mis.rp.ac.rw · iv | P a g e CCMQS401 - PROVIDING QUALITY CUSTOMER SERVICE 54 LU 1: Develop and maintain product, service and market knowledge. 57 LU 2: Provide a quality service

4

TVET CERTIFICATE IV in

TAILORING

CODE

ARCTAL4001

Kigali Novemver, 2014

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ARCTAL4001-TVET CERTIFICATE IV

Tailoring

REQF Level 4 CURRICULUM

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© Workforce Development Authority, 2014

Copies available from:

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

Fax: (+250) 255113365

Email: [email protected]

Web: www.wda.gov.rw

Original published version updated:

November, 2014

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Copyright

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

(WDA). Reproduced with permission.

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

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

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

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

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

immediate training environment for which they are made, nor the making of copies for hire or

resale to third parties. The views expressed in this version of the work do not necessarily

represent the views of WDA. The competent Body does not give warranty nor accept any liability.

The WDA owns the copyright on all Curricula. Schools may reproduce this program in part or in

full for bona fide study or classroom purposes only. Acknowledgement of the WDA copyright

must be included on any reproductions. Learners may copy reasonable portions of the curriculum

for the purpose of study. Any other use of this curriculum must be referred to the WDA. Ph:

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

© Workforce Development Authority (WDA) 2014

Published by

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

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

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

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Table of Contents

C o p y r i g h t i i

T a b l e o f C o n t e n t s i i i

L i s t o f a b b r e v i a t i o n s v i i

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

1 . G E N E R A L I N T R O D U C T I O N 1

2 . Q U A L I F I C A T I O N D E T A I L S 2

2.1 Description 2

2.2 Minimum entry requirements 2

2.3 Information about pathways 3

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

3.3 Flowchart 9

4 . A S S E S S M E N T G U I D E L I N E S 1 0

4.1 Assessment Methodology 10

4.2 Portfolio 10

C C M 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. 79

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 3

LU 1: Identify hazardous areas to be improved. 85

LU 2: Apply SHE practices. 91

LU 3: Assess and control risks. 99

LU 4: Awareness of SHE in working place. 104

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 0

LU 1: Write factual, descriptive, and explanatory texts. 113

LU 2: Apply a range of listening strategies to understand predictable messages. 121

LU 3: Discuss general and trade-related topics. 126

LU 4: Read medium texts on general and trade-related topics. 131

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 6

LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 139

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

ry’umwuga no kugaragaza intêgo y’izina mbonera. 145

LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no

kugaragaza amategeko y’igenamajwi mu izina mbonera. 152

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

ibidukikije. 159

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

kwandika yubahiriza imyandikire y’Ikinyarwanda. 165

C C M F T 4 0 1 - A P P L I C A T I O N D E S E L E M E N T S D E L A L A N G U E F R A N C A I S E 1 7 2

174

LU 1: Lire les différents textes techniques devant le public 174

178

LU 2: Rédiger des textes simples et autres écrits techniques. 178

182

LU 3: Appliquer certains éléments de la littérature en rapport avec son métier 182

186

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LU 4: Utiliser les expressions usuelles de la langue française. 186

LU 5: Exécuter les accords 190

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 9 5

LU 1: Identify elements of business plan. 197

LU 2: Write a business plan in line with the identified elements 203

LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan). 214

LU 4: Present a business plan 220

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 2 5

LU 1: Investigate and secure industrial attachment place. 227

LU 2: Deal with workplace challenges. 234

LU 3: Get briefed on industrial attachment program. 238

LU 4: Develop one’s competencies on the workplace. 242

T A L E M 4 0 1 - E M B R O I D E R Y M A T E R I A L S T O O L S A N D E Q U I P M E N T 2 4 6

LU 1: Identify embroidery materials, tools and equipment 248

LU 2: Operate embroidery equipment and tools 252

LU 3: Perform basic maintenance of embroidery equipment and tools 256

T A L T D 4 0 1 - T E C H N I C A L D R A W I N G 2 6 0

LU 1: Identify embroidery materials, tools and equipment 262

LU 2: Differentiate lines and lettering 267

LU 3: Make Dimension on drawing 271

T A L T F 4 0 1 - C A R I N G T E X T I L E F I B E R 2 7 6

LU 1: Distinguish history of textile fibers 278

LU 2: Differentiate textile fibres 282

LU 3: Use textile fibers 286

LU 4: Apply care of textile fibers 290

T A L B F 4 0 1 - B L O U S E F A S H I O N M A K I N G ( L I B A Y A ) 2 9 4

LU 1: Prepare of workplace 296

LU 2: Make block pattern 300

LU 3: Realize blouse fashion (LIBAYA) 304

Summative Assessment 308

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T A I L E D 4 0 1 E M B R O I D E R Y D E S I G N 3 1 1

LU 1 Identify embroidery design materials 313

LU 2: Make embroidery sketch 318

LU 3: Carryout different design 322

Assessment Package 330

Integrated situation TAILED401 330

T A I L E G 4 0 1 - E M B R O I D E R Y G A R M E N T 3 3 3

LU 1 Operate embroidery machine 335

LU 2: Make block pattern 341

LU 3: Apply embroidery on garment 346


T A I L H D 4 0 1 E M B R O I D E R Y H O U S E D R E S S I N G D E C O R A T I O N 3 5 6

LU Identify materials, tools and equipment of embroidery house dressing decoration 358

LU 2: Select types of stitches 363

LU 3: Apply ornament for embroider house dressing decorationLearning 367


T A L W G 4 0 1 - W E D D I N G D R E S S A N D W O M E N G A R M E N T C E R E M O N Y 3 7 6

LU 1 Prepare workplace, materials, equipment and tools 378

LU 2: Realize fashion of wedding dress and women garment of ceremony 385

LU 3: Perform finishing 395

Integrated situation TAILWG401 402

G L O S S A R Y a

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List of abbreviations

ACRTAL Art and Craft Tailoring

ACWCEM Art and Craft Women Clothing and Embroider Worker

CCM Complementary Competencies

CDU Curriculum Development Unit

ICT Information Communication Technology

IPRC Integrated Polytechnic Regional Center

NTQF National Technical Qualification Framework

PPE Personal Protective Equipment

REQF Rwandan Education Qualification Framework

ToT Training of trainers unit

TSS Technical Secondary School

TVET Technical and Vocational Education and Training

VIH The Human Immunodeficiency Various

VTC Vocational Training Center

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 Jean Marie Vianney

Facilitator

MUKANGARAMBE Judith

Curriculum Development Team

MUKANKURANGA Therese

MUKAMPALIRWA Bernadette

GASANGWA J.Damascene

HATEGEKIMANA Philbert

UMUGENI Josephine

UWIZERA MARCELLE

UWIMANAHAYE Nadine

UWIMANA Claudine

UMUBYEYI Denyse

IRIBAGIZA Yvonne

MUSHIMIYIMANA Claudine

NSANZABERA Gilbert

KAYIRANGWA Epiphanie

KIVUMBI Jean de Dieu

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1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies to

acquire to perform the occupation of a Women Clothing and Embroider

worker. It is designed with an approach that takes into account the training

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

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

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

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

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

learning are developed on the basis of this document.

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

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

part presents the qualification, its level in the qualification framework, its purpose, its rationale

and the list of modules it comprises. The third part deals with the training package. It includes

the competencies chart, the sequencing of module learning, the description of each module and

the course structure.

The pages describing the modules are the heart of a curriculum. They present the title of the

module, the length of training, the amount of credits, the context in which the competency is

performed, the prerequisite competencies, the learning units and the performance criteria.

In each module, a course structure is provided. The course structure describes the learning

outcomes (knowledge, skills and attitude) and the learning contents related to each learning unit.

Also, the learning activities and resources for learning are suggested.

Finally, the assessment specifications and guidelines are included in each module.

Section

1

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2. QUALIFICATION DETAILS

2.1 Description

This qualification provides the skills, knowledge

and attitudes for a learner to be competent in

tasks and activities that require the application

of practical skills in a defined context. Work

would be undertaken in textile industry, clothing

manufacturing, workshop, and other different

company, clothing and embroidery design with

full autonomy. This qualification constitutes a

baseline for further leaning in TVET; the

individuals with this qualification can enter the

TVET Certificate V in Tailoring Service or other

related field.

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

Use embroidery materials and tools and equipements

Perfom technical drawing

Make embroidery design

Care of textile fibre

Embroider house dressing decoration

Embroider garment

Make blouse fashion (Libaya)

Make wedding dress and women garment ceremony

Integrate the workplace

2.2 Minimum entry requirements

The minimum entry requirement to this

qualification is to be mentally fit with broad

knowledge, skills and attitude of art and

craft field and textile background.

Title: TVET Certificate IV in Tailoring

Level: REQF Level 4

Credits: 120

Sector: Art and craft

Sub-sector: Tailoring

Issue date: November, 2014

Section

2

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2.3 Information about pathways

2.4 Job related information

This qualification prepares individuals to integrate the Tailoring sector a specially Women Clothing and

Embroider worker qualification. Also, with the professionalization of frontline worker, this qualification

offers the opportunity to work in textile industrial, clothing manufacturing, workshop, and other different

company clothing and embroidery design. This qualification constitutes a baseline for further leaning in

TVET; the individuals with this qualification can enter the TVET Certificate IV in Tailoring Service in order

to be equipped with the necessary knowledge, skills and attitude to enable them in TVET Certificate IV.

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:

Preferred pathways for candidates

entering this qualification include:

Candidates enter this qualification

after achieving TVET CERTIFICATE III

in tailoring or other relevant/related

qualifications in art and craft field.

Progression route of candidates

achieving this qualification include:

Candidates exiting this qualification

are able to enter TVET certificate V

in tailoring, fashion design or a

range of other related TVET

certificate V qualifications.

Pathways into the qualification

Pathways from the qualification

Possible jobs related to this qualification

Embroidery machine operator

Junior Embroidery design

Women Patternmakers

Take measurements of customer

Women custom tailor

Adjust the seams of a garment

Clothing markers and cutters

Housing decorator

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Communication

Interpersonal, communication and sharing ideas in company

Documenting technical work in technical English and French

Clothing women and embroidery work need strong interpersonal and communication

skills since they interact with clients on a daily basis. Some clients with specific tastes

may have trouble communicating what they want, so women clothing should be

skilled at intuiting what a customer wants. Since is a precise art.

Team work

Working with others in the design team, embroidery team and in sewing such as

buyers. In that case will develop products of company and employability skills of

working on team members

Ensure team work and render support to colleagues

Working collaboratively with the members

Problem- Solving

Able to work well under pressure for resolving problem in enterprise

Ensuring that projects are completed on time

Check material/product for conformance to specification

Identify problems/faults and act/report as required

Initiative and enterprise

Usually work regular hours, but may need to work overtime at the height of a season. Self-

employed markers and cutters often work irregular hours and their work may be seasonal.

Supporting team member in irregular work

Planning and Organising

Acquire a variety of skills. For a women clothing and embroidery worker new to the

field, working in several different capacities may be beneficial. Skill and experience

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with various areas in the clothing field allows women clothing and embroidery worker

will be versatile and marketable to many potential employers.

Technical Skills women clothing and embroidery worker should have skill with design

techniques, tools and materials.

Able to follow instructions

Self-management

Women Clothing or embroidery work would be create and produce clothing and embroidery

design for women. They might work on teams, coordinating every step of the design and

construction process. This can include sketching designs, selecting fabrics and overseeing

construction of garments.

Taking responsibility for own market in relation to specified quality stands.

Working according to market need

Taking decision on elaborate list of materials will need on job.

Computer skills

Operate a computer

Use word processing applications in the production of workplace or personal documents

Create and use CAD software and embroidery design software

Designing embroidery motif by using software

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Number of competencies: 17 Core competencies : 8 Complementary competencies : 9 The total number of Credits: 120

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMOL001 Describe the occupation and learning process 3

2 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 I Kinyarwanda cy’umunyamwuga 3

7 CCMFT401 Appliquer les elements de la langue francaise 3

8 CCMDB401 Develop a business plan 3

9 CCMIA401 Integrate the workplace 30

Total 54

No Code Core competencies Credit

GEN

ERA

L 1 TALEM401 Use embroidery materials and tools and equipements 6

2 TALTD401 Perfom technical drawing 6

3 TALTF401 Care of textile fibre 6

SPEC

IFIC

4 TALBF401 Make blouse fashion (Libaya) 10

5 TALWG401 Make wedding dress and women garment ceremony 12

6 TALED401 Make embroidery design 6

7 TALEG401 Embroider garment 10

8 TALED401 Embroider house dressing decoration 10

Total 66

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3. TRAINING PACKAGE

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

modules, the course structure, and the assessment guidelines.

3.1 Course structure

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

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

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

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

3.2 Competencies chart

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

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

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

the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general competencies and specific

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

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

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

symbol (∆) indicates a relationship between a specific competency and a step in the process of

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

description of the specific competency.

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

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

competencies in the order they should be acquired.

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

the following pages.

Section

3

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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 (

550

Hrs

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1 2 3 4 5 6 7 8 9 10 11 12

Duration (720 Hrs) 30 30 30 30 30 30 30 30 ## 60 60 60

1 Make embroidery des ign 90 ▲ ▲ ▲ ▲ ▲ ▲ ● ○ ○ ● ○ ○ ● ○ ● ● ● ●

2 Embroider house dress ing decoration 100 ▲ ▲ ▲ ▲ ▲ ▲ ● ○ ○ ● ○ ○ ● ○ ● ● ● ●

3 Embroider garment 120 ▲ ▲ ▲ ▲ ▲ ▲ ● ○ ○ ● ○ ○ ● ○ ● ● ● ●

4 Make blouse fashion (Libaya) 120 ▲ ▲ ▲ ▲ ▲ ▲ ● ○ ○ ● ● ○ ● ○ ● ● ● ●

5 Make wedding dress and women

garment ceremony120 ▲ ▲ ▲ ▲ ▲ ▲ ● ○ ○ ● ○ ○ ● ○ ● ● ● ●

PROCESS GENERAL AND COMPLEMENTARY COMPETENCIESWOMEN CLOTHING EMBROIDERY MARKER

SPECIFIC COMPETENCIES

#

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3.3 Flowchart

The flowchart of sequencing of learning is a schematic representation of the order of acquisition

of the competencies. It provides an overall planning of the entire training programme and shows

the relationship between the modules. This type of planning is to ensure consistency and

progression of learning. For each module, the flowchart shows the learning that is already in

place, the learning that is to take in parallel or later. The positions defined will have a decisive

impact on all subsequent pedagogical choices. The flowchart of the sequence of learning of the

modules of the training programme is presented on the following page.

Figure 2: Flowchart

Occupation and learning process 3

Computer skills 3 Providing quality customer service 3

Implementing S.H.E. Policies and procedures 3 Intermediate workplace english 3

Ikinyarwanda cy’umunyamwuga 3

Embroidery materials, tools and

equipment6

Technical drawing 6 Caring of textile fiber 6

Embroidery design 6 Blouse fashion (Libaya) 10

Embroidery garment 10

Wedding dress and women

garment ceremony12

Embroidery house dressing

decoration10

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

Section

4

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Summative/Integrated Assessment

All Summative/Integrated assessment should match with the content of the module in

the curriculum.

Summative/Integrated Assessment is always in practical, giving it as a theoretical type of

assessment is not acceptable.

The integrated situation provided in the curriculum is a sample of the assessment to be

carried out, the Trainer/Teacher has the role of developing another one referring to the

task to be carried out in the integrated situation in accordance to the circumstances

inside school, but the integrated situation should stick on the components of a task.

During Summative/Integrated assessment, assessor panel members should be three (3).

This Summative/Integrated assessment can be seen in specific modules and the Trainee

can be declared competent by the following rules:

For YES or NO scoring of indicators in Summative/Integrated Checklist

The trainee can be declared competent based on the assessment CRITERIA and its respective

assessment indicators

Assessment Criteria Passing Line in the

assessment indicators

Quality of Process 90%

Quality of Product 100%

Relevance 90%

Rest of Criteria/ any other criteria

(example: Safety)

100%

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Note: the Assessor should check if the 10% indicator (Quality of Process and Relevance) in which

the Trainee was not able to meet during Summative/Integrated Assessment should not be among

those indicators that can cause any hazard, or the one indicator that is performed poorly where

there is room for improvement.

1. During assessment, trainees with special needs (e.g. people with disability) should be

assisted accordingly.

2. Deputy School Manager in-charge of Studies, Class Teacher, and Trainer should consider

the status (competent/not yet competent) of trainees before delivering the next module

with pre-requisites.

3. Respect of flowchart particularly in considering the delivery of modules which has

prerequisite of a following/subsequent module is considered in issuing TVET certificate,

otherwise other modules can be given anytime.

4. All evidences during assessment (e.g. quiz, checklist, forms) should have a written form

that is compiled in the Trainer (source) and Trainee (result) portfolio. Portfolio is the

responsibility of School, Class Teacher, and Trainees. It should be given to trainees after

certification.

5. Industrial Attachment Program (IAP)

- All Trainees should finish and declared competent on all modules before taking IAP

module.

- Trainees should finish and declared competent on the 30 hours content of IAP

module written in the curriculum before they go to workplace or industry.

- The school should organize visit for all trainees in the workplace or industry to

confirm and assist IAP especially in filling up the logbook.

- An interview to the trainee should be conducted in the school after the IAP has been

completed and should be documented in the trainee portfolio.

- All completed logbooks should be part of the trainee portfolio.

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C C M O L 0 0 1 - OCCUPATION AND LEARNING PROCESS

CCMOL001 Describe the occupation and learning process

REQF Level: All Learning hours

Credits: 3 30

Sector: All

Sub-sector: All


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.

14 | P a g e

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

15 | P a g e

L 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.

16 | P a g e

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

performance criterion has been achieved.

Types of evidence Portfolio assessment tools

Written or performance

Written assessment (Recommendation: ranking exercise)

Group work (e.g. role play or scenario)

Checklist Score

Yes No

Learner opens introduction with a greeting

Learner says their name

Learner includes his/her background (academic, technical & work qualifications)

Learner closes introduction (e.g. “I am happy to be with you”)

Learner demonstrates consistent eye contact

Learner displays appropriate body language

Speaks in at an audible level

Learner is able to express his/her expectations

Learner is able to share his/her hobbies/interests

Learner is able to link his/her background to his/her future interests

Learner is able to advocate for his/her abilities, skills, interests

Learner uses advanced body language techniques

Observation

Learning Outcome 1.2: Intergrate in team

Working as a team

Building trust

o Game

o Group discussions

- Trainer manual

Content Learning

activities

Resources

17 | P a g e





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


Appropriate integration in team.

18 | P a g e




Written evidence


Checklist Score

Yes No

Signed commitment contract

Occupation title

Duties and responsibilities

Observation


Appropriate participation in setting rules and adhere to them.

19 | P a g e

L 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


Content Learning

activities

Resources


Proper description of the main/major elements of occupation

20 | P a g e




Written evidence

Oral evidence

Essay

Verbal explanation (interview)

Checklist Score

Yes No

Working conditions

Equipment tools and materials


REQF level


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

21 | P a g e





Written evidence

Oral evidence

Written exercise


Checklist Score

Yes No

Entry requirement

Pathways into the qualification

Duration

Qualification details

Pathways after the qualification

Following instructions


Social interdependence

Commitment of learners

Observation


Adequate explanation about the qualification

22 | P a g e

L 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


Content Learning

activities

Resources


Proper engagement in active and participatory learning methods

23 | P a g e




Written evidence

Scenarios of learning style analysis Role play on engagement and participatory learning methods

Checklist Score

Yes No

Results of assignment

Active participation


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




Content Learning

activities

Resources


Adequate description of the assessment procedures

24 | P a g e


Written evidence

Oral evidence

written assessment


Checklist Score

Yes No

Time of assessment

Roles of Assessors

Roles of verifiers

List values

List of skills

Observation

25 | P a g e

L 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





Written evidence

values, skills and interest identification exercise scenario/case study analysis

Content Learning

activities

Resources


Proper identification of values, skills and interests

26 | P a g e

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





Written evidence values, skills and interest self-assessment exercise

JOHARI window assessment

Content Learning

activities

Resources


Proper assessment of values, skills and interests

27 | P a g e

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





Written evidence

Written exercise

Project work

Content Learning

activities

Resources


Correct Setting of goals

28 | P a g e

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


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

29 | P a g e

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





Written evidence

VARK questionnaire

Scenario analysis

Checklist Score

Yes No

Learning style

Kinaesthetic

Observation

Content Learning

activities

Resources


Proper assessment of one’s learning style

30 | P a g e

Learning Outcome 4.6: Identification of learning strategies





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


Adequate identification of learning strategies

31 | P a g e

C C M C S 4 0 1 - COMPUTER SKILLS

CCMCS401 Apply Computer Skills

REQF Level: 4 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

The use of ICT in several areas has grown appreciably in recent years. ICT products are now

used by most people, ranging from mobile phones and digital TVs through to personal

computers and the World Wide Web. This qualification focuses on providing skills, experience

and confidence for those learners who struggle to make the most of technology to demonstrate

creative thinking, problem solving and knowledge construction. It focuses on completing

workplace tasks, such as creating documents with text, graphics and numerical information

using commonly used tools such as: Microsoft Office – Excel, PowerPoint. Also the leaner will

have the skills on how to protect the data in the computer systems.

