper description of blood component and blood
physiology
2.4 Correct explanation of body immunity according to
sources and mode of action
3. Describe the physiology of different
body systems
3.1. Proper description of musculoskeletal system
physiology according to types, structure and excitability
3.2 Proper description of the circulatory system physiology
with reference to general properties, physical and chemical
composition, types of blood cells, structure and function
3.3 Proper description of the respiratory system physiology
based on animal species, types of respiration and structures
of the respiratory systems (Conducting system, Transitional
system and Exchange system)
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3.4 Proper description of digestive system physiology based
on animal species and feeding habits of different species
3.5 Proper description of the genital/reproductive system
physiology based on different animal species, sex and age
3.6 Proper description of the urinary system physiology
based on animal species, feeding habits and environmental
factors
3.7 Proper description of the nervous system physiology
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LU 1: Describe animal cell physiology
1
Learning Outcomes:
1. Describe animal cell organisation 2. Describe animal cell membrane transport 3. Describe cell metabolism
30 Hours
Learning Outcome 1.1: Describe animal cell physiology
Cell structure and organisation Cell Membrane Cytoplasm Nucleus Mitochondria Chloroplast Ribosome Lysosome Vacuole Centrosome Golgi body Endothelium
Comparison between animal cell and plant cell
o Presentation of picture on cell o Video presentation on cell, o Group work on comparison of
cell. o Microscopic observation on
specimen of cells.
- Pictures, - Projector, - Pamphlets - Microscope, - DVD and CD, - Specimen.
Formative Assessment 1.1
Content Learning
activities
Resources
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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
Checklist Score
Yes No
Observation
Learning Outcome 1.2: Describe animal cell membrane transport
Passive transport: Diffusion Facilitated diffusion Filtration Osmosis
Active transport
Phagocytosis
Pinocytosis
o Presentation of power point slide,
o Video presentation on cell membrane transport,
o Group work on cell membrane transport.
- Pictures, - Power point Slide, - Projector, - Pamphlets - DVD and CD.
Content Learning
activities
Resources
Performance criterion
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Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.3: Describe cell metabolism
Metabolism: Anabolism Catabolism
Source of cell energy
Characteristics of a living cell: Movement Respiration Growth & Death Excretion Nutrition Reproduction Sensitivity
o Presentation of power point slide on various topics,
o Video presentation on cell metabolism
o Group work on cell metabolism
- Pictures - Posters, - Pamphlets - Power point Slide, - Projector, - DVD and CD.
Content Learning
activities
Resources
Performance criterion
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Adaptability
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
Checklist Score
Yes No
Observation
Performance criterion
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LU 2: Describe body defence mecanism
2
Learning Outcomes:
1. Describe body defence mechanisms 2. Describe animal homeostasis 3. Describe blood component and functions
30 Hours
Learning Outcome 2.1: Describe body defence mechanisms
Basic terminologies: Immunity, immune system, immune response, allergens, antibody, antigen, autoimmune, Hapten, Epitope or Antigenic Determinant
Classification of immunity: Innate immunity Acquired immunity:
natural, artificial, active, passive
o Presentation of power point slide on body defence mechanism,
o Video presentation on body defence mechanism,
o Group work on body defence mechanism
o Pictures, o Posters, o Pamphlets o Power point Slide, o Projector, o DVD and CD.
Formative Assessment 2.1
Content Learning
activities
Resources
Performance criterion
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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
Checklist Score
Yes No
Observation
Learning Outcome 2.2:Describe animal homeostasis
Homeostatic organs: cells heart, skin, kidney, lungs, intestins and liver.
Mechanism of homeostasis Insulation Vasodilatation Vasoconstriction Sweating Skin receptors Shivering
o Presentation of power point slide on animal homeostasis,
o Video presentation on animal homeostasis,
o Group work on animal homeostasis
o Assignments on animal homeostasis
o Tutorials on animal homeostasis
- Pictures, - Posters, - Pamphlets - Power point Slide, - Projector, - DVD and CD
Formative Assessment 2.2
Content Learning
activities
Resources
Performance criterion
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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
Checklist Score
Yes No
Observation
Learning Outcome 2.3: Describe blood component and functions
Types of blood cells
Functions of blood cells
Platelets
Plasma and serum
Plasma proteins functions
Hematopoeisis
o Presentation of power point slide blood component and functions,
o Video presentation blood component and functions,
o Group work blood component and functions,
o Assignments blood component and functions,
o Tutorials blood component and functions
- Pictures, - Posters, - Pamphlets - Power point Slide, - Projector, - DVD and CD - Microscope - Giemsa reagents - Blood specimen
Formative Assessment 2.3
Content Learning
activities
Resources
Performance criterion
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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
Checklist Score
Yes No
Observation
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LU 3: Describe the physiology of different body systems
3
Learning Outcomes:
1. Describe musculoskeletal system physiology 2. Describe circulatory system physiology 3. Describe respiratory system physiology 4. Describe digestive system physiology 5. Describe the urinary system physiology 6. Describe the reproductive system physiology 7. Describe the nervous system physiology
30 Hours
Learning Outcome 3.1Describe musculoskeletal system physiology
Bone physiology:
Structure of bone
Function and clinical considerations of bone
Bone development Muscles physiology:
Types of muscles
Structure of muscle
Excitability: membrane and action potential
Theory of muscular contraction the sliding theory of muscular contraction
Conduction of impulse across the neuromuscular junction
o Presentation of power point slide on musculoskeletal system physiology
o Video presentation on musculoskeletal system physiology
o Group work on musculoskeletal system physiology
o Assignments on musculoskeletal system physiology,
o Tutorials on musculoskeletal system physiology
- Pictures, - Posters, - Pamphlets - Power point Slide, - Projector, - DVD and CD
Content Learning
activities
Resources
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Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.2: Describe circulatory system physiology
The heart as a pump
The cardiac cycle, heart sounds
Enervation of the cardiac tissue
Dynamics of exchange across the blood capillaries
Electrocardiogram
Peripheral circulation , hepatic, pulmonary and cephalic circulations
Regulation of circulation
Circulation of blood in blood vessels: blood pressure
o Presentation of power point slide on circulatory system physiology
o Video presentation on circulatory system physiology
o Group work on circulatory system physiology
o Assignments on circulatory system physiology,
o Tutorials on circulatory system physiology
- Pictures, - Posters, - Pamphlets - Power point Slide, - Projector, - DVD and CD
Content Learning
activities
Resources
Performance criterion
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Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.3: Describe respiratory system physiology
Structures and functions of upper and lower respiratory organs
Muscles of respiration
External and internal respiration
Frequency and amplitude of respiration
Pulmonary ventilation
Gaseous exchange through the respiratory membrane
o Presentation of power point slide on respiratory system physiology
o Video presentation on respiratory system physiology
o Group work on respiratory system physiology
o Assignments on respiratory system physiology,
o Tutorials on respiratory system physiology
- Pictures, - Posters, - Pamphlets - Power point Slide, - Projector, - DVD and CD
Content Learning
activities
Resources
Performance criterion
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Oxygen and carbon dioxide transport in the blood
The respiratory system and the pH control
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
Checklist Score
Yes No
Observation
Learning Outcome 3.4 Describe digestive system physiology
Content Learning
activities
Resources
Performance criterion
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Mechanical digestion
Breakdown by microrganisms
Biochemical digestion (enzymatic digestion)
Absorption and utilisation in the simple stomach
Absorption and utilisation in the ruminant stomach
Utilisation of the end products of digestion
o Presentation of power point slide on digestive system physiology
o Video presentation on digestive system physiology
o Group work on digestive system physiology
o Assignments on digestive system physiology,
o Tutorials on digestive system physiology
- Pictures, - Posters, - Pamphlets - Power point Slide, - Projector, - DVD and CD
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
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Learning Outcome 3.5: Apply hardwood floor
Structure and function of the kidney The functional unit of
the kidney- the nephron
Urine formation and excretion
The role of the kidney in the regulation of acid-base balance
The kidney and the regulation of sodium and water in the body
The influence of the nervous system and hormones on the kidney
o Presentation of power point slide on urinary system physiology
o Video presentation on urinary system physiology
o Group work on urinary system physiology
o Assignments on urinary system physiology,
o Tutorials on urinary system physiology
- Picturess, - Posters, - Pamphlets - Power point Slide, - Projector, - DVD and CD
Formative Assessment 3.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Content Learning
activities
Resources
Performance criterion
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Learning Outcome 3.6. Describe the reproductive system physiology
Structure and functions of reproductive organs (male and female) for different species,
Hormons involoved in reproduction (male and female)
Physiology of reproduction of male: Puberty Spermatogenesis
Physiology of reproduction of female: Puberty Ovigenesis and
ovulation Estrous cycle Fertilisation Gestation Parturition Lactation
o Presentation of power point slide on reproductive system physiology
o Video presentation on reproductive system physiology
o Group work on reproductive system physiology
o Assignments on reproductive system physiology,
o Tutorials on reproductive system physiology
- Pictures, - Posters, - Pamphlets - Power point Slide, - Projector, - DVD and CD
Formative Assessment 3.6
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Content Learning
activities
Resources
Performance criterion
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Checklist Score
Yes No
Observation
Learning Outcome 3.7: Describe the nervous system physiology
General organization of nervous system
Cerebral spinal fluid
Structure neuron
Excitation and conduction
Transmission of nerve impulse Sensory impulse Motor impulse
Somatic sensory system
o Presentation of power point slide on nervous system physiology
o Video presentation on nervous system physiology
o Group work on nervous system physiology
o Assignments on nervous system physiology,
o Tutorials on nervous system physiology
- Pictures, - Posters, - Pamphlets - Power point Slide, - Projector, - DVD and CD
Formative Assessment 3.7
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Content Learning
activities
Resources
Performance criterion
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Checklist Score
Yes No
Observation
Summative Assessment
Integrated situation Resources
You are a veterinary nurse in charge of clinics of CAVM. Mr GAKWAYA a cattle farmer, in Byangabo village, Busogo sector has reported to you a disease which affects calves, heifers and adult cows. These different animals present the following signs: anorexia, tachypnea, nasal discharge, cough, high temperature and tachycardia. GAKWAYA request you to help him to diagnose that disease. As veterinarian nurse you are requested to take respiratory and cardiac rate of those different animals in order to diagnose the disease. This task will be achieved within 10 minutes for each animal.
