Upload
others
View
21
Download
0
Embed Size (px)
Citation preview
3
TVET CERTIFICATE III in
LAND SURVEYING
CODE
CSTLSV3001
Kigali December, 2016
2 | P a g e
CSTLSV3001-TVET CERTIFICATE III
Land Surveying
REQF Level 3 CURRICULUM
i | P a g e
© Workforce Development Authority, 2016
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:
December, 2016
ii | P a g e
Copyright
The Competent Development Body of this Curriculum is © Workforce Development Authority
(WDA). Reproduced with permission.
The following copyright warning applies to the material from the Training Package:
All rights reserved. This work has been produced initially with WDA. This work is copyright, but
permission is given to trainers and teachers to make copies by photocopying or other
duplicating processes for use with their own training organizations or in a workplace where the
training is being conducted. This permission does not extend to the making of copies for use
outside the immediate training environment for which they are made, nor the making of copies
for hire or resale to third parties. The views expressed in this version of the work do not
necessarily represent the views of WDA. The competent Body does not give warranty nor
accept any liability.
The WDA owns the copyright on all Curricula. Schools may reproduce this program in part or in
full for bona fide study or classroom purposes only. Acknowledgement of the WDA copyright
must be included on any reproductions. Learners may copy reasonable portions of the
curriculum for the purpose of study. Any other use of this curriculum must be referred to
theWDA. Ph: (+250) 255113365; fax: (+250) 255113365.
© Workforce Development Authority (WDA) 2016
Published by
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel: (+250) 255113365
Internet: http:// www.wda.gov.rw
iii | P a g e
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 7
2.4 Job related information 7
2.5 Employability skills and life skills 7
2.6 Information about competencies 9
3 . T R A I N I N G P A C K A G E 1 0
3.1 Course structure 10
3.2 Competencies chart 10
3.3 Flowchart 12
4 . A S S E S S M E N T G U I D E L I N E S 1 3
4.1 Assessment Methodology 13
4.2 Portfolio 13
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 6
LU 1:Participate as part of a team and respect the rules of the training environment. 18
LU 2: Explain the occupation and learning process 22
LU 3:Respect the facilitation and apply learning methods. 25
LU 4: Develop personal plans based on self-assessment practices 28
C C M H E 3 0 1 - M A I N T A I N I N G S H E A T W O R K P L A C E 3 5
LU 1: Maintain personal health, hygiene and sanitation 38
LU 2:Apply safe reproductive health practices 43
LU 3: Address unsafe situations on the job 47
LU 4: Respond appropriately to emergencies at work 51
LU 5: Ensure environmental sustainability 55
iv | P a g e
Summative Assessment 59
C C M W C 3 0 1 - W O R K P L A C E C O M M U N I C A T I O N S K I L L S 6 6
LU 1: Listen and speak effectively 68
LU 2: Cooperate and work as a team member 74
LU 3: Apply customer care 81
LU 4:Write and submit a report 86
Summative Assessment 89
C C M E N 3 0 1 - P R E - 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 9 3
LU 1: Talk about familiar events and activities 95
LU 2: Write short compositions on familiar topics 100
LU 3: Read and interpret messages from simple texts and social letters 106
LU 4: Write short compositions on familiar topics 113
C C M K N 3 0 1 - I K I N Y A R W A N D A K I B O N E Y E 1 1 9
LU 1: Gukoresha neza ubuvanganzo gakondo ashyikirana n’abandi 122
LU 2: Gukoresha Ikinyarwanda k’ibanze agaragaza ibyiza by’uburinganire n’ubwuzuzanye,
itandukaniro ry’amazina bwite n’amazina rusange n’imiterere y’isanisha ryo mu bisekuru 129
LU 3:Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no
kugaragaza amategeko y’igenamajwi mu izina mbonera. 136
LU 4:Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza
ibidukikije. 144
LU 5:Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no kwandika
yubahiriza imyandikire y’Ikinyarwanda. 151
C C M C L 3 0 1 - C O M P U T E R L I T E R A C Y 1 5 9
LU 1: Apply computer basics 161
LU 2:Use a word processing package 167
LU 3: Use current spread sheet package 174
LU 4: Use current presentation 180
LU 5: Use Internet/Intranet (outlook) 189
Summative Assessment 197
C C M B C 3 0 1 - B U S I N E S S C R E A T I O N 1 9 9
LU 1: Identify and describe entrepreneurial characteristics 201
LU 2: Assess business environment 205
LU 3: Assess and react to play incidents 210
v | P a g e
LU 4: Run a business 214
C C M I A 3 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 2
LU 1: Apply for internship/employment 224
LU 2:Demonstrate appropriate workplace behavior and attitudes 228
LU 3: Respect worker’s and employer’s rights and responsibilities 232
LU 4: Organize and evaluate one’s internship 238
L S V D G 3 0 1 - A P P L I C A T I O N D E S C R I P T I V E G E O M E T R Y 2 4 3
LU 1:Perform Geometric construction 245
LU 2:Perform geometric projections 250
U 3:Perform geometric graphics 253
Summative Assessment 258
L S V G O 3 0 1 - A P P L I C A T I O N G E O M E T R I C A L O P T I C S 2 6 2
LU 1:Perform Geometrical optics principles 265
LU 2:Apply Mirror concept in Geometrical Optics 272
U 3 Perform Lenses concept in Geometrical optics 279
LU 4:Perform optical instruments using lens 284
L S V H S 3 0 1 - H A N D L E B A S I C S P A T I A L D A T A 2 9 0
LU 1:Prepare spatial data for storage 292
LU 2:Identify Access and retrieve spatial data 298
LU 3:Manage spatial data security 303
Summative Assessment 307
L S V I P 3 0 1 - - M E A S U R E A N D L O C A T E I M M O V A B L E P R O P E R T Y 3 0 9
LU 1:Identify the location of the property and the owner 311
LU 2:Identify the dimensions of the property 317
LU 3:Identify property’s legal documents 322
Summative Assessment 326
L S V L I 3 0 1 - O P E R A T E L E V E L L I N G I N S T R U M E N T S 3 3 1
LU 1:Determine Classifications and specifications of levelling instrument 333
LU 2:Apply Measuring Principles 338
LU 3:Perform basic applications levelling instrument 342
Summative Assessment 347
L S V S G 3 0 1 - O P E R A T I O N O F T O T A L S T A T I O N A N D G P S 3 5 1
vi | P a g e
LU 1: Determine Classifications and specifications of Total station and GPS 353
LU 2: Apply Measuring Principles (Pulse & Phase difference) 358
LU 3: Perform basic applications of Total station and GPS 363
Summative Assessment 369
L S V S D 3 0 1 - C O L L E C T B A S I C S P A T I A L D A T A 3 7 3
LU 1:Identify embroidery materials, tools and equipment 375
LU 2:Set up instrument 380
LU 3:Operate instrument 387
LU 4:Collect spatial data 392
Summative Assessment 398
L S V S I 3 0 1 - H A N D L E S U R V E Y I N G I N S T R U M E N T S 4 0 2
LU 1:Identify surveying instruments 404
LU 2:Operate surveying instruments 411
LU 3:Maintain surveying instruments 419
Summative Assessment 426
L S V O T 3 0 1 - O p e r a t e T h e o d o l i t e 4 3 1
LU 1:Determine Classifications and specifications of theodolite 433
LU 2:Apply Measuring Principles 438
LU 3:Perform basic applications theodolite 443
Summative Assessment 448
L S V T S 3 0 1 - A P P L I C A T I O N O F T R I G O N O M E T R Y I N S U R V E Y I N G 4 5 2
LU 1: Perform right triangle trigonometry 454
LU 2:Perform general triangles 462
LU 3:Perform radian measure 469
G L O S S A R Y 4 7 5
vii | P a g e
List of abbreviations
PPE Personal Protective Equipment
TVET Technical and Vocational Education and Training
GIS Geographical Information System
CAD Computer Aided Design
PDA Personal Digital Assistant
IT Information technology
GPS Global Positioning System
TS Total Station
CM Complementary Modules
CDU Curriculum Development Unit
ICT Information Communication Technology
REQF Rwandan Education Qualifications Framework
WDA Workforce Development Authority
viii | P a g e
Acknowledgments
Workforce Development Authority wishes to thank the following persons who participated in
the development of this curriculum:
Coordination
MUHIRE Jean Marie Vianney - WDA
Facilitation
NIKUZE Bernadette– WDA
Curriculum Development Team
No NAME FUNCTION INSTITUTION/LOCATION
1. NKUNDABAGENZI Jeremie. Quantity Surveyor and
Laboratory Technician
RECOGE Ltd
2. HARERIMANA Andre Surveying Technician KOB co Ltd
3. NSHIZIRUNGU Victor
Clement
Land Surveyor Zenith Survey Engineering
Ltd
4. BARARWEREKANA Robert Instructor in Surveying SJITC Nyamirambo
1 | P a g e
1. GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competencies to
acquire to perform the occupation of a Field Data Collector. 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
2 | P a g e
Section
2
2. QUALIFICATION DETAILS
2.1 Description
The purpose of this qualification is to allow
learners access to the medium Construction
sector with specific reference to the field of
land surveying Technology. This qualification
will allow qualifying learners to become
economically active in Land Surveying
Technology practices that will have a direct
impact on local economic development through
the Construction of Infrastructures, the
improvement of Surveying works quality and
access to mainstream surveying.
At the end of this qualification, qualified
learners will be able to:
1. Describe the Occupation and learning process
2. Maintain Health, Safety, security and environment at workplace
3. Apply Computer Literacy 4. Communicate simply using English in
familiar situations 5. Apply Communication skills in French 6. Gukoresha I kinyarwanda
kiboneyeApply Communication skills in Swahili
7. Communicate effectivrly at Workplace 8. Handle surveying instruments
9. Collect basic spatial data 10. Operate levelling instruments 11. Operate theodolite 12. Operate Total station and GPS 13. Handle basic spatial data 14. Measure and locate immovable
property 15. Apply descriptive Geometry in
surveying 16. Apply trigonometry in surveying 17. Apply Geometrical optics in surveying 18. Create a business 19. Integrate workplace
2.2 Minimum entry requirements
The minimum entry requirement to this
qualification is to be physically and mentally fit
with broad knowledge, skills and attitude of
construction background
Title: TVET Certificate III in Land Surveying
Level: REQF Level 3
Credits: 120
Sector: Construction and Building Services
Sub-sector: Land Surveying
Issue date: December, 2016
7 | P a g e
2.3 Information about pathways
2.4 Job related information
This qualification prepares individuals to integrate the technical services in construction, agriculture and
infrastructures in general. It will be involved in different activities involved in those sectors enumerated
above.
2.5 Employability skills and life skills
Through the generic modules, individuals with this qualification have acquired the life and
employability skills to meet the following industry or enterprise requirements:
Communication
Documenting technical work in plain English
Writing and presenting reports
Possible jobs related to this qualification
Field Data Collector
Preferred pathways for candidates entering
this qualification include:
9 Years basic education
Other relevant qualifications
Progression route of candidates achieving
this qualification include:
TVET Certificate IV in Land Surveying
A range of other related TVET
Certificate V qualifications.
Pathways into the qualification
Pathways from the qualification
8 | P a g e
Safety and security precautions
Health and reproduction
Rwanda environmental protection, practices rules and regulations
Health and environment
Health and reproduction
Rwanda environmental protection, practices rules and regulations
Business Plan
Producing a small business plan
Planning and organizing
Preparing feasible reports that take into account project scope, time, cost, quality,
communications and risk management
Self-management
Taking responsibility for own outputs in relation to specified quality standards
Technology
Be familia with applicable softwares
Using internet
Languages other than Kinyarwanda
Using English as the medium of communication in the working environment
9 | P a g e
Number of competencies: 18 Core competencies: 10 Complementary competencies: 8 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 CCMHE301 Maintain SHE at workplace 3
3 CCMCL301 Apply computer literacy 3
4 CCMWC301 Communicate effectively at the workplace 3
5 CCMEN301 Communicate simply using English in familiar situations 3
6 CCMKN301 Gukoresha I kinyarwanda kiboneye 3
7 CCMBC301 Create a business 3
8 CCMIA301 Integrate the workplace 30 Total 51
No Code Core competencies Credit
GEN
ERA
L 1 LSVDG301 Apply descriptive geometry 7
2 LSVTS301 Apply trigonometry in surveying 8
3 LSVGO301 Apply geometrical optics 8
SPEC
IFIC
4 LSVSI301 Handle surveying instruments 6
5 LSVSD301 Collect basic spatial data 6
6 LSVLS301 Operate leveling instruments 6
7 LSVTH301 Operate Theodolite 8
8 LSVTG301 Operate Total station and GPS 8
9 LSVHS301 Handlebasic spatial data 6
10 LSVIP301 Measure and locate immovable property 6
Total 69
10 | P a g e
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
11 | P a g e
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
Du
rati
on
(4
60
Hrs
)
Pla
n t
he
wo
rk
Pre
par
e to
ols
, eq
uip
men
t an
d m
ater
ials
Sett
ing
up
eq
uip
men
t
Exec
uti
on
of
the
wo
rk
Mak
e a
rep
ort
Des
crib
e o
ccu
pat
ion
an
d t
rain
ing
pro
cess
Mai
nta
in S
HE
at w
ork
pla
ce
Co
mm
un
icat
e ff
ecti
vely
at
wo
rkp
lace
Ap
ply
co
mp
ute
r Li
tera
cy
Co
mm
un
icat
e si
mp
ly u
sin
g En
glis
h in
fam
iliar
situ
atio
ns
Gu
kore
sha
ikin
yarw
and
a ki
bo
ney
e
Inte
grat
e w
ork
pla
ce
Cre
ate
a b
usi
nes
s
Ap
ply
des
crip
tive
geo
met
ry
Ap
ply
tri
gon
om
etry
in s
urv
eyin
g
Ap
ply
geo
met
rica
l op
tics
1 2 3 4 5 6 7 8 9 10
11
Duration (740 Hrs) 30
30
30
30
30
30
30
0
30
70
80
80
1Handle surveying instruments
60 ▲ ▲ ▲ ▲ ∆ ○ ● ● ○ ○ ○ ○ ○ ○ ○
2Collect basic spatial data
60 ▲ ▲ ▲ ▲ ▲ ○ ○ ● ● ○ ○ ○ ○ ● ● ●
3 Operate leveling instruments 60 ▲ ▲ ▲ ▲ ▲ ○ ● ● ● ○ ○ ○ ○ ● ● ●
4 Operate Theodolite 80 ▲ ▲ ▲ ▲ ▲ ○ ● ● ● ○ ○ ○ ○ ● ● ●
5 Operate Total station and GPS 80 ▲ ▲ ▲ ▲ ▲ ○ ● ● ● ○ ○ ○ ○ ● ● ●
6 Handle basic spatial data 60 ∆ ∆ ∆ ▲ ▲ ○ ○ ○ ● ○ ○ ○ ○ ○ ○ ○
7 Measure and locate immovable property 60 ▲ ▲ ∆ ▲ ▲ ○ ● ● ○ ● ● ○ ● ○ ○
SPECIFIC COMPETENCIES
#
GENERAL AND COMPLEMENTARY COMPETENCIESPROCESSField Data Collector
12 | P a g e
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
Application of geometrical optics 8
Application of trigonometry in surveying 8
Handle surveying instruments 6 Collect basic spatial data 6
Operate Theodolite 8
Operate levelling instruments 6 Operate Total station and GPS 8
Handle sasic spatial data 6 Measure and locate immovable property 6
Business creation 3
Industrial attachment 30
Communication in the workplace 3
Computer literacy 3Communicate english at workplace 3
SHE in the workplace 3
Ikinyarwanda kiboneye 3
Application of descriptive geometry 7
13 | P a g e
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
14 | P a g e
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%
15 | P a g e
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.