32 | P a g e


Not applicable

Elements of competency and perfomance 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

33 | P a g e

L 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





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


Proper installation of software utilities according to the manufacturer

specifications

35 | P a g e

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





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


Regular computer scan and elimination of virus as per safety standards

36 | P a g e

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 Projector o Computer with OS

installed o Antivirus o White Board o Markers





Written evidence

Oral

Performance

Matching

Sentence completion

Ticking

Expose (presentation )

Task on backing up data

Content Learning

activities

Resources


Accurate backup of computer data based on OS installation

37 | P a g e

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 Hard disk drive o Flash drive o Tape drive o CDs, DVDs o Projector o Computer with OS

installed o Antivirus




Content Learning

activities

Resources


Appropriate restoring of computer data based on OS installed

38 | P a g e


Written evidence

Oral

Performance

Matching


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

39 | P a g e

L 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





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


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


Proper description of elements of spreadsheet application

41 | P a g e

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 -





Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Content Learning

activities

Resources


Proper formatting of cells and their content

42 | P a g e

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




Content Learning

activities

Resources


Proper management of sheets in workbook

43 | P a g e


Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


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

Content Learning

activities

Resources

44 | P a g e





Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


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


Adequate using of essential functions

45 | P a g e

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


mathematical

function(average, minimum,

maximum and count numbers

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





Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Content Learning

activities

Resources


Proper optimization of data

46 | P a g e

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


Content Learning

activities

Resources


Proper optimization of data

47 | P a g e




Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


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

48 | P a g e

L 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


Content Learning

activities

Resources


Proper description of elements of presentation application

49 | P a g e




Written evidence

Oral evidence

Multiple choice


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

50 | P a g e





Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


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


Proper slides formatting

51 | P a g e

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






Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Design of new template

Insertion of a template

Removing a template

Editing of a template

Observation

Content Learning

activities

Resources


Proper using of templates

52 | P a g e

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






Written evidence

Oral evidence

Multiple choice


Matching

Sentence completion

Ticking


Checklist Score

Yes No

Translation of Slide

Translation of sound

Translation of speed

Custom animation

Observation

Content Learning

activities

Resources


Proper application of Animation and sound in presentation

53 | P a g e

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

http://emerald.tufts.edu/as/tampl/program99/workshops/ws5_components.html

54 | P a g e

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

CCMQS401 Provide quality customer service


Credits: 3 30

Sector: All

Sub-sector: All


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.

55 | P a g e


Not applicable







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

56 | P a g e


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.

57 | P a g e

L 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

58 | P a g e

Learning Outcome 1.1: Identify opportunities and use formal and informal research to develop

and maintain knowledge of products and services. (Cont.)

Formal and informal research techniques: o Discussions with

colleagues

Reading organization information

Research of product and service information brochures

General media Attendance at

conferences, trade shows and industry events

Distributing surveys and questionnaires







Written evidence

Multiple choice


Matching

Sentence completion

Ticking

Essay (short responses / extended responses)

Content Learning

activities

Resources


Proper identification of opportunities and use of formal and informal research

to develop and maintain knowledge of products and services.

59 | P a g e

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.



Content Learning

activities

Resources

60 | P a g e

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.



Content Learning

activities

Resources

61 | P a g e





Written

Performance

Oral

Multiple choice


Matching

Ticking


Checklist Score

Yes No

Identification of promotional initiatives

Application of ways to determine customer preferences, needs and expectations

Identification of Factors influencing customer preferences, needs and expectations

Application of ways to satisfy customer preferences, needs and expectations

Observation


Appropriate use of customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify changes in

customer preferences, needs and expectations.

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Learning Outcome 1.3: Share market, product and service knowledge obtained with

colleagues to enhance the effectiveness of the team

Reasons to share knowledge

Methods and techniques of sharing knowledge at workplace

o Group discussion

o Role play

o Presentation






Written evidence


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


Effective sharing of market, product and service knowledge obtained with

colleagues to enhance the effectiveness of the team.

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Learning Outcome 1.4: Suggest ideas to appropriate person for product and service

adjustments to meet customer needs for future planning according to organization policy.

Product and Service adjustment procedure

Importance of Product and Service adjustment on customer satisfaction

o Individual reflection o Brainstorming o Large group discussion o Role play






Written evidence

Oral

Performance

Multiple choice True or false question Matching Ticking Essay (short responses / extended responses) Presentation Role play

Checklist Score

Yes No

Application of product and Service adjustment procedure

Identification of the importance of product and Service adjustment procedure on customer satisfaction

Observation

Content Learning

activities

Resources


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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L 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





Content Learning

activities

Resources


Proper determination and clarification of customer preferences, needs and

expectations.

65 | P a g e


Written evidence

Oral evidence

Multiple choice


Matching

Ticking


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


Content Learning

activities

Resources

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Written evidence

Oral evidence


Multiple choice


Matching

Ticking


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

Content Learning

activities

Resources


Proper offering of accurate information about appropriate products and services

to customers to meet their needs and expectations.

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Written evidence

Oral evidence


Multiple choice


Matching

Ticking


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


Anticipation of customer preferences needs and expectations throughout the

service experience and provide products and services in a timely manner,

appropriate to individual needs and preferences, and according to organization

standards.

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Learning Outcome 2.4: Offer possible extras and add-ons appropriately and provide

personalized and additional services and products where appropriate.

Importance of offering extras and add-ons

Ways to improve customer service

Promoting products and services

Displays Promotions special offers and

deals menus and specials word of mouth up-selling.

Selling techniques: Serving Helping Advising building rapport with

customers

arousing interest.

o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Question and answer o Debate

- Reference books - Online materials - Scholarly materials





Written evidence

Oral evidence

Multiple choice


Matching

Ticking


Presentation

Content Learning

activities

Resources


Offering possible extras and add-ons appropriately and provision of personalized

and additional services and products where appropriate.

69 | P a g e

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

Content Learning

activities

Resources

70 | P a g e





Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

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

Observation


Proactive promotion of products and services at appropriate opportunities

according to current organization goals and promotional focus and appropriate

employment of selling

71 | P a g e

L 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


Content Learning

activities

Resources

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Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

Identification of questioning techniques

Application of questioning techniques while dealing with difficult customer service situations

Observation


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


Content Learning

activities

Resources

74 | P a g e






Role play

Checklist Score

Yes No

Application of communication techniques while handling customer complaints

Observation

Learning Outcome 3.3: Determine possible options to resolve the complaint and promptly

analyse and decide on the best solution, taking into account any organisation constraints..

Organisation constraints

Emotional and logical aspects of complaints.

Methods to manage and reduce stress when resolving complaints

Proactive complaint handling

- Small group discussion - Individual work - Role play


Content Learning

activities

Resources


Effective use of communication techniques to assist in the management of the

complaint and handle the situation sensitively, courteously and discreetly

75 | P a g e





Written evidence

Oral evidence


Multiple choice


Matching

Ticking


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


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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Learning Outcome 3.4: Use techniques to turn complaints into opportunities to demonstrate

high quality customer service.

Methods of transforming complaints into additional service opportunities

High quality customer service

o Individual work o Debate o Discussion o Role play

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





Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

Use of techniques of transforming complaints into opportunities

Observation

Content Learning

activities

Resources


Where appropriate, proper use of techniques to turn complaints into

opportunities to demonstrate high quality customer service.

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Learning Outcome 3.5: Provide feedback on complaints to appropriate personnel in order to

avoid future occurrence

The importance of feedback on customer complaints

Effective feedback giving

o Group work o Presentation o Brainstorming o Role play






Written evidence

Oral evidence


Multiple choice


Matching

Ticking


Presentation

Role play

Checklist Score

Yes No

Identification of the importance of feedback on customer complaints Effective feedback giving

Observation

Content Learning

activities

Resources


Effective provision of feedback on complaints to appropriate personnel in order

to avoid future occurrence.

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Learning Outcome 3.6: Reflect on and evaluate complaint and solution to enhance response to

future complaints or difficult service situations.

Complaint analysis May include:

Tools of analyzing customer complaints

Customer complaint checklist

Customer satisfaction

o Individual work o Debate o Discussion o Pair work






Written evidence

Oral evidence

Product evidence

Multiple choice


Matching

Ticking


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

Observation

Content Learning

activities

Resources


Reflection and evaluation of complaint and solution to enhance response to

future complaints or difficult service situations.

79 | P a g e

L 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



Content Learning

activities

Resources


Proper determination and record of customer information where appropriate to

provide personalized service.

80 | P a g e




Written evidence

Oral evidence


Multiple choice


Matching

Ticking


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


Content Learning

activities

Resources

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Written evidence

Oral evidence

Multiple choice


Matching

Ticking


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


Perfect development and maintaining of knowledge of organization promotional

initiatives and implementation where appropriate.

82 | P a g e





Written evidence

Oral evidence

Multiple choice


Matching

Ticking


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/


Proactive provision of enhanced products and services to clients and customers

based on client information.

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

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

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

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

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

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

83 | P a g e

C C M H E 4 0 1 - IMPLEMENTING S.H.E. POLICIES AND PROCEDURES

CCMHE401 Implement S.H.E. policies and procedures


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This module describes the outcomes required to implement safety, health and environmental

(SHE) policies and procedures on a site adhering to defined policies and procedures to ensure

own safety and that of others, together with protection of the environment. This includes

implementation of recognized environmental care principles.

84 | P a g e


Not applicable







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.

85 | P a g e

L 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

86 | P a g e

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


Proper selection of the tools and materials

87 | P a g e




Written evidence

Oral evidence


Multiple choice


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

88 | P a g e

Cracks Air Dust





Written

Performance

Oral

Multiple choice


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


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


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


Content Learning

activities

Resources


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

according to company procedure

90 | P a g e




Written

Performance

Oral

Multiple choice


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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L 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


o Group discussion on OHS



requirements and


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

Content Learning

activities

Resources

92 | P a g e


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








requirements and





requirements and



Content Learning

activities

Resources

93 | P a g e


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)








requirements and





requirements and



Content Learning

activities

Resources

94 | P a g e





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


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


Proper identification of applicable Occupational Health, Safety and

Environmental (OHSE) requirements

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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 Use of inspection

checklist Appropriate tools

,materials and equipment to be used

o Observation o Group discussion o Practical exercises o Checklists

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





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


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

Content Learning

activities

Resources


Appropriate instruction to workers to follow safety best practices and Enforce

health and safety regulations.

96 | P a g e

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





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Communicate with others in line with SHE requirements

Content Learning

activities

Resources


Proper establishment and maintenance of communication with others in line

with SHE requirements.

97 | P a g e

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

98 | P a g e





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


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

.


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

99 | P a g e

U 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



Content Learning

activities

Resources


Proper analysis of work practices and processes to identify areas for

improvement in relation to SHE issues and hazards

100 | P a g e




Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


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

101 | P a g e





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


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


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





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Control of hazard options in working area

Content Learning

activities

Resources


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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L 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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Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


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


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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Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Training on operating tools and equipment In line with SHE requirements

Checklist Score

Yes No

Training on Operational control is provided

Observation


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





Written evidence

Oral evidence

Performance

Multiple choice


Matching

Sentence completion

Ticking


Task: Training on operating tools and equipment In line with SHE requirements

Content Learning

activities

Resources


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

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

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

https://www.rospa.com/occupational-safety/advice/training-matters/

https://www.3tonline.fi/incident-reporting

http://www.safety.uwa.edu.au/topics/plant/inspection

http://www.hse.gov.uk/statistics/causdis/index.htm

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


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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Not applicable

Elements of competency and 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

112 | P a g e


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

113 | P a g e

U 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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Written 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


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 Practical writing exercises

o Modelling

o Brainstorming

o Vocabulary Games

Audiovisual materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures

Written speeches

Newspaper reports





Written

Performance

Writing practice

Discussions

Matching

Task: Describe present facts about your career using appropriate

tenses

Checklist Score

Yes No

Tense use

Description of facts

Observation

Content Learning

activities

Resources


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


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





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


Distinguish factual, description and explanatory paragraphs

117 | P a g e

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


Content Learning

activities

Resources


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

topics

118 | P a g e




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


business letters


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures

Letter samples

Content Learning

activities

Resources

119 | P a g e





Written

Performance

Writing practice Task: Compose an email outlining some of the challenges you face

at work.

Checklist Score

Yes No

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


Projector

Computer

Flipcharts

Markers

Lesson plans

Reference books

Sample reports

Content Learning

activities

Resources


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

facts at the workplace

120 | P a g e





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


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

attachments)

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U 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 Modelling and drilling

o Listening to TV shows

o Listening to radio programs


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Written speeches

Newspaper reports

Scenarios

Content Learning

activities

Resources

122 | P a g e





Written evidence

Oral evidence

Performance

Discussions

Presentations

Multiple choice

Listening practice

Task: List and explain at least three listening strategies.

Checklist Score

Yes No

Understanding of Listening strategies

Observation

Learning Outcome 2.2: Select appropriate listening strategy depending on the listening purpose

Refer to Learning Outcome 2.1

Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1


Content Learning

activities

Resources


Identify different listening strategies


Select appropriate listening strategy depending on the listening purpose

123 | P a g e




Written evidence

Oral evidence

Performance

Discussions

Presentations

Multiple choice

Listening practice

Task: Which listening strategy would you use to get the main idea of a recording?

Checklist Score

Yes No

Understanding of Listening strategies Selection of listening strategies

Observation

Learning Outcome 2.3: Apply listening strategies while listening to audio messages

Refer to Learning Outcome 2.1

Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1





Written evidence

Oral evidence

Performance

Discussions

Multiple choice

Listening practice

Task: Which listening strategy would you use to get the main idea of a recording?

Content Learning

activities

Resources


Apply listening strategies while listening to audio messages

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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 gestures

o role play o video watching o note taking o modelling o drilling

video materials

posters/banners

wallpapers

audiovisual materials

Projector

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Scenarios

Trainee manuals




Content Learning

activities

Resources


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

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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

.

126 | P a g e

U 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


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Written speeches

Newspaper reports

Scenarios

Trainee manual

Content Learning

activities

Resources

127 | P a g e





Oral evidence

Performance

Presentation practice

Writing practice

Discussions

Task: Prepare a short presentation on a topic of interest and share it with your class.

Checklist Score

Yes No

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


Present personal ideas and opinions during discussions on selected topics of

interest

128 | P a g e





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


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Content Learning

activities

Resources


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

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

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

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

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

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

129 | P a g e





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


Projector

Flipcharts

Lesson plans

Recordings

Reference books

Speech samples

Content Learning

activities

Resources


Detect and avoid argumentation fallacies in debates and discussions

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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

.


Build convincing arguments to support or refute an opinion

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L 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




Content Learning

activities

Resources


Identify different reading techniques

132 | P a g e


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



Content Learning

activities

Resources


Adequate training of workers to operate tools and equipments

133 | P a g e




Written evidence

Performance

Reading practice

Multiple choice

True and false questions

Presentations

Task: Select an appropriate reading strategy based on the reading task given to you by the teacher.

Checklist Score

Yes No

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

134 | P a g e





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


Content Learning

activities

Resources


Apply reading techniques while reading different texts

135 | P a g e





Written evidence

Performance

Reading practice

Presentations

Task: Read the text given by the teacher and identify what the writer implies. How did you come up with such inferences?

Checklist Score

Yes No

Understanding of inferences Justifying inferences

Observation

References: .


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.

137 | P a g e

Ubushobozi fatizo

Ubushobozi mu Kinyarwanda kiboneye

Ingingo n’ibipimo by’ubushobozi

Ingingo z’ubushobozi zisobanura umusaruro w’ibanze ugomba kugerwaho.

Ibipimo by’ubushobozi bisobanura ubushobozi busabwa mu kugaragaza ko intego zikubiye mu mbumbe

zagezweho.

Ingingo z’Ubushobozi Ibipimo by’Ubushobozi

1. Gukoresha ubuvanganzo

gakondo bufatiye ku

mwuga ashyikirana

n’abandi

1.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije

mu ngiro zitandukanye.

1.2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo

gakondo bufatiye ku mwuga.

1.3. Gusoma neza umwandiko w’ubuvanganzo gakondo bufatiye

ku mwuga

yubahiriza utwatuzo n’isesekaza.

1.4. Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga

akurikiranya neza ingingo.

1.5. Gutarama akoresheje ubuvanganzo bwizwe.

2. Gukoresha Ikinyarwanda

kiboneye agaragaza ibyiza

by’ikoranabuhanga mu

iterambere ry’umwuga no

kugaragaza intego y’izina

mbonera.

2.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko

y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu

ngiro zinyuranye.

2.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

2.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

2.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.

2.5. Kumurika ingero zifatika zihamya uruhare

rw’ikoranabuhanga mu iterambere ry’umwuga.

2.6. Kugaragaza intego y’izina mbonera ku buryo bukwiye.

138 | P a g e

Ingingo z’Ubushobozi Ibipimo by’Ubushobozi


kiboneye uwiga agaragaza

ububi bw’ibiyobyabwenge

mu rubyiruko no

kugaragaza amategeko

y’igenamajwi mu izina

mbonera.

3.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko y’ububi

bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro

zitandukanye.

3.2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko.

3.3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.

3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.

3.5. Kumurika ingamba zifatika zo kurwanya ikoreshwa

ry’ibiyobyabwenge mu rubyiruko.

3.6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.



uburyo bunyuranye bwo

gufata neza ibidukikije no

gukoresha indangahantu.


yumva umwandiko ku nsanganyamatsiko yerekeye

uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro

zitandukanye.

4.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

4.3. Gusoma neza umwandiko yubahiriza utwatuzo

n’isesekaza.

4.4. Guhimba no kumurika umwandiko akurikiranya neza

ingingo.

4.5. Kumurika no gusobanura ibikorwa by’abanyamwuga

bishobora kwangiza ibidukikije.

4.6. Gukoresha neza indangahantu.



akamaro k’ubutabazi

bw’ibanze no kwandika

yubahiriza imyandikire

y’Ikinyarwanda.


yumva ikinamico ku nsanganyamatsiko yerekeye akamaro

k’ubutabazi bw’ibanze mu ngiro zitandukanye.

5.2. Gusubiza neza ibibazo mu mvugo iboneye ku ikinamico.

5.3. Gusoma neza ikinamico yubahiriza uturango twayo.

5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro.

5.5. Gukoresha mu mvugo n’inyandiko amagambo akwiye

avuga ibice n’ingingo by’umubiri.

5.6. Kwandika yubahiriza ifatana n’itandukana ry’amagambo.

139 | P a g e

U 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

140 | P a g e


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


activities

Imfashanyigisho

141 | P a g e

Isuzuma Mbonezanyigisho 1.1

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.

Gihamya Isuzuma

Amajwi n’amashusho by’uwiga ateze amatwi atarogoya

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya

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




activities

Imfashanyigisho

Ubushobozi busuzumwa

Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ubuvanganzo

gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

142 | P a g e



Gihamya Isuzuma

Amajwi n’amashusho y’ibisubizo ku kumva umwandiko


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.





activities

Imfashanyigisho


Yashubije mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku

mwuga.

143 | P a g e



Gihamya Isuzuma

Amajwi n’amashusho y’isomwa ry’umwandiko


Yego Oya

Isesekaza n’utwatuzo

Umwanzuro

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

akurikiranya neza ingingo.






activities

Imfashanyigisho


Yasomye neza umwandiko w’ubuvanganzo gakondo bufatiye ku mwuga

yubahiriza utwatuzo n’isesekaza.


Yahinnye anahimba umwandiko akurikiranya neza ingingo.

144 | P a g e


Gihamya Isuzuma

Ibihangano bishingiye ku buvanganzo gakondo mu mwuga


Yego Oya

Ihimbamwandiko

Ubuvanganzo gakondo bufatiye ku mwuga

Umwanzuro

Umusaruro w’inyigisho 1.5: Gutarama akoresheje ubuvanganzo bwizwe.






Gihamya Isuzuma

Amajwi n’amashusho ku gitaramo


Yego Oya

Igitaramo gishingiye ku buvanganzo gakondo

Umwanzuro


activities

Imfashanyigisho


Yataramye akoresheje ubuvanganzo bwizwe.

145 | P a g e

LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ibyiza by’ikoranabuhanga mu iterambere ry’umwuga no kugaragaza intêgo y’izina mbonera.

2


1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu ngiro zinyuranye.

2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhina no guhimba umwandiko akurikiranya ingingo. 5. Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu

iterambere ry’umwuga. 6. Kugaragaza intêgo y’izina mbonera.

Amasaha 6


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

ngiro zinyuranye.

Ibimenyetso by’uteze amatwi atarogoye;

Umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga;

Inyunguramagambo; Insanganyamatsiko

y’umwandiko; Ingingo z’umuco; ingingo z’amateka; indangagaciro zo gukunda

umurimo (umurimo unoze, kubahiriza igihe…);

Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;

o Gutega amatwi umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga.

o Kutarogoya ufite ijambo nta mpamvu;

o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo;

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko;

o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo gukunda umurimo;

o Gusoma bucece; 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;


activities

Imfashanyigisho

146 | P a g e


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

ngiro zinyuranye. (Ibikurikira)

Isesekaza n’utwatuzo; Ihangamwandiko ku

nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;

ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga;

Intego y’izina

mbonera.

o Gusoma mu matsinda bashaka ibisubizo by’ibibazo byo kumva umwandiko, inyunguramagambo no kumurika ibyavuyemo;

o Gusoma aranguruye agaragaza isesekaza;

o Gukusanya, mu matsinda, ibitekerezo ku ruhare rw’ikoranabuhanga mu iterambere ry’umwuga;

o Gukora inshamake y’umwandiko;

o Kujya impaka ku ngaruka zo gukoresha nabi ikoranabuhanga mu mwuga n’ingamba zafatwa mu kubirwanya;

o Kugaragaza intego y’izina mbonera.

- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;


n’inkoranyamuga; - Ibikoresho

by’ikoranabuhanga;



Gihamya Isuzuma


activities

Imfashanyigisho


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko

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

ngiro zinyuranye

147 | P a g e



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.