All necessary materials are available in ISAE veterinary clinics.
Assess respiratory, cardiac rate of the calves, Assess respiratory, cardiac rate of the heifers and Assess respiratory, cardiac rate of the adult cows
Materials:
- Thermometer - Stethoscope - Recording material - Animals - Hygienic material and
products - Cleaning materials
Restraining materials - Crush - Nose lead - Ropes
Equipment: - PPE
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Tools, equipment and materials are selected
1. Materials are well selected
2. Animals are well restrained
3. Sites of operation are well selected
4. Sites of operation are well prepared
Observation
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Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator:
Temperature is taken properly
Respiration rate is taken accordingly
Cardiac rate is taken accordingly
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Appropriate tools and equipment are well used
Sites of operation is well selected
Measurements are accurately taken
Observation
Assesment Criterion 4: Safety
Checklist Score
Yes No
PPE are well used
Materials, Equipment and work place are well cleaned and rearranged
Wastes are properly disposed
Observation
Reference books: 1. Cunningham J. G., Klein B., G., 2002, Textbook of Veterinary Physiology 3rd Edition, W. B. Saunders
Company, Elsevier limited.
2. William O. R., 2004, Duke’s Physiology of Domestic Animals, Comstock Publishing associates a
division of Cornell University Press, Ithaca, London
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C R P O I 4 0 1 - BASIC KNOWLEDGE OF ORGANIC AND INORGANIC CHEMISTRY
CRPOI401 Demonstrate basic knowledge of organic and inorganic chemistry
RTQF Level: 4 Learning hours
Credits: 4 40
Sector: Agriculture and food processing
Sub-sector: Animal Health
Issue date: January, 2014
Purpose statement
This module describes the skills and knowledge required to apply the knowledge of chemistry
provided for level four. The module will allow the participant to describe, demonstrate and
identify different components of chemistry as basis of other related modules
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Learning assumed to be in place
Not applicable.
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
Apply the basic knowledge on
structure of atoms and molecules
1.1.Proper description of atom particles
1.2 Proper calculation of atomic mass.
1.3 Appropriate description of chemical elements and
molecules
Apply the basic knowledge of
inorganic chemistry
2.1. Proper simple chemical equilibrium
2.2 Proper differentiation of Acids, Bases and Amphotere.
2.3 Proper description of solution
2.4 Proper calculation of concentration (Morality (C),
Normality, Molality (M), Percentage).
Apply/understand/acquire/ the basic
knowledge on organic chemistry
3.1. Proper classification of Organic compounds (Functional
group).
3.2. Proper simple polymerisation of organic molecules
3.2. Appropriate description of organic products
carbohydrates Proteins, Vitamins and lipids”.
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LU 1: Apply basic knowledge of structure atoms and elements
1
Learning Outcomes:
1. Describe atom particles 2. Calculate the atomic mass. 3. Describe chemical element and molecules
12 Hours
Learning Outcome 1.1: Describe atom particles
Description and structure of atoms Nucleus.
- Protons, - Neutrons
Electrons
o Brainstorming on atoms o Audio visual presentation on
structure of atoms Group discussion on structure of
atom
Reference books DVD players Internet connection
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
Content Learning
activities
Resources
Performance criterion
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Checklist Score
Yes No
Identify
Observation
Learning Outcome 1.2: Calculate the atomic mass.
Mass of an atom
Relationship between atomic mass, number of Neutron and number of protons.
Description of isotopes
Brainstorming on atoms
Audio visual presentation on structure of atoms
Group discussion on structure of atoms
Reference books DVD players Internet connection
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
Content Learning
activities
Resources
Performance criterion
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Checklist Score
Yes No
Observation
Learning Outcome 1.3: Describe chemical element and molecules
Differentiation of chemical elements basing on: Electronic
configuration Symbols Metal and their
properties Non metal and their
properties Groups and periods
Bonding
Description of molecules Classification of
molecules
Calculation of molar mass and mole number
o Brainstorming on chemical elements
o Audio visual presentation on structure on chemical elements
o Group discussion on structure of chemical elements
o Group presentation
Periodic tables Reference books DVD players Internet connection
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
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LU 2: Apply basic knowledge of inorganic chemistry
2
Learning Outcomes:
1. Acquire the knowledge of chemical equilibrium 2. Differentiate Acids bases and Amphotere. 3. Describe solution
12 Hours
Learning Outcome 2.1: Acquire the knowledge of chemical equilibrium
Difference between indices and coefficient number
Difference between reactants and products
Types of reaction Reversible irreversible
Methods of equilibrium Algebraic equilibrium
Randomly equilibrium
(Tatonnement)
o Brainstorming on chemical equilibrium
o Group discussion on structure of chemical equilibrium
o Exercises on chemical equilibrium and reaction
o Laboratory activities on chemical equilibrium and reaction
Periodic tables Reference books DVD players Internet connection Laboratory
Formative Assessment 2.1
Content Learning
activities
Resources
Performance criterion
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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
Checklist Score
Yes No
Observation
Learning Outcome 2.2: Differentiate Acids bases and Amphotere.
Properties of acids and bases
PH of solution (Acidic, Neutral and alkaline)
Some examples acids and bases
Citric acid (from citrus fruits and vegetables,)
Ascorbic acid (vitamin C, as from certain fruits)
Acetic acid (Vinegar) Lactic acids (Milk)
Examples of bases Na0H,
KOH.
o Brainstorming on acids, and bases.
o Group discussion on on acids, and bases.
o Practical exercises on PH test
o Laboratory activities on acids and bases differentiation.
Reference books DVD players Internet connection
Laboratory
Content Learning
activities
Resources
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Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.3: Describe solution
Definition of Solution
Properties of solute and solvents
Properties of solution
Some examples of solute, solvents and solution.
Solution preparation
o Brainstorming on solute and solvents
o Group discussion on preparation of solution.
Laboratory activities on
solution preparation
Reference books DVD players Internet connection Laboratory
Content Learning
activities
Resources
Performance criterion
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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
Checklist Score
Yes No
Observation
Performance criterion
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Learning Outcome 2.4: Calculate the surface and distance on a slope by triangular
measurements Calculate the concentration of solution
Definition of (Morality (C), Normality, Molality (M), Percentage).
Formula used for calculating: Morality(C), Normality, Molality (M), Percentage).
Application of (Morality (C), Normality, Molality (M), Percentage). Solution
Dilution
o Brainstorming on solution concentration.
o Group discussion on solution concentration.
o Practical exercises on solution preparation.
Laboratory activities on
solution preparation
Reference books DVD players Internet connection Laboratory
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
Checklist Score
Yes No
Observation
Content Learning
activities
Resources
Performance criterion
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LU 3: Apply basic knowledge of organic chemistry
3
Learning Outcomes:
1. Classify Organic compounds 2. Polymerise organic simple molecules 3. Describe organic products
18 Hours
Learning Outcome 3.1: Classify Organic compounds
(Functional group): Alkanes, Alkenes or Alkyne Alcohols, Aldehydes Ketones
Nomenclature of organic compound
Alkanes, Alkenes or Alkyne Alcohols, Aldehydes Ketones
Function of organic
compound.
o Brainstorming on organic compound.
o Audio visual presentation o Group discussion on organic
compound. Exercises on nomenclature of
organic compound.
Reference books DVD players Internet connection
Formative Assessment 3.1
Content Learning
activities
Resources
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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
Checklist Score
Yes No
Observation
Learning Outcome 3.2: Polymerise organic simple molecules
Properties of organic simple molecules (alcohol, Ethylene, acetic acid and ester)
Equilibrium of organic simple molecules Polymerisation of
organic molecules
o Brainstorming on organic molecules.
o Audio visual presentation o Demonstration o Group discussion on organic
molecules. Practical exercises.
Reference books DVD players Internet connection Laboratory
Formative Assessment 3.2
Content Learning
activities
Resources
Performance criterion
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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
Checklist Score
Yes No
Observation
Learning Outcome 3.3: Describe organic products
Different organic products: carbohydrates Proteins, Vitamins and lipids”.
Importance of
carbohydrates
Proteins, Vitamins
and lipids”.
o Brainstorming on organic products.
o Audio visual presentation of organic products.
o Demonstration of organic products
o Group discussion on organic products. Practical exercises.