16 | P a g e
C C M O L 0 0 1 - OCCUPATION AND LEARNING PROCESS
CCMOL001 Describe the occupation and learning process
REQF Level: All Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module is covered first in all qualifications. It allows the learner to get to know the other
participants to the training programme and to understand himself/herself as part of a team.
Also, the trainee will develop a comprehensive and clear vision of the occupation and the
training programme. The module will allow the participant to avoid mistakes of career
guidance and confirm or deny his/her choice from the start. The training and learning
methods are presented to the learner. This approach encourages greater motivation and,
subsequently, a better integration of various learning.
17 | 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
18 | P a g e
LU 1:Participate as part of a team and respect the rules of the training environment.
1
Learning Outcomes:
1. Introduce oneself and get to know one another 2. Intergrate in team 3. Participate in setting rules and adhere to them
6 Hours
Learning Outcome 1.1: Introduce oneself and get to know one another
Introductions
Expectations about the
training
o Introduction
o Game
Presentation of trainees’
expectations
- Trainer manual
Formative Assessment 1.1
Performance criterion
Proper introduction of oneself
Resources Learning activities Content
19 | 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
Resources Learning activities Content
20 | P a g e
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Practical task of a team
Checklist Score
Yes No
Closeness/cohesion
Active participation
Responsibilities taker
Mutual collaboration with others
Openness/free expression
Open to criticism/flexibility
Contribution of someone
Complying with rules set
Observation
Learning Outcome 1.3: Participate in setting rules and adhere to them
Performance criterion
Appropriate integration in team.
21 | P a g e
Rules of the classroom
Group responsibilities
o Brainstorming
o Discussions
o Assign class tasks
- Trainer manual
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Practical task of a team
Checklist Score
Yes No
Signed commitment contract
Occupation title
Duties and responsibilities
Observation
Performance criterion
Appropriate participation in setting rules and adhere to them.
Resources Learning activities Content
22 | P a g e
LU 2: Explain the occupation and learning process
2
Learning Outcomes:
1. Describe the main/major elements of occupation 2. Explain about the one’s qualification
12 Hours
Learning Outcome 2.1: Describe the main/major elements of occupation
Characteristics of the occupation
Place of the occupation in the sector
The impact/importance of the occupation in economic development
Working conditions
o Group discussion o Personal research o Visit of a business in the
neighborhood
- Pictures of people in working situation
- Documents describing the occupation
- Documents describing the sector
Formative Assessment 2.1
Performance criterion
Proper description of the main/major elements of occupation
Resources Learning activities Content
23 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Essay
Verbal explanation (interview)
Checklist Score
Yes No
Working conditions
Equipment tools and materials
Equipment tools and materials
REQF level
Equipment tools and materials
Award certificate
Observation
Learning Outcome 2.2: Explain about the one’s qualification
Rationale of the qualification
Content of the training programme (modules)
Duration Flowchart
o Presentation by the teacher o Research o Visits of the premises of the
school.
- Overview of the training programme
- Testimonies of people performing the occupation
- School year calendar - Timetable
Resources Learning activities Content
24 | P a g e
Pathways (exit level & further learning)
Presentation of the timetable
Presentation of the classrooms and workshops
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Written exercise
Verbal explanation (interview)
Checklist Score
Yes No
Entry requirement
Pathways into the qualification
Duration
Qualification details
Pathways after the qualification
Following instructions
Responsibilities taker
Social interdependence
Commitment of learners
Observation
Performance criterion
Adequate explanation about the qualification
25 | P a g e
LU 3:Respect the facilitation and apply learning methods.
3
Learning Outcomes:
1. Engage in active and participatory learning methods 2. Describe the assessment procedures
2 Hours
Learning Outcome 3.1: Engage in active and participatory learning methods
Overview of the active and participatory teaching and learning methods
Experiential learning cycle
o Experience sharing. o Presentation by the trainer
- Trainer manual
Formative Assessment 3.1
Performance criterion
Proper engagement in active and participatory learning methods
Resources Learning activities Content
26 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Scenarios of learning style analysis Role play on engagement and participatory learning methods
Checklist Score
Yes No
Results of assignment
Active participation
Responsibilities taker
Openness/free expression
Formative assessment
Summative assessment
Observation
Learning Outcome 3.2: Describe the assessment procedures
Assessment procedures Timing Assessors/verifiers Assessment tools
(portfolio & integrated situation)
o Presentation by the trainer - Assessment manual
Resources Learning activities Content
27 | P a g e
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
written assessment
Verbal explanation (interview)
Checklist Score
Yes No
Time of assessment
Roles of Assessors
Roles of verifiers
List values
List of skills
Observation
Performance criterion
Adequate description of the assessment procedures
28 | P a g e
LU 4: Develop personal plans based on self-assessment practices
4
Learning Outcomes:
1. Identify values, skills and interests 2. Assess values, skills and interests 3. Set goals 4. Develop plans 5. Assess one’s learning style
10 Hours
Learning Outcome 4.1: Identify values, skills and interests
Values, skills and interests
Relating values, skills and interests to the workplace
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
values, skills and interest identification exercise scenario/case study analysis
Performance criterion
Proper identification of values, skills and interests
Resources Learning activities Content
29 | 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
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence values, skills and interest self-assessment exercise
JOHARI window assessment
Performance criterion
Proper assessment of values, skills and interests
Resources Learning activities Content
30 | 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
Formative Assessment 4.3
Performance criterion
Correct Setting of goals
Resources Learning activities Content
31 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Written exercise
Project work
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
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
- Trainer manual
Resources Learning activities Content
32 | P a g e
Resources developing personal plans
Formative Assessment 4.4
Checklist (Proper development of plans in order to reach the set goal) Score
Yes No
Resources required
Activities to be performed
Possible obstacles
follow up on goal/progress report against set goal
Action to be taken
One's learning style type (s)
features of one's learning styles (s)
Observation
Learning Outcome 4.5: Assess one’s learning style
Types of learning styles
Determining one’s preferred way of learning
Strategies for using one’s learning style in workplace/school
o Paper folding activities o Completing self-assessment
learning style o Scenario based activities
- Trainer manual
Formative Assessment 4.5
Resources Learning activities Content
33 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
VARK questionnaire
Scenario analysis
Checklist Score
Yes No
Learning style
Kinaesthetic
Observation
Learning Outcome 4.6: Identification of learning strategies
Formative Assessment 4.6
Resources Learning activities Content
Performance criterion
Proper assessment of one’s learning style
34 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Scenario analysis
Checklist Score
Yes No
Auditory
Visual
Learning strategies for each style
Observation
Reference books: 1. Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods
Project. 2. Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth Livelihoods
Project.
Performance criterion
Adequate identification of learning strategies
35 | P a g e
C C M H E 3 0 1 - MAINTAINING SHE AT WORKPLACE
CCMHE301 Maintain SHE at workplace
REQF Level: All Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: June, 2016
Purpose statement
This module describes the skills, knowledge and attitudes required to respect and apply
personal and workplace hygiene. It also covers the personal protective attitudes required in the
sector.
Moreover, the module describes the skills, knowledge and attitudes required to follow safety
and security procedures, identify hazards, assess the associated safety risks and take measures
to eliminate or control and minimize the risk.
Finally, the trainee learns how to participate in environmentally sustainable work practice.
36 | P a g e
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Maintain personal health, hygiene and sanitation
1.1. Propoer maintenance of hygiene of the entire body, good health habits and dress code according to the standards
1.2. Proper use of clean materials, clothes, and respect of hygienic practice to ensure that no cross-contamination of other items occurs
1.3. Proper maintenance and cleanliness of working environment
1.4. Correct wearing of work clothing or Personal Protective Equipment to perform work
2. Apply safe reproductive health practices
2.1. Proper identification of reproductive health principles 2.2. Adequate description of transmission, prevention and
treatment of HIV/AIDS and other STI’s 2.3. Adequate identification and avoiding of sexual violence
3. Address unsafe situations on the job 3.1. Appropriate use of methodology to identify actual or foreseeable hazards that have the potential to harm the health, safety and security of workers or anyone else in the workplace
3.2. Appropriate removal of hazards from work area 3.3. Proper implementation of control measures according
to individual level of responsibility or appropriate personnel is referred to for permission or further action
4. Respond appropriately to emergencies at work
4.1. Prompt recognition of emergency and potential emergency situations and determination or taking of required actions within the scope of individual responsibility
4.2. Provision of appropriate response to emergencies 4.3. Proper management of safety equipment
5. Ensure environmental sustainability 5.1. Respect of environmental laws, standards and regulations
37 | P a g e
5.2. Proper application of best practice to keep the environment clean (waste management and pollution control)
5.3. Proper identification and reporting of workplace environmental hazards.
5.4. Accurate application of climate change adaptation and mitigating measures
38 | P a g e
LU 1: Maintain personal health, hygiene and sanitation
1
Learning Outcomes:
1. Maintain good health and hygiene 2. Apply hygiene and sanitation practices 3. Prevent food contamination caused by food handlers 4. Wear work clothing or Personal Protective Equipment
10 Hours
Learning Outcome 1.1:Maintain good health and hygiene.
Importance of maintaining good health
How to maintain good health: Balanced diet Enough sleep Periodical medical checkup Sports
Importance of body cleanliness
Body cleaning products and equipment
Body cleanliness practices
Workplace dress code and practices
o Brainstorming o Group discussion o Documentary research and
group discussion o Individual practice
Flipcharts Markers Flipcharts stand Training room Water Soaps Hand wash Basin Hand towels Equipped wash room
Formative Assessment 1.1
Performance criterion
Propoer maintenance of hygiene of the entire body, good health habits
and dress code according to the standards
Resources Learning activities Content
39 | 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
Checklist Score
Yes No
Observation
Learning Outcome 1.2: Apply hygiene and sanitation practices.
Importance of environmental Cleanliness Water and waste (clean water,
toilette and hand washing facilities)
Materials and equipment cleaning and disinfection
o Demonstration on hygiene and sanitation practices
o Individual practical work on hygiene and sanitation practices
Flipcharts Markers Flipcharts stand Training room Water Soaps Hand wash Basin Hand towels Equipped wash
room
Formative Assessment 1.2
Resources Learning activities Content
40 | 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
Checklist Score
Yes No
Observation
Learning Outcome 1.3: Prevent food contamination caused by food handlers.
How food handlers can contaminate food
Prevention of food contamination
Bandage and cover cuts, burns, sores, and skin infections
o Brainstorming o Group discussion
Flipcharts Markers Flipcharts stand Training room Water Soaps Hand wash Basin
Resources Learning activities Content
Performance criterion
Proper use of clean materials, clothes, and respect of hygienic practice to ensure
that no cross-contamination of other items occurs
41 | P a g e
Hand towels Equipped wash room
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.4: Wear work clothing or Personal Protective Equipment.
Performance criterion
Proper maintenance and cleanliness of working environment
42 | P a g e
Composition of work clothing or Personal Protective Equipment
Proper maintainance of work clothing
o Individual practice
Work clothing or Personal Protective Equipment
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Correct wearing of work clothing or Personal Protective Equipment to perform
work
Resources Learning activities Content
43 | P a g e
LU 2:Apply safe reproductive health practices
2
Learning Outcomes:
1. Describe reproductive health
2. Describe transmission, prevention and treatment of HIV/AIDS and
other STI’s
2. Identify and avoid sexual violence types
5 Hours
Learning Outcome 2.1:Describe reproductive health.
Puberty and body change
Female reproduction
Male reproduction
Consequences of early pregnancy
o Small group discussions o Pair discussion
- Hand-outs - Reference books - Didactic materials
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper identification of reproductive health principles
Resources Learning activities Content
44 | P a g e
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.2: Describe transmission, prevention and treatment of HIV/AIDS and
other STI’s.
Definition
Transmission
Prevention (ABC)
Treatment
Other STI’s
Stigma and VCT
o HIV game o Questions and answers o True or false o Group work o Demonstration (condom use) o Role play (condom
negotiation)
- Scenarios for HIV game
- True and false statements
Formative Assessment 2.2
Performance criterion
Adequate description of transmission, prevention and treatment of HIV/AIDS and other STI’s
Resources Learning activities Content
45 | 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
Checklist Score
Yes No
Observation
Learning Outcome 2.3: Identify and avoid sexual violence types.
Definition of sexual violence
Definition of rape
Consequences of sexual violence
o Story telling o Group discussion o Large group discussion
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Adequate identification and avoiding of sexual violence
Resources Learning activities Content
46 | P a g e
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
47 | P a g e
LU 3: Address unsafe situations on the job
3
Learning Outcomes:
1. Identify the primary hazards found in workplaces 2. Identify the best ways to address specific problem situations 3. Implement control measures
5 Hours
Learning Outcome 3.1: Identify the primary hazards found in workplaces.
Types of hazards in the workplace (safety, chemical, biological, other health hazards)
o Brainstorming o Group work o Discussion o Discussion
-Reference books
-Hand-outs
-Stories and pictures
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate use of methodology to identify actual or foreseeable hazards that have the potential to harm the health, safety and security of workers or
anyone else in the workplace
Resources Learning activities Content
48 | P a g e
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.2: Identify the best ways to address specific problem situations.
Hazardous situations
Dangerous substances
Control methods (remove hazard, work policies and procedures, protective equipment)
Use of PPE
Health and safety at workplace Rwandan law.
o Brainstorming o Group work o Discussion o Discussion
-Reference books
-Hand-outs
-Stories and pictures
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate removal of hazards from work area
Resources Learning activities Content
49 | P a g e
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.3: Implement control measures.
Hazardous situations
Dangerous substances
Control methods (remove hazard, work policies and procedures, protective equipment)
Use of PPE
Health and safety at workplace Rwandan law.
o Brainstorming o Group work o Discussion o Discussion
-Reference books
-Hand-outs
-Stories and pictures
Formative Assessment 3.3
Resources Learning activities Content
50 | 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
Checklist Score
Yes No
Observation
Performance criterion
Proper implementation of control measures according to individual level of
responsibility or appropriate personnel is referred to for permission or further
action
51 | P a g e
LU 4: Respond appropriately to emergencies at work
4
Learning Outcomes:
1. Identify emergencies
2. Handle emergencies
3. Manage safety equipment
5 Hours
Learning Outcome 4.1: Identify emergencies.