Gihamya Isuzuma

Amajwi n’amashusho ku bibazo byo kumva umwandiko


Yego Oya

Inyunguramagambo

Insanganyamatsiko y’umwandiko


activities

Imfashanyigisho


Yashubije ibibazo mu mvugo iboneye ku mwandiko

148 | P a g e

Ingingo z’umuco

ingingo z’amateka

Indangagaciro zo gukunda umurimo

Umwanzuro

Umusaruro w’inyigisho 2.3: Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.






Gihamya Isuzuma

Amajwi n’amashusho ry’isomwa ry’umwandiko


Yego Oya


Umwanzuro

Umusaruro w’inyigisho 2.4: Guhina no guhimba umwandiko akurikiranya ingingo.


activities

Imfashanyigisho


Yasomye umwandiko yubahiriza utwatuzo n’isesekaza

149 | P a g e






Gihamya Isuzuma

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


Yego Oya

Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere

ry’umwuga

Ihangamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere

ry’umwuga

Umwanzuro

Umusaruro w’inyigisho 2.5: Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu

iterambere ry’umwuga.


activities

Imfashanyigisho


Yahinnye anahimba umwandiko akurikiranya neza ingingo

150 | P a g e






Gihamya Isuzuma

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


Yego Oya

Ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga

Umwanzuro

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


activities

Imfashanyigisho


activities

Imfashanyigisho


Yamuritse ingero zihamya uruhare rw’ikoranabuhanga mu iterambere

ry’umwuga

151 | P a g e






Gihamya Isuzuma

Inyandiko y’ibisubizo ku ntêgo y’izina mbonera


Yego Oya

Intego y’izina mbonera

Umwanzuro


Yagaragaje intêgo y’izina mbonera

152 | P a g e

U 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no kugaragaza amategeko y’igenamajwi mu izina mbonera.

3


1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro zitandukanye.

2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 5. Kumurika ingamba zifatika zo kurwanya ikoreshwa

ry’ibiyobyabwenge mu rubyiruko. 6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.

Amasaha 6


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;


y’umwandiko; Ingingo z’umuco; ingingo z’amateka; indangagaciro zo

kubaha ubuzima (kwiyitaho);

Ihinamwandiko ku nsanganyamatsiko y’ububi

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;


n’inkoranyamuga.


activities

Imfashanyigisho

153 | P a g e

bw’ibiyobyabwenge mu rubyiruko;


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;



n’inkoranyamuga.



activities

Imfashanyigisho



ku nsanganyamatsiko ku bubi bw’ibiyobyabwenge mu rubyiruko abinyujije mu

ngiro zitandukanye

154 | P a g e


Gihamya Isuzuma



Yego Oya

Umwandiko ku nsanganyamatsiko y‘ububi bw’ibiyobyabwenge mu rubyiruko


Umwanzuro

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






Gihamya Isuzuma



activities

Imfashanyigisho


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko

155 | P a g e


Yego Oya

Inyunguramagambo


Ingingo z’umuco

ingingo z’amateka

indangagaciro zo kubaha ubuzima (kwiyitaho)

Umwanzuro

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






Gihamya Isuzuma



Yego Oya


Umwanzuro


activities

Imfashanyigisho


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza

156 | P a g e

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






Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ihina n’ihimbamwandiko


Yego Oya

Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko

Ihangamwandiko ku nsanganyamatsiko y’ ububi bw’ibiyobyabwenge mu rubyiruko

Umwanzuro


activities

Imfashanyigisho


Yahinnye anahimba umwandiko akurikiranya neza ingingo

157 | P a g e

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

ry’ibiyobyabwenge mu rubyiruko.






Gihamya Isuzuma

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


Yego Oya

Ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko

Umwanzuro


activities

Imfashanyigisho


Yamuritse ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu

rubyiruko

158 | P a g e

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






Gihamya Isuzuma

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


Yego Oya

Amategeko y’igenamajwi mu izina mbonera

Umwanzuro


activities

Imfashanyigisho


Yagaragaje amategeko y’igenamajwi mu izina mbonera

159 | P a g e

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

4


1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro zitandukanye.

2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhimba no kumurika umwandiko akurikiranya neza ingingo. 5. Kumurika no gusobanura ibikorwa by’abanyamwuga bishobora

kwangiza ibidukikije. 6. Gukoresha neza indangahantu

Amasaha 6


umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu

ngiro zitandukanye.

Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije;

Ibimenyetso by’uteze amatwi atarogoye.


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;



n’inkoranyamuga; - Amafoto.


activities

Imfashanyigisho

160 | P a g e



Gihamya Isuzuma



Yego Oya

Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije


Umwanzuro

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






activities

Imfashanyigisho



ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije

mu ngiro zitandukanye


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko

161 | P a g e


Gihamya Isuzuma



Yego Oya

Inyunguramagambo


Umwanzuro

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






Gihamya Isuzuma



activities

Imfashanyigisho


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza

162 | P a g e


Yego Oya


Umwanzuro

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






Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ihimba n’imurikamwandiko


Yego Oya

Ihimbamwandiko

Umwanzuro


activities

Imfashanyigisho


Yahimbye anamurika umwandiko akurikiranya neza ingingo

163 | P a g e

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

kwangiza ibidukikije.






Gihamya Isuzuma

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


Yego Oya

Ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije

Umwanzuro


activities

Imfashanyigisho


Yataramye akoresheje ubuvanganzo bwizwe.

164 | P a g e

Umusaruro w’inyigisho 4.6: Gukoresha neza indangahantu.






Gihamya Isuzuma

Ibisubizo ku mikoreshereze y’indangahantu


Yego Oya

Indangahantu

Umwanzuro


activities

Imfashanyigisho


Yakoresheje neza indangahantu

165 | P a g e

U 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no kwandika yubahiriza imyandikire y’Ikinyarwanda.

5


1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro zitandukanye.

2. Gusubiza ibibazo mu mvugo iboneye ku ikinamico. 3. Gusoma ikinamico yubahiriza uturango twayo. 4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro. 5. Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga ibice

n’ingingo by’umubiri. 6. Kwandika yubahiriza ifatana n’itandukana ry’amagambo.

Amasaha 6


ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro

zitandukanye.

Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze;

Ibimenyetso by’uteze amatwi atarogoye;

Inyunguramagambo ku ngeri y’ikinamico;

Amagambo akwiye avuga ibice n’ingingo z’umubiri;

Ingingo z’umuco n’amateka;

Udukino ku nsanganyamatsiko k’ubutabazi bw’ibanze.

Ifatana n’itandukana ry’amagambo.

o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubutabazi bw’ibanze.

o 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.


activities

Imfashanyigisho

166 | P a g e



Gihamya Isuzuma



Yego Oya

Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze


Umwanzuro

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






activities

Imfashanyigisho


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ikinamico ku

nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro

zitandukanye


Yashubije ibibazo mu mvugo iboneye ku ikinamico

167 | P a g e


Gihamya Isuzuma



Yego Oya

Inyunguramagambo Inyunguramagambo ku ngeri y’ikinamico

Ingingo z’umuco n’amateka

Umwanzuro

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






Gihamya Isuzuma

Amajwi n’amashusho uwiga asoma ikinamico


activities

Imfashanyigisho


Yasomye ikinamico yubahiriza uturango twayo

168 | P a g e


Yego Oya


Umwanzuro

Umusaruro w’inyigisho 5.4: Guhimba no gukina ikinamico ahuza imvugo n’ingiro.






Gihamya Isuzuma

Amajwi n’amashusho n’inyandiko ku ikinamico


Yego Oya

Udukino ku nsanganyamatsiko y’ubutabazi bw’ibanze

Umwanzuro


activities

Imfashanyigisho


Yahimbye anakina ikinamico ahuza imvugo n’ingiro

169 | P a g e

Umusaruro w’inyigisho 5.5: Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga ibice

n’ingingo by’umubiri.






Gihamya Isuzuma

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


Yego Oya

Amagambo akwiye avuga ibice n’ingingo z’umubiri

Umwanzuro

Umusaruro w’inyigisho 5.6: Kwandika yubahiriza ifatana n’itandukana ry’amagambo.





activities

Imfashanyigisho


activities

Imfashanyigisho


Yakoresheje mu mvugo n’inyandiko amagambo akwiye avuga ibice n’ingingo

by’umubiri

170 | P a g e



Gihamya Isuzuma

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


Yego Oya

Ifatana n’itandukana ry’amagambo

Umwanzuro

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


Yanditse yubahiriza ifatana n’itandukana ry’amagambo

171 | P a g e

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.

172 | P a g e

C C M F T 4 0 1 - APPLICATION DES ELEMENTS DE LA LANGUE FRANCAISE

CCMFT401 Appliquer les elements de la langue francaise

Niveau: 4 Heures d’apprentissage

Credits: 3 30

Section: Toutes

Option: Toutes

Date d'élaboration: Décembre, 2016

But visé

Ce module décrit l’application des éléments de la langue aux domaines techniques. A la fin de

ce module, l’apprenant sera capable de lire les différents textes techniques devant le public,

rédiger des textes simples et autres écrits techniques, appliquer certains éléments de la

littérature en rapport avec le métier, utiliser les expressions usuelles de la langue française tels

que jeux de rôles, devinettes, humours, proverbes et dictons et rédiger des lettres en rapport

avec le métier.

173 | P a g e

Prerequis pour le nouvel apprentissage

Non appliqué

Elements de competence et les Critères de performance

Les unités d’apprentissage décrivent les résultats essentiels d’une compétence

A la fin de ce module, l’apprenant sera capable de:

Elements de competence Critères de performance

1. Lire les différents textes techniques

devant le public.

1.1. Lecture correcte du texte en prose respectant la

ponctuation, la liaison et les accents ;

1.2. Application correcte des règles d’intonation et

d’accentuation dans un texte donné

1.3. Déclamation rythmée d’un poème sur le métier

2. Rédiger des textes simples et autres

écrits techniques.

2.1. Composition propre d’un texte sur le thème du

règlement intérieur du centre de

formation

2.2. Description précise des traits caractéristiques de son

métier

2.3. Exposition méthodique de son expérience personnelle

dans le métier

3. Appliquer certains éléments de la

littérature en rapport avec le métier.

3.1. Interprétation adéquate de jeux de rôle sur le métier

3.2. Interprétation adéquate de chansons sur le métier

3.3. Exploitation correcte du vocabulaire technique d’un

texte sur les transports des

matériels et produits de son métier

4. Utiliser les expressions usuelles de la

langue française jeux de rôles,

devinettes, humours liés au métier

4.1. Utilisation correcte des proverbes et des dictons de la

langue française en rapport avec le métier

4.2. Interprétation correcte des devinettes en rapport avec

le métier

4.3. Utilisation correcte des locutions et des maximes de la

langue française en rapport avec le métier

5. Rédiger les lettres en rapport avec le

métier.

5.1. Adaptation correcte des formules aux destinataires

5.2. Application correcte des formules de politesse

5.3. Structuration appropriée d’un écrit épistolaire

5.4. Organisation correcte de la mise en page d’une lettre et

le curriculum vitae

174 | P a g e

LU 1: Lire les différents textes techniques devant le public

1

Résultats d’apprentissage:

1. Lire le texte en prose respectant la ponctuation, la liaison et les accents.

2. Appliquer des règles d’intonation et d’accentuation dans un texte donné.

3. Déclamer un poème sur le métier. 6 Heures

Résultats d’apprentissage 1.1: Lire le texte en prose respectant la ponctuation, la liaison et

les accents.

Lecture du texte en prose

Ponctuation

Liaison

Accents

o Lire un texte en respectant la

ponctuation, la liaison et les accents.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et tableaux

feutres

- Projecteurs

- Flash Disk

Matériels tactiles

Evaluation Formative 1.1

Contenus Activités d’Apprentissage Ressources

Critère de performance

Lecture correcte du texte en prose respectant la ponctuation, la liaison et

les accents.

175 | P a g e

Evaluateur peut collecter et analyser des preuves afin de déterminer si et à quel degré le critere de

performance à observer atteint ou a atteint le résultat escompté

Types de preuves Instruments d’evaluation du portfolio

Preuves orales

Text écrit

Liste de contrôle Résultat

Oui Non

Lecture d’un texte en respectant :

La ponctuation

La liaison

Les accents

Observations

Résultats d’apprentissage 1.2: Appliquer des règles d’intonation et d’accentuation dans un

texte donné..

Règles d’intonation

Règles d’accentuation

Lire un texte en appliquant les règles

d’intonation et d’accentuation.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Flash Disk

Matériels tactiles


176 | P a g e




Types de preuves Instruments d’evaluation du portfolio

Preuves écrites

Preuves orales

Text écrit


Oui Non

Lecture d’un texte en appliquant les règles:

D’intonation

D’accentuation

Observations

Résultats d’apprentissage 1.3: Déclamer un poème sur le métier.

Rythmée d’un poème

Liaison

Pause

Ponctuation

Déclamer un poème e respectant le rythme en particulier la liaison, la pause et la ponctuation.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Matériels tactiles



Application correcte des règles d’intonation et d’accentuation dans un

texte donné

177 | P a g e




Types de preuves Outils d’evaluation Portfolio

Preuves écrites

Preuves orales

Text écrit


Oui Non

Déclamation d’un poème en respectant le rythme, en particulier :

La liaison La pause La ponctuation

Observations


Déclamation rythmée d’un poème sur le métier

178 | P a g e

LU 2: Rédiger des textes simples et autres écrits techniques.

2


1. Composer un texte sur le thème du règlement intérieur du centre de formation.

2. Décrire les traits caractéristiques de son métier. 3. Exposer de son expérience personnelle dans le métier.

6 Heures

Résultats d’apprentissage 2.1: Composer un texte sur le thème du règlement intérieur du

centre de formation. .

Composition d’un texte sur le

règlement intérieur du centre

de formation.

Composer un texte. - Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Flash Disk

Matériels tactiles






Précision nette de sa réponse relative au texte

179 | P a g e


Preuves ecrites

Rédiger un texte


Oui Non

Composition d’un texte en dégageant: L’introduction Le corps Composition d’un texte en décrivant au moins 3 caractéristiques de son métier.

Observations

Résultats d’apprentissage 2.2: Décrire les traits caractéristiques de son métier

Traits caractéristiques de

son métier

Composer un texte sur les caractéristiques de son métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Flash Disk

Matériels tactiles


180 | P a g e





Preuves écrites

Rédiger un texte.


Oui Non

Composition d’un texte en dégageant :

L’introduction Le corps La conclusion

Observations

Résultats d’apprentissage 2.3: Exposer de son expérience personnelle dans le métier.

Son expérience

personnelle dans le

métier.

Composer et exposer un texte sur

son expérience dans le métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Flash Disk

Matériels tactiles



Précision nette de sa réponse relative au texte

181 | P a g e





Preuves ecrites

Preuves orales

Rédiger un texte et l’exposer


Oui Non

Composition et exposition d’un texte décrivant son expérience : Professionnelle Economique Socio-culturelle

dans le métier

Observations


Articulation convenable tenant compte de la ponctuation

182 | P a g e

LU 3: Appliquer certains éléments de la littérature en rapport avec son métier

3


1. Interpréter les jeux de rôle sur le métier. 2. Interpréter les chansons sur le métier. 3. Exploiter le vocabulaire technique d’un texte sur les

transports des matériels et produits de son métier.

6 Heures

Résultats d’apprentissage 3.1: Interpréter les jeux de rôle sur le métier

Jeux de rôle sur le métier

Scènes

Humour

Interpréter un jeu de rôle

humoristique sur le métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Flash Disk

Matériels tactiles






Production effective d’avis personnels dans son argumentation devant

l’auditoire

183 | P a g e


Preuves écrites

Preuves orales

Rédiger un texte du jeu de rôle.


Oui Non

Interprétation d’ un jeu de rôles humoristique sur le métier en réalisant

l’humour et le comique par :

Les mots Les gestes Les répétitions Les situations

Observations

Résultats d’apprentissage 3.2: Interpréter les chansons sur le métier.

Chansons sur le métier

Scènes

Interpréter des chansons sur le

métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Flash Disk

Matériels tactiles


184 | P a g e





Preuves écrites

Preuves orales

Rédiger un texte du jeu de rôle.


Oui Non

Interprétation d’ un jeu de rôles humoristique sur le métier en réalisant

l’humour et le comique par :

Les mots Les gestes Les répétitions Les situations

Observations


Appliquer certains éléments de la littérature en rapport avec son métier

185 | P a g e

Résultats d’apprentissage 3.3: Exploiter le vocabulaire technique d’un texte sur les

transports des matériels et produits de son métier.

Vocabulaire technique

d’un texte

Transports des

matériels de son

métier

Transports des

produits de son métier

Identifier et définir le vocabulaire technique à travers un texte sur le métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Flash Disk

Matériels tactiles





Preuves écrites

Preuves orales

Text ecrit


Oui Non

Application de trois (3) techniques de l’éloquence :

Observations



Application correcte des techniques de l’éloquence

186 | P a g e

LU 4: Utiliser les expressions usuelles de la langue française.

4


1. Utiliser des proverbes et des dictons de la langue française en rapport avec le métier

2. Interpréter des devinettes en rapport avec le métier 3. Utiliser des locutions et des maximes de la langue française

en rapport avec le métier 6 Heures

Résultats d’apprentissage 4.1. Utiliser des proverbes et des dictons de la langue

française en rapport avec le métier

. .

Proverbes de la langue

française liés au métier ;

Dictons de la langue

française liés au métier

Insérer les expressions usuelles liées

au métier dans son discours

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Flash Disk

Matériels tactiles




Utiliser les expressions usuelles de la langue en rapport avec le métier.

187 | P a g e




Preuves écrites

Preuves orales

Rédiger un texte et l’exposer.


Oui Non

Insertion d’expressions usuelles liées au métier : 3 Proverbes 3 Dictons

Idiomes

Observations

Résultats d’apprentissage 4.2 Interpréter des devinettes en rapport avec le métier

Devinettes liées au métier Répondre aux devinettes liées au métier

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs





Lecture méthodique respectant les éléments segmentaux et supra

segmentaux

188 | P a g e




Preuves écrites

Preuves orales

Rédiger un texte de jeu de rôle.


Oui Non

Déchiffrement de 5 devinettes liées au métier

Observations

Résultats d’apprentissage 4.3 Utiliser des locutions et des maximes de la langue française

en rapport avec le métier

Locutions de la langue

française liées au métier

Maximes de la langue

française liées au métier.

Interpréter un jeu de rôle en utilisant

des locutions et maximes de la

langue française en rapport métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs





Production effective des messages personnels liés à son métier.

189 | P a g e




Preuves ecrites

Preuves orales

Rédiger un texte de jeu de rôle.


Oui Non

Interprétation d’un jeu de rôles en utilisant : 2 locutions rapport avec le métier

Observations

190 | P a g e

LU5: Exécuter les accords

5

Résultats d’apprentissage

1. Adaptation correcte des formules aux destinataires. 2. Application correcte des formules de politesse 3. Structurer d’un écrit épistolaire. 4. Organiser la mise en page d’une lettre et le curriculum vitae

6 Heures

Résultats d’apprentissage 5.1. Adaptation correcte des formules aux destinataires.

Formules aux destinataires Rédiger des lettres en faisant

correspondre les formules requises

aux destinataires

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- Flash Disk

Matériels tactiles






Adaptation correcte des formules aux destinataires .

191 | P a g e


Preuves écrites

Preuves orales

Rédiger une lecture.


Oui Non

Rédaction d’une lettre ordinaire en faisant correspondre les formules requises aux destinataires :

Au début Au milieu

A la fin.

Observations

Résultats d’apprentissage 5.2 Application correcte des formules de politesse.

Formules de politesse Rédiger une lettre en y appliquant les formules de politesse.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs





Application correcte des formules de politesse

192 | P a g e




Preuves écrites

Preuves orales

Rédiger une lettre


Oui Non

Rédaction d’une lettre ordinaire en faisant correspondre les formules requises aux destinataires:

Au début

Au milieu

A la fin.

Observations

Résultats d’apprentissage 5.3 Structurer d’un écrit épistolaire

Ecrit épistolaire. Structurer un écrit épistolaire. - Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs

- FMatériels tactiles




Structuration appropriée d’un écrit épistolaire .

193 | P a g e




Preuves écrites

Preuves orales

Rédiger une lettre


Oui Non

Structuration d’un écrit épistolaire avec au moins 5 éléments caractéristiques

Observations

Résultats d’apprentissage 5.4 Organiser la mise en page d’une lettre et le curriculum vitae

Mise en page

Lettre

Curriculum

vitae.

Organiser la mise en page

d’une lettre

Etablir un curriculum vitae.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies


feutres

- Projecteurs





Organisation correcte de la mise en page d’une lettre et le curriculum

vitae

194 | P a g e




Preuves écrites

Preuves orales

Composition d’une letttre

Etablissement d’un curriculum vitae


Oui Non

Composition d’une lettre en indiquant:

Le lieu

La date L’auteur

Le destinataire

Les paragraphes dans le corps de la lettre

La signature

Le post-scriptum

Etablissement d’un curriculum vitae en en dégageant :

L’identification

Les études faites

Les diplômes obtenus

L’expérience professionnelle

Les préférences

La certification

La signature

Observations

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

CCMBP401 Develop a business plan


Credits: 3 30

Sector: All

Sub-sector: All


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.