Reference books DVD players Internet connection Laboratory
Formative Assessment 3.3
Content Learning
activities
Resources
Performance criterion
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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
Checklist Score
Yes No
Observation
Performance criterion
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A N H P F 4 0 1 - POULTRY FARMING
ANHPF401 Perform poultry farming
RTQF Level: 4 Learning hours
Credits: 12 120
Sector: Agriculture and food processing
Sub-sector: Animal Health
Issue date: January, 2014
Purpose statement
This core module provides the skills, knowledge and attitude for a learner to be competent in a
range of routine tasks and activities that require the application of practical skills in a defined
context of:
- Poultry breeds description;
- Poultry shelters and hatchery sketching;
- Poultry shelters and hatchery equipment installation;
- Poultry production management
- Day old chicks, poults, duckling, Gosling production;
- Poultry health and diseases control
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Learning assumed to be in place AGRAH 401 Micro-organisms identification
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
Describe poultry breeds
1.1Proper identification chicken, duck, Goose, Turkey
breeds
1.2 Proper classification of chicken, duck, Goose, Turkey
breeds
Sketch poultry shelters and
hatchery
2.1Proper selection of poultry shelters and hatchery site
(Chicken, turkey, duck, goose)
Proper sketching of poultry shelters and hatchery (plans,
annexes
Install the poultry shelters and
hatchery equipment
3.1. Correct selection of poultry and hatchery tools and
equipment
3.2.Accurate installation of poultry and hatchery tools and
equipment
Manage poultry production 4.1.Appropriate management of chicks, poults, duckling
and gosling
4.2.Proper rearing of broilers/ layers (chickens, turkeys,
ducks and goose)
4.3.Accurate records keeping and interpretation of
production data
Produce day old chicks, poults,
duckling, Gosling
5.1.Proper selection of eggs for incubation
5.2.Proper preparation of the hatchery
5.3.Proper management of the incubation
5.4.Proper conduct of hatching
5.5.Proper selection, sexing and vaccination of chicks,
poults, duckling and gosling
5.6.Proper disposal of the hatchery waste
Perform poultry health and
diseases control
6.1.Proper selection of eggs for incubation
6.2.Proper preparation of the hatchery
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6.3.Proper management of the incubation
6.4.Proper conduct of hatching
6.5.Proper selection, sexing and vaccination of chicks,
poults, duckling and gosling
6.6.Proper disposal of the hatchery waste
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LU 1: Describe poultry breeds
1
Learning Outcomes:
1. Classify poultry by species 2. Classify poultry by breeds 3. Classify poultry according to meat production
8 hours
Learning Outcome 1.1Classify poultry by species
Species: chicken, ducks, geese, turkeys
o Poultry Farms visit for
species and breeds
identification
o Audio visual presentation
o Posters
Group work/research for species and breeds identification and comparison
- Books
- Poultry farms
- Audiovisual equipment
- Posters
- Internet
- Poultry breeds
comparative tables
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Identify
Observation
Learning Outcome 1.2Classify poultry by breeds
Chicken Breeds:
Duck breeds
Goose breeds
Turkeys breeds
Local breeds
Pure chicken breeds
Hybrids
o Poultry Farms visit for
species and breeds
identification
o Audio visual presentation
o Posters
o Group work/research for
species and breeds
identification and comparison
- Books
- Poultry farms
- Audiovisual equipment
- Posters
- Internet
- Poultry breeds
comparative tables
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.3: Describe chemical element and molecules 1.3. Classify poultry
according to meat production
Physical,
morphological,
functional main
characteristics of
poultry breeds (Size,
color, types of comb,
feathering, origin,
eggshell color,
production,
adaptability):
Chicken Breeds :
Cobb 500, hubbard,
Euribrid, Hybro g,
Euribrid Hybro N,
Shaver starbro, Ross,
New Hampshire, Light
Sussex
Duck breeds :
Khaki Campbell
Muscovi or canard
de barbarie,
Pekin,
o Poultry Farms visit for
species and breeds
identification
o Audio visual presentation
o Posters
o Group work/research for
species and breeds
identification and comparison
- Books
- Poultry farms
- Audiovisual equipment
- Posters
- Internet
- Poultry breeds
comparative tables
Content Learning
activities
Resources
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Rouen
Goose breeds :
Toulouse
Pilgrim
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
Checklist Score
Yes No
Observation
Performance criterion
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LU 2: Design poultry shelters and hatchery
2
Learning Outcomes:
1. Select site for poultry shelters and hatchery 2. sketch poultry shelters, hatchery and accessories
10 Hours
Learning Outcome 2.1.Select site for poultry shelters and hatchery
Selection criteria: Accessibility: roads Water supply Power supply Distance from
habitations Soil structure Distance from any
source of nuisance Code and regulation Ecological
conditions Site dimension
o Poultry farms visit for site
selection criteria
o Site field visit for
requirements appreciation
o Brainstorming on site
selection criteria
o Group discussion on site
selection criteria
- Books
- Poultry farms
- Field site
- GPS
- Metric ribbon
- Pegs
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.2: Sketch poultry shelters, hatchery and accessories
Poultry shelters types: Housing with a run,
Housing with litter
but without a run,
Housing with slatted
flooring
Battery cages,
Poultry shelters componentsand specifications: Brooders house,
Grower house,
Hatchery,
Broilers house,
Layers house,
Foot bath,
Run/grasses area,
Baths for ducks and
gooses, dimension ,
Feed store,
Feed mill,
Compost pit,
o Poultry farms visits for
poultry shelters types,
components ,accessories
observation
o Audiovisual presentation
o Individual research
o Individual Sketching
o Poultry farms visits for
poultry shelters types,
components
,accessories
observation
o Audiovisual
presentation
o Individual research
o Individual Sketching
Content Learning
activities
Resources
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Drug store
Office
Shelters and hatchery
isolation: heat,
humidity , cold and
predators
Ventilation and
cooling systems:
Ventilation types:
natural, forced
Cooling systems:
vaporization,
Nebulisation,
watering
Design accessories:
Laying cages (nest)
Perch,
Dust bathing cans,
Feeders and
drinkers,
Floor eggs,
Brooders and
heaters,
Lighting,
Heaters
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
Performance criterion
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Checklist Score
Yes No
Observation
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LU 3: Install the poultry shelters and hatchery equipment
3
Learning Outcomes:
1. Select material and equipment 2. Apply material and equipment installation
12 Hours
Learning Outcome 3.1: Select material and equipment
Material and equipment requirement criteria: age, breed and size, climatic conditions, type of production, farming system
Identification of material and equipment for: Poultry house Hatchery Hygiene
o Poultry farm and hatchery
visit for observation of
material and equipment
o Audiovisual presentation
o posters.
- Feeders, drinkers,
laying nests, perches,
brooders, floor eggs,
eggs trays, lighting
systems, heaters, dust
bathing cans
- Scales, thermometers,
candles, incubators and
hatchers, trays, carts,
saucepans for
fumigation, power
generator
- Wheelbarrow, shovel,
barrels, squeegees,
pipes
- Incubators,
thermometer,
hygrometer, fan, eggs
grader, tray with a
turning device,
thermostat
Content Learning
activities
Resources
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Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.2: Apply material and equipment installation
Installation criteria : Types of production
and equipment Age of poultry
animal
Breeds
density
Positioning principles
Installation methods:
o Poultry farm and hatchery
visit for observation of
material and equipment
o Audiovisual presentation
o Group work/research
- Perch
- Laying nest
- Floor eggs
- Nest box
- Incubator
- Feeder
- Drinker
- Audiovisual equipment
- Books
- Poultry farms
Content Learning
activities
Resources
Performance criterion
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Maintenance of poultry and
hatchery material and
equipment
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
Checklist Score
Yes No
Observation
Performance criterion
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LU 4: Manage poultry production
4
Learning Outcomes:
1. Select poultry breeds 2. Identify production systems 3. Rear broilers , layers chickens, turkeys, ducks and geese 4. Manage technical-economic production
35 Hours
Learning Outcome 4.1. Select poultry breeds
Breeds selection criteria:
breeds, origin, production per year, weight, eggshell color and size, rusticity, brooding, price, market situation, experience of the farmer, farm management, local preference and availability, adaptability, age, physical appearance, productivity of parents, feed conversion rate, health status, productivity, maturity period, fecundity, temperament
Methods of selection: mass, contemporary
comparison, collateral relative, progeny testing, tandem selection,
pedigree selection
o Brainstorming for selection
criteria
o Group discussion on
selection criteria
o Group /individual research
- Books
- Internet
- Different poultry breeds
Content Learning
activities
Resources
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Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 4.2: Identify production systems
Types of production systems : Extensive:
- Open range
and free-
range
systems ,
Intensive : - Fold unit
system
- Battery cage
system
o Visit of different poultry
production systems
o Practical exercise on
experimentation of poultry
production systems
o Group research
o Audiovisual
- PPE
- Poultry
- Battery cages
- Material for poultry
equipment and poultry
house
- Books
Internet
Content Learning
activities
Resources
Performance criterion
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- Deep litter
system
Semi-intensive
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
Checklist Score
Yes No
Observation
Performance criterion
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Learning Outcome 4.3. Rear broilers , layers chickens, turkeys, ducks and geese
Environmental
requirement in a
poultry house:
temperature, ventilation
systems, hygrometry,
gase content, dust, litter
Day old chicks, poults,
duckling, Gosling
management:
Brooding
preparation
Day old chicks
manipulation ,
transport and
reception
Control of ambiance
conditions
Growers management
Layers management
Culling
o Demonstration of brooding
preparation, day old chicks
manipulation and reception,
ambiance conditions
management
o Group work on growers and
layers management
o Audiovisual presentation
- PPE
- Poultry farm
- Audiovisual equipment
- Books
- Internet
- Brooding material and
equipment : litter,
heater, lamps,
thermometer,
hygrometer, feeders,
drinkers, sacs, poultry
feeds,
- Poultry animal
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
Content Learning
activities
Resources
Performance criterion
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Checklist Score
Yes No
Observation
Learning Outcome 4.4: Manage technico-economic production
Record keeping:
Technical data sheets,
Accounting book
Data interpretation of :
Mortality rate Laying rate Feed conversion
rate, Weight of egg Weight daily gain
o Group work on technical sheets and accounting
o Analysis of poultry farm data
- Technical data sheets,
- Accounting book
- Poultry farm
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
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LU 5: Produce day old chicks, poults, duckling, Gosling
5
Learning Outcomes:
1. Prepare eggs for incubation 2. Prepare hatchery 3. Incubate eggs 4. Care chicks, poults, ducklings and goslings
25 Hours
Learning Outcome 5.1: Prepare eggs for incubation
Handling of hatching eggs
Selection criteria of eggs for hatching
Cleaning and disinfection of eggs
Storage of eggs for incubation
o Demonstration of eggs
preparation for incubation.