Definition of emergency
Types of emergencies in a workplace
o Presentation by the trainer o Experience sharing
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Prompt recognition of emergency and potential emergency situations and determination or taking of required actions within the scope of individual
responsibility
Resources Learning activities Content
52 | P a g e
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 4.2: Handle emergencies.
Possible responses to emergencies in the workplace
o Disaster Blaster Game o Role play
- Disaster Blaster Game board, paper, marker, dice, game cards
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Provision of appropriate response to emergencies
Resources Learning activities Content
53 | P a g e
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 4.3:Manage safety equipment.
Safety equipment identification Fire extinguisher Fire horse Fire blanket First aid kit Fire triangle Water fire extinguisher
Safety equipment usage
o Brainstorming on safety equipment
o Demonstration on safety equipment usage
o Organize safety drills o Compile activities reports
- Fire extinguisher - Fire horse - Fire blanket - First aid kit - Fire triangle - Water fire
extinguisher
Formative Assessment 4.3
Resources Learning activities Content
54 | 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
Checklist Score
Yes No
Observation
Performance criterion
Proper management of safety equipment
55 | P a g e
LU 5: Ensure environmental sustainability
5
Learning Outcomes:
1. Identify environmental laws, standards and regulations in Rwanda
2. Identify the best practices to keep the environment clean
3. Describe climate change adaptation and mitigation measures
5 Hours
Learning Outcome 5.1:Identify environmental laws, standards and regulations in Rwanda.
Importance of environmental sustainability
Natural process that takes place in the environment
Awareness of the interdependence of all species
Attitude towards enjoying the benefits of nature without encroaching upon the rights of others.
o Brainstorming o Group work o Role play o Plenary discussion
- Reference books - Role play scenario - Environmental regulations
Law determining the modalities of protection, conservation and promotion of environment in Rwanda.
Law relating to the prohibition of manufacturing, importation, use and sale of polythene bags in Rwanda
Resources Learning activities Content
56 | P a g e
Formative Assessment 5.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 5.2: Identify the best practices to keep the environment clean.
Types of waste: Non-hazardous waste Hazardous waste
Types of pollutions and pollutants
Best practices Waste collection Reuse of waste Waste disposal Biodegradable waste Non-biodegradable waste
Reporting hazards to appropriate person
o Brainstorming o Group work o Research o Visit of an enterprise o Group discussion o Role play
- Pictures - Videos - Sustain environment
manual and procedures
Resources Learning activities Content
Performance criterion
Respect of environmental laws, standards and regulations
57 | P a g e
Formative Assessment 5.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 5.3:Describe climate change adaptation and mitigation measures.
Rain water harvesting
Soil erosion control
Afforestation and reforestation
Alternative energy use
Greening and beautification
Impact of climate change
o Group discussion / Brainstorming
o Group work o Research o Field visit o Role play
- Pictures - Videos
Formative Assessment 5.3
Resources Learning activities Content
Performance criterion
Proper application of best practice to keep the environment clean (waste management and pollution control)
58 | 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
Checklist Score
Yes No
Observation
Performance criterion
Accurate application of climate change adaptation and mitigating measures
59 | P a g e
Summative Assessment
Integrated situation Resources
1. A director of a computer lab enterprise would like to protect lab
users and is coming to you with pictures of his computer lab, which
show various safety and health related problems. Identify the relevant
problems that are portrayed by the shown pictures.
2. Write a one page set of general instructions related to health (at
least 10 instructions), safety (at least 3) and security (at least 2) in a
computer lab.
Drawing, pictures or video of a computer lab showing at least 4 safety and health related problems.
Paper
Pen
Assesment Criterion 1: Identification of the safety hazards from the picture (≥3)
Checklist Score
Yes No
Indicator: Problem 1 identified, Problem 2 identified, Problem 3 identified, Problem 4 identified,
etc.
Observation
60 | P a g e
Assesment Criterion 2: Health precautions (≥3)
Checklist Score
Yes No
Indicator: Example of health related instructions (other possible answers should be considered
by the examiner)
Don’t smoke in the lab
Maintain cleanliness in the room
be adjustable so the user can sit with eye level on top of the screen
Users should take regular breaks
Maintain a conducive environment (temperature between 18 and 24
degrees Celsius, with humidity between 40% and 60%, oxygen, light, calm) in the room
Protect users from eye damage (don’t stare directly at the beam of a projector)
Provide comfortable furniture for the users: height of the chair should
Observation
Assesment Criterion 3: Safety precautions (≥7)
Checklist Score
Yes No
Indicator: Example of safety related instructions (other possible answers should be considered
by the examiner)
Keep emergency exit clear
Keep carbon dioxide fire extinguishers near any ICT equipment
Maintain adequate ventilation as fluids used for cleaning and in some
reprographic processes are flammable
61 | P a g e
Eat and drink carefully, be aware of accidental damage caused by spilt liquid
Cover and secure power cables
Replace damaged plugs
Check regularly plugs, leads and other electrical equipment.
Avoid cluttered cables
Avoid water flooding
Protect the equipment from dust
Insure the equipment
Use mouse pads
Protect computers by UPS
Observation
Assesment Criterion 4: Security precaution (≥1)
Checklist Score
Yes No
Indicator: Example of security related instructions (other possible answers should be considered
by the examiner)
Use of antivirus
Protection of sensitive content
Observation
62 | P a g e
Integrated situation Resources
TUBEHONEZA Construction Company has contracted to build a 14m x
15m home house in Gasabo district within five months. The study
showed that the house will be near the road and 50 workers, female
and male, will be involved. Workers will take lunch on construction
site. As one of employees, on one page maximum, you are asked to
advise the site manager as well as your colleagues on health, safety
and security practices so that the work can be accomplished as agreed.
You have 40 minutes maximum. For each piece of advice, give precise
examples
Papers and pens
Assesment Criterion 1: Security precautions
Checklist Score
=5/5
Yes No
Indicator: Establish and communicate rules on the workplace
Indicator: Provide protective equipment
Indicator: Store equipment, tools and material
Indicator: Fence the site
63 | P a g e
Indicator: Use protective equipment
Observation
Assesment Criterion 2: Safety precautions
Checklist Score
≥2/2
Yes No
Indicator: Identify Hazards
Indicator: Address unsafe situations
Observation
64 | P a g e
Assesment Criterion 3: Health precautions
Checklist Score
≥4/6
Yes No
Indicator: Provide clean water
Indicator: Have good diet
Indicator: Use clean water
Indicator: Provide waste disposal
Indicator: Use toilet
Indicator: Sensitize to HIV/AIDS prevention
65 | P a g e
Observation
Assesment Criterion 4: Precision
Checklist Score
=3/3
Yes No
Indicator: Relevant examples of security precautions
Indicator: Relevant examples of safety precautions
Indicator: Relevant examples of health precautions
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. 3. HARE: Prevention of HIV and AIDS in Rwanda through education, Irish Aid and VSO.
66 | P a g e
C C M W C 3 0 1 - WORKPLACE COMMUNICATION SKILLS
CCMWC301 Communicate effectively at workplace
REQF Level: 3 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date:November, 2017
Purpose statement
This module describes the skills and knowledge required to communicate and get along well
with others, in a variety of settings and for a range of purposes. The module will allow the
participant to speak and listen actively and appropriately, one-on-one and in groups, to
cooperate and work effectively within a group, to lead a team, to provide good customer
service and write simple reports.
67 | P a g e
Learning assumed to be in place
N/A
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Listen and speak effectively
1.1. Strategies for effective listening are applied. 1.2. Instructions are adequately interpreted and
followed. 1.3. Clear and accurate information and instructions are
provided to colleagues.
2. Cooperate and work as a team member
2.1. Team objectives are reached through effective cooperation.
2.2. Diversity of team members is respected. 2.3. Lead a team efficiently 2.4. Demonstrate problem solving and decision making
skills
3. Apply customer care
1.1. Importance and principles of good customer service are understood.
1.2. Quality service is provided. 1.3. Clear verbal information is provided to customers
face to face or on the telephone. 1.4. Conflicts with customers are handled politely and
adequately.
4. Write and submit a report 4.1. A handover report containing any relevant information on complete and incomplete work is written
4.2. Reports are handed over to both colleague and supervisor.
68 | P a g e
LU 1: Listen and speak effectively
1
Learning Outcomes:
1. Apply effective listen skills & strategies 2. Give and receive instructions 3. Identify non-verbal communication signs and the impact on people’s
perceptions 4. Demonstrate effective speaking skills
6 Hours
Learning Outcome1.1: Apply effective listen skills & strategies.
Effective listening skills & strategies
Assess one’s listening skills
Model good listening skills
o Role play o Observing role play o Feedback from observers o discussion
- Role play scenarios - List of effective
listening skills & strategies
- Effective Listening Observation Form
- Speaking Scenarios for group work
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Correct handling of a patient according to the “do not harm” rule.
Resources Learning activities Content
69 | P a g e
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.2: Give and receive instructions.
Importance of giving clear, concise instructions
Formulation of instructions
Strategies to ask questions for clarification
o Individual work o Group discussion
˗ Role play scenarios ˗ List of effective
listening skills & strategies
˗ Effective Listening Observation Form
˗ Speaking Scenarios for group work
Formative Assessment 1.2
Resources Learning activities Content
70 | 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
Checklist Score
Yes No
Observation
Learning Outcome 1.3: Identify non-verbal communication signs and the impact on people’s
perceptions
Resources Learning activities Content
Performance criterion
Correct handling of a patient according to the “do not harm” rule.
71 | P a g e
Importance of non-verbal communication
Impacts of non-verbal communication on how we give information and how we listen.
o Pair work o Large group discussion
˗ Role play scenarios ˗ List of effective listening
skills & strategies ˗ Effective Listening
Observation Form ˗ Speaking Scenarios for group
work
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Correct handling of a patient according to the “do not harm” rule.
72 | P a g e
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.4: Demonstrate effective speaking skills
Effective speaking skills and strategies
o Small group work o Practice presentations o Large group discussion
- Role play scenarios - List of effective listening
skills & strategies - Effective Listening
Observation Form - Speaking Scenarios for group
work
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Correct handling of a patient according to the “do not harm” rule.
Resources Learning activities Content
73 | P a g e
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
74 | P a g e
LU 2: Cooperate and work as a team member
2
Learning Outcomes:
1. Identify the different personalities 2. Handle different personalities in a group 3. Cooperate with others to reach the same objective 4. Lead a team efficiently 5. Demonstrate problem solving and decision making skills
8 Hours
Learning Outcome 2.1: Identify the different personalities.
Different personalities and approaches that individuals bring to a group
o Self-assessment o Large group activity
(inner/outer circles) o Discussion
- Working in Groups Self Assessment
- Cooperating with Others Roles
- Elements of an Effective & Cooperative Team Member
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Correct handling of a patient according to the “do not harm” rule.
Resources Learning activities Content
75 | P a g e
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.2: Handle different personalities in a group.
Characteristics of an effective and cooperative team member
o Large group activity o Large group discussion o Individual
reflection/journal writing o Pair work
- Working in Groups Self Assessment
- Cooperating with Others Roles
- Elements of an Effective & Cooperative Team Member
Formative Assessment 2.2
Performance criterion
Correct handling of a patient according to the “do not harm” rule.
Resources Learning activities Content
76 | 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
Checklist Score
Yes No
Observation
Learning Outcome 2.3: Cooperate with others to reach the same objective.
Characteristics of an effective and cooperative team member
o Large group activity o Large group discussion o Individual reflection/journal
writing o Pair work
Formative Assessment 2.3
Performance criterion
Correct handling of a patient according to the “do not harm” rule.
Resources Learning activities Content
77 | 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
Checklist Score
Yes No
Observation
Learning Outcome 2.4: Lead a team efficiently
Qualities of an effective leader
Different leadership styles
Appropriate leadership style in a given context
Strategies to lead a team efficiently
o Large group discussion o Small group work o Role plays o Small group activity
- Role play scenarios
Formative Assessment 2.4
Resources Learning activities Content
78 | 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
Checklist Score
Yes No
Observation
Learning Outcome 2.5: Demonstrate problem solving and decision making skills
challenges and dynamics amongst people during the problem solving process
steps of problem solving to work and community related problems
Communication as a tool for problem solving
o Large group activity o Pair sharing o Small group work o Large group discussion o Task leadership
competition
- Scenarios for problem solving activity
Formative Assessment 2.5
Resources Learning activities Content
Performance criterion
Correct handling of a patient according to the “do not harm” rule.
79 | 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
Performance criterion
Correct handling of a patient according to the “do not harm” rule.
80 | P a g e
Checklist Score
Yes No
Observation
81 | P a g e
LU 3: Apply customer care
3
Learning Outcomes:
1. Demonstrate the understanding of the importance of good customer care
2. Provide exceptional quality service 3. Communicate effectively with customers by telephone and face
to face 4. Handle conflict with difficult customers
10 Hours
Learning Outcome 3.1: Demonstrate the understanding of the importance of good customer
care
Definition of customer service
Levels of customer service
Customer care principles
Importance of customer care
o Experience sharing o Brainstorming o Presentation by trainer
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Correct handling of a patient according to the “do not harm” rule.
Resources Learning activities Content
82 | P a g e
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.2: Provide exceptional quality service
Basic customer needs
Service to meet basic customer needs
Definition of customer’s perception
Meeting and exceeding expectations
Getting feedback on the provided service
o Individual reflection o Large group discussion o Role play
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Correct handling of a patient according to the “do not harm” rule.
Resources Learning activities Content
83 | P a g e
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.3.Communicate effectively with customers by telephone and face to face
Telephone tips
Recording a telephone message
o Large group discussion o Skit o Pair role plays
- Role Play scenarios for Communicating with Customers
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Correct handling of a patient according to the “do not harm” rule.
Resources Learning activities Content
84 | P a g e
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.4:Handle conflict with difficult customers
Definition of conflict, conflict resolution/management
Steps of conflict management with difficult customers
o Individual reflection o Brainstorming o Large group discussion o Role play
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Correct handling of a patient according to the “do not harm” rule.
Resources Learning activities Content
85 | P a g e
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
86 | P a g e
LU 4:Write and submit a report
4
Learning Outcomes:
1. Identify types of reports required 2. Produce the relevant report 3. Hand the report to the appropriate persons
6 Hours
Learning Outcome 4.1: Identify types of reports required
Types of report used in the workplace
o Documentation research o Brainstorming o Group discussion o Presentation
- Reference books
- Different types of
reports
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Resources Learning activities Content
87 | P a g e
Checklist Score
Yes No
Observation
Learning Outcome 4.2 Produce the relevant report
Different sections of a report
Report writing tips
o Observation o Presentation o Individual practice
- Different types of
reports
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
A handover report containing any relevant information on complete and
incomplete work is written
Resources Learning activities Content
88 | P a g e
Checklist Score
Yes No
Observation
Outcome 4.3.Hand the report to the appropriate persons
Transmission route
Transmission slip
o Observation o Presentation o Individual practice
- Templates of routing
slips
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Reports are handed over to both colleague and supervisor.