196 | P a g e


Not applicable







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

197 | P a g e

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 Story telling

o Problem solving

o Role play


- Flipchart

- Marker pen

- Internet

- Reference books

- Case studies

- scenarios

- SWOT analysis template

- Industry trends analysis

template





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


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 Problem solving

o Story telling


- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- scenarios

- Feasibility study

template

Content Learning

activities

Resources

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Written

Product evidence


Essay& Cases study


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


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





Written

Performance


Essay& Cases study


Sentence completion

Content Learning

activities

Resources


Correctly define elements of business plan

202 | P a g e

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

203 | P a g e

L 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


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

Including questions that guiding trainee to write a business plan





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced business caver page and description of the business.

Content Learning

activities

Resources


Proper description of the business in accordance with business environment

analysis results

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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

Competing technologies the technology to be used during

the production process technologies that should be

developed by other and affect your business


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

template Including questions that guiding trainee to write a business plan

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)

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




Content Learning

activities

Resources

207 | P a g e





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


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


Proper designing of business production plan in line with results from business

environment analysis

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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

209 | P a g e

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





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced marketing plan of the business plan.

Content Learning

activities

Resources


Clearly design marketing plan in line with market feasibility study and business

products

210 | P a g e

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



Content Learning

activities

Resources

211 | P a g e





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced developed business staff.

Checklist Score

Yes No

Job analysis

Job description

Job specifications

Organizational structure

Observation


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 At which period the business will

cover cash invested on its asset

Projected sales plan

Loan payment plan


- Flipchart - Marker pen - Pen - Internet - Reference

books - Case studies - Business plan


Content Learning

activities

Resources

213 | P a g e





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


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

Observation


Properly design business financial plan in line with business needs

214 | P a g e

U 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 PESTEL Analysis

Estimate risks (Quantitative and Qualitative risk estimation)

Risk estimation tools: Risk impact chart Probability chart

o Oral presentation

o Brainstorming



- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Risk analysis

template

Content Learning

activities

Resources

215 | P a g e





Written evidence

Oral


Essay& Cases study


Sentence completion


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


Clearly identified risk in accordance with business environment

216 | P a g e

Learning Outcome 3.2: Assess identified risks in accordance with business plan developed

Factors influencing risks assessment

SWOT analysis

What factors are critical for

the success of your plan?

What risk does your plan

should face?

Analyze the source of the

risk, the probability of it

happening and the effects

What measures can you take

to avoid these risks?

Define operational plan

PESTEL analysis

What factors are critical

for the success of your

plan in relation with

politics, economy, social,

technological,

environment and legal

What measures can you

take to avoid these risks

Define operational plan

o Brainstorming

o Oral presentation

o Group discussion

o Documentary research

o Internet research



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Business plan

- Computer




Content Learning

activities

Resources


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

developed

217 | P a g e


Written evidence

Oral


Essay& Cases study


Sentence completion


Checklist Score

Yes No


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 Internet research

- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Business plan

- Computer

Content Learning

activities

Resources

218 | P a g e





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced schedule

Checklist Score

Yes No





Observation

Learning Outcome 3.4: Development contingency plan in accordance of assessed risks

Steps involved in contingency

plan

Identifying requirements

related to specific

contingency plan

o Brainstorming

o Oral presentation

o Group discussion


- Flipchart

- Markers

- Pen

- Internet

Content Learning

activities

Resources


Briefly explain business contingency plan concepts

219 | P a g e

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 Internet research



- Reference books

- Case studies

- Role play scenarios

- Business plan

- Computer





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced contingency

Checklist Score

Yes No

Steps involved in contingency plan

Specific strategies to make the contingency plan operational

Observation


Accurate development of contingency plan in accordance of assessed risks

220 | P a g e

U 4: Present a business plan

4

Learning Outcomes:

1. Explain different ways to present the business plan 2. Explain different ways to present the business plan 3. Present a business plan

3 Hours

Learning Outcome 4.1: Explain different ways to present the business plan

Purpose of business plan presentation Financing support Strategic orientation Attracting investors

Types of preparation required Content preparation Material preparation Psychological preparation

Steps involved in preparation of business plan presentation

Analyze your audience Select a topic Define the objective of the presentation

of business plan. Prepare the body of the business plan to

be presented and anticipate the questions from audience

Prepare the suggestions and conclusion. Practice delivering the presentation of

business plan

Presentation content Business idea Market Marketing strategy

o Brainstorming

o Group discussion



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- play scenarios

- Computer

Content Learning

activities

Resources

221 | P a g e





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


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


Accurately prepare of business plan presentation in accordance with business

plan

222 | P a g e

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





Written evidence

Oral


Essay& Cases study


Sentence completion


Content Learning

activities

Resources


Clearly explain different ways to present the business plan

223 | P a g e

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


Appropriately present a business plan

224 | P a g e


Written evidence

Oral

Performance


Essay& Cases study


Sentence completion


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

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

225 | P a g e

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

CCMIA401 Integrate the workplace


Credits: 30 300

Sector: All

Sub-sector: All


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.

226 | P a g e


All the modules covered at REQF level 4.







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

227 | P a g e

L 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


Accurate description of types of industries.

228 | P a g e




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 Individual work

o Pair work

o Small group work


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


Appropriate mapping of the industry organizational structure.

229 | P a g e




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 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


Proper identification of importance of industrial attachment

230 | P a g e


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


Accurate collection of information on different industries where one can carry

his/her IAP.

231 | P a g e


Written

Oral



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


Proper selection of industrial attachment place based on training package

232 | P a g e


Oral

Question and answer

Learning Outcome 1.6: Apply correspondences

Use of workplace documents.

IAP application letter

Curriculum vitae

E-mail

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


Appropriate application of correspondences.

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Written

Product

Short responses

Different Workplace documents

Checklist Score

Yes No

Workplace documents / completed Checklist

Essential element of workplace documents

Observation

234 | P a g e

L 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




Content Learning

activities

Resources


Proper identification of industrial attachment challenges.

235 | P a g e


Written evidence

Oral



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


Content Learning

activities

Resources


Careful development of ways/ strategies to overcome industrial attachment

challenges.

236 | P a g e




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


Regular creativity and innovation in accordance with work situation.

237 | P a g e


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

238 | P a g e

U 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.





Written evidence

Oral

Essay (short responses /extended responses) Multiple choice True or false question Question and answer

Content Learning

activities

Resources


Proper setting of industrial attachment goals.

239 | P a g e

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





Written evidence

Oral


Essay& Cases study


Sentence completion


Content Learning

activities

Resources


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

developed

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Checklist Score

Yes No


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





Written evidence

Oral

Product


Essay& Cases study


Sentence completion


A produced schedule

Content Learning

activities

Resources


Briefly explain business contingency plan concepts

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Checklist Score

Yes No





Observation

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L 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




Content Learning

activities

Resources


Expected competencies are fully developed.

243 | P a g e


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




Content Learning

activities

Resources


Trainee logbook is completely and well filled.

244 | P a g e


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.





Written evidence

Oral


Essay (short responses / extended responses)photos

Content Learning

activities

Resources


Proper description of gained work experience.

245 | P a g e

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

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

http://www.differencebetween.net/business/difference-between-factory-and-industry/

https://www.capitalfm.co.ke/campus/students-5-things-you-need-to-do-to-secure-an-attachment/

https://www.capitalfm.co.ke/campus/students-5-things-you-need-to-do-to-secure-an-attachment/

http://smallbusiness.chron.com/purpose-organizational-structure-3812.html

http://iamanentrepreneur.in/guru-gyan/importance-mapping-organisation-structure/

https://www.edrawsoft.com/why-use-orgchart.php

http://open.lib.umn.edu/strategicmanagement/chapter/9-3-creating-an-organizational-structure/

http://open.lib.umn.edu/strategicmanagement/chapter/9-3-creating-an-organizational-structure/

http://www.differencebetween.com/difference-between-company-and-vs-industry/

https://hbr.org/2014/11/to-encourage-innovation-make-it-a-competition

http://www.innovationmanagement.se/2012/11/09/does-encouraging-creativity-in-the-workplace-improve-innovation/

http://www.innovationmanagement.se/2012/11/09/does-encouraging-creativity-in-the-workplace-improve-innovation/

http://smallbusiness.chron.com/different-ways-file-documents-filing-cabinet-57513.html

https://www.thebalance.com/creating-a-document-management-system-2948084

http://www.wow.com/wiki/Technical_writing?s_chn=70&s_pt=source2&s_gl=US&v_t=content

https://bizfluent.com/how-5093085-write-daily-report.html

https://resources.workable.com/supervisor-job-description

https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-internship-challenges/

https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-internship-challenges/

https://www.researchgate.net/profile/Frank_Twenefour/publication/272370787_Industrial_Training_Programmes_of_Polytechnics_in_Ghana_The_Pertinent_Issues/links/55056a6e0cf24cee3a046df8/Industrial-Training-Programmes-of-Polytechnics-in-Ghana-The-Pertinent-Issues.pdf



https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-in-internships

https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-in-internships

246 | P a g e

T A L E M 4 0 1 - EMBROIDERY MATERIALS TOOLS AND EQUIPMENT

TALEM401 Use embroidery materials, tools and equipment


Credits: 9 90

Sector: Art and Craft



Purpose statement

This module describes the skills and knowledge required to identify materials, tools and

equipment for embroidery. After that the trainees will be operate with different equipment of

embroidery, also they will be maintain embroidery equipment and tools, like embroidery

sewing machine.

This modules describes the process for using embroidery tools, equipment and materials.

247 | P a g e


Implement safety, health and environmental policies and procedures

Technical drawing

Caring textile fibers

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence.




Elements of competence Performance criteria

1. Identify embroidery materials and

tools

1.1. Accurate selection of materials ,tools and equipment

1.2. Precise categorization of equipment and tools

according to their function

1.3. Precise the parts of embroidery equipment and tools

2. Operate equipment and tools 2.1. Proper using hand embroidery tools

2.2. Proper Setting embroidery machine parts

2.3. Proper Manipulation of equipment and tools

3. Perform basic maintenance of

embroidery tools and equipment

3.1 Precise checking state of equipment and tools

3.2 Accurate selection of cleaning materials and products

3.3 Appropriate application of basic maintenance of

equipment and tools

248 | P a g e

L 1: Identify embroidery materials, tools and equipment

1

Learning Outcomes:

1. Select material, tools and equipment. 2. Describe the utility of embroidery materials, equipment and tools 3. Describe the parts of embroidery machine

20 Hours

Learning Outcome1.1: Select material, tools and equipment.

Types of Embroidery

materials:

Fabrics,

Embroidery

threads,

interfacing

Types embroidery tools:

Scissors

Needles

Stiletto

Bodkin

Tambour

embroidery

Knife buttonhole

Embroidery equipment:

Upper chain stitch

handle operated

embroidery

machine

o Observation on materials

o Group discussion on

embroidery material, tools

and equipment

o Collection of materials and

tools

- Fabrics,

- Embroidery

- Threads,

- interfacing

- Scissors

- Needles

- Stiletto

- Bodkin

- Tambour embroidery

- Knife buttonhole

- Embroidery sewing

machine

- Internet

- Tailor Chalk

- Video

- Reference books

- Picture

- Computer

- Embroidery design

- CAD soft ware

Content Learning

activities

Resources

249 | P a g e

Computerizing

embroidery

machine

Button hole sewing

machine

Bar tack sewing

machine

- Tracing Wheel

- Embroidery tracing

paper

- Pin cushion

- Tracing board

- Pencils

- Plastic squares

- Zigzag lock stitch

automatic

embroidery machine

- Screw driver set

- Hanger





Written evidence


Matching questions

Multiple questions

Short questions

Task: Select embroidery material, tools and equipment.

Checklist Score

Yes No

Selection of material

Selection of tools

Selection of equipment

Observation


Accurate selection of materials, tools and equipment

250 | P a g e

Learning Outcome 1.2: Describe the parts of embroidery machine

Utility of different embroidery material, equipment and tools

o Collection of materials and tool

o Observation of materials, tools, and equipment

o Group discussion on utility of different embroidery material, equipment and tools

See Learning Outcome 1.1





Written evidence


Open questions

Multiple questions

Task: Demonstrate function of tools and equipment

Checklist Score

Yes No

Classification of equipment

Identification function of tools

Identification function of equipment

Observation

Content Learning

activities

Resources


Precise categorization of equipment and tools according to their function

251 | P a g e

Learning Outcome 1.3: Describe the parts of embroidery machine

Introduction of embroidery machine

Types of embroidery machine and theirs parts.

o Research on history of embroidery machine

o Observation on embroidery machine Group discussion on embroidery machine parts

See Learning Outcome 1.1





Written evidence


Open questions

Multiple questions

Short questions

Task: Select embroidery material, tools and equipment.

Checklist Score

Yes No

Distinction of parts

Identification the parts of embroidery machine

Observation

Content Learning

activities

Resources


Precise the parts of embroidery equipment and tools

252 | P a g e

L2: Operate embroidery equipment and tools

2

Learning Outcomes:

1. Use hand embroidery tools 2. Setup embroidery machine parts 3. Manipulate embroidery machine

30 Hours

Learning Outcome 2.1: Use hand embroidery tools

Types of hand embroidery tools

Techniques use of hand embroidery tools

o Collection of hand embroidery tools

o Brainstorming on how to handle embroidery tools

o Practical exercise on using hand embroidery

- Fabrics, - Embroidery - threads, - interfacing - Scissors - Needles - Stiletto - Bodkin - Tambour embroidery - Knife buttonhole - Embroidery sewing

machine - Internet - Tailor Chalk - Video - Reference books - Picture - Computer - Embroidery design - CAD soft ware - Tracing Wheel - Embroidery tracing

paper - Pin cushion

Content Learning

activities

Resources

253 | P a g e

- Tracing board - Pencils - Plastic squares - Zigzag lock stitch

automatic embroidery machine

- Screw driver set - Hanger - Embroidery accessories





Written evidence


Open questions

Short questions

Task: Use different hand embroidery tools

Checklist Score

Yes No

Specification of embroidery hand tools

Position of tools

Manipulation of tools

Observation


Proper using hand embroidery tools

254 | P a g e

Learning Outcome 2.2: Setup embroidery machine parts

Embroidery accessories:

Types of embroidery

accessories

Uses of embroidery

accessories

Setting machine in position

o Collection embroidery

accessories


embroidery accessories

o Practical exercises of

setting accessories for

embroidery machine

See Learning

Outcome 2.1





Written evidence


Open questions

Short questions

Task: Set embroidery machine in work place and put their

accessories

Checklist Score

Yes No

Identification of embroidery accessories

Position of machine

Position of accessories

Observation

Content Learning

activities

Resources


Proper setting embroidery machine parts

255 | P a g e

Learning Outcome 2. 3 :Manipulate embroidery machine

Techniques of using embroidery machine:

Process of winding Process of using foot of

machine Process of setting stitches

regulator Principles operating

machine parts

o Groups discussion on techniques of using embroidery machine

o Practical exercise on using embroidery machine

- See Learning Outcome 2.1





Written evidence


Open questions

Short questions

Task: Make stitches on fabric by using embroidery machine for

Checklist Score

Yes No

Process of manipulation tools and equipment

Winding

Using foot of machine

Setting stitches regulator

Operating machine parts

Set tension disc

Quality of stitches

Movement of machine

Observation

Content Learning

activities

Resources


Proper Manipulation of equipment and tools

256 | P a g e

L 3: Perform basic maintenance of embroidery equipment and tools

3

Learning Outcomes:

1. Check state of embroidery machine 2. Select cleaning materials and products 3. Apply basic maintenance of equipment and tools

40 Hours

Learning Outcome 3.1: Check state of embroidery machine

Defect of Embroidery machine:

Breaking needles

Skipping stitch

Upper threads breaking

o Observation of embroidery

machine


checking embroidery

machine

- Embroidery

machine

- Needles

- Scissors





Content Learning

activities

Resources


Precise checking state of equipment and tools

257 | P a g e

Written evidence


Open questions

Short questions

Task: Test the machine which has following problems

- Breaking needle

- Skipping stitch

- Upper thread breaking

Checklist Score

Yes No

Specialization of common problems

Remedies of those common problems

Well setting needle

Check winding

Check tension disc

Check presser foot

Stitch regulator

Observation

Learning Outcome 3.2 :Configure LAN IP settings

Different cleaning materials

Different cleaning products

o Collection of cleaning

materials and product

- Damp cloth

- Brush

- Oil,

- Water

- Soap




Content Learning

activities

Resources


Accurate selection of cleaning materials and products

258 | P a g e


Written evidence


Matching questions

Open questions

Task: Differentiate cleaning material and product

Checklist Score

Yes No

Identification of cleaning material

Identification of cleaning product

Observation

Learning Outcome 3.3:Troubleshoot local area network

Importance of maintaining

equipment and tools

Process maintenance:

Cleaning

Oiling

Process of arrangement equipment

and tools

Health and safety of equipment

and tools

o Collection of maintenance

tools

o Demonstration on how to

maintain equipment and

tools

o Individual work of

maintaining equipment and

tools


arrangement equipment

and tools

- Damp cloth

- Brush

- Oil

- Water

- Soap




Content Learning

activities

Resources


Appropriate application of basic maintenance of equipment and tools

259 | P a g e


Written evidence


Open questions

Task: Maintain embroidery machine

Arrange embroidery equipment and tools in workplace

Checklist Score

Yes No

Identification process of maintenance

Cleaning process

Oiling process

Installation of equipment

Arrangement of tools

Observation

References:

- Needle work for schools, MELITA M NEAL, Fist published in 1961 by Blackie and Son ltd (under

ISBN 0216910781)

- Garment marking for the course of Fashion and garment marking Author Dr. I Rajitha 2005

College of Home Science, Saifabad, Hyderabad-4 Editor

260 | P a g e

T A L T D 4 0 1 - TECHNICAL DRAWING

TALTD401 Apply technical drawing


Credits: 6 60




Purpose statement

This module describes the skills and knowledge required to prepare drawing equipment, tools,

and to identify tailoring drawing symbols. After this module trainees will be able to differentiate

and apply lines and lettering in drawing. Also the learners will be able to make different figures

or drawings and to apply the dimensioning on drawing.

261 | P a g e


Embroidery materials, tools and equipment

Caring of textile fibre







1.Prepare of workplace 1.1. Appropriate preparation of drawing equipment

1. 2. Appropriate preparation of tools

1.3 Appropriate identification of tailoring drawing symbols

2. Differentiate lines and lettering 2.1. Proper categorization of lines

2.2. Correct application types of lines

2.3. Proper classification of letter styles

3. Make Dimension on drawing 3.1. Proper setting of drawing on drawing sheet

3.2. Appropriate of selection of scale

3.3. Proper application of dimensioning on drawing

262 | P a g e

L1: Identify embroidery materials, tools and equipment

1

Learning Outcomes:

1. Prepare drawing equipment 2. Prepare drawing tools 3. Identify tailoring drawing symbols

13 Hours

Learning Outcome1.1: Prepare drawing equipment

Introduction of

technical drawing

Importance of

drawing equipment

Drawing equipment:

drawing

board,

drawing

sheet

Size of drawing sheet

Lay out of drawing

sheet

o Observation of drawing

equipment

o Group discussions on drawing

equipment


preparation drawing

equipment

- Drawing Board

- Drawing Sheet

- Drafter (Drafting

machine)

Content Learning

activities

Resources

263 | P a g e





Written evidence

Open questions

Short questions

Multiple choose question.

Checklist Score

Yes No

Specification of important of techniques drawing

Identification of drawing equipment

Specification of size of drawing sheet

Laying out of drawing sheet

Observation

Learning Outcome 1.2 :Prepare drawing tools

Drawing tools:

Set Squares

Protractor

Drawing

Instrument Box

Drawing Pencils

Mechanical pencils

Compass

o Collection of drawing tools

o Group discussions on

drawing tools


organization of drawing

tools

- Set Squares

- Protractor

- Drawing

Instrument Box

- Drawing Pencils

- Compass,

- eraser,

- French curves

Content Learning

activities

Resources


Appropriate preparation of drawing equipment

264 | P a g e

Eraser

French curves

template

Important of drawing tools

Organization of drawing

tools

- template

- Mechanical

pencils

- Drafter machine

- Tee square





Written evidence


Open questions

Short question

Multiple questions

Task: Keep drawing tools

Checklist Score

Yes No

Identification of drawing tools

Importance of drawing tools

Protection of drawing tools

Observation

Learning Outcome 1.3: Identify tailoring drawing symbols

Content Learning

activities

Resources


Appropriate preparation of tools

265 | P a g e

Different symbols of tailoring

tools:

Pins

Iron

Types of symbols used for

different materials:

Interfacing,

Interlining,

Elastic,

Velcro,

Zip,

Different types of operation

symbols:

Cut

Sew

Hand working

Zigzag

Overcasting

Invisible stitches

Warp threads

Weft threads

o Observation on drawing

symbols


drawing symbols

o Practical exercises for

classification on

tailoring drawing

symbols

- Drawing Symbols:

Wrong side,

Right side

Pins,

Press

Cut

Sew

Hand

working,

Zigzag,

Overcasting,

Invisible

stitches,

Warp

threads

Weft

threads

interfacing

Interlining

elastic

Velcro

Zip

Symbols of

sewing

machine.