- Eggs
- Formaldehyde
- Potassium
permanganate
- Precision scale
- Cleaning materials
- PPE
- Grader
- Candeler
Formative Assessment 5.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 5.2 Prepare hatchery
Clean and disinfect the
hatchery room
Clean and disinfect the
hatchery equipment
Test the incubation material
and equipment
o Audiovisual presentation
o Hatchery visit
o Demonstration
- PPE
- Hatchery farm
- Audiovisual equipment
- Incubator
Formative Assessment 5.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Content Learning
activities
Resources
Performance criterion
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Yes No
Observation
Learning Outcome 5.3 Incubate eggs
Incubation types: Natural, Artificial
Preparation and management of natural incubation
Prepare and management of artificial incubation Incubation conditions
of poultry species: - Temperature , - Humidity - Ventilation - Turning rate
Incubator loading Incubation Candling eggs Hatching Management of an
incubator
o Demonstration of natural and
/or artificial incubation
o Group research
o Audiovisual presentation
- PPE
- Hatchery farm
- Audiovisual equipment
- Incubator
- Internet
- Books
Formative Assessment 5.3
Content Learning
activities
Resources
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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
Checklist Score
Yes No
Observation
Learning Outcome 5.4: Care chicks, poults, ducklings and goslings
Counting
Selection and Sexing
Vaccination
Expedition
Hygiene
Waste treatment Record keeping
o Demonstration on chicks,
poults, ducklings and
goslings counting, selection,
sexing and vaccination
o Audiovisual presentation
- PPE
- Chicks, poults,
ducklings and goslings
- Audiovisual equipment
Formative Assessment 5.4
Content Learning
activities
Resources
Performance criterion
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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
Checklist Score
Yes No
Observation
Performance criterion
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LU 6: Perform poultry health and diseases control
6
Learning Outcomes:
1. Apply hygienic and biosecurity measures 2. Identify specific poultry diseases 3. Apply Bio-chemo prevention measures
30 Hours
Learning Outcome 6.1 Apply hygienic and biosecurity measures
General poultry hygienic measures
Sanitization of the poultry shelters
Bio security measures: Offensive measures Defensive measures
o Demonstration of poultry hygiene application
o Brainstorming on bio security measures
o Group research on bio security measures
o Poultry farm visit
- PPE - Cleaning material - Cleaning products and
disinfectants - Books - Internet - Poultry farm
Formative Assessment 6.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Content Learning
activities
Resources
Performance criterion
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Checklist Score
Yes No
Observation
Learning Outcome 6.2 Identify specific poultry diseases
Specific poultry diseases : Parasitic Infectious Metabolic Toxi-infections
o Group research o Posters o Audiovisual Brainstorming
- Internet - Audiovisual equipment - Books - Posters
Formative Assessment 6.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Content Learning
activities
Resources
Performance criterion
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Observation
Learning Outcome 6.3 Apply Bio-chemo prevention measures
Selection of poultry bio-chemoprevention products: Vaccines Antiparasitic Antibiotic
Prophylactic plan
Administration route in poultry: Water Feed Aerosol:
- Nebulisation - Fumigation, - Pulverization - Injection
o Demonstration on administration of poultry
o bio-chemoprevention products
o Audiovisual presentation o Group work/research on
poultry hygienic measures o Poultry farm visit
- Audiovisual equipment - Bio-chemoprevention
drugs - PPE - Internet - Poultry farm
Formative Assessment 6.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Content Learning
activities
Resources
Performance criterion
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Checklist Score
Yes No
Observation
Summative Assessment
Integrated situation Resources
Kayitera is farmer of chicken. In his poultry there is 3 different categories of chickens: growers, laying hens and the broilers.
There is a problem of cannibalism, decreased eggs production and growth retardation.
As you are veterinary assistant, Kayitera calls you for assist him for handling that problem.
Check and correct the stock density, imperfection of shelters, equipment and, feeding in 3 hours for each category of chicken
All materials, equipment, tools, poultry feed, are available in hardware and agri-vet shop near the site of chicken farm.
Perform growers poultry farming of layers hens, Perform poultry
farming of broilers and Perform poultry farming of chicks/growers
Tools and Materials: - Feeders, drinkers, eggs
trays,
- Barrels, squeegees, pipes hygrometer litter, heater,
- Cleaning material - Lamps, sacs - Scales, thermometers,
- Wheelbarrow, shovel,
Equipment - Brooders lighting
systems, heaters, dust
bathing cans
- Laying nests
- Perches,
PPE: - (safety shoes ) boots - Dust mask - Gloves - Lab coats/ Overall
Products
- Cleaning products and disinfectants
- Bio-chemoprevention drugs
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicators
Farm history is well assessed
Farm conditions are well checked
Farm conditions are analysed
Corrective measures are proposed
Observation
Assesment Criterion 2: Quality of Product
Checklist Score
Yes No
Indicators
Causes of problems are well identified
Corrective measures are applied
Corrective measures are properly applied
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicators
The stocking density is respected
The shelter environment conditions are properly assessed
The hygiene and bio -security measures are applied
The quantity and quality feeds are accurately calculated
Observation
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Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicators
PPE are well used
Tools , Equipment and work place are well cleaned and rearranged
Wastes are properly disposed
Observation
References:
1. Kenneth K.G.k. et all., MK Secondary Agriculture Student’s Book Three, Book 3, Kampala, 204p
2. Sanofi santé animale, Guide de l’aviculture tropicale, 115p 3. Macdonald I.,LOW J.,1985, Livestock rearing in the Tropics, Macmillan, 138p. 4. Kühnemann H. , Les petits elevages , Animaux de basse –cour-moutons, chevres,
abeilles, 1992,Editions Eugen Ulmer, 206
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A N H P D 4 0 1 - COMMON PARASITIC DISEASES TREATMENT
ANHPD401 Treat Common Parasitic Diseases
RTQF Level: 4 Learning hours
Credits: 9 90
Sector: Agriculture and food processing
Sub-sector: Animal Health
Issue date: January, 2014
Purpose statement
This core module provides the skills, knowledge and attitude for a learner to be competent in a range of
routine tasks and activities that require the application of practical skills in a defined context of the
treatment of the common parasitic diseases.
Any veterinarian has to treat common parasitic diseases during his professional work. So, this
competence is very important for the Veterinary assistant training.
Upon completion of this module, the trainee will be able to:
- Identify common parasites ;
- Identify common parasitic diseases ;
- Perform diagnosis of parasitic diseases;
- Perform treatment for parasitic diseases
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Learning assumed to be in place
Not applicable.