Resources Learning activities Content
89 | P a g e
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Summative Assessment
Integrated situation Resources
You are a chef de cuisine at Kigali Marriott hotel, and you received
an order of spaghetti a la Napolitaine for 4 people from customers
who are in a hurry. You oversee three people: the person in charge
of the mise en place, the cook and the dish washer.
As the chef, you give instructions to your team to prepare the food
and supervise the work. The order should be ready within 30min.
90 | P a g e
Assesment Criterion 1: Relevance
Checklist Score
Yes No
Indicator: Time is respected
Indicator: The required covers are communicated
Indicator: The required covers are communicated
Indicator: The required order is communicated (type of meals/order are specified)
Observation
91 | P a g e
Assesment Criterion 2: Quality of process
Checklist Score
Yes No
Indicator: The information is received and well understood by the candidate
Indicator: Responsibilities are assigned
Indicator: The clarifications are given according to staff’ learning style (reading, speaking,
listening, doing)
Indicator: The follow up is well done (e.g. identification of the problem, activity tracking)
Indicator: The problem is solved
Observation
92 | P a g e
Assesment Criterion 3: Quality of information
Checklist Score
Yes No
Indicator: The information is given precisely
Indicator: The information is short and clear
Indicator: The technical terms are used accordingly
Indicator: The information is given directly
Indicator: The information is given timely/immediately
Observation
References:
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.
93 | P a g e
C C M E N 3 0 1 - PRE-INTERMEDIATE WORKPLACE ENGLISH
CCMEN301 Communicate simply using English in familiar situations
REQF Level: 3 Learning hours
Credits: 3 30
Sector: ALL
Sub-sector: ALL
Issue date: January, 2017
Purpose statement
This core module describes the skills, knowledge and attitudes to be acquired for the trainee’s. The
trainee will be able to Give accounts of social events attended, Describe social events attended, Justify
social activities engaged in, Talk about professional experiences and ambitions, Discuss and express of
one’s ideas and opinions, Write short compositions on familiar topics, Write different kinds of sentences
and paragraphs, use punctuation marks, Identify different types of compositions, Develop any topic of
interest into a composition, Extract specific information from a reading text, Differentiate between the
main ideas/points and the supporting details, Identify kinds of social letters, Identification of elements
of social letters, Provide appropriate reply to social letters, Capture and report the mains points of a
trade-related relatively slow speech/recording, Separate of the main points from supporting
details/commentary, Express his own opinions/views on the speech/recording listened to, Answer
specific questions on a trade-related audio materials, The sentence structure, Procedures of deep
reading: silent, loud, and close reading, Discuss
94 | P a g e
Learning assumed to be in place
CCM 102: Oral Basic English Communication CCM 202: Elementary Workplace English
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Talk about familiar events and activities
1.1. Description of social events such as weddings, funerals, social gatherings, religious ceremonies, travels
1.2. Accurate accounts of social events and ceremonies attended 1.3. Justification of social activities engaged in (why do you go to
church? Why do you attend weddings, etc.)? 1.4. Talking about professional experiences and ambitions
2. Write short compositions on familiar topics
2.1. Convenient development of any topic of interest into a composition
2.2. Correct identification of parts of a composition (Introduction, the body and conclusion)
2.3. Correct Identification of types of a composition (essays, short stories, letters, emails)
2.4. Correct use of the building blocks of sentences and paragraphs
2.5. Effective use of punctuation marks
3. Read and interpret messages from simple texts and social letter
3.1. Extraction of specific information from the text read 3.2. Identification of the most important ideas in the text 3.3. Effective identification of the lessons conveyed by the text 3.4. Identification of the main elements of social letters 3.5. Provision of an appropriate reply to social letters
4. React to common trade-related oral English
4.1. Capturing and reporting of the main points from a trade-related relatively slow speech/recording
4.2. Expression of own opinions/views on the recording listened to
4.3. Discussion of ideas and opinions raised in simple trade-related recordings/speeches
4.4. Answering specific questions on a trade-related audio material
95 | P a g e
Learning Outcome 1.1:Describe social events
Description of social events (weddings, parties, birthdays, funerals, graduation ceremonies) using descriptive words:
Adjectives
Adverbs
Verbs
Gerunds
Colours
Shapes
Weather
o Brainstorming on potential social events
o Presentation on description of events
o Role plays on description of events
o Documentary research
- White Board - Chalkboard - Flipchart - Pen - Paper - Markers - Reference books - Trainee manual - Lesson plan - Scenarios
Formative Assessment 1.1
LU 1: Talk about familiar events and activities
1
Learning Outcomes:
1. Describe social events 2. Give account of social events and ceremonies attended 3. Justify social activities engaged in 4. Talk about professional experiences and ambitions
10 Hours
Performance criterion
Describe social events
Resources Learning activities Content
96 | 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
Oral
Performance
Task: Describe social events using descriptive words
Discussions
Presentations
Checklist Score
Yes No
Use of descriptive words
Observation
Learning Outcome 1.2: Give account of social events and ceremonies attended
Describing events in place and time
Asking and Telling (Reading the clock, Asking and)
Giving Accounts of social events according to
when they happen
where they take place
who is involved in them
how they happen
how long they last
Enquiring about social events using question words
Who?
When?
Where?
What?
How?
Why?
o Story telling o Presentation o Role plays o Group discussions o Brainstorming
- White Board - Chalkboard - Flipchart - Pen - Paper - Markers - Reference books - Trainee manual - Lesson plan - Scenarios
Resources Learning activities Content
97 | P a g e
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral
Performance
Task: Use question words to enquire about social events your friends attended.
Discussions
Presentations
Checklist Score
Yes No
Use of question words
Question formulation
Observation
Learning Outcome 1.3: Justify social activities engaged in
Resources Learning activities Content
Performance criterion
Give account of social events and ceremonies attended
98 | P a g e
Using conjunctions to justify social activities by expressing their
Reason
Result
Purpose
o Story telling o Presentation o Brainstorming o Group discussions
- White Board - Chalkboard - Flipchart - Pen - Paper - Markers - Reference books - Trainee manual - Lesson plan
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral Performance
Task: Why did you take part in the social activity you attended?
Discussions
Presentations
Checklist Score
Yes No
Use of conjunctions
Sentence structure
Observation
Performance criterion
Justify social activities engaged in
99 | P a g e
Learning Outcome 1.4: Talk about professional experiences and ambitions
Talking about professional experiences
The use of past tenses
The use of perfect tenses
Talking about professional ambitions
The use of future tenses
Introduction to sentence structure
Simple sentences
Compound sentences
Complex sentences
o Presentations o Discussions o Role plays o Dialogues o Practical exercises
- Reference books - Scenarios - Flip chart - Marker - Paper - Pen - Notebooks - Audiovisual material - Lesson plan - Trainee manual
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral
Performance
Task: Using appropriate tenses, talk about your future career ambitions.
Discussions
Presentations
Checklist Score
Yes No
Sentence structure
Tense use
Observation
Performance criterion
Talk about professional experiences and ambitions
Resources Learning activities Content
100 | P a g e
LU 2: Write short compositions on familiar topics
2
Learning Outcomes:
1. Use the building blocks of sentences and paragraphs 2. Use punctuation marks 3. Identify types of compositions 4. Develop any topic of interest into a composition
5 Hours
Learning Outcome 2.1:Use the building blocks of sentences and paragraphs
Types of sentence:
A simple sentence
A compound sentence
A complex sentence
A compound-complex sentence
The building blocks of a simple sentence /clause
Subject
Predicate:
Verb
Object
Complement/ Predicative noun/adjective
Adverbial/prepositional phrases
Types of paragraph:
A descriptive paragraph
A narrative paragraph
An expository paragraph
A persuasive paragraph
o Presentation o Group Discussions o Brainstorming o Practical exercises
- Reference books - Flip chart - Marker - Paper - Pen - Lesson plan - Trainee manual - Notebooks
Resources Learning activities Content
101 | P a g e
The building blocks of a paragraph
Topic sentence
Supporting sentences
Concluding sentence
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Performance
Task: After identifying the different types of sentences, write a sample sentence for each type.
Matching
Multiple choice
Discussions
Yes or no questions
Checklist Score
Yes No
Building blocks of a sentence
Sentence types
Observation
Learning Outcome 2.2: Use punctuation marks
Performance criterion
Use the building blocks of sentences and paragraphs
102 | P a g e
Identification and use of different punctuation marks:
Full stop/period
Comma
Question mark
Exclamation mark
Colon
Semicolon
Quotation/Speech marks
Apostrophe
Hyphen
Dash
Round brackets/parentheses
Square brackets
Curly brackets
Ellipsis
Slash
Dot
o Brainstorming o Documentary research o Practical exercises
- White Board - Chalkboard - Flipchart - Pen - Paper - Markers - Reference books - Trainee manual - Lesson plan
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Performance
Task: Punctuate correctly the sentences given to you by your teacher.
Sentence completion
Yes or no questions
Multiple choice
Performance criterion
Use punctuation marks
Resources Learning activities Content
103 | P a g e
Checklist Score
Yes No
Use of Punctuations marks
Observation
Learning Outcome 2.3: Identify types of compositions
Different types of composition
Essay
Letter
Short Story/Narrative
Review
Article
Report
o Documentary research o Presentation o Brainstorming
- White Board - Chalkboard - Flipchart - Pen - Paper - Markers - Reference books - Trainee manual - Lesson plan
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Identify types of compositions
Resources Learning activities Content
104 | P a g e
Types of evidence Portfolio assessment tools
Oral Performance
Written Performance
Task: Distinguish between a report and a letter.
Discussions
Rearranging parts of a composition
Yes or no questions
Matching
Presentations
Checklist Score
Yes No
Types of compositions
Observation
Learning Outcome 2.4: Develop any topic of interest into a composition
Identification of Parts of a composition
Introduction
Body
Conclusion
Contents of each part of a composition
Introduction
Topic background
Thesis statement
Body
Thesis development
Thesis support
Conclusion
Thesis Restatement
Conclusions drawings
Solution/encouragement
o Brainstorming o Presentations o Documentary research o Practical exercise
- White Board - Chalkboard - Flipchart - Pen - Notebook - Paper - Markers - Reference books - Trainee manual - Lesson plan
Formative Assessment 2.4
Resources Learning activities Content
105 | 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 Performance
Task: Write a short composition on a topic of your choice you have discussed with your teacher.
Composition writing
Checklist Score
Yes No
Parts of a composition
Content
Observation
Performance criterion
Develop any topic of interest into a composition
106 | P a g e
LU 3: Read and interpret messages from simple texts and social letters
3
Learning Outcomes:
1. Extract specific information from the text read 2. Identify the most important ideas in the text 3. Identify the lessons conveyed by the text 4. Identify the main elements of social letters 5. Provide an appropriate reply to social letters
5 Hours
Learning Outcome 3.1:Extract specific information from the text read
Brief introduction to
Deep reading
Application of deep reading according to procedures:
Silent procedure
Loud procedure
Close procedure
o Practical reading exercises o Modeling deep reading o Group work o Presentations on read texts
- White Board - Chalkboard - Flipchart - Pen - Paper - Pencil/highlighter - Markers - Reading texts - Reference books - Trainee manual - Lesson plan
Formative Assessment 3.1
Performance criterion
Extract specific information from the text read
Resources Learning activities Content
107 | 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
Oral Performance
Written Performance
Task: Use deep reading to answer comprehension questions on the text given by the teacher
Multiple choice
Discussions
Matching
True or false
Yes or no questions
Checklist Score
Yes No
Text comprehension
Answering comprehension questions
Observation
Learning Outcome 3.2: Identify the most important ideas in the text
Distinction of the most important ideas from the detailed information of the text
Main ideas
Supporting ideas
Detailed information
Examples/illustrations of ideas
o Practical exercise o Modeling o Group work o Presentations o Peer Feedback
- White Board - Chalkboard - Flipchart - Pen - Paper - Pencil/highlighter - Markers - Reading texts - Reference books - Trainee manual - Lesson plan
Formative Assessment 3.2
Resources Learning activities Content
108 | 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
Oral Performance
Written Performance
Task: Give the main idea of the text you have just read.
Discussions
Presentations
Multiple Choice
Checklist Score
Yes No
Distinction of main ideas from details
Observation
Learning Outcome 3.3: Identify the lessons conveyed by the text
Text purposes
Advising
Warning
Instructing
Informing
o Presentation o Group Discussions o Brainstorming o Practical exercises
- White Board - Chalkboard - Flipchart - Pen - Paper - Pencil/highlighter
Resources Learning activities Content
Performance criterion
Identify the most important ideas in the text
109 | P a g e
- Markers - Reading texts - Reference books - Trainee manual - Lesson plan
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Performance
Task: What is the purpose of the text you have just read?
Discussions
Presentations
Multiple Choice
Checklist Score
Yes No
Understanding of the text’s purpose
Observation
Learning Outcome 3.4: Identify the main elements of social letters
Performance criterion
Identify the lessons conveyed by the text
110 | P a g e
Kinds of letter
Social letters
Business letters
The main elements of a letter
The heading
The greeting
The body
The closing
The signature
Types of social letters
Friendly/informal letter
Invitation note
Apology letter
Thank you letter
Condolences /Sympathy letter
Acceptance letter
Regret letter
o Brainstorming o Documentary research o Group discussion o Presentation o Writing activities
- White Board - Chalkboard - Flipchart - Pen - Paper - Markers - Reading texts - Reference books - Trainee manual - Lesson plan - Projector - Computer - Drawings - Sample letters
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Performance
Task: What are the main elements of a social letter?
True or false
Matching
Rearranging letter parts
Checklist Score
Performance criterion
Identify the main elements of social letter
Resources Learning activities Content
111 | P a g e
Yes No
Elements of a social letter
Observation
Learning Outcome 3.5: Provide an appropriate reply to social letters
Possible replies according to types of social letters
Positive reply
Negative reply
o Brainstorming o Practical exercises o Group work o Presentation o Role play
- Scenarios - Projector - Computer - Flipchart - Marker - White/chalkboard - Stationeries - Trainee manual - Lesson plan
Resources Learning activities Content
112 | P a g e
Formative Assessment 3.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
• Oral Performance
• Written Performance
• Task: Reply to a social letter given to you by the
teacher?