Appropriate identification of tailoring drawing symbols

266 | P a g e




Written evidence


Open questions

Multiple questions

Short questions

Task: Sketch different symbols of materials and operation

Checklist Score

Yes No

Specification of different symbols of materials

Identification operation symbols

Specification sketches of materials symbols

Specification sketches of different operation

Observation

267 | P a g e

L 2: Differentiate lines and lettering

2

Learning Outcomes:

1. Categorize lines 2. Apply types of lines 3. Classify letter styles

23 Hours

Learning Outcome 2.1: Categorize lines

Definition of lines

Types of lines

Conventional

presentation of lines

o Observation on different

drawing


drawing lines

- Set squares

- Pencils

- Compass

- Drawing Instrument

Box

- Drawing Pencils

- Compass

- Easer

- Tracing letter

- Pictures

- Drawing figures

- Tracing letter




Content Learning

activities

Resources


Proper categorization of lines

268 | P a g e


Written evidence


Open questions

Short questions

Task: Draw different lines

Checklist Score

Yes No

Identification types of lines

Presentation of types of lines

Drawing of :

Thin line

Medium line

Thick line

Other different types lines

Observation

Learning Outcome 2.2: Apply types of lines

Application of lines :

continuous thin,

medium

thick line

Technical application types of

lines:

Visible lines

Hidden line

Section line

Cutting line

Freehand line

Break line


drawing lines

See Learning

Outcome 2.1

Content Learning

activities

Resources

269 | P a g e

Dimension line

Center line

Construction line

Projection line

Guide line





Written evidence


Open questions

Short questions

Task: Differentiate application types of lines in

Checklist Score

Yes No

Application of different lines

Application of :

Construction line

Visible out line

Hidden line

Cutting line

Observation


Correct application types of lines

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Learning Outcome 2. 3: Classify letter styles

Technical of lettering :

Proportion and form of the

letter and the order of the

strokes.

The spacing between of the

letters and words

Tracing of guides lines

Writing of letter style


letter


letter


writing letters

- See Learning

Outcome 2.1





Written evidence


Open questions

Short questions

Multiple choose question

Task: Write in single stroke this sentence

Checklist Score

Yes No

Identification using of lettering

Characteristics of lettering

Tracing of guide lines

Spacing of letter and words

Formation of letter

Movement of machine

Observation

Content Learning

activities

Resources


Proper classification of letter styles

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U 3: Make Dimension on drawing

3

Learning Outcomes:

1. Set drawing on drawing sheet 2. Select scale 3. Apply dimensioning on drawing

24 Hours

Learning Outcome 3.1: Set drawing on drawing sheet

Setting of margin on drawing

sheet

Using technical position of

drawing on drawing sheet

o Observation of set

margin on drawing sheet


setting drawing on

drawing sheet

- Drawing sheet

- Set squares

- Pencils

- Compass

- Drawing

Instrument Box

- Drawing

Pencils

- Compass

- Eraser

- Tracing letter

- Pencil

- Drawing board

- Computer,

- Tailoring

drawing

software

- Pictures

- Video

Content Learning

activities

Resources

272 | P a g e





Written evidence


Open questions

Short questions

Task: Set your drawing sheet

Checklist Score

Yes No

Process of setting drawing sheet

Application of drawing elements

Observation

Learning Outcome 3.2: Select scale

Definition of scale

Different types of scale: enlarge scale full size scale reduced scale

Calculation of scale

o Observation of different types of scale

o Demonstration one by one

o Practical exercises on calculation of scale

See learning outcome 3.1

Content Learning

activities

Resources


Proper setting of drawing on drawing sheet

273 | P a g e





Written evidence


Matching questions

Open questions

Task: Calculate scale on present this drawing

Checklist Score

Yes No

Identification of cleaning material

Identification of cleaning product

Observation

Learning Outcome 3.3: Apply dimensioning on drawing

Introduction of dimensioning

Different element of dimensioning:

Dimension line, extension line, arrows head line, number

Steps of dimensioning drawing

o Observation on different drawing

o Practical exercises of apply dimensioning on drawing

See learning outcome 3.1

Content Learning

activities

Resources


Appropriate of selection of scale

274 | P a g e





Written evidence


Open questions

Task: Apply dimensioning of figure

Checklist Score

Yes No

Specification using of dimensioning elements

Position of dimensioning element:

Dimension line

Extension line

Size

Arrows head line

Observation


Proper application of dimensioning on drawing

275 | P a g e

References:

- Engineering drawing Wuttet Taffesse, Laikemariam Kassa

Haramaya 2008 University In collaboration with the Ethiopia Public Health Training Initiative,

The Carter Center, the Ethiopia Ministry of Health, and the Ethiopia Ministry of Education

ISBN 81-78001-49-7

- Dessin technique Habillement Projet Belgo Zairois I.S.A.M. KINSHASA 1990

- Engineering Drawing for Manufacture by Brian Griffiths

ISBN: 18 5718033X

Pub .date February 2003

Publisher: Elsevier Science & Technology Books

- JFM210 Technical drawing and computer application, lecture notes (first part)

Assist. Prof. Dr. G. Gülsev Uyar Aldaş

276 | P a g e

T A L T F 4 0 1 - CARING TEXTILE FIBER

TALTF401 Care of textile fiber


Credits: 9 90




Purpose statement

This module describes the skills and knowledge required to perform care of textile fibers. The

module will allow trainees to identify, use textile fibers and apply basic technical of treatment

textile fibers such as washing, drying, bleaching, stain remover and pressing.

277 | P a g e


Occupation and training process Health, safety, security and environment in the workplace Computer skills Embroidery materials, tools and equipment







1. Distinguish history of textiles fibres

1.1. Precise different origin of textile fibres

1.2. Proper Classification textiles fibres according to their

origin

1.3. Proper identification of product countries textile fibres

2. Differentiate textile fibres 2.1. Accurate classification of the nature textiles fibers

2.2. Accurate classification of semi synthetic the textiles

fibers

2.3. Accurate classification of the synthetics textiles fibers

3. Use textile fibres 3.1.Appropriate utilization nature textile fibers

3.2. Appropriate utilization semi synthetic textile fibers

3.3. Appropriate utilization synthetic textile fibers

4. Apply care of textile fibres 4.1Proper identification materials of washing cloth

4.2.Proper selection techniques of stain remover

4.3 Proper selection techniques of pressing cloth

278 | P a g e

U 1: Distinguish history of textile fibers

1

Learning Outcomes:

1. Differentiate origin of textile fibres 2. Classify textile fibers according to the origin 3. Identify products countries of textile fibers

10 Hours

Learning Outcome1.1: Differentiate origin of textile fibres

Introduction of textile

Origin textile fibres:

natural

chemical

Definition of nature fibres

and chemical fibres

Properties of textile

fibres:

natural

chemical

o Brainstorming on

different fibres,

o Collection of sample

fabric

o Practical exercise on

experimentation of

textile fibres :

Burning

Melt

-

- References books

- Computer

- Cloths

- Scissors

- Water.

- Match box

- Water basin

- Threads

- Pictures

- Video




Content Learning

activities

Resources


Precise different origin of textile fibers

279 | P a g e


Written evidence

Open questions

Multiple choice questions

Matching questions.

Checklist Score

Yes No

Identification of origin

Identification of properties

Observation

Learning Outcome 1.2: Classify textile fibers according to the origin

Natural fibres:

Vegetable fibres

Animal fibres

Mineral fibres

Chemical fibres:

Origin of semi synthetic (

artificial)

Origin of synthetic


materials

o Brainstorming on

different fibres,


different fibres


experimentation on

different fibres

- References

books

- Computer

- Cloths

- Scissors

- Water.

- Flame

- Match box




Content Learning

activities

Resources


Proper Classification textiles fibers according to their origin

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Written evidence


Open questions

Short question

Multiple questions

Task: Classify textile fibres according to their origin

Checklist Score

Yes No

Identification of textile fibres

classification of nature fibres

classification of chemical fibres

Observation

Learning Outcome 1.3: Identify products countries of textile fibers

Categorisation of textile

product countries:

vegetal textile fibres

animal textile fibres

mineral textile fibres

synthetic textile

fibres:

o Brainstorming on textile

product countries,

o Research on textile

product countries.


textile product

countries.

- References books

- Computer

- Cloths

- Internet

- Threads

- Picture

- Video

- Cloth label




Content Learning

activities

Resources


Proper identification of product countries textile fibers

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Written evidence

Open questions

Multiple questions

Matching questions

Checklist Score

Yes No

identification of textile fibres with their product countries

Observation

282 | P a g e

U 2: Differentiate textile fibres

2

Learning Outcomes:

1. Classify natural textile fibres 2. Classify of semi synthetic fibres 3. Classify synthetic fibres

10 Hours

Learning Outcome 2.1: Classify natural textile fibres

Introduction of

nature fibres

Classification of

natural textile fibres:

Vegetable fibres:

Seed hair fibres

Bast fibres

Hard fibres

Animal fibres:

Wool

Silk

Mineral fibres:

asbestos

metallic fibres

o Observation on nature

textile fibres


materials

o Brainstorming on

different fibres,


different classification

fibres

- References books

- Computer

- Cloths

- Internet

- Threads

- Picture

- Video

- Cloth label


Content Learning

activities

Resources


Accurate classification of the nature textiles fibers

283 | P a g e




Written evidence



Matching questions

Task: classify nature textile fibres

Checklist Score

Yes No

Identification of the nature fibres

Classification of vegetable fibres

Classification of animal fibres

Classification of mineral fibres

Observation

Learning Outcome 2.2: Classify of semi synthetic fibres

Introduction of semi synthetic

fibres

Classification of semi synthetic

fibres:

Viscose fibres

Lyocell fibres

Acetate fibres

o Observation of semi

synthetic fibres


materials

o Brainstorming on

different semi synthetic

fibres,


different fibres


experimentation on

different fibres

- Reference

books

- Internet

- Cloths

- Scissors

- Threads

- Picture

- Video

Content Learning

activities

Resources

284 | P a g e





Written evidence



Matching questions

Task: classify semi synthetic fibres

Checklist Score

Yes No

Identification of semi synthetic fibres:

Classification of viscose fibre

Classification of lyocell fibre

Classification of acetate fibre

Observation


Accurate classification of semi synthetic the textiles fibers

285 | P a g e

Learning Outcome 2. 3: Classify synthetic fibres

Introduction of synthetic

fibres

Classification of

synthetic:

Polymerisation fibres

Polycondensation fibres

Technical terms for

produces different

textile cloths

o Observation on synthetic fibres

o Collection of sample materials

o Brainstorming on different

fibres,

o Group discussion on different

fibres


experimentation on different

fibres

- References books

- Computer

- Cloths

- Internet

- Threads

- Picture

- Video

- Cloth label





Written evidence



Matching questions

Task: Identify synthetic fibres

Checklist Score

Yes No

Classification of acetate fibre

Identification of synthetic fibre:

Polyamides

Polyester

Observation

Content Learning

activities

Resources


Accurate classification of the synthetics textiles fibers

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U 3: Use textile fibers

3

Learning Outcomes:

1. Utilize nature textile fibers 2. Utilize semi synthetic textile fibers 3. Utilize synthetic textile fibers

30 Hours

Learning Outcome 3.1: Utilize nature textile fibers

Nature textile fibers:

Application of:

Vegetable fibres:

Seed hair fibres

Bast fibres

Hard fibres

Application of:

Animals fibers:

Wool

Silk

Application of

Mineral fibers:

asbestos

metallic fibres

o Observation on nature textile

fibres

o Collection sample materials of

nature textile fibres

o Group discussion on different

fibres


experimentation on different

fibres

- References

books

- Computer

- Cloths

- Threads

- Scissors

Content Learning

activities

Resources

287 | P a g e





Written evidence

Open questions

Matching questions

Checklist Score

Yes No

Use nature textile fibres

Observation

Learning Outcome 3.2: Utilize semi synthetic textile fibers

Utility of semi synthetic

textile fibers:

Viscose

Acetate


o Observation

o Brainstorming on different fibres,

o Group discussion on different fibres


experimentation on different fibres

- References

books

- Computer

- Cloths

- threads

- Scissors

Content Learning

activities

Resources


Appropriate utilization nature textile fibers

288 | P a g e





Written evidence Open questions

Matching questions

Checklist Score

Yes No

Use semi synthetic textile fibres

Observation

Learning Outcome 3.3: Utilize synthetic textile fibers

Utility of synthetic

textile

polyamide

(nylon)

polyester


o Observation

o Brainstorming on different fibres,

o Group discussion on different fibres


experimentation on different fibres

- References

books

- Computer

- Cloths

- Internet

- Threads

- Picture

- Video

- Cloth label

Content Learning

activities

Resources


Appropriate utilization semi synthetic textile fibers

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Written evidence

Open questions

Matching questions

Checklist Score

Yes No

Use synthetic textile fibres

Observation


Appropriate utilization synthetic textile fibers

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L 4: Apply care of textile fibers

4

Learning Outcomes:

1. Identify materials of washing cloth 2. Select stain remover on different fibers 3. Apply techniques of caring textile fibers

40 Hours

Learning Outcome 4.1: Identify materials of washing cloth

Selection of washing

materials cloth:

washing product

Washing symbols

o Observation of washing material

and washing symbols

o Collection of washing material

o Practical exercises on selection

of washing cloths

- Cloth

- Water

- Iron

- Soap

- Basin- water

- Jerrican

- Bucket




Content Learning

activities

Resources


Proper identification materials of washing cloth

291 | P a g e


Written evidence


Open questions

Matching questions

Task: Wash the cloth which contains 75% cotton and 25%

polyester.

Checklist Score

Yes No

Identification

Selection of materials

Selection of product

Check label

Observation

Learning Outcome 4.2: Select stain remover on different fibers

Selection of stain remover:

washing materials

remover

product remover

o Collection of materials and

product

o Individual work on selection

of stain remover

- Cloth

- Water

- Product of stain

remover

- Iron

- Soap,

- Cuve

- Table

- Threads

- Needle.


Content Learning

activities

Resources


Proper selection techniques of stain remover

292 | P a g e




Written evidence


Open questions

Matching questions

Task: remove a stain which attached on fabric

Checklist Score

Yes No

Identification of product remover

Selection of product remover

Process of remover

Observation

Learning Outcome 4.3: Apply techniques of caring textile fibers

Techniques of:

Washing

materials cloth

remover stain

Pressing

o Observation on washing

materials cloth


techniques of caring textile

fibers

o Demonstration on

washing, stain remover and

pressing

o Individual work on washing,

stain remover and pressing

- Cloth

- Water

- Iron Table

- Blanket

- Ironing board

- Dump cloth

- Bed sheet


Content Learning

activities

Resources


Proper selection techniques of pressing cloth

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Written evidence


Open questions

Short questions

Task: Press different textile cloths.

Checklist Score

Yes No

Identification of pressing materials

Selection of pressing materials

Process of pressing

Observation

References:

1. BURKHARD WULFHORST, THOMAS GRIES, DIETER VEIT, Textile Technology, Hanser, Aachen 1998.

ISBN 1 – 56990 -371 -9

2. BROSSARD, Technologies de textiles, 5eme edition

BORDAS, Paris, 1977.

ISBN 2- 04 – 010249 - 3

3. BROSSARD, Les fils et les tissus, BORDAS, Paris, 3eme édition Paris 1977.

ISBN 2- 04 – 007772- 3

Mme Madeleine le FUSTEC, Technologie des Matières et Industries Textiles, Edition EYROLLES Paris

1984.

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T A L B F 4 0 1 - BLOUSE FASHION MAKING (LIBAYA)

TALBF401 Make blouse fashion (Libaya)


Credits: 10 100




Purpose statement

This module describes the skills and knowledge required to realise blouse fashion, (Libaya)

The module will allow the trainees to realise different fashion according to the dress layout,

perform the confection of the blouse fashion and apply technical pieces realization (collars,

sleeves and other ornaments).

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Make embroidery design

Use embroidery materials and tools

Apply technical drawing







1. Prepare workplace, materials, tools

and equipment

1.1. Accurate selection of materials, tools and equipment

for blouse

fashion

1.2. Proper installation of workplace

1.3. Proper using of materials ,tools and equipment

2. Make block pattern

2.1. Proper taking measurement of blouse fashion

2.2. Proper application of draping pattern

2.3. Proper Tracing block pattern

3. Realize blouse fashion

3.1. Appropriate layout fabric for blouse fashion

3.2. Proper assembling of blouse fashion

3.3. Proper perform finishing of blouse

296 | P a g e

U 1: Prepare of workplace

1

Learning Outcomes:

1. Prepare workplace, materials, tools and equipment 2. Install workplace 3. Use materials ,tools and equipment

30 Hours

Learning Outcome1.1: Prepare workplace, materials, tools and equipment

Materials, tools and

equipment for making

blouse

Others supplies for making

blouse fashion

o Observation of materials

o Collection of materials,

tools and equipment

- Loin cloths (kitenge)

- Lining

- Interfacing

- Threads

- Sewing machine

- Tape measure, ruler,

table

- Catalogues

- Sewn models

- Chairs, pencil, chalk,

scissors




Content Learning

activities

Resources


Accurate selection of materials, tools and equipment for blouse

Fashion.

297 | P a g e


Written evidence



Matching questions

Short questions

Task: Select materials, tools and equipment for blouse fashion

Checklist Score

Yes No

Identification of material

Identification of tools

Identification of equipment

Selection of materials for blouse fashion.

Selection of tools for blouse fashion.

Selection of equipment for blouse fashion.

Learning Outcome 1.2: Install workplace

Installation of

Equipment and tools

Sewing Machine

and their tools

Cutting table

and their tools

Pressing table

and their tools


installation of work place:

- Loin cloths - Lining - Interfacing - Threads - Sewing machine - Tape measure - Ruler - Table - Catalogues - Sewn models - Chairs - Pencil - Chalk - Scissors - Cutting table - Pressing board

Content Learning

activities

Resources

298 | P a g e





Written evidence



Matching questions

Task: Set the workplace

Checklist Score

Yes No

Specification of installing materials, tools and equipment

Installation of materials, tools and equipment

Observation

Learning Outcome 1.3: Use materials, tools and equipment

Measurement tools

Tracing tools

Cutting tools and equipment

Sewing equipment

o Practical exercises on using

tools and equipment

- Multicolor

fabric

- Lining

- Interfacing

- Threads

- Sewing

machine

- Tape measure

- Ruler

- Table

Content Learning

activities

Resources


Proper installation of workplace

299 | P a g e

- Catalogues

- Sewn models

- Chairs

- Pencil

- Chalk

- Scissors

- Cutting table

- Pressing board





Written evidence


Open questions

Checklist Score

Yes No

Different utilities of materials, tools and equipment

Observation


Proper using of materials, tools and equipment

300 | P a g e

U 2: Make block pattern

2

Learning Outcomes:

1. Take measurement of blouse fashion 2. Apply draping pattern 3. Trace block pattern

40 Hours

Learning Outcome 2.1: Take measurement of blouse fashion

Element consideration for

taking measurement of

blouse fashion

Where and how to take

measurement for blouse

fashion

o Demonstration on taking

measurement

o Individual work on taking

measurement

- Books of design

pattern

- Tape measure

- Tracing paper

- Ruler, black board,

chalk

- Pencils, eraser, scissor

- Tables




Content Learning

activities

Resources


Proper taking measurement of blouse fashion

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Written evidence



Open questions

Short questions

Task: Take Measurement of blouse fashion

Checklist Score

Yes No

Different where and how taking of measures of blouse fashion

Measurement taken for blouse fashion

Different parts of block pattern

Observation

Learning Outcome 2.2: Apply draping pattern

Introduction of draping

Materials of draping pattern

Methods of draping

o Observation on draping

pattern


draping

- Books of design pattern

- Tape measure - Tracing paper - Ruler - Black board - Chalk - Pencils, - Eraser - Scissor - Tables - Threads - Razor - Dress form - Adhesives

paper - Thin T- shirt - Thin muslin - Shaper scissor - Needle

Content Learning

activities

Resources

302 | P a g e





Written evidence



Open questions

Short questions

Task: Apply method draping pattern of blouse fashion

Checklist Score

Yes No

Identification of material of draping

Specification methods of draping

Making methods draping pattern of blouse fashion

Observation

Learning Outcome 2.3: Trace block pattern

Process of tracing

Construction lines

of pattern

Application

element of blouse

pattern

Steps of setting

measurement

o Demonstration on tracing blouse

fashion

o Practical exercises of tracing block

pattern

- Books of design

pattern

- Tape measure

- Tracing paper

- Ruler

- Black board

- Chalk

- Pencils

Content Learning

activities

Resources


Proper application of draping pattern

303 | P a g e

Tracing of block

pattern

Preparation of

layout

Marking and cutting

of block pattern

- Eraser

- Scissor

- Tables





Written evidence



open questions

Short questions

Task: Select materials, tools and equipment for blouse fashion

Checklist Score

Yes No

Specification of elements on block pattern

Identification lines of block pattern for blouse

Drawing pattern of blouse fashion

Construction line blouse pattern

Observation


Proper Tracing block pattern

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L 3: Realize blouse fashion (LIBAYA)

3

Learning Outcomes:

1. Layout fabric for blouse fashion 2. Assembly blouse fashion 3. Perform finishing of blouse fashion

50 Hours

Learning Outcome 3.1: Layout fabric for blouse fashion

Principles of layout

Different types of layout

Methods of cutting fabric

o Group work on layout

o Demonstration on layout

o Practical exercises on layout

- Books of

design pattern

- Tape measure

- Tracing paper

- Ruler

- Black board

- Chalk

- Pencils

- Eraser

- Scissor

- Tables




Content Learning

activities

Resources


Appropriate layout fabric for blouse fashion

305 | P a g e


Written evidence


Product evidence


Open questions

Short questions

Task: Layout pattern of blouse fashion

Construct lengthwise layout pattern of blouse fashion

Checklist Score

Yes No

Specification principles layout plan

Identification of types of layout plan

Estimation of fabric

Positioning of pattern on fabric

Appropriate layout: Position of fabric on lengthwise

Pattern position Position on wrong side of fabric Position on fold

if the pattern is cut it on fold.

The patterns must be placed on the fabric in the most economical way.