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify common parasites 1.1. Proper identification of helmenths
1.2. Proper identification protozoa
1.3. Proper identification of microscopic acarians
2. Identify common parasitic diseases 2.1. Proper identification of helmenthiasis
2.2. Proper identification protozoa diseases
2.3. Proper identification of microscopic acarian
diseases
3. Perform diagnosis of parasitic
diseases
3.1. Conducting appropriate Anamnesis
3.2. Carrying out adequate general examination
3.3. Conducting adequate specific examination
3.4. Performing adequate routine laboratory
examination
3.5. Performing appropriate diagnosis and prognosis
4. Perform treatment for parasitic
diseases
4.1. Proper Selection of appropriate treatment
4.2. Proper identification of medicines
4.3. Appropriate Prescription of medicines
4.4. Accurate Administration of prescribed medicine
4.5. Proper Follow up of patient
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LU 1: Identify common parasites
1
Learning Outcomes:
1. Classify poultry by species 2. Describe helminths 3. Describe protozoa 4. Describe mites
19 Hours
Learning Outcome 1.1: Classify poultry by species
Species: chicken, ducks, geese, turkeys
o Poultry Farms visit for species and breeds identification
- Books
- comparative tables
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
Content Learning
activities
Resources
Performance criterion
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Checklist Score
Yes No
Observation
Learning Outcome 1.2: Describe helminths
Morphology, Life cycle,
Classification:
Nemathelminths
Plathelminths Trematods (flukes) Cestodes
(tapeworms)
Acanthocephales
o Brainstorming on worms (helminths)
o Observation of fresh and preserved helminths specimen
o Practical works: collect of helminths specimen for identification and preservation
o Group discussions: small groups
formation, discussion and
presentation
o Audi-visual presentation
describing parasites
- Animals
- PPE
- Microscope, Magnifier
- Posters
- Audio-visual equipment
- Specimen of parasites
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.3: Describe protozoa
Morphology, Life cycle,
Classification:
Theleria
Anaplasma
Babesia
Trypanosoma
Coccidia
Trichomonas
Balantidia
o Brainstorming on protozoa o Observation of fresh blood
under microscope (Trypanosoma sp.), fresh and fixed blood smears ad faecal samples
o Group discussions: small groups
formation, discussion and
presentation
o Audi-visual presentation
describing the parasites
- Animals
- PPE
- Microscope, Magnifier
- Posters
- Audio-visual equipment
- Specimen of parasites
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.3 Describe mites
Morphology, Life cycle,
Classification:
Sarcoptes
Psoroptes
Demodex
Notoedres
Chorioptes
Psorergates
o Brainstorming on mites o Observation of parasites under
microscopes o Group discussions: small groups
formation, discussion and
presentation
- Animals
- PPE
- Microscope, Magnifier
- Posters
- Audio-visual equipment
- Specimen of parasites
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
Content Learning
activities
Resources
Performance criterion
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Checklist Score
Yes No
Observation
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LU 2: Identify common parasitic diseases
2
Learning Outcomes:
1. Characterise helminthiasis 2. Characterise protozoal diseases 3. Identify different types of manges
53 Hours
Learning Outcome 2.1: Characterise helminthiasis
Definition, Etiology,
Geographical distribution,
Mode of transmission, Clinical
signs, Lesions:
Nemathelminthiasis: Ascardiosis Syngamosis Oxyurosis Trichostrongylosis Thelasiosis Metastrongylosis Schistosomiasis Haemochosis Ostertagiosis Oesophagostomosis Dictyaucaulosis Parafilariosis
(Subcuteneous filariosis)
Plathelminthiasis: Trematods (flukes):
- Paramphistomosis - Fasciolosis
o Brainstorming on parasitic diseases
o Group discussions on parasitic diseases
o Individual or group searching works (library, internet)
o Visits (farms, clinics, slaughterhouses) to identify different diseases according to lesions and clinical signs
o Audi-visual presentation describing the disease
- Animals
- PPE
- Posters
- Audio-visual equipment
- Farm, Clinics,
Slaughterhouse
Content Learning
activities
Resources
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- Dicrocoeliosis Cestodosis
(tapeworms) - Cestodose
(immature and mature forms)
Acanthocephales
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
Checklist Score
Yes No
Observation
Performance criterion
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Learning Outcome 2.2 Characterise protozoal diseases
Definition, Etiology,
Geographical distribution,
Mode of transmission, Clinical
signs, Lesions:
Tick-borne diseases Theleriosis Anaplasmosis Babesiosis Cowdriosis
Trypanosomiasis
Coccidiosis
Trichomoniasis
o
- Animals
- PPE
- Posters
- Audio-visual equipment
- Farm, Clinics,
Slaughterhouse
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
Checklist Score
Yes No
Observation
Content Learning
activities
Resources
Performance criterion
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Learning Outcome 2.3 Identify different types of manges
Definition, Etiology,
Geographical distribution,
Mode of transmission, Clinical
signs, Lesions:
Sarcoptic Mange
Notoedric Mange
Demodectic Mange
Otodectic Mange
Psoroptic Mange
Chorioptic mange
Psororergatic mange
o Brainstorming on mange o Group discussions on mange o Individual or group searching
works (library, internet) o Visits (farms, clinics,
slaughterhouses) to identify different diseases according to lesions and their locations, and clinical signs
- Animals
- PPE
- Posters
- Audio-visual equipment
- Farm, Clinics,
Slaughterhouse
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
Checklist Score
Yes No
Observation
Content Learning
activities
Resources
Performance criterion
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LU 3: Perform diagnosis for parasitic diseases
3
Learning Outcomes:
1. Perform anamnesis 2. Carry out general examination materials 3. Carry out specific examination 4. Make diagnosis and prognosis
7 Hours
Learning Outcome 3.1 Perform anamnesis
Techniques of history taking
Owner identification
Animal history: Immediate history (present
history) Past Histories Nutritional history
Environmental History: Farm Vicinity Climate
o Brainstorming on the history of diseases
o Simulation of the conversation between the owner and the veterinary technician
o Group discussion on anamnesis
o Individual and group search for better understanding of anamnesis
- Animals
- PPE
- Posters
- Audio-visual
equipment
- Animal owner, Farm,
Clinics
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.2: Carry out general examination
Animal observation: At distance Close
Supplementary information (related to the suspicion)
o Visits of the farms, clinics o Practical group work o Audio-visual presentation of
various recorded cases
- Animals
- PPE
- Posters
- Audio-visual equipment
- Animal owner, Farm,
Clinics
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
Content Learning
activities
Resources
Performance criterion
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Checklist Score
Yes No
Observation
Learning Outcome 3.3 Carry out specific examination
Examination of body systems Digestive system Respiratory system Circulatory system Urinary system Musculo-skeletal system Reproductive system Integumentary system Nervous system
Systematical physical examination Temperature Palpation and hydration
status Percussion Auscultation (heart and
lungs) Abdominal auscultation
and assessment of rumen function
Succussion Olfactory and visual
inspection Examination of mucous
membranes
o Visits of the farms, clinics o Practical individual and group
work o Audio-visual presentation of
various recorded cases
- Thermometer,
stethoscope
- PPE
- Muzzle, Taylor
percussion hammer,
stomach tube, trocar,
intra-mammary
catheter, mare urinary
catheter, vaginal
speculum
Formative Assessment 3.3
Content Learning
activities
Resources
Performance criterion
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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
Checklist Score
Yes No
Observation
Learning Outcome 3.4 Make diagnosis and prognosis
Concepts and definitions Suspicion Presumption Confirmation
Types of diagnosis Clinical Differential Etiological
- Helminths: Faecal examination (gross examination, direct smear, flotation, sedimentation)
- Protozoa: faecal examination (Coccidia, Balanthidia), blood smears
- Mites: direct microscopy of skin scabs Therapeutic
Prognosis Favourable Unfavourable
o Brainstorming on types of diagnostics and prognosis
o Visits of the farms, clinics o Practical individual and group
work
- Animals
- PPE
- Library, laboratory,
- Animal owner, Farm,
Clinics
Content Learning
activities
Resources
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Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes
No
Observation
Performance criterion
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LU 4: Perform treatment for parasitic diseases
4
Learning Outcomes:
1. Select appropriate treatment 2. Administer appropriate medicine 3. Follow up the case
11 Hours
Learning Outcome 4.1 Select appropriate treatment
Identification of antiparasitic drugs: Antihelminthics drugs, Antiptrotozoal drugs
Selection criteria: animals species, breeds, physiological status, parasite species, disease, age, treatment, value of animals, presentation of medicine, side effects, availability, financial resources of animal owner
o Brainstorming on drug selection
o Observation of drugs in a drug store and pharmacies
o Group work on notice reading
- PPE
- Drugs, materials and
equipment
- Animals
- Farms records
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 4.2: Administer appropriate medicine
Administration routes and
techniques:
Per os
Parenteral
Local application of drug (Ointment)
o Practical work on drugs administration
o Audi-visual presentation of drug administration (drenching, injections)
- PPE
- Drugs, materials and
equipment
- Animals
- Farms records
Formative Assessment 4.2.
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 4.3 Follow up the case
Regular monitoring for evolution and possible complications
Post treatment check up
o Practical work on evaluating the vital signs and body functions
o Farm and clinics visits
- Animals
- PPE
- Laboratory
- Animal owner, Farm,
Clinics
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
Content Learning
activities
Resources
Performance criterion
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Checklist Score
Yes No
Observation
Summative Assessment
Integrated situation Resources
A progressive farmer from KINONI Sector BURERA District has imported and reared exotic animal breeds of 25 Cows from USA, 20 Goats from South Africa and 35 Sheep from Israel. In this Sector there is high frequency of Fasciolosis diseases.
As Veterinary nurse you are called to: • Perform clinical and microscopic exams of Fasciolosis, • Diagnose Fasciolosis disease, • Treat Fasciolosis disease.
Perform clinical and microscopic exams of fasciolosis, Diagnose
fasciolosis disease and Treat fasciolosis disease
Animals
Crush
Syringes and needles
PPE,
Buckets,
Jerry cans,
Water
Microscope
Slide
Cover slide
Gloves
Grind
Morter
Centrifuger
Salt
Stopper
Nose lead
Dyer
Testing tube
Drugs
Botles
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Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Anamnesis is well conducted
General clinical examination is well done
Faeces sample is well collected
Microscopic examination is well performed
Material are well selected
PPE is well used
Animal restraining is well applied
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicators
Calendar of animal deworming is established
Laboratory examination results are well interpreted
Dose of medicine is well respected
The medicine is well administered
Observation
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Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicators
Available Product is used
Medicines are selected accordingly
Administration route is respected.
Observation
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A N H I D 4 0 1 - COMMON INFECTIOUS DISEASES TREATMENT
ANHID401 Treat common infectious diseases
RTQF Level: 4 Learning hours
Credits: 9 90
Sector: Agriculture and food processing
Sub-sector: Animal Health
Issue date: January, 2014
Purpose statement
This core module describes the skills, knowledge and attitude required to treat common infectious
diseases. Any veterinary has to treat common infectious diseases during his professional work. So, this
competence is very important for the Veterinary assistant training.