Social letter writing
Checklist Score
Yes No
Elements of a social letter
Word choice
Types of social letters
Observation
Performance criterion
Provide an appropriate reply to social letters
113 | P a g e
LU 4: Write short compositions on familiar topics
4
Learning Outcomes:
1. Capture and report the main points from a trade-related relatively slow speech/ recording
2. Express own opinions/views on the recording listened to 3. Discuss ideas and opinions raised in simple trade-related
recordings/speeches 4. Answer specific questions on a trade-related audio material
10 Hours
Learning Outcome 4.1:Capture and report the main points from a trade-related relatively
slow speech/ recording
Definition of speech
Kinds of speech according to purpose
Speech that informs
Speech that persuades
Speech that entertains
Components of a speech
The introduction
The main points or Body
The conclusion
Transitions
Use of active listening to separate
the main points
supporting details/ commentary
Reporting of the main points of a speech / recording
o Brainstorming o Presentation o Role play o Documentary research o Group discussion o Practical exercise
- Audiovisual materials - White Board - Chalkboard - Flipchart - Pen - Paper - Markers - Reference books - Trainee manual - Lesson plan - Projector - Computer - Radio recorder
Resources Learning activities Content
114 | P a g e
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral Performance
Written Performance
Task: List the main points discussed by the speaker in the recording played to you by the teacher.
Discussions
Presentations
Note taking
Checklist Score
Yes No
Identification of main points
Reporting of information
Observation
Learning Outcome 4.2: Express own opinions/views on the recording listened to
Expressing ones’ own views using a variety of expressions
In my opinion…
In my view…
Personally, …
o Presentation o Discussion o Debate o Brainstorming o Rehearsal /practice
- Audiovisual materials
- White Board - Chalkboard - Flipchart
Resources Learning activities Content
Performance criterion
Capture and report the main points from a trade-related relatively slow
speech/recording
115 | P a g e
To be honest …
To tell the truth …
According to …
As far as I’m concerned/ …. is concerned…
From my point of view…
I agree/ disagree
I think that…
I would like to …
- Pen - Paper - Markers - Reference books - Trainee manual - Lesson plan - Projector - Computer - Radio recorder
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral Performance
Written Performance
Task: Using expression studied in class, give reasons why you agree or disagree with the speaker in the recording listened to.
Discussions
Presentations
Checklist Score
Yes No
Use of appropriate expressions
Clarity of views/opinions
Observation
Performance criterion
Express own opinions/views on the recording listened to
116 | P a g e
Learning Outcome 4.3: Discuss ideas and opinions raised in simple trade-related
recordings/speeches
The sides/positions of a discussion
Supporting an idea
Refuting/rebutting an idea
Using linkers/connectors to defend one’s side
First of all
Last but not least
On the one hand, on the other hand
On the contrary
While, whereas
Apart from
For instance/ for example
Finally
As a result
In addition to …
o Presentation o Discussion o Debate o Rehearsal /practice o Brainstorming
- Audiovisual materials - White Board - Chalkboard - Flipchart - Pen - Paper - Markers - Reference books - Trainee manual - Radio recorder - Computer - Projector
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral Performance
Written Performance
Task: Using linkers and connectors, support at least one idea you heard in the recording.
Discussions
Presentations
Writing practice
Performance criterion
Discuss ideas and opinions raised in simple trade-related recordings/speeches
Resources Learning activities Content
117 | P a g e
Checklist Score
Yes No
Use of linkers and connectors
Observation
Learning Outcome 4.4: Answer specific questions on a trade-related audio material
The sides/positions of a discussion
Supporting an idea
Refuting/rebutting an idea
Using linkers/connectors to defend one’s side
First of all
Last but not least
On the one hand, on the other hand
On the contrary
While, whereas
Apart from
For instance/ for example
Finally
As a result
In addition to …
o Presentation o Discussion o Debate o Rehearsal /practice o Brainstorming
- Audiovisual materials - White Board - Chalkboard - Flipchart - Pen - Paper - Markers - Reference books - Trainee manual - Radio recorder - Computer - Projector
Formative Assessment 4.4
Resources Learning activities Content
118 | 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
Oral Performance
Written Performance
Task: Answer the comprehension questions on the recording played to you by the teacher
Multiple choice
True or false
Matching
Yes or no questions
Checklist Score
Yes No
Understanding of audio questions
Identification of main points
Answering questions
Observation
Reference books:
Performance criterion
Answer specific questions on a trade-related audio material
119 | P a g e
C C M K N 3 0 1 - IKINYARWANDA KIBONEYE
CCMKN301 Gukoresha Ikinyarwanda Kiboneye
Ikiciro: 3 Amasaha ateganijwe
Credits: 3 30
Ishami: Yose
Agashami: Twose
Igihe yateguriwe: Ukuboza, 2016
Intego nyamukuru
Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga ashobore
Gukoresha ikinyarwanda kiboneye 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 inyuranye.
Gutandukanya ingeri zinyuranye z’ubuvanganzo nyarwanda.
Guhanga no kumurika imyandiko mu rurimi rw’Ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko.
Gusobanura inshoza y’ubuke, ubumwe n’ ubwinshi.
Gusobanura inshoza ya ntera, kugaragaza amategeko y’igenamajwi no kumurika ibicumbi bya ntera.
Kwandika yubahiriza ikata n’itakara ry’inyajwi mu myandikire y’Ikinyarwanda.
120 | P a g e
Ubushobozi fatizo
Ubushobozi mu Kinyarwanda k’ibanze
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 neza ubuvanganzo gakondo ashyikirana n’abandi.
1.1 Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva ubuvanganzo gakondo abinyujije mu ngiro zinyuranye.
1.2 Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo.
1.3 Gusoma neza umwandiko w’ubuvanganzo gakondo yubahiriza utwatuzo n’isesekaza.
1.4 Guhina insigamigani n’ igitekerezo cyo muri rubanda akurikiranya neza ingingo.
1.5 Gutarama akoresheje ubuvanganzo bwizwe.
2. Gukoresha Ikinyarwanda k’ibanze agaragaza ibyiza by’uburinganire n’ubwuzuzanye, itandukaniro ry’amazina bwite n’amazina rusange n’imiterere y’isanisha ryo mu bisekuru.
2.1. Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye 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 n’izibangamira
uburinganire n’ubwuzuzanye mu muryango nyarwanda. 2.6. Gutandukanya izina bwite n’izina rusange no gukora
isanisha riboneye ryo mu bisekuru.
3. Gukoresha Ikinyarwanda k’ibanze agaragaza ibyiza by’uburenganzira bw’umwana no gutandukanya inshoza z’ubuke, ubumwe n’ubwinshi.
3.1. Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ uburenganzira bw’umwana abinyujije mu ngiro zitandukanye.
3.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 3.5. Kumurika ingero zifatika zihamya n’izibangamira
uburenganzira bw’umwana mu muryango nyarwanda. 3.6. Gutandukanya inshoza z’ubuke, ubumwe n’ubwinshi.
4. Gukoresha Ikinyarwanda k’ibanze agaragaza uburyo bunyuranye bwo kurwanya indwara no gusobanura
4.1. Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva mu ngiro zinyuranye umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara.
4.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
121 | P a g e
intêgo ya ntera. 4.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4.4. Guhimba no kumurika umwandiko akurikiranya neza
ingingo. 4.5. Gutandukanya indwara zandura n’indwara zitandura. 4.6. Kugaragaza uturemajambo n’amategeko y’igenamajwi muri
ntera.
5. Gukoresha Ikinyarwanda k’ibanze agaragaza imyifatire ikwiye ku bijyanye n’ubuzima bw’imyororokere no kwandika yubahiriza imyandikire y’Ikinyarwanda.
5.1. Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubuzima bw’imyororokere mu ngiro zinyuranye.
5.2. Gusubiza neza ibibazo mu mvugo iboneye ku ikinamico. 5.3. Gusoma neza ikinamico yubahiriza uturango. 5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro. 5.5. Gukoresha neza amagambo yabugenewe avuga ikigero
k’imyaka y’ubukure. 5.6. Gukoresha neza ikata n’itakara ry’inyajwi mu myandikire
y’Ikinyarwanda.
122 | P a g e
LU 1: Gukoresha neza ubuvanganzo gakondo ashyikirana n’abandi
1
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda k’ibanze uwiga agaragaza ko yumva ubuvanganzo gakondo abinyujije mu ngiro zitandukanye.
2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo. 3. Gusoma umwandiko w’ubuvanganzo gakondo yubahiriza utwatuzo
n’isesekaza. 4. Guhina insigamigani n’ igitekerezo cyo muri rubanda akurikiranya
neza ingingo. 5. Gutarama akoresheje ubuvanganzo bwizwe.
Amasaha 6
Umusaruro w’inyigisho 1.1: Gukoresha Ikinyarwanda k’ibanze uwiga agaragaza ko yumva
ubuvanganzo gakondo abinyujije mu ngiro zitandukanye.
Ubuvanganzo gakondo: Insigamigani
Ibimenyetso by’utega amatwi atarogoya abandi;
Insanganyamatsiko; Inyunguramagambo; Ingingo z’umuco
n’amateka; Inshamake y’insigamini; Inshoza n’uturango
by’insigamigani; Isomo ry’ingenzi; Isesekaza n’utwatuzo.
Igitekerezo cyo muri rubanda
Insanganyamatsiko; Inyunguramagambo; Ingingo z’umuco ; Inshoza n’uturango
by’igitekerezo;
o Gutega amatwi Insigamigani. o Gusoma Insigamigani bucece. o Gusoma Insigamigani mu
matsinda. o Gusoma Insigamigani
aranguruye. o Gusubiza ibibazo byo kumva
Insigamigani : o Gusobanura amagambo
akomeye. o Guhuza ibivugwa mu
nsigamigani n’indangagaciro. o Gukoresha Ikinyarwanda
k’ibanze agaragaza insanganyamatsiko z’ingenzi.
o Gusobanura ingingo z’umuco n’amateka.
o Gusobanura inshoza n’uturango by’Insigamigani.
o Guhina Insigamigani. o Gutahura isomo ry’ingenzi.
˗ Ibitabo by’ubuvanganzo gakondo (insigamigani n’ibitekerezo byo muri rubanda) ;
˗ Sede (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi ; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
123 | P a g e
Isomo ry’ingenzi ; Ihinamwandiko; Igitaramo.
Igitekerezo cyo muri rubanda
o Gusoma igitekerezo bucece. o Gusoma igitekerezo mu
matsinda. o Gusoma igitekerezo
aranguruye. o Gusubiza ibibazo byo kumva
igitekerezo. o Gusobanura amagambo
akomeye. o Guhuza ibivugwa mu gitekerezo
n’indangagaciro na za kirazira. o Kugaragaza insanganyamatsiko
z’ingenzi. o Gusobanura ingingo z’umuco
n’amateka bikubiye mu gitekerezo.
o Gusobanura inshoza n’uturango by’ igitekerezo.
o Gutahura insanganyamatsiko zikubiye mu gitekerezo.
o Gutahura ingeso mbi zumvikana mu gitekerezo.
o Gusobanura inshoza n’uturango by’igitekerezo cyo muri rubanda.
o Gutandukanya insigamigani n’igitekerezo cyo muri rubanda.
o Gutarama.
Isuzuma Mbonezanyigisho 1.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Ubushobozi busuzumwa
Uwiga yakoresheje neza Ikinyarwanda k’ibanze agaragaza ko yumva
ubuvanganzo gakondo abinyujije mu ngiro zitandukanye.
124 | P a g e
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi (Insigamigani/Igitekerezo cyo muri rubanda)
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ibimenyetso by’uteze amatwi atarogoya
Umwanzuro
Umusaruro w’inyigisho 1.2: Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo.
Reba
Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba
Umusaruro w’inyigisho 1.1
Isuzuma Mbonezanyigisho 1.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Ubushobozi busuzumwa
Yashubije mu mvugo iboneye ibibazo ku buvanganzo gakondo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
125 | P a g e
Gihamya Isuzuma
Amajwi n’amashusho y’ibisubizo byo kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Insanganyamatsiko;
Inyunguramagambo;
Ingingo z’umuco n’amateka;
Isomo ry’ingenzi;
Umwanzuro
Umusaruro w’inyigisho 1.3: Gusoma umwandiko w’ubuvanganzo gakondo yubahiriza utwatuzo
n’isesekaza.
Reba
Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba
Umusaruro w’inyigisho 1.1
Isuzuma Mbonezanyigisho 1.3
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
126 | P a g e
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’isomwa ry’umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Isesekaza n’utwatuzo
Umwanzuro
Umusaruro w’inyigisho 1.4: Guhina insigamigani n’ igitekerezo cyo muri rubanda akurikiranya
neza ingingo.
Reba
Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba
Umusaruro w’inyigisho 1.1
Isuzuma Mbonezanyigisho 1.4
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
Ubushobozi busuzumwa
Yasomye neza umwandiko w’ubuvanganzo gakondo yubahiriza utwatuzo
n’isesekaza.
127 | P a g e
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Inshamake n’umwandiko by’uwiga
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ihinamwandiko;
Inshamake.
Umwanzuro
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko w’ubuvanganzo gakondo akurikiranya neza
ingingo.
128 | P a g e
Umusaruro w’inyigisho 1.5: Gutarama akoresheje ubuvanganzo bwizwe.
Reba
Umusaruro w’inyigisho 1.1
Reba Umusaruro w’inyigisho 1.1
Reba
Umusaruro w’inyigisho 1.1
Isuzuma Mbonezanyigisho 1.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ku gitaramo
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Igitaramo ku buvanganzo gakondo
Umwanzuro
Ubushobozi busuzumwa
Yataramye akoresheje ubuvanganzo bwizwe.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
129 | P a g e
LU 2: Gukoresha Ikinyarwanda k’ibanze agaragaza ibyiza by’uburinganire n’ubwuzuzanye, itandukaniro ry’amazina bwite n’amazina rusange n’imiterere y’isanisha ryo mu bisekuru
2
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu ngiro zinyuranye.
2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhina no guhimba umwandiko akurikiranya ingingo. 5. Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu
iterambere ry’umwuga. 6. Kugaragaza intêgo y’izina mbonera.
Amasaha 6
Umusaruro w’inyigisho 2.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu
ngiro zinyuranye.
Umwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;
Ibimenyetso by’uteze amatwi atarogoya abandi.
Inyunguramagambo; Insanganyamatsiko y’umwandiko; Ingingo z’umuco n’amateka; Indangagaciro z’imibereho
n’imibanire myiza y’Abanyarwanda;
Ihinamwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;
Ihangamwandiko ku
o Gutega amatwi. o Kutarogoya ufite ijambo nta
mpamvu. o Gusubiza ibibazo byo kumva
umwandiko n’inyunguramagambo.
o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.
o Gukoresha Ikinyarwanda k’ibanze agaragaza indangagaciro z’uburinganire n’ubwuzuzanye.
o Gusoma bucece. o Gusoma mu matsinda. o Gusoma aranguruye agaragaza
isesekaza. o Gukusanyiriza mu matsinda
ibitekerezo ku kamaro k’uburinganire
˗ Ibitabo bikubiyemo imyandiko yerekeye uburinganire n’ubwuzuzanye ; ibitabo by’ikibonezamvugo;
˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
130 | P a g e
nsanganyamatsiko y’uburinganire n’ubwuzuzanye;
Imurikamwandiko; Isesekaza n’utwatuzo.