Check pattern before cut

Observation

Learning Outcome 3.2: Assembly blouse fashion

Preparation of accessories

Collar

Sleeves

Ornament

Method of interfacing

Method of underlining

Join the pieces of blouse

o Demonstration on joining the

pieces


assembling

- Books of design

model

- Cloth

- Tape measure

- Tracing paper

- Ruler

- Black board

- Chalk

- Pencils

- Eraser

Content Learning

activities

Resources

306 | P a g e

- Scissor

- Tables

- Mannequin

- Sewing machine

- Picture

- Video





Written evidence



Open questions

Short questions

Task: Assembly different parts of blouse fashion

Checklist Score

Yes No

Identification types of:

collar for blouse fashion

sleeves for blouse fashion

Process of Interfacing pieces

Process of joining different pieces of blouse fashion

Process of interlining blouse fashion

Observation


Proper assembling of blouse fashion

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Learning Outcome 3.3: Perform finishing of blouse fashion

Application of

decoration on

blouse

Method of finishing

edge

Application of

pressing techniques

packaging

o Observation on decoration

o Practical exercise on finishing

and pressing blouse

- Books of design Model

- Cloth - Tape measure - Ruler, black board,

chalk - scissor - Tables - Mannequin - Sewing machine - Picture - Video - Hanger - Iron





Written evidence


Short questions

Task: Finish blouse fashion

Checklist Score

Yes No

Specification different techniques of pressing part of blouse

Process of pressing

Process of packing

Observation

Content Learning

activities

Resources


Proper perform finishing of blouse

308 | P a g e

Summative Assessment

Integrated situation Resources

Jane went to URWAMBARIRO tailoring workshop’s Thomas with its kitenge fabric and gave an order the following tasks:

Make a blouse fashion ( Libaya) for her with the godet sleeves on front part has curve cutting line on the chest with tucks; on back part has a zipper.

As women clothing, you are requested by your head of Urwambariro workshop to make those works in 8hours Perform concrete pouring and casting for septic tank cover, Perform concrete pouring and casting for column and Perform concrete pouring and casting for beam

Assesment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicator: Materials, tools and equipment are well selected

Delivery materials

Prepared materials, tools and equipment respected

Required materials is respected

Indicator: Measurement are well taken

Length measures required

Circumference measures required

Widths measures required

Indicator: Pattern are well traced

Respected Measurement

Respected Pattern details elements

Indicator: Pattern layout are well performed

Pattern position

Respected flat of fabric

Enough fabric for lay out

Economical of fabric

Indicator: Interface of material are well performed

Respected interface

Measures of interfacing

Indicator: Sleeves Godet is well applied

Prepared godet

Indicator: Tucks is well applied

Prepared tucks

309 | P a g e

Indicator: Interlining is well performed

Adequate lining

Respected interlining

Indicator: Assembling is well applied

Techniques of assembling

Respected starting stitches edge and finishing stitches edge

Attaching zip

Indicator: Finishing is well performed

Prepared pressing

Packing

Observation

Assesment Criterion 2: Quality of product

Checklist Score

Yes No

Indicator: Seam is well done

Straights seam and curves seams

Indicator: Interlining is well applied

Flat on garment

Indicator: Sleeve godet is well applied

Well wedge shaped


Well wedge shaped


Regular

Folded in the some side

Indicator: Ironing is well applied

Very lightly

Flattened

Indicator: Finishing is well done

Hanging

Packing

Observation

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Assesment Criterion 3: Relevance

Checklist Score

Yes No

Indicator: Dart is respected

Adjusted

Indicator: Fashion is respected

Respected instruction

Indicator: Fitness is respected

Well alter

Assesment Criterion 4: Perfection

Checklist Score

Yes No

Indicator: The fashion is well beyond than respected

Finishing is well performed

Creativity is well performed

Observation

References:

1. Melta M Neal, Needle work for schools, Delta Place 27 Bath Road, CHELTENHAM, Chine, 1993

ISBN 0 216 91078 1

2. Line Jaque, Coudre Vite et bien Editions A. De Boeck Bruxelles, 1982.

3. Mqrguerite Lechaud, Marie Josee Lepicard, Genevieve Niclot, COUPE ET COUTURE CHEZ SOI,

Hatier, Paris, 1972.

ISBN 2 218 01988.

4. Brochure: Complete Guide to Sewing, The Reader’ s Digest Association, INC, Pleasantville, New York Montréal.

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T A I L E D 4 0 1 EMBROIDERY DESIGN

TAILED401 Make embroidery design


Credits: 6 60




Purpose statement

This module describes the skills and knowledge required to make embroidery design and to

carefully the various design motif. This module will allow the trainees to create and produce

embroidery design motif.

.

312 | P a g e



Technical drawing





1. Identify embroidery design

materia

1.1. Proper selection of embroidery design materials

and tools

1.2. Proper classification of embroidery design paper

1.3. Proper using of embroidery design materials

2. Make embroidery sketch 2.1. Proper selection embroidery shape

2.2. Proper steps of sketching

2.3. Adequate association of color scheme

3. Carry out different design

3.1Precise designing of women wear

3.2. Appropriate designing for babies wear

3.3. Proper designing on house clothes

3.4. Appropriate selection of designing element

313 | P a g e

1 Identify embroidery design materials

1

Learning Outcomes:

1. Select materials of embroidery design 2. Select embroidery design tools 3. Classify embroidery design paper

10Hours

Learning Outcome 1.1: Select materials of embroidery design

Classification of embroidery design

materials:

Embroidery Tracing papers

Interfacing

o Observation on

materials

o Collection of

embroidery design

materials

o Brainstorming on

embroidery design

materials


classification of

embroidery design

materials

- Embroidery

Tracing

Paper

- Tracing letter

- Embroidery

books

- Computer

Content Learning

activities

Resources

314 | P a g e


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

criterion has been achieved.


Written evidence


Open questions

Matching questions

Checklist Score

Yes No

Identification of design materials

Function of design materials

Observation


Proper selection of embroidery design materials

315 | P a g e

Learning Outcome 1.2: Select embroidery design tools

Classification of embroidery

design tools:

Geometric instruments box

tracing

wheel

Computer

Perforated

paper

CAD soft

ware

o Observation on

materials

o Collection of

embroidery design

tools

o Brainstorming on

embroidery design

tools


classification of

embroidery design

tools

- Pencil

- Ruler

- Tracing letter

- Compass

- Embroidery

software

- Plastics Scale

- Geometric

instruments

box

- tracing

wheel

- Computer

- CAD soft

ware

- Perforated

paper




Content Learning

activities

Resources


Proper selection of embroidery design tools

316 | P a g e


Written evidence Multiple choice questions

Open questions

Matching questions

Checklist Score

Yes No

Identification of design tools

Function of design tools

Observation

Learning Outcome 1.3: Embroidery design paper

Types of embroidery

design papers:

Metallic

paper

Craft paper

Millennium

paper

Fixing of cloth in

embroidery frame

Method of

preparation

o Collection embroidery

design paper


classification embroidery

design paper


classification of embroidery

design paper

- Metallic paper

- Craft paper

- Millennium paper

- Compass

- Scissors

- Embroidery books

Content Learning

activities

Resources

317 | P a g e





Written evidence



Matching questions

Short questions

Checklist Score

Yes No

Identification types of embroidery design papers

check papers used in embroidery design

Observation


Proper classification of embroidery design paper

318 | P a g e

2: Make embroidery sketch

2

Learning Outcomes:

1. Select embroidery shape 2. Apply Steps of sketching 3. Associate colors scheme

20 Hours

Learning Outcome 2.1: Select embroidery shape

Types of embroidery

basics shape:

Oval

Triangle

Rectangle

Round

Square

Hourglass

Combination


shapes

o Brainstorming on

embroidery

basics shape


embroidery shape

- Pictures of shapes

- Video


Content Learning

activities

Resources


Proper selection embroidery shape

319 | P a g e




Written evidence


Matching questions

Open questions

Task

Checklist Score

Yes No

Identification types of embroidery shapes

Observation

Learning Outcome 2.2: Apply Steps of sketching

Steps of sketching:

Thin line

Drag line

Thick line

Fixing sketch on

embroidery frame

Tracing of embroidery sketch

for : Easter

Christmas

Animal

Flowers

o Brainstorming on steps of

sketching.


steps of sketching

o Research of tracing

embroidery sketch

- Carbon paper

- Tailor’s chalk

- Pencil

- Interfacing

- Scissors

- Tracing letter

- Plastics scale

- Pictures

- Video

Content Learning

activities

Resources

320 | P a g e





Written evidence


Open questions

Matching questions


Task

Checklist Score

Yes No

Identification of types of lines

Checking steps of tracing sketch on embroidery design

Observation

Learning Outcome 2.3: Associate colors scheme

Classification of different

colors:

Primary colors

Secondary colors

Criteria Association of

colors according to:

o Observation of different

color

o Brainstorming on criteria

of association


criteria association of color

- Color pencils

- Picture of

colorscheme

- color mark

primary color

and

Content Learning

activities

Resources


Proper steps of sketching

321 | P a g e

Life

Environment

Fabrics

secondary

colors

- pictures

- video





Written evidence


Short questions

Task


Checklist Score

Yes No

-Types of colour

-Check different criteria in association of colour

Observation


Adequate association of colour scheme

322 | P a g e

LU 3: Carryout different design

3

Learning Outcomes:

4. Select design element 5. Design on women wear 6. Design babies wear 7. Design house clothes

30 Hours

Learning Outcome 3.1: Select design element

Types design element

on:

Line

Shape

Form

Texture and

color

o Brainstorming on design

element

o Group discussion on design

elements

- Pictures

- Video

- Embroidery frame

- Tailor’s chalk

- Ruler

- Interfacing

- Tracing paper

- Tracing letter

- Carbon paper

- Computer

- Tailor’s chalk

Content Learning

activities

Resources

323 | P a g e


paper

- Embroidery software





Written evidence



Matching questions

Task

Checklist Score

Yes No

Different methods design of embroidery

Designing of embroidery motif

Process of making design

Process of creative various design in embroidery

Methods of fixing cloth on frame

Observation


Appropriate selection of designing element

324 | P a g e

Learning Outcome 3.2: Design babies wear

Selecting embroidery

design for babies wear:

Design of

flowers

Design

dolls

Motif designing for

babies on wear:

Baby’s

pillow

Brassiere

Baby mat

o Observation embroidery

design


of babies wear


design babies wear

- Pictures

- Video

- Embroidery frame

- Tailor’s chalk

- Ruler

- Interfacing

- Tracing paper

- Tracing letter

- Carbon paper

- Computer

- Tailor’s chalk


paper


o




Content Learning

activities

Resources


Appropriate using of interfacing facing

325 | P a g e


Written evidence


Open questions

Short questions

Task

Checklist Score

Yes No

Different of design element

Observation

326 | P a g e

Learning Outcome 3.3:Design house clothes


design for house cloths:

Flowers,

House

apparel

Fruits

animals

design

Motif Design on house

clothes of:

Bed

cover

Bed

sheets

Drapes

Table

mat


design


of house clothes

o Practice exercise on design

on house clothes

- Pictures

- Video

- Embroidery frame

- Tailor’s chalk

- Ruler

- Interfacing

- Tracing paper

- Tracing letter

- Carbon paper

- Computer

- Tailor’s chalk


paper


o




Content Learning

activities

Resources


Precise designing women wear

327 | P a g e


Written evidence


Open questions


Task

Checklist Score

Yes No

Identification of embroidery design of women wear

line of design

shape of line

Form of design

Observation

328 | P a g e

Learning Outcome 3.4: Design house clothes


design for house cloths:

Flowers,

House

apparel

Fruits

animals

design

Motif Design on house

clothes of:

Bed

cover

Bed

sheets

Drapes

Table

mat


design


of house clothes

o Practice exercise on design

on house clothes

- Pictures

- Video

- Embroidery frame

- Tailor’s chalk

- Ruler

- Interfacing

- Tracing paper

- Tracing letter

- Carbon paper

- Computer

- Tailor’s chalk


paper





Content Learning

activities

Resources


Proper designing on house clothes

329 | P a g e


Written evidence


Open questions


Task

Checklist Score

Yes No

different of embroidery design motif for house clothes

line of design

shape of line

form of design

Observation

330 | P a g e

Assessment Package

Integrated situation TAILED401

Tailoring workshop ‘’Sun Shine’’ located at Muhanga has launched an offer for to create and to

produce embroidery design motif to designer motif who has located at IKAZE workshop Kigali

city. The designer must create and produce motif design used on women wear use (African

design on oval form with 40cm circumference), babies wear use (design of dolls 10/15cm form

of rectangle) and house cloth use (flowers and tomatoes fruits) and those are drawn on tracing

paper. As a motif designer you have to complete this work within 16 hours and all materials and

tools are available in the workshop.


Observation


Checklist Score

Yes No

Indicator: .Quality of paper are respected

Checklist Score

Yes No

Indicator: Materials and tools are well selected

Materials of embroidery design

Tools of embroidery design


Women wear

Babies’ wear

House cloth

Indicator: Drawing is well applied

Form

Colour

331 | P a g e

Dressing papers

Indicator: Form of design are respected

Oval

Rectangle

Circle

Indicator: .Finishing is well done

Thickness

To erase

Cleanliness

Observation


Checklist Score

Yes No

Indicator: Design motif is well applied

African design

Design of dolls

Flowers design

Indicator : Dimensions are well respected

African design

Design of dolls

Flowers design

Indicator: Materials and tools indicated are used accordingly Papers

Pencils

Eraser

Compass

Ruler

332 | P a g e

Observation

Assessment criterion4: Perfection

Checklist Score

Yes No

Indicator: Motif design is well beyond than respected



Observation

References

1. COUPE ET COUTURE CHEZ SOI Un plaisir, un art, un technique texte de:

Marguerite Lechaud, Marie Jose Lepicard, Geneviève Niclot Edition, hatier

Imprime en Belgique par Casterman, SA, Tournai

Dépôt légal : 2e trimestre 1974, no 2857 ISBN 2 218 019981

2. LA BRODERIE par M.H.MAZALEYRAT Anc. Directrice du centre des Métiers Féminins

De BOUAKE (Cote d’Ivoire) Imprime en FRANCE-No de l’éditeur : 24517/279

3. NEEDLEWORK FOR SCHOOLS MELITA M NEAL Nelson, First published in n1961 by:

Blackie and son Ltd (Under ISBN 0 216 91781) This action published in 1993

by:Thomas Nelson and Sons Ltd

Delta Place 27 Bath Road CHEZTENNAM GL.53 7 TH

4. Reader’s Digest Complete Guide to Sewing The Reader’s Digest Association, Inc.

Pleasantville/New York/Montreal

333 | P a g e

T A I L E G 4 0 1 - EMBROIDERY GARMENT

TAILEG401 Embroider Garment


Credits: 10 100




Purpose statement

This module describes the skills and knowledge required to prepare drawing equipment, tools,

and to identify tailoring drawing symbols. After this module trainees will be able to differentiate

and apply lines and lettering in drawing. Also the learners will be able to make different figures

or drawings and to apply the dimensioning on drawing

.

334 | P a g e



Technical drawing


Embroidery design

Blouse fashion (Libaya)

Wedding dress and women garment ceremony




1. Operate embroidery machine

1.1. Proper differentiation types of needles and threads

Proper preparation of embroidery machine

Appropriate using different embroidery machine

2.Select embroidery stitches 2.1. Proper identification different kind of stitches

Appropriate preparation embroidery colour with different stitches in garment.

Proper selection of stitches on different materials

3. Apply embroidery on garment

3.1. Proper tracing different design of embroidery

Appropriate using interfacing

Appropriate making of embroidery on garment according to the fashion by using combination of stitches

335 | P a g e

1 Operate embroidery machine

1

Learning Outcomes:

1. Differentiate types of needles and threads 2. Prepare of embroidery machine 3. Use different embroidery machine

20Hours

Learning Outcome 1.1: Differentiate types of needles and threads

Introduction and

Principles of

embroidery machine

Types of needles

Types of threads

o Observation of the different

embroidery machine

o Groups discussion on

embroidery threads and

needles

- Foot Machines

- Puff Goda Machine

- Design Books

- Tracing wheel

- Tables

- Hangers

- White Craft Glue

- Appliqué Scissors

- Normal Scissors

- Hand Embroidery

Ring/Frames

- Embroidery Thread as

required

- Hand Needles

- Machine Needles

Content Learning

activities

Resources

336 | P a g e

- Perforated Paper as

required

- Upper chain stitch

handle operated

embroidery

machine1.2


handle operated

embroidery

machine.1.5

- Single head

multifunction

embroidery machine

- Ultrasonic embroidery

lace making machine

- New 15 threads color

single head

embroidery machine





Proper Differentiation types of needles and threads

337 | P a g e


Written evidence


Open questions

Short questions

Checklist Score

Yes No

Identification of embroidery machine needles

Identification of embroidery threads treads

Observation

Learning Outcome 1.2: Prepare of embroidery machine

Function of

embroidery

machine

Setting of

embroidery

accessories

o Observation on function

of embroidery machine

o Practical exercise of

setting embroidery

accessories

- Foot Machines

- Puff Goda Machine

- Design Books

- Tracing wheel

- Tables

- Hangers

- White Craft Glue


- Normal Scissors

- Hand Embroidery Ring/Frames

- Embroidery Thread as required

- Hand Needles

- Machine Needles

- Perforated Paper as required

Content Learning

activities

Resources

338 | P a g e

- Upper chain stitch handle

operated embroidery machine1.2

- Upper chain stitch handle

operated embroidery

machine.1.5

- Single head multifunction

embroidery machine

- Ultrasonic embroidery lace

making machine

- New 15 threads color single head

embroidery machine





Written evidence



Open questions

Task

Checklist Score

Yes No

Functions of embroidery machine

Set of different accessories of embroidery machine

Observation


Proper preparation of embroidery machine

339 | P a g e

Learning Outcome 1.3: Use different embroidery machine

Upper chain stitch

handle operated

embroidery

machine1.2

Upper chain stitch

handle operated

embroidery

machine.1.5

Single head

multifunction

embroidery machine

Ultrasonic embroidery

lace making machine

New 15 threads color

single head

embroidery machine

o Observation on embroidery

machine

o Collection of different

embroidery machine

o Practical exercise on using

different embroidery

machine

o Foot Machines

o Puff Goda Machine

o Design Books

o Tracing wheel

o Tables

o Hangers

o White Craft Glue

o Appliqué Scissors

o Normal Scissors

o Hand Embroidery

Ring/Frames

o Embroidery Thread as

required

o Hand Needles

o Machine Needles

o Perforated Paper as

required

o Upper chain stitch

handle operated

embroidery

machine1.2


handle operated

embroidery

machine.1.5

o Single head

multifunction

embroidery machine

o Ultrasonic embroidery

lace making machine

o New 15 threads color

single head

embroidery machine

Content Learning

activities

Resources

340 | P a g e





Written evidence



Open questions

Short questions

Checklist Score

Yes No

Types of embroidery machine

Utilisation of types of embroidery machine

Observation


Appropriate using of different embroidery machine

341 | P a g e

L2: Make block pattern

2

Learning Outcomes:

1. Identify different kind of stitches 2. Prepare embroidery colour with different stitches in garment 3. Select stitches on different materials

50 Hours

Learning Outcome 2.1: Identify different kind of stitches

Kind of embroidery

hand stitches

Kind of embroidery

machine stitches

o Observation on hand

embroidery stitches

o Practical exercise on make

hand stitches and

embroidery machine

stitches

- Foot Machine

- Tracing Table

- Design Books

- Iron

- Iron stand

- Wooden frame

(big/small)

- Scissors(big/small)

- Tracing paper

- Pencil H.B.

- Rubber

- Sharpener (Machine)

- Cloth

- Frame

- Floor cushion

- Needle (11,14,16)

- Thread different colors

- Common pins

Content Learning

activities

Resources

342 | P a g e





Written evidence



Short questions

Open questions

Task

Checklist Score

Yes No

Kinds of stitches

Embroidery hand stitches

Embroidery machine stitches

Observation

Learning Outcome 2.2: Prepare embroidery colour with different stitches in garment

Color Scheme

Quality of threads in

embroidery Machine

- Foot Machine

- Tracing Table

- Design Books

- Iron

- Iron stand

Content Learning

activities

Resources


Proper identification different kind of stitches

343 | P a g e

- Wooden frame

(big/small)


- Tracing paper

- Pencil H.B.

- Rubber

- Sharpener

(Machine)

- Cloth

- Frame

- Floor cushion

- Needle (11,14,16)

- Thread different

colors

- Common pins





Written evidence


Open questions

Short questions

Task


Appropriate preparation embroidery colour with different stitches

344 | P a g e

Checklist Score

Yes No

Threads colour of embroidery hand stitches

Threads colour of embroidery machine stitches

Observation

Learning Outcome 2.3: Select stitches on different materials

Stitches used for:

House

dressing

Wearers

o Observation on color

scheme


embroidery

- Foot Machine

- Tracing Table

- Design Books

- Iron

- Iron stand

- Wooden frame

(big/small)


- Tracing paper

- Pencil H.B.