Upon completion of this module, the trainee will be able to:
- Describe common infectious diseases
- Perform diagnosis for infectious diseases
- Apply treatment for infectious diseases
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Learning assumed to be in place
AGRAH 401 Micro-organisms identification
AGRAH404 Basic knowledge on domestic animals physiology
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Describe common infectious
diseases
1.1 Proper identification of common infectious diseases
1.2 Proper characterization of common infectious diseases
2. Perform diagnosis for infectious
diseases
2.1. Proper Conducting of Anamnesis
2.2. Proper general examination
2.3. Conducting adequate Specific examination
2.4. Performing adequate Routine laboratory examination
2.5. Performing appropriate Diagnosis and prognosis
3. Apply treatment for infectious
diseases
3.1. Proper Selection of appropriate treatment
3.2. Proper identification of medicines
3.3. Appropriate Prescription of medicines
3.4. Accurate Administration of prescribed medicine
3.5. Proper Follow up of patient
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LU 1: Describe common infectious diseases
1
Learning Outcomes:
1. Identify common infectious diseases 2. Characterize common bacterial diseases 3. Characterize Common viral diseases 4. Characterize Common fungal diseases
50 Hours
Learning Outcome 1.1: Identify common infectious diseases
Common bacterial diseases:
Anthrax (Charbon bacteridien) Black quarter (black leg) Brucellosis Tuberculosis Tetanus Contagious bovine
pleuropneumonia pneumonia Leptospirosis Pasteurellosis Salmonellosis(Purollosis,thyphose) Mastitis Abces Colibacillosis Omphalitis Streptococcosis Kerato- conjunctivitis Stomatitis Otitis Metritis Gastro-enteritis Erysipelas Actinomycosis
o Tutorials o Group work/research o Brainstorming o Visit of veterinary clinic /
veterinary laboratories o Posters of symptoms and
lesions o Audiovisual presentation on
different diseases
- Books
- Internet
- Veterinary
clinic/laboratory
- Audiovisual
equipment
- Posters
Content Learning
activities
Resources
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Joint ill (Arthrite des veaux) Wooden tongue Foot rot Gastro-intestinal infection
Common viral diseases
Lumpy skin diseases Newcastle diseases Canine distemper Rabbies Rinder Peste Small ruminant peste Gumbolo disease Sheep pox Blue tongue Contagious ecthyma Classical swine fever African swine fever Foot and mouth disease (FMD) Chicken pox
Common fungal diseases
Aspergillosis Ringworm
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
Performance criterion
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Checklist Score
Yes No
Observation
Learning Outcome 1.2 : Characterise common bacterial diseases
common bacterial diseases
(Definition,
Etiology,Geographical
distribution,Epidemiology
Pathogenesis, Symptoms
and lesions)
Anthrax (Charbon bacteridien)
Black quarter (black leg)
Brucellosis Tuberculosis Tetanus Contagious bovine
pleuropneumonia Pneumonia Leptospirosis Pasteurellosis Salmonellosis
(Purollosis,thyphose) Mastitis Abces Colibacillosis Omphalitis Streptococcosis Kerato- conjunctivitis Stomatitis
o Tutorials o Group work/research o Brainstorming o Visit of veterinary clinic /
veterinary laboratories o Posters of symptoms and
lesions o Audiovisual presentation on
different diseases
- Books
- Internet
- Veterinary
clinic/laboratory
- Audiovisual equipment
- Posters
Content Learning
activities
Resources
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Otitis Metritis Gastro-enteritis Erysipelas Actinomycosis Joint ill (Arthrite des
veaux) Wooden tongue Foot rot
Gastro-intestinal infectionPattern creation: Geometric shapes Shape arrangement Color arrangement
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
Checklist Score
Yes No
Observation
Performance criterion
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Learning Outcome 1.3: Apply artificial floor finishes 1.3. Characterise Common viral diseases
Batching and mixing of ingredients for terrazzo pavement
Steps used for applying terrazzo pavement: Spreading terrazzo
paste Screeding the
surface area Grouting the joints Curing terrazzo
pavement
Batching and mixing of mortar ingredients for tiles and bricks works
Steps used for applying tiles and bricks : Mix the mortar Spread the mortar Press the first tile in
place Install more tiles Cut tiles to fit
Grout the floor
o Tutorials o Group work/research o Brainstorming o Visit of veterinary clinic /
veterinary laboratories o Posters of symptoms and
lesions o Audiovisual presentation on
different diseases
- Books
- Internet
- Veterinary
clinic/laboratory
- Audiovisual equipment
- Posters
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
Content Learning
activities
Resources
Performance criterion
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Checklist Score
Yes No
Observation
Learning Outcome 1.4: Characterise Common fungal diseases
Common fungal diseases
( Definition,
Etiology,Geographical
distribution,Epidemiology
Pathogenesis, Symptoms
and lesions
Aspergillosis Ringworm Candidosis
o Tutorials o Group work/research o Brainstorming o Visit of veterinary clinic /
veterinary laboratories o Posters of symptoms and lesions o Audiovisual presentation on
different diseases
- Books
- Internet
- Veterinary
clinic/laboratory
- Audiovisual equipment
- Posters
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
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LU 2: Perform Diagnosis of infectious diseases
2
Learning Outcomes:
1. Conduct specific examination 2. Perform Routine laboratory examination 3. Perform Differential Diagnosis and prognosis
19 Hours
Learning Outcome 2.1: Conduct specific examination
Examination of apparatus: Digestive system: Auscultation(rumen
sound), Percussion(rumen sound), Observation (Buccal cavity, mucous membrane, ,faeces aspect, discharges)
Circulatory apparatus: Auscultation (heart beat(frequency and rythm),puls rate, Observation (Mucous membranes),
Respiratory apparatus: Auscultation (Respiratory rythm,frequency and sound,discharges)
Uro-genital apparatus: Observation (Uro-genital mucous aspect, urine coloration,vaginal discharges)
Musculo -skeletal system: Observation Aplombs,movements,hoof trimming(parage des pieds),standing positions
Integumentary system: Elasticity,coloration,oedema,lumps,phlegmon,skin abscess, sensibility,etc
Nervous system: Sensibility,reflexes,movement’s coordination,etc
o Demonstration of animal examination
o Audiovisual presentation
o Group work/research
- Animal
- Audiovisual
equipment
- Stethoscope
- Thermometer
- Books
- Clinical
examination
tools and
equipment
Content Learning
activities
Resources
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Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.2: Perform Routine laboratory examination
Sampling techniques
Californian mastitis test (CMT)
Milk ring test
Tuberculin test
Seroagglutination test
Blood smear
o Demonstration on sampling and routine laboratory examination
o Audiovisual presentation o Group work/research
- PPE
- Animals
- CMT kit
- Reagent
- Milk
- Slides
- Test tubes
- Needles
- Seringes
- Antigens
- Blood
- Cutimeter
- Register
Content Learning
activities
Resources
Performance criterion
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Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.3: Perform Differential Diagnosis and prognosis
Pathognomonic symptoms
Diagnosis(result interpretation)
Prognosis: Favourable unfavorable
Decision making: Refer the cases Treat
Complementary exam
o Demonstration on sampling and routine laboratory examination
o Audiovisual presentation o Group work/research
- PPE
- Animals
- CMT kit
- Reagent
- Milk
- Slides
- Test tubes
- Needles
- Seringes
- Antigens
- Blood
- Cutimeter
- Register
Content Learning
activities
Resources
Performance criterion
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Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Checklist Score
Yes No
Observation
Performance criterion
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LU 3: Apply treatment for infectious diseases
3
Learning Outcomes:
1. Select appropriate treatment 2. Prescribe medicines 3. Administer prescribed medicine
21 Hours
Learning Outcome 3.1: Select appropriate treatment
Types of treatment: Specific treatment Symptomatic treatment Economical treatment
o Visit of veterinary clinic o Demonstration on animal
treatment
- PPE
- Veterinary clinic
- Sick animals
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Content Learning
activities
Resources
Performance criterion
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Checklist Score
Yes No
Observation
Learning Outcome 3.2: Prescribe medicines
Identification of Anti-infectious drugs (classification, indication, uses,resistance,association): Antibiotics Sulfamides Anti-inflammatory drugs
Select medicines: Criteria of selection(animals, species,age,physiological status,weight,symptoms and diseases)
Prescription of medicines(inscription,subscription,instructions)
o Visit of veterinary clinic o Demonstration of
different drugs and drugs prescription
o Visit of veterinary pharmacies
o Group work/research o Audiovisual presentation
- PPE
- Veterinary
clinic
- Veterinary
pharmacies
- Books
- Internet
- Audiovisual
equipment
- Veterinary
drugs
- Prospectus
- Pens and
papers
Formative Assessment 3.2
Content Learning
activities
Resources
Performance criterion
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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
Checklist Score
Yes No
Observation
Learning Outcome 3.3: Administer prescribed medicine
Administration routes
Administration Techniques
Dosage
o Demonstration o Group work/research o Visit of veterinary clinic for
dosage and administration techniques
o Tutorials o Audiovisual presentation on
medicine administration
- PPE
- Animals
- Veterinary clinic
- Books
- Internet
- Audiovisual equipment
- Seringues
- Needles
- Drugs
Formative Assessment 2.3.
Content Learning
activities
Resources
Performance criterion
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Checklist Score
Yes No
Observation
Learning Outcome 3.4: Follow up patient
Regular monitoring: Secondary effects:
allergy, anaphylactic shock
Recovering process Complications
Post treatment check up
o Visit of veterinary clinics o Audio visual presentation on
symptoms of secondary effects and complications and recovering process
o Experimentation by inducing allergic reaction on small animal
- Veterinary clinic
- Audiovisual equipment
- Small animal
- PPE
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Checklist Score
Yes No
Observation
Content Learning
activities
Resources
Performance criterion
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Summative Assessment
Integrated situation Resources
You are veterinary nurse and you are requested to intervene in three different farms of Gishwati in NYABIHU District where the mastitis disease is frequent. As veterinary nurse you have ten minutes for each the fallowing tasks: • Perform clinical exam and CMT, • Diagnose mastitis infection , • Treat mastitis infection. Perform clinical exam and CMT, Diagnose mastitis infection and Treat
mastitis infection
Tools :
- Animals
- CMT kit
- Crush
- Milk
- Needles
- Nose lead
- Pens and Veterinary
drugs
- PPE
- Prospectus
- Syringes
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicators
Anamnesis is well conducted
General clinical examination is well done
Milk sample is well collected
CMT is well performed
Material are well selected
PPE is well used
Animal restraining is well applied
Observation
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Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicatcator
CMT results are well interpreted
Dose of medicine is well respected
The medicine is well administered
Advises for a farmer are well provided
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicators:
Available Products are used
Medicines are selected accordingly
Administration route is respected.