Amazina bwite n’amazina rusange;
Uturango tw’amazina bwite n’amazina rusange;
Isanisha ryo mu bisekuru.
n’ubwuzuzanye. o Gukora inshamake
y’umwandiko. o Kujya impaka ku ngaruka zo
kutubahiriza uburinganire n’ubwuzuzanye n’ingamba zafatwa mu kwimakaza iryo hame.
o Gutahura amazina bwite n’amazina rusange mu nteruro.
o Gusanisha mu mazina y’ibisekuru.
o Gutandukanya amazina bwite n’amazina rusange mu nteruro.
Isuzuma Mbonezanyigisho 2.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’uwiga ateze amatwi umwandiko atarogoya
Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda k’ibanze agaragaza ko yumva umwandiko ku
nsanganyamatsiko y’uburinganire n’ubwuzuzanye abinyujije mu ngiro
zitandukanye.
131 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Umwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;
Ibimenyetso by’uteze amatwi atarogoye;
Umwanzuro
Umusaruro w’inyigisho 2.2: Gusubiza ibibazo mu mvugo iboneye ku mwandiko.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ku bibazo byo kumva umwandiko
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
132 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco;
Indangagaciro z’imibereho n’imibanire myiza y’abanyarwanda;
Umwanzuro
Umusaruro w’inyigisho 2.3: Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ry’isomwa ry’umwandiko
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
133 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Isesekaza n’utwatuzo
Umwanzuro
Umusaruro w’inyigisho 2.4: Guhina no guhimba umwandiko akurikiranya ingingo.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Inshamake y’umwandiko
Umwandiko w’uwiga
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
134 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ihinamwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;
Umwanzuro
Umusaruro w’inyigisho 2.5: Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu
iterambere ry’umwuga.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Inyandiko, amajwi n’amashusho by’imurikamwandiko
Ubushobozi busuzumwa
Yamuritse ingero zihamya n’izibangamira uburinganire n’ubwuzuzanye mu
muryango.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
135 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Imurika ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;
Umwanzuro
Umusaruro w’inyigisho 2.6: Kugaragaza intêgo y’izina mbonera.
Reba
Umusaruro w’inyigisho 2.1
Reba Umusaruro w’inyigisho 2.1
Reba
Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo by’imyitozo ku mazina bwite/rusange
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Amazina bwite n’amazina rusange;
Umwanzuro
Ubushobozi busuzumwa
Yatandukanyije izina bwite n’izina rusange anakora isanisha ryo mu bisekuru.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
136 | P a g e
LU 3:Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no kugaragaza amategeko y’igenamajwi mu izina mbonera.
3
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko y’ uburenganzira bw’umwana 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 ingingo. 5. Kumurika ingero zifatika zihamya n’izibangamira uburenganzira
bw’umwana mu muryango. 6. Gutandukanya inshoza z’ubuke, ubumwe n’ubwinshi.
Amasaha 6
Umusaruro w’inyigisho 3.1: Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko y’ uburenganzira bw’umwana abinyujije mu ngiro
zitandukanye.
Umwandiko ku nsanganyamatsiko y’uburenganzira bw’umwana;
Ibimenyetso by’uteze amatwi atarogoya.
Inyunguramagambo; Insanganyamatsiko
y’umwandiko; Ingingo z’umuco
n’amateka; ingero zifatika zihamya
n’izibangamira uburenganzira
o Gutega amatwi. 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 ku kamaro k’uburenganzira bw’umwana.
o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo
˗ Igazeti ya Leta No. 23 yo ku wa 01 /12/2001
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
137 | P a g e
bw’umwana mu muryango;
Ihinamwandiko ku nsanganyamatsiko y’uburenganzira bw’umwana;
isesekaza n’utwatuzo; Ihangamwandiko ku
burenganzira bw’umwana Inshoza y’ubuke, ubumwe n’ubwinshi.
kutubahiriza uburenganzira bw’umwana.
o Gusobanura inshoza y’ubuke, ubumwe n’ubwinshi.
Isuzuma Mbonezanyigisho 3.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amashusho y’uteze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Umwandiko ku nsanganyamatsiko y’uburenganzira bw’umwana;
Ibimenyetso by’uteze amatwi atarogoya;
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje neza Ikinyarwanda k’ibanze agaragaza ko yumva umwandiko
ku nsanganyamatsiko y’uburenganzira bw’umwana abinyujije mu ngiro
zitandukanye.
138 | P a g e
Umusaruro w’inyigisho 3.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
Reba
Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba
Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’ibisubizo ku kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Inyunguramagambo;
Insanganyamatsiko y’umwandiko;
Ingingo z’umuco n’amateka by’uburenganzira bw’umwana;
Umwanzuro
Umusaruro w’inyigisho 3.3: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
139 | P a g e
Reba
Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba
Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho y’usoma ry’umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Isesekaza n’utwatuzo
Umwanzuro
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
140 | P a g e
Umusaruro w’inyigisho 3.4: Guhina no guhimba umwandiko akurikiranya ingingo.
Reba
Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba
Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ihinamwandiko
Ihangamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ihinamwandiko ku nsanganyamatsiko;
Ihangamwandiko ku burenganzira bw’umwana;
Umwanzuro
Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
141 | P a g e
Umusaruro w’inyigisho 3.5: Kumurika ingero zifatika zihamya n’izibangamira uburenganzira
bw’umwana mu muryango.
Reba
Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba
Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amafoto amurika ingero zifatika zihamya n’izibangamira uburenganzira bw’umwana mu muryango nyarwanda
Ubushobozi busuzumwa
Yamuritse ingero zifatika zihamya n’izibangamira uburenganzira bw’umwana mu
muryango nyarwanda.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
142 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ingero zifatika zihamya n’izibangamira uburenganzira bw’umwana mu
muryango;
Umwanzuro
Umusaruro w’inyigisho 3.6: Gutandukanya inshoza z’ubuke, ubumwe n’ubwinshi.
Reba
Umusaruro w’inyigisho 3.1
Reba Umusaruro w’inyigisho 3.1
Reba
Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Imyitozo ku buke, ubumwe n’ubwinshi
Ubushobozi busuzumwa
Yatandukanyije ubuke, ubumwe n’ubwinshi.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
143 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Inshoza y’ubuke, ubumwe n’ubwinshi;
Umwanzuro
144 | P a g e
LU 4:Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza ibidukikije.
4
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda k’ibanze uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara 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. Gutandukanya indwara zandura n’indwara zitandura 6. Kugaragaza uturemajambo n’amategeko y’igenamajwi muri ntera
Amasaha 6
Umusaruro w’inyigisho 4.1: Gukoresha Ikinyarwanda k’ibanze uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara mu ngiro zitandukanye.
Umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara;
Ibimenyetso cy’uteze amatwi atarogoya;
Inyunguramagambo; Insanganyamatsiko
y’umwandiko; Ibitera indwara
n’ibizirinda; Ihimbamwandiko; Ihinamwandiko; imurikamwandiko; isesekaza n’utwatuzo;
Inshoza ya ntera, uturango twa ntera n’ibicumbi bya ntera;
Uturemajambo twa ntera
o Gutega amatwi umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara.
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 kuri za gahunda zo kurwanya indwara.
o Gukora inshamake y’umwandiko. o Kujya impaka ku ngaruka zo kutitabira
gahunda zo kurwanya indwara. o Gusobanura Inshoza ya ntera
n’uturango twa ntera. o Kugaragaza intego no kurondora
ibicumbi bya ntera.
˗ MINEPRISEC, Izina na ntera, 1988;
˗ Igitabo gikubiyemo imyandiko;
˗ ku nsanganyamatsiko yerekeye kurwanya indwara.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
145 | P a g e
n’amategeko y’igenamajwi muri ntera;
Ibicumbi bya ntera.
o Kugaragaza amategeko y’igenamajwi muri ntera.
Isuzuma Mbonezanyigisho 4.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara;
Ibimenyetso cy’uteze amatwi atarogoya;
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje neza Ikinyarwanda k’ibanze agaragaza ko yumva umwandiko
ku nsanganyamatsiko yerekeye kurwanya indwara mu ngiro zitandukanye.
146 | P a g e
Umusaruro w’inyigisho 4.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho ku bisubizo byo kumva umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Inyunguramagambo
Insanganyamatsiko y’umwandiko
Umwanzuro
Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
147 | P a g e
Umusaruro w’inyigisho 4.3: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho uwiga asoma umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Isesekaza n’utwatuzo
Umwanzuro
Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
148 | P a g e
Umusaruro w’inyigisho 4.4: Guhimba no kumurika umwandiko akurikiranya neza ingingo
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi, amashusho n’inyandiko ku Ihimbamwandiko,
Ihinamwandiko n’imurikamwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ihimbamwandiko;
Ihinamwandiko;
Imurikamwandiko;
Umwanzuro
Ubushobozi busuzumwa
Yahimbye anamurika umwandiko akurikiranya neza ingingo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
149 | P a g e
Umusaruro w’inyigisho 4.5: Gutandukanya indwara zandura n’indwara zitandura
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amashusho n’amajwi uwiga atandukanya indwara
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Indwara zandura n’izitandura;
Umwanzuro
Ubushobozi busuzumwa
Yatandukanyije indwara zandura n’indwara zitandura.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
150 | P a g e
Umusaruro w’inyigisho 4.6: Kugaragaza uturemajambo n’amategeko y’igenamajwi muri ntera
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Reba
Umusaruro w’inyigisho 4.1
Isuzuma Mbonezanyigisho 4.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo ku mikoreshereze y’indangahantu
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ibicumbi bya ntera;
Igenamajwi muri ntera;
Umwanzuro
Ubushobozi busuzumwa
Yagaragaje uturemajambo n’amategeko y’igenamajwi muri ntera.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
151 | P a g e
LU 5:Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no kwandika yubahiriza imyandikire y’Ikinyarwanda.
5
Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubuzima bw’imyororokere mu ngiro zitandukanye.
2. Gusubiza ibibazo mu mvugo iboneye ku ikinamico. 3. Gusoma ikinamico yubahiriza uturango..
Amasaha 6
Umusaruro w’inyigisho 5.1: Gukoresha Ikinyarwanda k’ibanze, uwiga agaragaza ko yumva
ikinamico ku nsanganyamatsiko yerekeye ubuzima bw’imyororokere mu ngiro zitandukanye.
Ikinamico ku nsanganyamatsiko yerekeye ubuzima bw’imyororokere;
-bimenyetso by’uteze amatwi atarogoya;
Inyunguramagambo ku ngeri y’ikinamico;
Amagambo yabugenewe avuga ku myaka y’ubukure;
Isesekaza n’utwatuzo; Ingingo z’umuco
n’amateka; Udukino ku
nsanganyamatsiko y’ ubuzima bw’imyororokere.
o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubuzima bw’imyororokere.
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’imyitwarire idakwiye.
o Gukata ku buryo buboneye inyajwi zizoza ibinyazina ngenera, ibyungo “na” na “nka” n’indangahantu “ku”na ”mu” bikurikiwe n’ijambo ritangiwe n’inyajwi.
o Gutahura no gukosora amakosa yubahiriza ikata n’itakara ry’inyajwi.
˗ Ibitabo bikubiyemo imyandiko yerekeyeubuzima bw’imyorororkere;
˗ 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.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
152 | P a g e
Ikata ry’inyajwi zizoza ibinyazina ngenera n’ibyungo “na” na “nka”;
Inyajwi zisoza zidakatwa;
Inyajwi zitangira amazina; akurikira indangahantu “mu” na ”ku”.
Isuzuma Mbonezanyigisho 5.1
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga ateze amatwi atarogoya
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze
Ibimenyetso by’uteze amatwi atarogoye
Umwanzuro
Ubushobozi busuzumwa
Uwiga yakoresheje neza Ikinyarwanda k’ibanze agaragaza ko yumva ikinamico ku
nsanganyamatsiko yerekeye ubuzima bw’imyororokere mu ngiro zitandukanye.
153 | P a g e
Umusaruro w’inyigisho 5.2: Gusubiza ibibazo mu mvugo iboneye ku ikinamico.
Reba
Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba
Umusaruro w’inyigisho 5.1
Isuzuma Mbonezanyigisho 5.2
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amashusho n’amajwi ku bibazo byo kumva ikinamico
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Inyunguramagambo ku ngeri y’ikinamico;
Ingingo z’umuco n’amateka
Umwanzuro
Ubushobozi busuzumwa
Yashubije ibibazo mu mvugo iboneye ku ikinamico.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
154 | P a g e
Umusaruro w’inyigisho 5.3: Gusoma ikinamico yubahiriza uturango.
Reba
Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba
Umusaruro w’inyigisho 5.1
Isuzuma Mbonezanyigisho 5.3
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi n’amashusho by’uwiga asoma ikinamico
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Isesekaza n’utwatuzo
Umwanzuro
Ubushobozi busuzumwa
Yasomye ikinamico yubahiriza uturango twayo.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
155 | P a g e
Umusaruro w’inyigisho 5.4: Guhimba no gukina ikinamico akurikiranya neza ingingo.
Reba
Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba
Umusaruro w’inyigisho 5.1
Isuzuma Mbonezanyigisho 5.4
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Amajwi, amashusho n’inyandiko z’udukino
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Udukino ku nsanganyamatsiko y’ ubuzima bw’imyororokere;
Umwanzuro
Ubushobozi busuzumwa
Yahimbye anakina ikinamico ahuza imvugo n’ingiro.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
156 | P a g e
Umusaruro w’inyigisho 5.5: Gukoresha amagambo yabugenewe avuga kigero k’imyaka
y’ubukure.
Reba
Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba
Umusaruro w’inyigisho 5.1
Isuzuma Mbonezanyigisho 5.5
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo ku myitozo y’amagambo avuga ku myaka y’ubukure
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Amagambo yabugenewe avuga ku myaka y’ubukure;
Umwanzuro
Ubushobozi busuzumwa
Yakoresheje amagambo yabugenewe avuga ikigero k’imyaka y’ubukure.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
157 | P a g e
Umusaruro w’inyigisho 5.6: Gukoresha ikata n’itakara ry’inyajwi mu myandikire
y’Ikinyarwanda.
Reba
Umusaruro w’inyigisho 5.1
Reba Umusaruro w’inyigisho 5.1
Reba
Umusaruro w’inyigisho 5.1
Isuzuma Mbonezanyigisho 5.6
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
Ibisubizo ku myitozo ku ikata n’itakara ry’inyajwi mu myandikire
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikata ry’inyajwi zizoza ibinyazina ngenera n’ibyungo “na” na “nka”;
Inyajwi zisoza zidakatwa
Inyajwi zitangira amazina akurikira indangahantu “mu” na ”ku”.