- Rubber

- Sharpener (Machine)

- Cloth

- Frame

- Floor cushion

- Needle (11,14,16)

- Thread different

colors

- Common pins

Content Learning

activities

Resources

345 | P a g e





Written evidence


Short questions

Task

Checklist Score

Yes No

House dressing

wears

Types of stitches for house dressing

Types of stitches for wears

Construction line blouse pattern


Proper selection of stitches on different materials

346 | P a g e

3: Apply embroidery on garment

3

Learning Outcomes:

1. Trace different design of embroidery 2. Use interfacing 3. Make embroidery on garment according to the fashion by using

combination of stitches

50 Hours

Learning Outcome 3.1: Trace different design of embroidery

Designing of

embroidery motif

Processes of making

motif design

Process of creative

various design in

embroidery

Methods of fixing

cloth on frame.

o Observation on tracing

design of embroidery

o Practice exercise on make

motif design and creative

various design

- Foot Machines

- Puff Goda Machine

- Design Books

- Tracing wheel

- Tables

- Chairs1

- Hangers

- White Craft Glue


- Normal Scissors

- Hand Embroidery

Ring/Frames

- Machine Embroidery

Ring/Frames

Content Learning

activities

Resources

347 | P a g e

- Embroidery Thread as

required

- Hand Needles

- Machine Needles

- Perforated Paper as

required


handle operated

embroidery

machine1.2


handle operated

embroidery

machine.1.5

- Single head

multifunction

embroidery machine

- Ultrasonic embroidery

lace making machine

- New 15 threads color

single head

embroidery machine





Written evidence


Short questions

Open questions

Task


Proper tracing different design of embroidery

348 | P a g e

Checklist Score

Yes No

Different methods design of embroidery

Designing of embroidery motif

Process of making design

Process of creative various design in embroidery

Methods of fixing cloth on frame

Observation

Learning Outcome 3.2: Use interfacing

Types of interfacing

Processes of interface

embroidery motif

o Observation on types of

interfacing

o Practice exercise on

interface embroidery motif

o Foot Machines

o Puff Goda Machine

o Design Books

o Tracing wheel

o Tables

o Chairs1

o Hangers

o White Craft Glue


o Normal Scissors

o Hand Embroidery

Ring/Frames

o Machine Embroidery

Ring/Frames


required

o Hand Needles

o Machine Needles


required

Content Learning

activities

Resources

349 | P a g e


handle operated

embroidery

machine1.2


handle operated

embroidery

machine.1.5

o Single head

multifunction

embroidery machine


lace making machine


single head

embroidery machine





Written evidence


Open questions

Short questions

Task


Appropriate using of interfacing facing

350 | P a g e

Checklist Score

Yes No

Types of interfacing

Process of interfacing embroidery motif

Observation

351 | P a g e

Learning Outcome 3.3: Make embroidery on garment according to the fashion by using

combination of stitches

Embroidery of bed

sheets

Embroider of :

Women

garment

Baby

garment

Men

garment

o Observation on embroidery

garment


embroider different

garment

o Foot Machines

o Puff Goda Machine

o Design Books

o Tracing wheel

o Tables

o Chairs1

o Hangers

o White Craft Glue


o Normal Scissors

o Hand Embroidery

Ring/Frames

o Machine Embroidery

Ring/Frames


required

o Hand Needles

o Machine Needles


required


handle operated

embroidery

machine1.2


handle operated

embroidery

machine.1.5

o Single head

multifunction

embroidery machine


lace making machine


single head

embroidery machine

Content Learning

activities

Resources

352 | P a g e





Written evidence


Open questions


Task

Checklist Score

Yes No

Identification of embroidery stitches

Process of making embroidery stitches

Process of making embroidery garment

Observation


Appropriate making of embroidery on garment according to the fashion by

using combination of stitches

353 | P a g e

Assessment Package

Integrated situation

Manuela leaves at Remera would like to give on offer of making African embroidery on boubou to ‘’Start Garment’’ tailoring workshop located in Nyamirambo city. this fashion may has used of different embroidery threads colour blue, brown and green, that fashion has embroidery on front .as a tailor you have to complete this work within 8 hours and all materials and tools are available in the workshop


Observation


Checklist Score

Yes No

Indicator: Placement of embroidery is well respected

Threads colour

Embroidery stitches

Indicator: Threads colour are well respected

Checklist Score

Yes No

Indicator: Materials and tools are selected

Materials of embroidery garment

Indicator: Interface is well applied

Tools of embroidery garment

Quality interfacing:

Durables

Non-durables or Disposables

Indicator: Pattern are well traced

Respected Measurement

Respected Pattern details elements

Indicator: Embroidery stitches are well set in

Stitches regulator

Press foot

354 | P a g e

Blue

Brown

Green


Cleanliness

Observation


Checklist Score

Yes No

Indicator: Embroidery fashion is well respected

Different threads colours

Motif design

Position of embroidery stitches

Indicator : Materials and tools indicated are used accordingly

Different threads colours

Interfacing

Iron

Observation


Checklist Score

Yes No

Indicator: The embroider is well beyond than respected



Observation

355 | P a g e

References

1. Embroidery / consultant editor Pauline Brown ; [conceived, edited and designed by Marshall

Editions Ltd.].

Other Authors: Brown, Pauline.,Published: New York : Villard Books, 1987, c1986."A

complete course in embroidery design and technique"--Cover.

ISBN: 0394556933

2. The decorative thread; embroidery/Lotus Stack, Main Author. Stack, Lotus

Published: Minneapolis, Minn.: Minneapolis Institute of Arts, c1990,.

ISBN: 0912964421

3. Embroideries / Marjane Satrapi,

Published: New York : Pantheon Books, 2005., Edition: 1st American ed.

ISBN: 0375423052

356 | P a g e

T A I L H D 4 0 1 EMBROIDERY HOUSE DRESSING DECORATION

TAILHD401 Embroidery house dressing decoration


Credits: 10 100




Purpose statement

This module describes the skills and knowledge required to carry out carefully the various

EMBROIDERY HOUSE DRESSING DECORATION. The module will allow the trainees to

embroider according to the house dressing layout to perform the decoration ornament of

embroidery techniques for to decorate living-room, bedroom and ceremonial room.

.

357 | P a g e



Technical drawing


Embroidery design




1. Identify material, tools and

equipment of embroider house

dressing decoration

1.1. Precise selection materials, tools and equipment of embroider house

dressing decoration

1.2 Appropriate classification of embroider house dressing decoration tools

1.3. Proper determination of embroider house dressing decoration fabric

2. Select types of stitches

2.1. Proper selection of stitches

2.2. Proper setting stitches on embroidery machine

2.3. Correct specification threads colour with the motif

3. Apply ornament for embroider

house dressing decoration

3.1. Appropriate selection of ornaments using for

embroidery house dressing decoration

3.2. Proper preparation of ornaments

3.3. Proper application of ornament on embroider house dressing

Decoration

358 | P a g e

LU Identify materials, tools and equipment of embroidery house dressing decoration

1

Learning Outcomes:

1. Select materials ,tools and equipment of embroidery house dressing decoration

2. Classify embroidery house dressing decoration tools 3. Determine embroider house dressing decoration fabric

20Hours

Learning Outcome 1.1: Select materials ,tools and equipment of embroidery house dressing

decoration

Identification of embroider


materials:

Fabrics

Threads

Design model

Identification of embroider


tools and equipment

Embroidery

machine

Scissors

Needles

Pins

Flat curtain rod

Double flat rods

Café rod

Decorative rod

Sash rod

o Observation of materials,

tools and equipment

o Collection materials ,tool

and equipment of

embroidery house

dressing decoration


materials ,tools and

equipment of embroidery


- Tracing papers

- Needles

- Pins

- Carbon paper

- Scissors

- Embroidery

machine

- Fabrics

- Flat curtain rod

- Double flat rods

- Café rod

- Decorative rod

- Sash rod

Content Learning

activities

Resources

359 | P a g e





Written evidence


Open questions

Matching questions

Short questions

Checklist Score

Yes No

Identification of materials ,tools and equipment

Select materials, tools and equipment according their functions

Identification of hand embroidery tools

Observation


Precise selection Select materials, tools and equipment

360 | P a g e

Learning Outcome 1.2: Classify embroidery house dressing decoration tools

Hand tools of embroidery

house dressing decoration:

Needles

Pins

Scissors

Embroidery Machine and

accessories

o Observation of hand

tools and embroidery

machine accessories

o Collection of hand

tools and embroidery

machine accessories


hand tools and

embroidery machine

accessories

- Threads

- Fabrics

- Pins

- Needles

- Scissors

- Embroidery machine

- Carbon paper

Tracing wheel





Written evidence

Open questions

Matching questions

Content Learning

activities

Resources


Appropriate classification embroidery house dressing decoration tools

361 | P a g e

Checklist Score

Yes No

Identification of embroidery machine and accessories

Check hand embroidery tools

Check embroidery machine and accessories

Observation

362 | P a g e

Learning Outcome 1.3: Determine embroider house dressing decoration fabric

Fabrics for embroidery

house dressing

decoration:

Lace

Poplin

o Selection of fabrics for

embroidery house dressing


decoration fabrics

- Pins

- Fabrics

- Threads

- Scissors

- Needle

- Embroidery hook

- Picture

- Video

- Internet





Written evidence


Open questions

Short questions

Checklist Score

Yes No

Identification types of decoration fabrics

Characteristics of decoration fabrics

Observation

Content Learning

activities

Resources


Proper determination embroidery house decoration fabric

363 | P a g e

L2: Select types of stitches

2

Learning Outcomes:

1. Select stitches 2. Set stitches on embroidery machine 3. Specify threads color with the motif

30 Hours

Learning Outcome 2.1: Select stitches

Stitches of embroider house dressing decoration:

Embroidery Hand stitches :

Chain stitches

Satin stitches Rummies

stitches Velvet

Stitches

Embroidery machine stitches

Long and short stitches

Chine stitches

Shade stitches

Darkish stitches

o Group discussion on selection of embroidery stitches

o Observation on embroidery stitches

- Needles

- Threads

- Scissors

- Pictures

- Reference books

- Manual books

Content Learning

activities

Resources

364 | P a g e





Written evidence

Short questions

Open questions

Checklist Score

Yes No

Identification types of embroidery stitches

Different techniques of embroidery stitches

Observation

Learning Outcome 2.2: Set stitches on embroidery machine

Selection stitches on

embroidery machine screen

Selection of embroidery

press-foot

Selection of color stitch on

embroidery machine


stiches on embroidery

machine

o Practice exercise of

setting embroidery

stitches

- Needle

- Threads

- Scissors

- Embroidery

machine

- Pins

Content Learning

activities

Resources


Proper selection of stitches

365 | P a g e

- Embroidery

machine

accessories

- Pictures

- Computer

- Video





Written evidence


Open questions

Short questions

Task

Checklist Score

Yes No

Identification of set stitches

Identification of embroidery machine accessories

Check stitches on embroidery machine screen

Check embroidery machine press-foot

Check colour stitch on embroidery machine

Observation


Proper setting stitches on embroidery machine

366 | P a g e

Learning Outcome 2.3: Specify threads color with the motif

Types of threads:

Synthetics threads

colors

Metallic threads colors

o Observation of threads

color

o Group discussion on threads

color

- Pictures

- Threads color

- Video

- Internet

- Reference books

- Manual book





Written evidence

Open questions

Matching questions

Checklist Score

Yes No

Identification of threads colour according to the motif colour

Observation

Content Learning

activities

Resources


Correct specification threads colour with the motif

367 | P a g e

3: Apply ornament for embroider house dressing decorationLearning

3

Learning Outcomes:

1. Select ornament using for embroider house dressing decoration 2. Prepare ornaments 3. Apply ornaments on 4. embroider house dressing decoration

50 Hours

Learning Outcome 3.1: Select ornament using for embroider house dressing decoration

Ornament of

embroidery house

dressing decoration:

Ornament of

drapes

Ornaments

of table mat

Ornament of

cover bed

Ceremonial

ornament:

Conference

room

Reception hall

Nursery

Garden place

o Observation ornament of

embroider house dressing

decoration


ceremonial ornament

- Ribbon

- Pins

- Drawing pins

- Lace

- Hummer

- Nails

- Scissors

- Tape measure

- Fabrics

- bias

Content Learning

activities

Resources

368 | P a g e





Written evidence

Short questions

Open questions

Checklist Score

Yes No

Identification of ornament using for house dressing decoration

Identification of decoration fabric

Identification of decoration ornament

Observation


Appropriate selection of ornament using for embroidery house dressing

decoration

369 | P a g e

Learning Outcome 3.2: Prepare ornaments

Preparation of

Decoration fabrics:

Nylon

Poplin

Preparation of

Decoration

ornaments:

Ribbon

Lace

bias

o Observation of decoration

fabrics and decoration

ornament


decoration ornament


preparation ornament

- Ribbon

- Pins

- Drawing pins

- Hummer

- Nails

- Scissors

- Tape measures

- Bias

- Sewing machine

- Iron

- Fabrics

- table





Written evidence


Open questions

Short questions

Content Learning

activities

Resources


Proper preparation of ornament

370 | P a g e

Checklist Score

Yes No

Different ornament for decoration house dressing

Process of preparation decoration fabric

Check decoration ornament

Observation

Learning Outcome 3.3: Apply ornaments on embroider house dressing decoration

Methods on

decoration house

dressing:

Ornament

of:

- Edge of

model

- Inside of

model

Methods of using

fullness on house

dressing:

Use of

gathering

Use of

pleating

Use of

smoking

use Of

godet


decoration


different decoration


methods of decoration

house dressing

- Iron

- Threads

- Pictures

- Drawing table

- Sewing machine

- Fabrics

- Scissors

- Pins

- Papers

- Tape measure

- Ribbon

- Lace

- Drawing pins

- bias

Content Learning

activities

Resources

371 | P a g e





Written evidence


Open questions


Short questions

Task

Checklist Score

Yes No

Identification of using fullness cloth

Methods of attachments of pleats

Process of gathering

Process of applying smoking

Attachment of godet

Observation


Proper application of ornament on embroidery house dressing decoration

372 | P a g e

Assessment Package

Integrated Situation

UBUMWE family located at Kicukiro has launched an offer of decoration in three remains

categories: ceremony hall, sleeping room and sitting room of her house. As embroidery work at

AMBARA UBERWE TAILORING WORK SHPORP located in KIGALI CITY. Ceremony hall

with of length: 12m to18m by using blue, white and red colour of nylon fabric, windows of

sleeping room which has: 2m to 1.5m by velvet drapes. fabric with rings. The sitting room we

decorate those items: the door which has 3m to 2.50m and table for 1. 25m to0.80m by using

cotton satin fabric decorated with band edge of fabric and decorated with embroidery motif on

middle

As tailor you have complete this work within three days and all materials and tools are available

on the site.


Checklist Score

Yes No

Indicator: Materials and tools and equipment are well selected

Materials for embroidery house dressing decoration

Tools for embroidery house dressing decoration

Equipment for house dressing decoration


Windows sleeping -room

Table mat

Reception hall

Door

Indicator: Cutting fabric are well done

Drapes

Table mat

Decoration fabric

Indicator: Confection are well applied

Seams

Rings of drapes

373 | P a g e

Observation


Checklist Score

Yes No

Indicator: Fabrics colour are respected

White

Red

Blue

Indicator: Quality of fabric are respected

Nylon

Poplin

Cotton satin

Velvet

Indicator: Seams are well respected

Assembling seam

Hem seam

Indicator: Fashion is respected

Band edge on table mat

Velvet fabric on drapes

Embroidery design motif on middle of table mat


Pressing

Fullness’s

Observation

Embroidery motif

374 | P a g e


Checklist Score

Yes No

Indicator: Embroidery motif is well applied

Table mat

Indicator : Dimensions are well respected

For reception hall

For windows

For door

For table mat

Indicator: Materials and tools indicated are used accordingly Fabrics required

Rings

Treads

Observation


Checklist Score

Yes No

Indicator: Decoration is well beyond than respected

Appearance is performed

Creativity is performed

Finishing is performed

Observation

375 | P a g e

References

1. COUPE ET COUTURE CHEZ SOI

Un plaisir, un art, un technique texte de Marguerite Lechaud, Marie Jose Lepicard, Geneviève

Niclot

Edition, Hatier Imprime en Belgique par Casterman, SA, Tournai

Dépôt légal : 2e trimestre 1974, no 2857 ISBN 2 218 019981

2. LA BRODERIE Par M.H.MAZALEYRATAnc. Directrice du centre des Métiers Féminins

De BOUAKE (Cote d’Ivoire)imprime en FRANCE-No de l’éditeur : 24517/279

3. NEEDLEWORK FOR SCHOOLS MELITA M NEAL Nelson First published in n1961 by Blackie and son

Ltd

(Under ISBN 0 216 91781) This action published in 1993 by Thomas Nelson and Sons Ltd

Delta Place 27 Bath Road CHEZTENNAM GL.53 7 TH

Reader’s Digest Complete Guide to Sewing The Reader’s Digest Association, Inc.

Pleasantville/New York/Montreal

376 | P a g e

T A L W G 4 0 1 - WEDDING DRESS AND WOMEN GARMENTCEREMONY

TALWG401 Make wedding dress and women garment ceremony


Credits: 12 120




Purpose statement

This module will develop the capacity of trainees to realize the different fashion of wedding dress and

women garment ceremony, so the trainees will make our own pattern and marking on fabric themselves

of wedding dress and women garment ceremony. It allows the trainees to sew the wedding dress and

women garment ceremony. This module will develop the trainees to prepare work place, equipment,

materials and tools for wedding dress and women garment ceremony.

.

377 | P a g e



Technical drawing


Embroidery design

Blouse fashion (Libaya)







1. Prepare workplace, materials and

tools

1.1. Appropriate selection of tools and equipment

1.2. Accurate selection of materials

1.3. proper estimation of materials

2. Realize the fashion of wedding dress

and women garment ceremony

2.1. Appropriate analysis of model

2.2.Proper making pattern

2.3. Proper Inscription of different wedding dress and

women garment of ceremony

2.4. Regular joining of pieces

3. Perform finishing 3.1. Careful making finishing edge)

3.2. Careful pressing wedding dress and women garment

ceremony

3.3. Appropriate using fasteners

378 | P a g e

LU 1 Prepare workplace, materials, equipment and tools

1

Learning Outcomes:

1. Select tools and equipment 2. Elect materials 3. Estimate of materials

30Hours

Learning Outcome 1.1: Select tools and equipment

Sewing area tools and equipment: Working table

and their tools : pin box, scissor, tape measure, tailor chalk

Ironing board and their tools : iron, pressing cloth, tailor ham, seam roll, tailor’s board

Sewing machine : needle and thread

Marking tools and cutting tools

o Observation of tools and equipment

o Collection of equipment and toolsfor wedding dress and women garment ceremony

o Groups discussion on selecting sewing area tools and equipment


selecting tools and equipment for wedding dress and women garment ceremony

- Tailor chalk - Dress mark - Tracing wheels - Mark pencil - Types scissor - Straight cutting - Machine - Loop turner - Needle threaded - Pointer - Creaser - Pattern paper - Pin box - Scissor - Tape measure - Pressing - Cloth - Tailor ham - Seam roll, tailor’s

board, - Sewing machine - Needle - Thread - Basting threads

Content Learning

activities

Resources

379 | P a g e

- Darning cotton - Elastic - Embroidery floss - Metallic - Silk twist - Silk - Border print fabrics - Lace fabric - Metallic fabric - Bridal Satin - Brocade - Charmeuse - Crepe - Crepe back satin - Taffeta - Velvet - Tulle - Satin - Organza - Peau de soie - Invisible zipper - Button - Snaps - Hooks and eyes - Curves snaps - Nylon tape - Cable cord - Lace hem facing - Lace seam binding - Picture - Video - Computer - Press stand - Press machine



Appropriate selection of tools and equipment

380 | P a g e




Written evidence


Matching questions

Short questions

Checklist Score

Yes No

Identification of tools and equipment

Classification of tools

Classification of equipment

Observation

Learning Outcome 1.2: Select materials

Different types

of threads :

Basting

threads

Darning

cotton

Elastic

Embroidery

floss

Metallic

Silk twist

Silk

Choosing fabric

for wedding

dress and women

garment

ceremony:


materials for wedding

dress and women

garment ceremony

o Collection material for

wedding dress and

women garment

ceremony


choosing fabrics of

wedding dress and

women garment

ceremony


choosing other supplies

for wedding dress and

women garment

ceremony

- Tailor chalk

- Dress mark

- Tracing wheels

- Mark pencil

- Types scissor

- Straight cutting

- Machine

- Loop turner

- Needle threaded

- Pointer

- Creaser

- Pattern paper

- Pin box

- Scissor

- Tape measure

- Pressing

- Cloth

- Tailor ham

Content Learning

activities

Resources

381 | P a g e

Border

print

fabrics

Lace fabric

Metallic

fabric

Bridal Satin

Brocade

Charmeuse

Crepe

Crepe back

satin

Taffeta

Velvet

Tulle

Satin

Organza

Peau de

soie

Other supplies

for wedding

dress and women

garment

ceremony:

Invisible

zipper

Button

Snaps

Hooks and

eyes

Curves

snaps

Nylon tape

Cable cord

Lace hem

facing

Lace seam

binding

elastic Function

of embroidery

machine

- Seam roll, tailor’s board,

- Sewing machine

- Needle

- Thread

- Basting threads

- Darning cotton

- Elastic

- Embroidery floss

- Metallic

- Silk twist

- Silk

- Border print fabrics

- Lace fabric

- Metallic fabric

- Bridal Satin

- Brocade

- Charmeuse

- Crepe

- Crepe back satin

- Taffeta

- Velvet

- Tulle

- Satin

- Organza

- Peau de soie

- Invisible zipper

- Button

- Snaps

- Hooks and eyes

- Curves snaps

- Nylon tape

- Cable cord

- Lace hem facing

- Lace seam binding

- Picture

- Video

- Computer

- Press stand

- Press machine

382 | P a g e

Setting of

embroidery

accessories





Written evidence


Matching questions

Short questions

Task

Checklist Score

Yes No

Identification of material

Identification of fabric

Quality of fabric

Observation

Learning Outcome 1.3: Estimate of materials Use different embroidery machine

Analyze of materials

Structure materials

cutting materials

(fabric)