Observation
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A N H N M 4 0 1 - INTOXICATIONS, NUTRITIONAL AND METABOLIC DISEASES TREATMENT
ANHNM401 Treat intoxications, nutritional and metabolic diseases
RTQF Level: 4 Learning hours
Credits: 9 90
Sector: Agriculture and food processing
Sub-sector: Animal Health
Issue date: January, 2014
Purpose statement
This core module describes the skills, knowledge and attitude required by the learner to treat
intoxications, nutritional and metabolic diseases. Any veterinary has to treat intoxications, nutritional and
metabolic diseases during his professional work. So, this competence is very important for the Veterinary
assistant training.
Upon completion of this module, the trainee will be able to:
- Describe intoxications , nutritional and metabolic diseases - Perform clinical diagnosis of intoxications, nutritional and metabolic diseases - Apply treatment of intoxications, nutritional and metabolic diseases
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Learning assumed to be in place
AGRAH 401 Micro-organisms identification
AGRAH404 Basic knowledge on domestic animals physiology
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Describe intoxications , nutritional and metabolic diseases
1.1. Proper identification of intoxications and toxi-infections
1.2. Proper identification of food poisoning diseases 1.3. Proper identification of nutritional and metabolic
diseases 1.4. Proper characterization of intoxications and toxi-
infections 1.5. Proper characterization of food poisoning diseases 1.6. Proper characterization of nutritional and
metabolic diseases
2. Perform clinical diagnosis of intoxications, nutritional and metabolic diseases
2.1. Proper performing of clinical diagnosis of intoxications, food poisoning
2.2. Proper performing of clinical diagnosis of nutritional and metabolic
3. Apply treatment of intoxications, nutritional and metabolic diseases
3.1. Proper Selection of appropriate treatment 3.2. Appropriate Prescription of medicines, feed
additives and antidotes 3.3. Accurate Administration of prescribed medicine,
feed additives and antidote 3.4. Proper Follow up of patient
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LU 1: Describe intoxications and toxi-infections
1
Learning Outcomes:
1. Identify intoxications and toxi-infections 2. Identify nutritional and metabolic diseases 3. Characterize toxicoses and toxi-infections 4. Characterize nutritional and metabolic diseases
54 Hours
Learning Outcome 1.1: Identify intoxications and toxi-infections
Definition of concepts: intoxications, toxi-infections, toxicoses, poison, LD50, antidote
Types and sources: Intoxications by metals:
Aluminum, Arsenic, Cadmium, Copper, Fluoride, Iron, Lead, Mercury, Molybdenum, Selenium, Sodium chloride, Sulfur, Zinc, Chromium, iodine and phosphorus
Intoxications by pesticides: herbicides, Fungicides, molluscicides, insecticides,
Rodenticides, acaricides Intoxications by
environnementals pollutants : Human activities (Industrial Toxicants, livestock)
Intoxications by drugs use and abuse
o Farms/School farms visit for observations of poisonous plants in grasslands
o Visits of agricultural and
veterinary pharmacies o Visits of animal feeds store
and shops o Brainstorming and group
work for intoxications and toxicosis
- PPE
- Farms/school farms
- Herbicides, fungicides,
molluscicides,
insecticides,
rodenticides,
acaricides
- Agrivet and animal
feeds shops
- Grasslands
- Books
Content Learning
activities
Resources
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Intoxications by poisonous plants: beet, fern, lantana, sorghum, cottonseed, datura, solanacea, cassava, clover, oxalates containing plants, nitrate and nitrite containing plants
Intoxications by mycotoxicoses: aflatoxines, clavacine
Intoxications by poisonous and venomous organisms: snakes, bees, wasp
Bacterial Toxins Feed and Water
Contaminants
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
Checklist Score
Yes No
Observation
Performance criterion
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Learning Outcome 1.2: Identify nutritional and metabolic diseases
Nutritional disorders due to energetic and proteins deficiency or excess: Growth retardation, Cachexia, Lactic indigestions,
Metabolic diseases: Acetonemia, Rumen acidose, Alcalosis
Mineral nutritional disorders: Milk fiver (hypocalcemia), Grass tenany
(hypomagnesemia), Rachitism, Urolithiasis, Ostemalacia, Osteofibrose, Hyperkeratose, Parakeratose , Goiter
Vitamins nutritional disorders: Hypovitaminose and Hypervitaminoses
Drinking and feeding errors: Dehydration, Water hematuria,
Digestives disorders: Constipation, Diarrheas, Indigestions, Bloating, Dehydration, Alcalose, Acidose, Enterotoxemia, Vomiting
o Audiovisual presentations of animals with nutritional and metabolic diseases
o Farms visit for observations animal with nutritional and metabolic diseases
o Posters observations for animal with nutritional and metabolic diseases
o Groups search and presentation for toxicoses and toxi-infections
- Posters
- Books
- Audiovisual
equipment
- Farms,
- Internet
Content Learning
activities
Resources
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Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.3: Characterize toxicoses and toxi-infections
Difference between nutritional and metabolic diseases
Causes: Inadequate nutrients
provision (deficiency, excess, intoxications),
o Audiovisual presentations of animals with nutritional and metabolic diseases
o Farms visit for observations animal with nutritional and metabolic diseases
- Posters
- Books
- Audiovisual
equipment
Content Learning
activities
Resources
Performance criterion
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Metabolic routes alteration,
Unbalanced feed ration,
Inerts or actives feed contaminants
Drinking and feeding errors
Storage and conservation conditions
Characterization of nutritional and metabolic diseases (definition, causes, pathogenic, symptoms and lesions)
o Posters observations for animal with nutritional and metabolic diseases
o Groups search and presentation for toxicoses and toxi-infections
- Farms,
- Internet
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
Checklist Score
Yes No
Observation
Performance criterion
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Learning Outcome 1.4: Characterize nutritional and metabolic diseases
Difference between nutritional and metabolic diseases
Causes: Inadequate nutrients
provision (deficiency, excess, intoxications),
Metabolic routes alteration,
Unbalanced feed ration,
Inerts or actives feed contaminants
Drinking and feeding errors
Storage and conservation conditions
Characterization of nutritional and metabolic diseases (definition, causes, pathogenic, symptoms and lesions)
o Audiovisual presentations of animals with nutritional and metabolic diseases
o Farms visit for observations animal with nutritional and metabolic diseases
o Posters observations for animal with nutritional and metabolic diseases
o Groups search and presentation for toxicoses and toxi-infections
- Posters
- Books
- Audiovisual equipment
- Farms,
- Internet
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
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LU 2: Perform diagnosis of intoxications, nutritional and metabolic diseases
2
Learning Outcomes:
1. Perform clinical diagnosis for intoxications 2. Perform diagnosis for nutritional and metabolic diseases 3. Perform prognosis
6Hours
Learning Outcome 2.1: Perform clinical diagnosis for intoxications
Anamnesis: Exposure history, time of onset, duration of effects
that are compatible to the toxic potential of the agent involved
Specific examination: Clinical signs: common
signs, pathognomonic signs
o Role play for anamnesis o Groups search and
presentation for common signs and pathognomonic signs
o Visit of veterinary clinics for observations of clinical examination
o Audiovisual presentation for intoxication cases
- PPE
- Books
- Papers and pens
- Veterinary clinics
- Internet
- Audiovisual equipment
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.2: Perform diagnosis for nutritional and metabolic diseases
Anamnesis
Specific examination:
o Role play for anamnesis o Groups search and
presentation for common signs and pathognomonic signs
o Visit of veterinary clinics for observations of clinical examination
o Audiovisual presentation for intoxication cases
- PPE
- Books
- Papers and pens
- Veterinary clinics
- Internet
- Audiovisual equipment
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Content Learning
activities
Resources
Performance criterion
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Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.3: Perform prognosis
Favorable
Unfavorable
o Role play for anamnesis o Groups search and
presentation for common signs and pathognomonic signs
o Visit of veterinary clinics for observations of clinical examination
o Audiovisual presentation for intoxication cases
- PPE
- Books
- Papers and pens
- Veterinary clinics
- Internet
- Audiovisual equipment
Formative Assessment 2.3
Content Learning
activities
Resources
Performance criterion
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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
Checklist Score
Yes No
Observation
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LU 3: Apply treatment of intoxications, nutritional and metabolic diseases
3
Learning Outcomes:
1. Select appropriate treatment 2. Prescribe medicines 3. Administer prescribed medicine 4. Follow up the patient
30 Hours
Learning Outcome 3.1: Select appropriate treatment
Manage the acutely poisoned animals: Stabilize vital signs:
maintenance of respiration, maintenance of cardiovascular function, fluid therapy
Clinical evaluation; Prevent continued
exposure to the toxicant;
Administer an antidote if available
Facilitate removal of the absorbed toxicant;
Supportive therapy and observation
Specific treatment
Symptomatic treatment
Economical treatment
o Demonstration by administration of specific toxic to a healthy animal and treat it with of all steps of examination, diagnosis and treatment
- PPE
- Animals,
- Antidotes,
- Drugs and feed additives
for intoxication, food
poisoning, nutritional and
metabolic diseases
Content Learning
activities
Resources
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Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.2: Prescribe medicines
Antidotes: atropine sulphate, dimercaprol, Epinephrine, vitamine K1, Pralidoxime hydrochloride, Copper glycinate, Calcium disodium EDTA, Activated charcoal, D-Penicillamine, Sodium nitrite, sodium thiosulfate, sodium sulfate
Drugs, feed additives for intoxication, food poisoning, nutritional and metabolic diseases
o Demonstration by administration of specific toxic to a healthy animal and treat it with of all steps of examination, diagnosis and treatment
- PPE
- Animals,
- Antidotes,
- Drugs and feed
additives for
intoxication, food
poisoning, nutritional
and metabolic
diseases
Content Learning
activities
Resources
Performance criterion
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Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.3: Administer prescribed medicine
Administration routes and techniques
Dosage
o Demonstration by administration of specific toxic to a healthy animal and treat it with of all steps of examination, diagnosis and treatment
- PPE
- Animals,
- Antidotes,
- Drugs and feed additives
for intoxication, food
poisoning, nutritional and
metabolic diseases
Content Learning
activities
Resources
Performance criterion
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Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.3: Follow up the patient
Regular monitoring for evolution and possible complications
Post treatment check-up Preventive measures:
preventing continued absorption of the Toxicant (Dilution, Corrosive Ingestions, Removal of the Toxicant from the Gastrointestinal Tract) Administration routes and techniques
Dosage
o Demonstration by administration of specific toxic to a healthy animal and treat it with of all steps of examination, diagnosis and treatment
- PPE
- Animals,
- Antidotes,
- Drugs and feed
additives for
intoxication, food
poisoning, nutritional
and metabolic
diseases
Content Learning
activities
Resources
Performance criterion
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Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Summative Assessment
Integrated situation Resources
The three (3) farmers around EAV Ntendezi have three cases of sickness and need the assistance of the school clinic to treat their animals. The first case is cow of jersey breed calved in last 2 days which presents
the following signs:
Excitement lies, flat in its side, Dry muzzle, staring eyes, Cold legs and
ears, Constipation and bloat, Heart beat becomes weaker and faster,
Temperature falls below normal.