Umwanzuro
Ubushobozi busuzumwa
Yakoresheje neza ikata n’itakara ry’inyajwi mu myandikire y’Ikinyarwanda.
Imfashanyigisho Ibikorwa by’uwiga
activities
Ibyigwa
158 | P a g e
Ibitabo n’inyandiko byifashishijwe:
1. BIZIMANA S, KAYUMBA C., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST, 2ème, Edition
2. BIZIMANA, S., RWABUKUMBA, G., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST, 1ère Edition
3. CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris. 4. CONFÉRENCE DES MINISTRES DE L’EDUCATION DES ETATS D’EXPRESSION FRANÇAISE, (1986),
Promotion et intégration des langues nationales dans les systèmes éducatifs, Librairie Honoré Champion, Paris.
5. COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura 6. Dictionnaire Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB. 7. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4, Fountain
Publishers, Kigali 8. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain
Publishers, Kigali 9. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain
Publishers, Kigali 10. GAGNÉ, G., PAGÉ, M. na ARRAB, E, (2002), Didactique des langues maternelles. Questions
actuelles dans différentes régions du monde, De Boeck Universitégions du monde, De Boeck Université, Bruxelles.
11. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima 12. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC), (2013), Indangagaciro z’Umuco w’u Rwanda,
Imfashanyigisho ibanza, Kigali Rwanda 13. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS 14. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986) Ikinyarwanda: Ikibonezamvugo cyo mu
Cyiciro cya Gatatu, Kigali 15. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo
Nyarwanda, Kigali. 16. VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.
159 | P a g e
C C M C L 3 0 1 - COMPUTER LITERACY
CCMCL301 Apply computer literacy
REQF Level: 3 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: January, 2014
Purpose statement
This module describes the skills and knowledge required to operate a computer, to use word
processing applications in the production of workplace documents, to create and use
spreadsheets and charts through the use of spreadsheet software, to design electronic
presentations, and to send, receive and manage electronic mail (email), as well as to
collaborate online using chat rooms, intranets and instant messaging.
160 | P a g e
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement of the
learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Apply computer basics 1.1. Identification of various connectors and ports 1.2. Use of different I/O devices 1.3. Use of desktop’s elements 1.4. Scanning of viruses in the computer and different
storages devices
2. Use a current Word processing
package
2.1. Text formatting 2.2. Table creation and editing 2.3. Text editing 2.4. Printing 2.5. Saving
2.6. Inserting of header ,footer and footnotes
3. Use current spreadsheet package 3.1. Using of basic Excel tasks
3.2. Managing of sheets in Excel workbook 3.3. Formatting of cells and their content
3.4. Using of functions and perform mathematical operations 3.5. Excel worksheet printing
4. Use current power point
presentations
4.1 Launching MS PowerPoint 4.2 Creating a new presentation 4.3 Creating , inserting a slide 4.4 Inserting of graphics 4.5 Converting Word documents to PowerPoint
presentation 4.6 Animation 4.7 Using different presentation view 4.8 Printing a presentation
5. Use Internet/Intranet (outlook)
5.1. Defining and explaining a website
5.2. Interacting through instant messaging (chatting)
5.3. Using search engines (example google)
5.4.Creating , managing favorites using internet explorer 5.5.Browsing the internet using the hyperlinks 5.6.Downloading and uploading files using internet
161 | P a g e
LU 1: Apply computer basics
1
Learning Outcomes:
1. Apply Computer basics 2. Identify Various connectors and ports 3. Use different I/O devices 4. Use desktop’s elements 5. Scan viruses in the computer and different storages devices (flash
disk, external hard disk)
10 Hours
Learning Outcome 1.1:Apply Computer basics.
Computer definition
Types of computers
Laptops
Desktops
Palm tops
PDA (Personal Digital Assistance)
Computer hardware
Memory
Definition
Role of memory
Features
Capacity
Speed
Non volatility
Types of memory
ROM (Read Only Memory)
RAM (Random Access Memory)
External/Internal memories (Hard disk, diskette, CD, flash disk, etc.)
o Open a computer case and observe different types of memory
o Group discussion on each type of memory
Computer lab Computer tool kit CD, DVDs, Diskettes Whiteboard Markers
Resources Learning activities Content
162 | P a g e
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.2: Identify Various connectors and ports.
Resources Learning activities Content
Performance criterion
Proper application of computer basics
163 | P a g e
Connectors and ports
Definition
I/O (Input and Output) ports and connectors
Serial ports
Parallel ports
USB
Keyboard, mouse connectors
VGA connectors
o Observe different connectors as well as input and output ports
o Exercises on ports identifications
Computer lab Computer tool kit CD, DVDs, Different types of
cables, different types connectors
Whiteboard Markers
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Selection of material
Selection of tools
Selection of equipment
Observation
Performance criterion
Proper identification of various connectors and ports
164 | P a g e
Learning Outcome 1.3: Use different I/O devices.
Peripherals
Definition
Categories I/O devices
Input devices (mouse, keyboard, scanner, CD/DVD-ROM and diskettes drivers, etc.)
Output devices (monitor, diskette, CD/DVD-ROM writer, printer, etc.)
Types of keyboards
AZERTY
QWERTY
o Practical exercises on connecting the mouse, keyboard. Monitor to the CPU (Central Processing Unit)
Computer lab Computer tool kit CD, DVDs, Diskettes Printer Scanner Whiteboard
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Appropriate Use of different I/O devices
Resources Learning activities Content
165 | P a g e
Learning Outcome 1.4: Use desktop’s elements.
Windows and its components:
Desktop
Task bar
Start menu
Minimize, maximize, close buttons
My computer
o Brainstorming on desktop’s elements
o Use the desktop, the tasks bar and the start menu
Computer lab Projector
Formative Assessment 1.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Approporiate use of desktop’s elements
Resources Learning activities Content
166 | P a g e
Learning Outcome 1.5: Scan viruses in the computer and different storages devices (flash
disk, external hard disk).
Antivirus definition
Importance of antivirus
Functionality
Different types of antivirus
Norton
Kaspersky
Symantec
Storages to be scanned
Flash disk
External hard disk
Memory card
Computer hard disk
o Brainstorming the use of antivirus
o Practical exercises on scanning viruses
o Compile activities reports
Computer lab Flash disks External hard disk CDs, DVDs Antivirus Whiteboard Markers
Formative Assessment 1.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Proper scanning of viruses in the computer and different storages devices
Resources Learning activities Content
167 | P a g e
LU 2:Use a word processing package
2
Learning Outcomes:
1. Format a text
2. Create and edit a table
3. Edit document (text)
4. Print document
5. Save documents
6. Insert header, footer and footnotes
5 Hours
Learning Outcome 2.1: Format a text.
Style, font, size, color
Paragraph
Column
Tabulation
Paragraph spacing
Inserting symbols: special characters, bullet and numbering
Borders and shading, header and footer
o Reproduce document already formatted
o Various exercises to familiarize with formatting a text
Computer lab with current Word processing package installed in each computer
Projector Whiteboard Markers
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper text formatting
Resources Learning activities Content
168 | P a g e
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 2.2: Create and edit a table.
Inserting a table
Inserting a column
Inserting a row
Deleting table
Deleting row
Deleting column
Merging cells
Splitting cells
Drawing a table
Table auto format
Formula
o Practical exercises on creating, editing and handling a table
- Computer lab with current Word processing Package installed in each computer
- Projector - Whiteboard
Formative Assessment 2.2
Resources Learning activities Content
169 | 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
Checklist Score
Yes No
Observation
Performance criterion
Proper table creation and editing
170 | P a g e
Learning Outcome 2.3: Edit document (text).
Search/Find, replace
Deleting a range of text
The undo command
Spelling and grammar
Synonyms
o Brainstorming editing text o Perform practical exercises
on the various tips (options)
o Compile activities reports
- Computer lab wth current Word processing package installed in each computer
- Projector - Whiteboard - Markers
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Appropriate text editing
Resources Learning activities Content
171 | P a g e
Learning Outcome 2.4: Print document.
Page setup
Print preview
Print dialog box
Selecting printer name
Printer options
Printing one or more copies
Printing in black/white or color
Print page ranges
o Exercises on printing one or more copies of a colored document, in black and white
o Printing in landscape, portrait
- Computer lab With current Word processing package installed in each computer
- Printer - Projector
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Appropriate printing
Resources Learning activities Content
172 | P a g e
Learning Outcome 2.5: Save documents.
File management
Creation of files
Creation of folders
File naming
File formats
o Practical exercises on creation of files, folders and file saving
o Compile activities reports
- Computer lab with
current Word
processing package
installed in each
computer
- Projector
Formative Assessment 2.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Appropriate saving
Resources Learning activities Content
173 | P a g e
Learning Outcome 2.6: Insert header, footer and footnotes.
Footnotes
Header and footer
Automatic page numbering
Total number of pages
Automatic date
Automatic author’s name
o Exercises on footnotes o Create a document
containing several pages o With elements such as the
page number, date automation.
o Practical exercises.
- Computer lab with current Word processing package installed in each computer
- Projector
Formative Assessment 2.6
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Appropriate insertion of header ,footer and footnotes
Resources Learning activities Content
174 | P a g e
LU 3: Use current spread sheet package
3
Learning Outcomes:
1. Use some basic Excel tasks
2. Manage sheets in Excel workbook
3. Format cells and their contents
4. Use some functions and perform mathematical operations
5. Print an Excel worksheet
5 Hours
Learning Outcome 3.1:Use some basic Excel tasks.
Basic Excel tasks - Open - Close - New document - Undo - Save as - Sheet - Selecting a cell - Validating a cell - Deleting cell contents - Modifying cell contents - Selecting group of cells - Increase and reduce the
cell size - Delete row and column - Duplicate cell
o Practical exercises on the use of basic Excel tasks
o Compile activities reports
Computer lab with current spread sheet package installed in each computer
Projector
Formative Assessment 3.1
Performance criterion
Appropriate use of basic Excel tasks
Resources Learning activities Content
175 | 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
Learning Outcome 3.2: Manage sheets in Excel workbook.
Selecting a sheet
Renaming a sheet
Insert new sheets
Moving a sheet in a workbook
Deleting a sheet
o Practical exercises o On managing sheets in Excel
workbook
Computer lab with current spread sheet package installed in each computer
Projector
Formative Assessment 3.2
Checklist Score
Yes No
Observation
Resources Learning activities Content
176 | 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
Checklist Score
Yes No
Observation
Learning Outcome 3.3: Format cells and their contents.
Formatting text and cells
Choosing font, size, colour
Adjusting cow height
Alignment of cell
Number format
Inserting rows
o Practical exercises in groups and individual homework on formatting cells
o Compile activities reports
- Computer lab with
current spread sheet
package installed in
each computer
Resources Learning activities Content
Performance criterion
Proper management of sheets in Excel workbook
177 | P a g e
Merging cells
Creating borders
Patterns
- Projector
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.4: Use some functions and perform mathematical operations.
Performance criterion
Proper formatting of cells and their content
178 | P a g e
Numbers and mathematical calculations
Addition
Multiplication
Division
Subtraction
AutoSum
Absolute and relative reference
Function
Average
Minimum
Maximum
o Practical exercises in groups and individual homework on formatting cells
o Compile activities reports
- Computer lab with
current spread sheet
package installed in
each computer
- Projector
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Appropriate use of functions and perform mathematical operations
Resources Learning activities Content
179 | P a g e
Learning Outcome 3.5: Print an Excel worksheet.
Page setup
Print preview
Print dialogue box
Print options
Print one or more copies
Print in black/white or color
Print page ranges
Printing a selection
o Print one or more copies of a worksheet
o Print colour or white and black worksheet
o Practical exercises (individual and in group)
o Print horizontally/vertically
- Computer lab with current spread sheet package installed in each computer
- Projector - Printer
Formative Assessment 3.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Appropriate printing of Excel worksheet
Resources Learning activities Content
180 | P a g e
LU 4: Use current presentation
4
Learning Outcomes:
1. Launch Ms Power Point
2. Create a new presentation
3. Create, Insert a slide
4. Insert graphics
5. Convert word documents to PowerPoint presentation
6. Animate a presentation
7. Use different presentation view
8. Print a presentation
5 Hours
Learning Outcome 4.1: Launch Ms Power Point.
PowerPoint definition
Role
PowerPoint environment
Title bar
Menu bar
Toolbars
Formatting tool bar
Title
Subtitle
o Using a PowerPoint presentation with slide show, get feedback from learners on the area of application of Ms PowerPoint
o Launch PowerPoint and observe the screen individual exercises.
- Computer lab with current presentation software installed in each computer
- Projector
Formative Assessment 4.1
Resources Learning activities Content
181 | 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
Learning Outcome 4.2: Create a new presentation.
Creating new presentation
Blank presentation
Design template
Auto content wizards
o Create presentation using the various methods
o Practical exercises (individual and in groups)
- Computer lab with current presentation software installed in each computer
- Projector
Checklist Score
Yes No
Observation
Resources Learning activities Content
Performance criterion
Proper launch of MS Power Point
182 | P a g e
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 4.3:Create, Insert a slide.
Creating a slide
Inserting a slide
Modifying a slide
o Exercises on creating, inserting and modifying a slide
- Computer lab with current presentation software installed in each computer
- Projector
Formative Assessment 4.3
Resources Learning activities Content
Performance criterion
Proper creation of a new presentation
183 | 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
Checklist Score
Yes No
Observation
Learning Outcome 4.4:Insert graphics.
Graphics: Clip Art, Word Art, Library Images, Inserting image from file
o Exercises on inserting images in the slides
- Computer lab with current presentation software installed in each computer
- Projector
Formative Assessment 4.4
Resources Learning activities Content
Performance criterion
Proper creation and insertion of a slide
184 | 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
Checklist Score
Yes No
Observation
Performance criterion
Proper insertion of graphics
185 | P a g e
Learning Outcome 4.5:Convert word documents to PowerPoint presentation.
Copy, cut, move
Process of conversion
o Practical exercises on file transformation
- Computer lab with current presentation software installed in each computer
- Projector
Formative Assessment 4.5
Assessor may collect among the following evidences and make judgements on
whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Proper conversionof Word documents to PowerPoint presentation
Resources Learning activities Content
186 | P a g e
Learning Outcome 4.6:Animate a presentation.
Animation
Custom animation
Slide transition
o Familiarize with animation of a presentation
- Computer lab with current presentation software installed in each computer
- Projector
Formative Assessment 4.6
Assessor may collect among the following evidences and make judgements on
whether the performance criterion has been achieved
.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Appropriate animation
Resources Learning activities Content
187 | P a g e
Learning Outcome 4.7:Use different presentation view.
Normal view
Slide sorter view
Slide show
o Switch between the views to improve the presentation
o Group discussion and brainstorming
- Computer lab with current presentation software installed in each computer
- Projector
Formative Assessment 4.7
Assessor may collect among the following evidences and make judgements on
whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Appropriate use of different presentation view
Resources Learning activities Content
188 | P a g e
Learning Outcome 4.8:Print a presentation.