Groups discussion on

estimation of materials

Practical exercise on

amount of materials

required

- Tailor chalk

- Dress mark

- Tracing wheels

- Mark pencil

- Types scissor

- Straight cutting

Content Learning

activities

Resources


Accurate selection of materials

383 | P a g e

Determination

amount of materials

required depend on:

The style of garment

The size of the wearer

The width of materials

( fabric)

Billing and cost

Practical exercise on

preparation of billing and

cost

- Machine

- Loop turner

- Needle threaded

- Pointer

- Creaser

- Pattern paper

- Pin box

- Scissor

- Tape measure

- Pressing

- Cloth

- Tailor ham

- Seam roll, tailor’s board,

- Sewing machine

- Needle

- Thread

- Basting threads

- Darning cotton

- Elastic

- Embroidery floss

- Metallic

- Silk twist

- Silk


- Lace fabric

- Metallic fabric

- Bridal Satin

- Brocade

- Charmeuse

- Crepe

- Crepe back satin

- Taffeta

- Velvet

- Tulle

- Satin

- Organza

- Peau de soie

- Invisible zipper

- Button

- Snaps

- Hooks and eyes

384 | P a g e

- Curves snaps

- Nylon tape

- Cable cord

- Lace hem facing

- Lace seam binding

- Picture

- Video

- Computer

- Press stand

- Press machine





Written evidence


Open questions

Checklist Score

Yes No

Identification of fabric structure

Description of garment style

Determination of wearer size

Determination of width fabric

Determination of cost

Observation


Appropriate using of different embroidery machine

385 | P a g e

L 2: Realize fashion of wedding dress and women garment of ceremony

2

Learning Outcomes:

1. Analyze model 2. Make pattern 3. Inscribe different wedding dress and women garment of

Ceremony 4. Join pieces

50 Hours

Learning Outcome 2.1: Analyze model

Introduction of

description of fashion

Taking body

measurement


fashions wedding dress and

women garment of

ceremony

o Demonstration on taking

body measurement


description of fashion

o Practical exercise of taking

body measurement

- Tailor chalk - Dress mark, - tracing wheels - Mark pencil, - Types scissor - Straight cutting - Machine - Loop turner - Needle threaded - Pointer - Eraser, - Pattern paper - Pin box, - Scissor - Tape measure - Cloth - Tailor ham - Seam roll - Tailor’s board - Sewing machine - Needle - Thread

Content Learning

activities

Resources

386 | P a g e

- Basting threads - Darning cotton - Elastic - Embroidery floss,

Metallic - Silk twist - Silk , - Border print fabrics - Lace fabric - Metallic fabric - Bridal Satin - Brocade - Charmeuse - Crepe - Crepe back satin - Taffeta - Velvet - Tulle - Satin - Organza - Peau de soie - Invisible zipper - Button - Snaps - Hooks and eyes - Curves snaps - Nylon tape - Cable cord - Lace hem facing - Lace seam binding - Picture - Video - Computer - Press stand - Press machine





Appropriate analysis of model

387 | P a g e


Written evidence


Short questions

Open questions

Task

Checklist Score

Yes No

Description of model

Respect measurement

observation of person figure

Observation

Learning Outcome 2.2: Make pattern

Introduction on pattern

Types of pattern:

Drafter pattern

Commercial pattern

Identification elements of

pattern

Tracing pattern

Making alternation of

pattern(fitting of pattern)


different types and

element of pattern


description of different

wedding dress and

women garment

ceremony

- Tailor chalk

- Dress mark,

- tracing wheels

- Mark pencil,

- Types scissor

- Straight cutting

- Machine

- Loop turner

- Needle threaded

- Pointer

- Eraser,

- Pattern paper

- Pin box,

- Scissor

- Tape measure

- Cloth

- Tailor ham

Content Learning

activities

Resources

388 | P a g e

- Seam roll

- Tailor’s board

- Sewing machine

- Needle

- Thread

- Basting threads

- Darning cotton

- Elastic

- Embroidery floss,

Metallic

- Silk twist

- Silk ,

- Border print

fabrics

- Lace fabric

- Metallic fabric

- Bridal Satin

- Brocade

- Charmeuse

- Crepe

- Crepe back satin

- Taffeta

- Velvet

- Tulle

- Satin

- Organza

- Peau de soie

- Invisible zipper

- Button

- Snaps

- Hooks and eyes

- Curves snaps

- Nylon tape

- Cable cord

- Lace hem facing

- Lace seam binding

- Picture

- Video

- Computer

- Press stand

- Press machine

389 | P a g e

- Foot Machine

- Tracing Table

- Design Books

- Iron

- Iron stand

- Wooden frame

(big/small)


- Tracing paper

- Pencil H.B.

- Rubber

- Sharpener

(Machine)

- Cloth

- Frame

- Floor cushion

- Needle (11,14,16)

- Thread different

colors

- Common pins





Written evidence


Open questions

Short questions

Task


Proper making pattern

390 | P a g e

Checklist Score

Yes No

Identification types of pattern

Element of pattern

Fitting of pattern

Observation

Learning Outcome 2.3: Inscribe of different wedding dress and women garment of

ceremonySelect stitches on different materials

Tracing variations

fashion of wedding

dress:

v neck line

wedding dress

Trumpet

wedding dress

Ball gown

wedding dress

Others variation

wedding dress

Tracing women

suit

Tracing of others

garment of ceremony

Method preparing

fabric for sewing

Using process of

draping


fashions of wedding dress

and women garment

ceremony.


different models of

wedding dress and women

garment ceremony

o Practical exercise of tracing

wedding dress and women

garment ceremony,

draping, preparing fabric

for sewing and cutting

fabric

- Tailor chalk

- Dress mark,

- tracing wheels

- Mark pencil,

- Types scissor

- Straight cutting

- Machine

- Loop turner

- Needle threaded

- Pointer

- Eraser,

- Pattern paper

- Pin box,

- Scissor

- Tape measure

- Cloth

- Tailor ham

- Seam roll

- Tailor’s board

- Sewing machine

- Needle

- Thread

- Basting threads

- Darning cotton

- Elastic

- Embroidery floss,

Metallic

Content Learning

activities

Resources

391 | P a g e

Method marking and

cutting fabric

- Silk twist

- Silk ,


- Lace fabric

- Metallic fabric

- Bridal Satin

- Brocade

- Charmeuse

- Crepe

- Crepe back satin

- Taffeta

- Velvet

- Tulle

- Satin

- Organza

- Peau de soie

- Invisible zipper

- Button

- Snaps

- Hooks and eyes

- Curves snaps

- Nylon tape

- Cable cord

- Lace hem facing

- Lace seam binding

- Picture

- Video

- Computer

- Press stand

- Press machine

-





Proper Inscription of different wedding dress and women garment of

ceremony

392 | P a g e


Written evidence


Short questions

Open questions

Task

Checklist Score

Yes No

Identification of different wedding dress and women garment of ceremony

Type of pattern

Measurement respected

Element of pattern

Development of pattern

Fitting of pattern

Observation

Learning Outcome 2.4: Join pieces

Methods of interfacing

garment

Techniques of join:

Choosing types

of seam

Choosing seam

finishes

Methods of underlining

o Observation on types of seam,

interface garment

and4underlining

o Practical exercise on:

Interfacing

Underlining

Joining wedding dress

and women garment

ceremony.

- Tailor chalk - Dress mark, - tracing wheels - Mark pencil, - Types scissor - Straight cutting - Machine - Loop turner - Needle threaded - Pointer - Eraser, - Pattern paper - Pin box, - Scissor - Tape measure - Cloth - Tailor ham - Seam roll

Content Learning

activities

Resources

393 | P a g e

- Tailor’s board - Sewing machine - Needle - Thread - Basting threads - Darning cotton - Elastic - Embroidery floss,

Metallic - Silk twist - Silk , - Border print

fabrics - Lace fabric - Metallic fabric - Bridal Satin - Brocade - Charmeuse - Crepe - Crepe back satin - Taffeta - Velvet - Tulle - Satin - Organza - Peau de soie - Invisible zipper - Button - Snaps - Hooks and eyes - Curves snaps - Nylon tape - Cable cord - Lace hem facing - Lace seam

binding - Picture - Video - Computer - Press stand - Press machine

394 | P a g e





Written evidence


Short questions

Open questions

Task

Checklist Score

Yes No

Method of assembling

Checking of interfacing method

Checking of underlining method

Checking types of seams

Check of seam finish

Observation


Regular joining of pieces

395 | P a g e

L3: Perform finishing

3

Learning Outcomes:

1. Make finishing edge 2. Press wedding dress and

women garment ceremony 3. Apply fasteners

40 Hours

Learning Outcome 3.1: Make finishing edge

types edge :

straight edges

curved edge

all- in One facings

methods of finishing

edge by:

Frill

Lace finish

Bias

Crossway strip

o Observation of types

finishing edge


how to make finishing

edge


making finishing edge

- Tailor chalk

- Dress mark,

- Tracing wheels

- Mark pencil

- Types scissor,

- Straight cutting

machine

- Loop turner

- Needle threaded

- Pointer

- Creaser

- Pattern paper

- Pin box

- Scissor

- Tape measure

- Pressing cloth

- Tailor ham,

- Seam roll

- Tailor’s board

- Sewing machine

- Needle

Content Learning

activities

Resources

396 | P a g e

- Thread

- Basting threads

- Darning cotton

- Elastic

- Embroidery floss,

Metallic thread

- Silk twist

- Silk


- Lace fabric

- Metallic fabric

- Bridal Satin

- Brocade

- Charmeuse

- Crepe

- Crepe back satin

- Taffeta

- Velvet

- Tulle

- Satin

- Organza

- Peau de soie

- Invisible zipper

- Button

- Snaps

- Hooks and eyes

- Curves snaps

- Nylon tape

- Cable cord

- Lace hem facing

- Lace seam binding

- Picture

- Video

- Computer

- Press stand

- Press machine

397 | P a g e





Written evidence


Open questions

Task

Checklist Score

Yes No

Identification types of finishing edge

Verification types of finishing edge

Observation

Learning Outcome 3.2: Press wedding dress and women garment ceremony

Definition pressing

Process on press

different point of

garment:

seam

darts

pleats

hems

General order of

pressing

o Observation on process of

pressing

o Groups discussion on press

different point of garment


pressing garment of

ceremony

o Tailor chalk

o Dress mark,

o Tracing wheels

o Mark pencil

o Types scissor,

o Straight cutting

machine

o Loop turner

o Needle threaded

o Pointer

Content Learning

activities

Resources


Careful making finishing edge

398 | P a g e

o Creaser

o Pattern paper

o Pin box

o Scissor

o Tape measure

o Pressing cloth

o Tailor ham,

o Seam roll

o Tailor’s board

o Sewing machine

o Needle

o Thread

o Basting threads

o Darning cotton

o Elastic

o Embroidery floss,

Metallic thread

o Silk twist

o Silk

o Border print fabrics

o Lace fabric

o Metallic fabric

o Bridal Satin

o Brocade

o Charmeuse

o Crepe

o Crepe back satin

o Taffeta

o Velvet

o Tulle

o Satin

o Organza

o Peau de soie

o Invisible zipper

o Button

o Snaps

o Hooks and eyes

o Curves snaps

o Nylon tape

o Cable cord

o Lace hem facing

399 | P a g e

o Lace seam binding

o Picture

o Video

o Computer

o Press stand

o Press machine





Written evidence


Short questions

Task

Checklist Score

Yes No

Identification of pressing method

Process of pressing seam

Process of pressing dart

Process of pressing pleats

Process of pressing hems

Observation


Careful pressing wedding dress and women garment ceremony

400 | P a g e

Learning Outcome 3.3: Apply fasteners

Methods of using

fasteners on garment

Method of attachment

fasteners :

Invisible zipper

Button

Press stand

Snaps

Hooks and eyes

Curves snaps

Nylon tape

Cable cord

Lace hem facing

Lace seam

binding

elastic

o Observation on attachment

of fasteners

o Groups discussion on using

of fastener on wedding

dress and women garment

ceremony

o Practical exercise of using

fastener

o Tailor chalk

o Dress mark,

o Tracing wheels

o Mark pencil

o Types scissor,

o Straight cutting

machine

o Loop turner

o Needle threaded

o Pointer

o Creaser

o Pattern paper

o Pin box

o Scissor

o Tape measure

o Pressing cloth

o Tailor ham,

o Seam roll

o Tailor’s board

o Sewing machine

o Needle

o Thread

o Basting threads

o Darning cotton

o Elastic

o Embroidery floss,

Metallic thread

o Silk twist

Content Learning

activities

Resources

401 | P a g e

o Silk

o Border print fabrics

o Lace fabric

o Metallic fabric

o Bridal Satin

o Brocade

o Charmeuse

o Crepe

o Crepe back satin

o Taffeta

o Velvet

o Tulle

o Satin

o Organza

o Peau de soie

o Invisible zipper

o Button

o Snaps

o Hooks and eyes

o Curves snaps

o Nylon tape

o Cable cord

o Lace hem facing

o Lace seam binding

o Picture

o Video

o Computer

o Press stand

o Press machine

402 | P a g e





Written evidence


Open questions

Short questions

Task

Checklist Score

Yes No

Identification of fasteners

Method of attachment fasteners

Observation

Assessment Package

Integrated situation TAILWG401

Mrs MUNEZA would like to participate in wedding ceremony of her daughter, he gave an order

to boss of RWANDA IMAGE tailoring workshop located at MUHANGA city, to make sleeveless

wedding dress and is flared. Others two fit dresses for daughters as follows: a dress with stand

collar without sleeve for flower girl, another dress with v neck line and without sleeve for matron.

As a tailor you must complete those tasks within 8 hours for each.


Appropriate using fasteners

403 | P a g e


Observation

Checklist Score

Yes No

Indicator: Materials and tools are well selected

Selection of material of wedding dress

Selection of tools of type

Selection of equipment

Indicator: Measurements are well taken

Respect all necessary measurement

Observation of person figure

Indicator: Tracing pattern is well done

Element of pattern

Inscription of pattern

Development of pattern

Indicator: Pattern cutting out is well done

Application of pattern on fabric

Cutting lay out respected

Wasting of fabric is avoided

Structure of fabric is respecting

Indicator: Joining pieces is well performed

Interfacing is performed

Assembling of pieces

Stitches are respecting

Seams are respecting

Underlining is perform

404 | P a g e


Checklist Score

Yes No

Indicator: Appropriate fabric is well respected

Nature of fabric is respected

Colour is respected

Indicator: Fullness is perform

Godet is perform

Darts are performed

Slit is performed


Pressing is perform

Ornaments are performed

Overcasting is performed

Hanging is performed

Observation


Checklist Score

Yes No

Indicator: Models are well respected

Sleeveless is respected

Stand collar is perform

V neck is perform

Fitness is perform

Fasteners are attached

Time is respected

405 | P a g e

Observation


Checklist Score

Yes No

Indicator: Model is well beyond than respected



Observation

References

1. DRESSMAKING Method in Detail Wendy Gibson

The Book Guild Ltd Sussex. England

Fist Published 1987

ISBN 0863322239

2. BASIS PATTERN SKILLS FOR FASHION DESIGNSecond edition

BERNARD ZAMKOFF and JEANNE PRICEFashion institute of technology

Copy right c 2009 fairchild books. A Division of Conde Nast publication, Inc

ISBN: 978-1-56367-834-9

3. Reader’s DigestCOMPLETE GUIDE TO SEWING

The Reader’s Digest Association, Inc. Pleasant ville, New York / Montreal

GLOSSARY

Assessment: A process of gathering and judging

evidence in order to decide whether a person

has attained a standard of performance.

Assessment criteria: Statements which describe

performances and place them in context with

sufficient precision to allow valid and reliable

assessment.

Best practice: Management practices and work

processes that lead to outstanding or top-class

performance and provide examples for others.

Competency standard: An industry-determined

specification of performance which sets out the

skills, knowledge and attitudes required to

operate effectively in employment. Competency

standards are made up of units of competency,

which are themselves made up of elements of

competency, together with performance

criteria, a range of variables, and an evidence

guide.

Competency: means the ability to apply

knowledge, skills and personal, social and

methodological skills in the workplace or

during learning, as well as in personal and

professional development. This ability or

capacity is acquired through leaning, exposure to

the tasks and series of training allowing one to

perform specific task autonomously. Reason

why in the context of the CBE Framework

competencies are described as responsibility

and independence.

Competency-based assessment (or CBA): The

gathering and judging of evidence in order to

decide whether a person has achieved a

standard of competency.

Complementary competencies: Set of

knowledge, skills and attitudes which are not

directly linked to a specific occupation or

industry, but which are important for work,

education and life in general, such as

communication, mathematics, organizational

aptitude, and computer literacy, interpersonal

and analytical competency.

Core modules: Modules leading to

competencies’ acquisition that an industry

sector has agreed upon as essential for a person

to be accepted as competent at a particular

level. All modules may be core, but in many cases

competency at a level will involve core modules

plus optional or specialization modules. Core

competencies are normally those central to work

in a particular industry.

Credential: Formal certification issued for

successful achievement of a defined set of

outcomes, e.g. successful completion of a course

in recognition of having achieved particular

knowledge, skills or competencies; successful

completion of an apprenticeship or traineeship.

Credit: The acknowledgement that a person has

satisfied the requirements of a module.

Curriculum: The specifications for a course or

subject (module) which describe all the learning

experiences a learner undergoes, generally

including objectives, content, intended learning

outcomes, teaching methodology,

recommended or prescribed assessment tasks,

assessment exemplars, etc.

Evidence guide: The part of a competency

standard which provides a guide to the

interpretation and assessment of the unit of

competency, including the aspects which need

to be emphasized in assessment, relationships to

other units, and the required evidence of

competency.

Flexible delivery: A range of approaches to

providing education and training, giving learners

greater choice of when, where and how they

learn. Flexible delivery may involve distance

education, mixed-mode delivery, online

education, self-paced learning, self-directed

learning, etc.

Formal education: Also formal training

education or training provided in educational

institutions such as schools, universities,

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

usually involving direction from a teacher or

instructor.

General competencies: competencies

correspond to larger operations that go beyond

the tasks, but generally contribute to their

implementation. These activities require more

fundamental learning and are generally common

to several tasks and transferable to many work

situations.

Generic modules: Modules leading to the

attainment of complementary competencies.

Informal education: The acquisition of

knowledge and skills through experience,

reading, social contact, etc.

Internship: An opportunity for a learner to

integrate career related experience by

participating in planned, supervised work.

Key competencies: Any of several generic skills

or competencies considered essential for people

to participate effectively in the workforce. Key

competencies apply to work generally, rather

than being specific to work in a particular

occupation or industry. The following are key

areas of competency which were developed into

seven key competencies: collecting, analyzing

and organizing information; communicating

ideas and information; planning and organizing

activities; working with others and in teams;

using mathematical ideas and techniques;

solving problems; and using technology.

Knowledge: means the result of the adoption

of information through the learning process.

Knowledge is a set of facts, principles, theories

and practices related to area of work or study. In

CBE context lifelong learning knowledge is

described as theoretical and / or factual.

Learning outcomes: are statements of what

learner knows, understands and can perform,

based on the completion of the learning

process, defined by knowledge, skill and

competency.

Learning activities: Suggested activities that can

be developed during lesson planning and activity

preparation. The choice of learning activities

must be tailored according to group size,

available material resources and communication

tools.

Learning hours: Amount of hours required to

acquire the competency, including the time

allocated to evaluation, which is estimated

between 5 and 10% of the total learning time of

the competency.

Learning outcomes: Statements that indicate

what learners will know or be able to do as a

result of a learning activity. Learning outcomes

are usually expressed as knowledge, skills, or

attitudes.

Learning unit: Any of the basic building blocks

of a module, which describes the key activities

or the elements of the work covered by the

module

Module: A unit of training which corresponds to

one competency and which can be completed on

its own or linked to others.

Occupation: The principal business of one’s life.

Performance criteria The part of a competency

standard specifying the required level of

performance in terms of a set of outcomes which

need to be achieved in order to be deemed

competent. It describes the quality requirements

of the result obtained in labor performance.

Qualification: means the formal name for the

result of a process of assessment and validation,

which is obtained when a competent body

determines that an individual has achieved

learning outcomes to the standards laid down.

Quality assurance: The systems and procedures

designed and implemented by an organization to

ensure that its products and services are of a

consistent standard and are being continuously

improved.

Recognition of prior learning (or RPL): The

acknowledgement of a person’s skills and

knowledge acquired through previous training,

work or life experience, which may be used to

grant status or credit in a subject or module.

Skills: are the ability to apply knowledge and use

the principle of “know how” to perform a specific

task and to solve the problem. In the context

of the CBE Framework, skills are defined as

cognitive (involving the use of logical, intuitive

and creative thinking), practical (including

physical skill and use of methods, materials,

devices and instruments) and social skills

(communication and cooperation skills,

emotional intelligence and other).

Specific competencies: Competencies that are

directly related to the tasks of the occupation in

the workplace context. They refer to concrete,

practical, and focused aspects

Traineeship: A system of vocational training

combining off-the-job training at an approved

training provider with on-the-job training and

practical work experience. Traineeships

generally take one to two years and are now a

part of the New Apprenticeships system.

Unit of competency: A component of a

competency standard. A unit of competency is a

statement of a key function or role in a particular

job or occupation. See also element of

competency, performance criteria, range of

variables.

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Workforce Development Authority

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