Performance criterion
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The second cow which is high productive Frisian presents the following
signs: partial anorexia and depression, pica, abnormal licking and
chewing, incoordination and abnormal gait, aggression and bellowing,
reduced milk production, empty” appearing abdomen, cows is afebrile
and slightly dehydrated.
The third case, after raining, the herd of goats forced for grazing on the
plants surrounding environment of the farm, when the animals come
back, some of animals present an acute illness with following signs:
bloat, excitement, rapid respiration, dyspnea, tachycardia, salivation,
excess lacrimation, convulsions.
As a veterinary assistant in EAV Ntendezi, you are requested to treat the three cases of diseases. Each case will be treated in one hour All required materials, drugs and labour are available in school clinic.
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Materials are well selected and prepared
Procedure of clinical examination is respected
Medicines are well selected
Treatment is decided and applied
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Diseases are well identified
Medicines are properly prescribed
Appropriate medicines are well administered
Observation
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Assesment Criterion 3: Relevance
Checklist Score
Yes No
Clinical exam is well done
Dosage is well calculated
Administration routes are respected
Observation
Assesment Criterion 4: Safety
Checklist Score
Yes No
PPE are well used
Animals restraining is well done
Material and working place are well cleaned and rearranged
Wastes are well disposed
Observation
References: www.abvt.org/public/docs/antidoteupdate08.pdf
httpZ:www.ivis.org/advaces/Beasley/cpt 18/ chapter-frm asp / LA=1
Mollereau H., Porcher E., Nicolas E., Brion A.,1987, Vade-Mecum du Vétérinaire, 15eme Edition, Ed.
Vigot
Institut de l’élevage, 2000, Maladies des bovins, 3eme edition, Ed. France Agricole,
Ramesh C. Gupta, Veterinary Toxicology, Basic and clinical principles, Elsevier, First edition 2007.
Note:
GLOSSARY
Assessment: A process of gathering and judging
evidence in order to decide whether a person
has attained a standard of performance.
Assessment criteria: Statements which describe
performances and place them in context with
sufficient precision to allow valid and reliable
assessment.
Best practice: Management practices and work
processes that lead to outstanding or top-class
performance and provide examples for others.
Competency standard: An industry-determined
specification of performance which sets out the
skills, knowledge and attitudes required to
operate effectively in employment. Competency
standards are made up of units of competency,
which are themselves made up of elements of
competency, together with performance
criteria, a range of variables, and an evidence
guide.
Competency: means the ability to apply
knowledge, skills and personal, social and
methodological skills in the workplace or
during learning, as well as in personal and
professional development. This ability or
capacity is acquired through leaning, exposure to
the tasks and series of training allowing one to
perform specific task autonomously. Reason
why in the context of the CBE Framework
competencies are described as responsibility
and independence.
Competency-based assessment (or CBA): The
gathering and judging of evidence in order to
decide whether a person has achieved a
standard of competency.
Complementary competencies: Set of
knowledge, skills and attitudes which are not
directly linked to a specific occupation or
industry, but which are important for work,
education and life in general, such as
communication, mathematics, organizational
aptitude, and computer literacy, interpersonal
and analytical competency.
Core modules: Modules leading to
competencies’ acquisition that an industry
sector has agreed upon as essential for a person
to be accepted as competent at a particular
level. All modules may be core, but in many cases
competency at a level will involve core modules
plus optional or specialization modules. Core
competencies are normally those central to work
in a particular industry.
Credential: Formal certification issued for
successful achievement of a defined set of
outcomes, e.g. successful completion of a course
in recognition of having achieved particular
knowledge, skills or competencies; successful
completion of an apprenticeship or traineeship.
Credit: The acknowledgement that a person has
satisfied the requirements of a module.
Curriculum: The specifications for a course or
subject (module) which describe all the learning
experiences a learner undergoes, generally
including objectives, content, intended learning
outcomes, teaching methodology,
recommended or prescribed assessment tasks,
assessment exemplars, etc.
Evidence guide: The part of a competency
standard which provides a guide to the
interpretation and assessment of the unit of
competency, including the aspects which need
to be emphasized in assessment, relationships to
other units, and the required evidence of
competency.
Flexible delivery: A range of approaches to
providing education and training, giving learners
greater choice of when, where and how they
learn. Flexible delivery may involve distance
education, mixed-mode delivery, online
education, self-paced learning, self-directed
learning, etc.
Formal education: Also formal training
education or training provided in educational
institutions such as schools, universities,
colleges, etc. or off the job in a workplace,
usually involving direction from a teacher or
instructor.
General competencies: competencies
correspond to larger operations that go beyond
the tasks, but generally contribute to their
implementation. These activities require more
fundamental learning and are generally common
to several tasks and transferable to many work
situations.
Generic modules: Modules leading to the
attainment of complementary competencies.
Informal education: The acquisition of
knowledge and skills through experience,
reading, social contact, etc.
Internship: An opportunity for a learner to
integrate career related experience by
participating in planned, supervised work.
Key competencies: Any of several generic skills
or competencies considered essential for people
to participate effectively in the workforce. Key
competencies apply to work generally, rather
than being specific to work in a particular
occupation or industry. The following are key
areas of competency which were developed into
seven key competencies: collecting, analyzing
and organizing information; communicating
ideas and information; planning and organizing
activities; working with others and in teams;
using mathematical ideas and techniques;
solving problems; and using technology.
Knowledge: means the result of the adoption
of information through the learning process.
Knowledge is a set of facts, principles, theories
and practices related to area of work or study. In
CBE context lifelong learning knowledge is
described as theoretical and / or factual.
Learning outcomes: are statements of what
learner knows, understands and can perform,
based on the completion of the learning
process, defined by knowledge, skill and
competency.
Learning activities: Suggested activities that can
be developed during lesson planning and activity
preparation. The choice of learning activities
must be tailored according to group size,
available material resources and communication
tools.
Learning hours: Amount of hours required to
acquire the competency, including the time
allocated to evaluation, which is estimated
between 5 and 10% of the total learning time of
the competency.
Learning outcomes: Statements that indicate
what learners will know or be able to do as a
result of a learning activity. Learning outcomes
are usually expressed as knowledge, skills, or
attitudes.
Learning unit: Any of the basic building blocks
of a module, which describes the key activities
or the elements of the work covered by the
module
Module: A unit of training which corresponds to
one competency and which can be completed on
its own or linked to others.
Occupation: The principal business of one’s life.
Performance criteria The part of a competency
standard specifying the required level of
performance in terms of a set of outcomes which
need to be achieved in order to be deemed
competent. It describes the quality requirements
of the result obtained in labor performance.
Qualification: means the formal name for the
result of a process of assessment and validation,
which is obtained when a competent body
determines that an individual has achieved
learning outcomes to the standards laid down.
Quality assurance: The systems and procedures
designed and implemented by an organization to
ensure that its products and services are of a
consistent standard and are being continuously
improved.
Recognition of prior learning (or RPL): The
acknowledgement of a person’s skills and
knowledge acquired through previous training,
work or life experience, which may be used to
grant status or credit in a subject or module.
Skills: are the ability to apply knowledge and use
the principle of “know how” to perform a specific
task and to solve the problem. In the context
of the CBE Framework, skills are defined as
cognitive (involving the use of logical, intuitive
and creative thinking), practical (including
physical skill and use of methods, materials,
devices and instruments) and social skills
(communication and cooperation skills,
emotional intelligence and other).
Specific competencies: Competencies that are
directly related to the tasks of the occupation in
the workplace context. They refer to concrete,
practical, and focused aspects
Traineeship: A system of vocational training
combining off-the-job training at an approved
training provider with on-the-job training and
practical work experience. Traineeships
generally take one to two years and are now a
part of the New Apprenticeships system.
Unit of competency: A component of a
competency standard. A unit of competency is a
statement of a key function or role in a particular
job or occupation. See also element of
competency, performance criteria, range of
variables.
WORKFORCE DEVELOPMENT AUTHORITY – WDA P. O. BOX 2707 Kigali Rwanda T +250 255113365 F +250 255113365 E [email protected] I www.wda.gov.rw
Workforce Development Authority
Empowering people with employable skills and entrepreneurship capacity