Printing a presentation
Print preview
Printing a copy or multiple copies
Printing one slide on a page
Printing more slides on a page
o Exercises on printing in black and white or in colour, printing one or more copies of a presentation
- Computer lab with current presentation software installed in each computer
- Projector
Formative Assessment 4.8
Assessor may collect among the following evidences and make judgements on
whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Proper printing of a presentation
Resources Learning activities Content
189 | P a g e
LU 5: Use Internet/Intranet (outlook)
5
Learning Outcomes:
1. Define and explain a website
2. Interact through instant messaging (chatting)
3. Use search engines (example google)
4. Create, manage favourites using internet explorer
5. Browse the internet using the hyperlinks
6. Download and upload files using internet
5 Hours
Learning Outcome 5.1:Define and explain a website.
Introduction
World wide web
Web page
Website
o Visit websites and browse different pages.
o Group discussion based on observation
- Internet connection - Computer lab - projector
Formative Assessment 5.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper definition and explaination of a website
Resources Learning activities Content
190 | P a g e
Types of evidence Portfolio assessment tools
Learning Outcome 5.2: Interact through instant messaging (chatting).
Definition
Steps to create a chat account
Chatting options
Instant messaging with or no webcam
Calling
Sending files
o Group discussion on interacting through instant messaging
o Exercises on chatting in groups
o Compile activities reports
- Internet connection
- Computer lab - projector
Formative Assessment 5.2
Checklist Score
Yes No
Observation
Resources Learning activities Content
191 | 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
Checklist Score
Yes No
Observation
Performance criterion
Appropriate interaction through instant messaging (chatting)
192 | P a g e
Learning Outcome 5.3:Use search engines (example google).
Search engines
Definition
Role
Some types of search engine
www.Google.com
www.Yahoo.com
o Perform practical exercises on the use of search engines
- Internet connection - Computer lab - projector
Formative Assessment 5.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved
Performance criterion
Appropriate use of search engines (example google)
Resources Learning activities Content
193 | P a g e
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 5.4:Create, manage favourites using internet explorer.
Favorites
Create favorites
Rename, move favorites
o Practical exercises on creating, moving and renaming favourites
- Internet Connection
- Computer Lab - projector
Formative Assessment 5.4
Resources Learning activities Content
194 | 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
Checklist Score
Yes No
Observation
Learning Outcome 5.5:Browse the internet using the hyperlinks.
Web browser
Browser buttons
Address bar
Status bar
Scroll bar
Home page
o Open a web using the address bar
o Browse different web pages o practical exercises on
browsing internet using hyperlink
- Internet connection - Computer lab - projector
Resources Learning activities Content
Performance criterion
Appropriate creation, management of favorites using internet explorer
195 | P a g e
Front/Back arrows
Refresh button
Start page
Formative Assessment 5.5
Assessor may collect among the following evidences and make judgements on
whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Proper browsing of the internet using the hyperlinks
196 | P a g e
Learning Outcome 5.6:Download and upload files using internet.
Downloading
File attachment
o Practical exercises on downloading and uploading files using internet
- Internet connection - Computer lab - projector
Formative Assessment 5.6
Assessor may collect among the following evidences and make judgements on
whether the performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Proper downloading and uploading of files using internet
Resources Learning activities Content
197 | P a g e
Summative Assessment
Assesment Criterion 1: Student knows computer basics
Checklist Score
Yes No
Indicator: Can write a CV in Word processor (≥1/2)
Indicator: Can format the text (≥1/2)
Indicator: Can save a CV (1)
Observation
Assesment Criterion 2: Student knows how to use Internet
Checklist Score
198 | P a g e
Yes No
Indicator: Can use a search engine to look for information (on RP and CV templates in the case
above) (2)
Indicator: Can open his e-mail account in browser or in outlook (1)
Indicator: Can upload a CV and send it to the specified e-mail address (2)
Observation
199 | P a g e
C C M B C 3 0 1 - BUSINESS CREATION
CCMBC301 Create a business
REQF Level: 3 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: July, 2014
Purpose statement
This module describes the skills and knowledge required to start up and operate a business. At the end of this module, the participants will be aware of the characteristics of an entrepreneur, principles and tools behind socio-economic environment assessment. They can apply techniques to recognize business opportunities. They can convert business opportunity into business ideas, determine business requirements and produce a business idea proposal. They are able to organize, follow and record day to day business operations. The participants simulate a market after which they are familiar with the business operations. They can manage relationship with different business stakeholders.
200 | P a g e
Learning assumed to be in place Communicate effectively at workplace
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Describe entrepreneurial characteristics
1.1. Proper identification of personal entrepreneurial characteristics
1.2. Proper description of personal entrepreneurial characteristics
2. Assess business environment 2.1. Proper application of methods, principles and techniques in identification of problems related to economic environment
2.2. Relevant recognition of business opportunities that are linked to the identified problems.
2.3. Adequate application of techniques to generate a business idea.
2.4. Adequate use of tools and techniques to identify business requirements.
3. Produce business idea proposal 3.1. Adequate identification of the proposal components according to the template proposed
3.2. Relevant development of the components in terms of formulation of the business naming, description of the business idea and business operations, the product and/or service of the business, target customers, requirement in terms of capital, location and timeline of main phases of the business.
3.3. Proper presentation of the business proposal according to the criteria defined.
4. Run a business. 4.1. Appropriate planning of operations of the business in terms of activities, allocation of resources, milestones and time period for the achievement.
4.2. Adequate classification of business operations 4.3. Adequate recording of day to day business operations in
terms of financial activities, sales and operational activities. 4.4. Adequate filing of documents related to business 4.5. Appropriate identification of business laws and regulations
201 | P a g e
LU 1: Identify and describe entrepreneurial characteristics
1
Learning Outcomes:
1. Identify entrepreneurial characteristics 2. Describe entrepreneurial characteristics
3 Hours
Learning Outcome1.1: Identify entrepreneurial characteristics.
Definition of entrepreneurship
Characteristics and competencies of an entrepreneur
o Brainstorming on definition of entrepreneurship
o Group work on characteristics and competencies of an entrepreneur
o Presentation on characteristics and competencies of an entrepreneur
o Individual work (Case studies analysis)
o Guest speaker o Self-Assessment o Elaborate strategies for
improvement (individually)
- Flipchart - Markers - Pen - Notebooks - Projector - Computer - Questionnaire - Pen - Reference books
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper identification of personal entrepreneurial characteristics
Resources Learning activities Content
202 | P a g e
Types of evidence Portfolio assessment tools
Written evidence True and false questions: Circle the right answer (s) from the statement given about the list of
personal characteristics
Multiple choice questions : underline the characteristics that fall in the specified category
From the case study given identify the possessed and missing
entrepreneurial characteristics of the person in the scenario.
Checklist Score
Yes No
Personal characteristics of an entrepreneur
Categories of personal characteristics of an entrepreneur:
- Performance group - Power group - Planning group
Observation
203 | P a g e
Learning Outcome 1.2:Describe entrepreneurial characteristics.
Definition of entrepreneurship
Characteristics and competencies of an entrepreneur
o Brainstorming on definition of entrepreneurship
o Group work on characteristics and competencies of an entrepreneur
o Presentation on characteristics and competencies of an entrepreneur
o Individual work (Case studies analysis)
o Guest speaker o Self-Assessment o Elaborate strategies for
improvement (individually)
- Flipchart - Markers - Pen - Notebooks - Projector - Computer - Questionnaire - Pen - Reference books
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Essay on description of personal entrepreneurial characteristics (the
case is given in section B)
Performance criterion
Proper description of personal entrepreneurial characteristics.
Resources Learning activities Content
204 | P a g e
Checklist Score
Yes No
Explanation in detail of personal characteristics
Description categories of personal characteristics of an entrepreneur
Observation
205 | P a g e
LU 2: Assess business environment
2
Learning Outcomes:
1. Apply methods, principles and techniques in identification of problems related to economic environment
2. Recognize business opportunities 3. Apply techniques to generate a business idea. 4. Use tools and techniques to identify business requirements.
6 Hours
Learning Outcome 2.1 Apply methods, principles and techniques in identification of problems
related to economic environment
Definition of socio-economic environment
Types of problems linked to economic environment
Environment screening methods, principles, techniques and process.
o Brainstorming on the socio economic environment definition
o Identification of problems linked to economic environment on the field
o Presentation of the field outcomes
- Flipchart - Markers - Pen - Internet - Reference books
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper application of techniques in identification of problems related to
economic environment
Resources Learning activities Content
206 | P a g e
Types of evidence Portfolio assessment tools
Product evidence Produce a 1 page report including : Problems identified in a chosen specific area.
Techniques used.
Checklist Score
Yes No
Techniques in identification of problems
Reporting format
Observation
Learning Outcome 2.2: Recognize business opportunities.
Definition of market
Definition of business opportunity
Business opportunities recognition process
Innovation and creativity techniques of converting business opportunities into business ideas
Techniques of selecting the best business idea
Macro screening
Micro screening
SWOT
o Group discussion on market o Brainstorming on business
opportunity o Case studies analysis on
recognition of business opportunities
o Individual practical exercises on converting business opportunity into business ideas.
o Individual practical exercises on filtering the business idea.
- Flipchart - Markers - Pen - Internet - Reference books
Formative Assessment 2.2
Resources Learning activities Content
207 | 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
Product evidence Identify opportunities linked to the previously identified problem.
Checklist Score
Yes No
Process and techniques used to recognize business opportunities
Potential solutions to the problem.
Observation
Learning Outcome 2.3: Apply techniques to generate a business idea.
Definition of market
Definition of business opportunity
Business opportunities recognition process
Innovation and creativity techniques of converting
o Group discussion on market o Brainstorming on business
opportunity o Case studies analysis on
recognition of business opportunities
o Individual practical exercises on converting business opportunity
- Flipchart - Markers - Pen - Internet - Reference books
Resources Learning activities Content
Performance criterion
Relevant recognition of business opportunities that are linked to the identified problems.
208 | P a g e
business opportunities into business ideas
Techniques of selecting the best business idea
Macro screening
Micro screening
SWOT
into business ideas. o Individual practical exercises on
filtering the business idea.
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence Produce the best business idea and present a report of the process
followed and techniques used.
Checklist Score
Yes No
Techniques for Generating business ideas
Observation
Performance criterion
Adequate application of techniques to generate a business idea.
209 | P a g e
Learning Outcome 2.4: Use tools and techniques to identify business requirements.
Techniques and process of business requirements analysis
Data collection techniques
Use cases
Building prototypes
Categories of business requirements
Transitional
Functional
Operational
Technical
o Conducting data collection on business requirements
o Role-play o Group discussion on business
requirements o Individual practice on identification
of business requirements
- Flipchart - Markers - Pen - Reference books - Computer - Internet
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Perfomance evidence Through simulation in class, apply techniques and tools to identify
the requirements related to the selected business idea.
Checklist Score
Yes No
Techniques and process of business requirements analysis
Observation
Performance criterion
Adequate use of tools and techniques to identify business requirements.
Resources Learning activities Content
210 | P a g e
LU 3: Assess and react to play incidents
3
Learning Outcomes:
1. Identify business idea proposal components 2. Develop a business idea proposal 3. Present business proposal
10 Hours
Learning Outcome 3.1: Identify business idea proposal components
Identification and description of elements of components of the proposal: Identification of the owner Business idea description Product/service description Market Cost of the project Feasibility
Guidelines in elaborating a business proposal
o Brainstorming on business proposal components
o Individual practice on production of business proposal of the previously selected business idea
o Group work o Case studies analysis o Presentation of the business
proposal
- Template of a business idea proposal
- Flipchart - Pen - Reference books - Case studies of
proposals
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Adequate identification of the proposal components according to the template proposed
Resources Learning activities Content
211 | P a g e
Types of evidence Portfolio assessment tools
Written evidence Multiple choice : From the below list, encircle the true components of a business idea
proposal.
Checklist Score
Yes No
Components of business idea proposal
Observation
Learning Outcome 3.2: Develop a business idea proposal.
Identification and description of elements of components of the proposal: Identification of the owner Business idea description Product/service description Market Cost of the project Feasibility
Guidelines in elaborating a business proposal
o Brainstorming on business proposal components
o Individual practice on production of business proposal of the previously selected business idea
o Group work o Case studies analysis o Presentation of the business
proposal
- Template of a business idea proposal
- Flipchart - Pen - Reference books - Case studies of
proposals
Formative Assessment 3.2
Resources Learning activities Content
212 | 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
Product evidence Produce a business idea proposal of maximum 2 pages
Checklist Score
Yes No
Business idea proposal document content
Business idea proposal template
Observation
Learning Outcome 3.3: Present business proposal
Identification and description of elements of components of the proposal: Identification of the owner Business idea description Product/service description Market Cost of the project
o Brainstorming on business proposal components
o Individual practice on production of business proposal of the previously selected business idea
o Group work o Case studies analysis
- Template of a business idea proposal
- Flipchart - Pen - Reference books - Case studies of
proposals
Resources Learning activities Content
Performance criterion
Relevant description of the components in terms of formulation of the business
naming, description of the business idea and business operations, the product
and/or service of the business, target customers, requirement in terms of
capital, location and timeline of main phases of the business.
213 | P a g e
Feasibility
Guidelines in elaborating a business proposal
o Presentation of the business proposal
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Perormance evidence Present to the class audience your business idea proposal.
Checklist Score
Yes No
Presentation techniques
Observation
Performance criterion
Proper presentation of the business proposal according to the criteria defined.
214 | P a g e
LU 4: Run a business
4
Learning Outcomes:
1. Plan business operations 2. Classify business operations 3. Record day to day business operations 4. Perform filing of documents related to business 5. Identify business laws and regulations
11 Hours
Learning Outcome 4.1: Plan business operations
Planning of operations of the business Activities Allocation of resources, Milestones Time period for the achievement
o Brainstorming on elements of a plan of business operations
o Demonstration on Operational plan elaboration
o Individual practice on Operational plan elaboration
- Reference books - Operational plan
template - Flipchart - Markers
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate planning of operations of the business in terms of activities, allocation of resources, milestones and time period for the achievement.
Resources Learning activities Content
215 | P a g e
Types of evidence Portfolio assessment tools
Product evidence
Written evidence
True and false questions: Circle the right answer (s) from the statement given about the
components of Action Plan
From the components of an Action plan, produce an action Plan
using the given template
Checklist Score
Yes No
Components of action plan
Action plan of content
Action Plan template
Observation
Learning Outcome 4.2: Classify business operations
Financial activities Accounting procedures and
principles Accounting books Accounting documents identification of income and
expenses to create a profit and loss statement
identification of business assets and liabilities
o Brainstorming on business operations
o Group work o Case studies analysis o Create a balance sheet o Individual practical
exercises on negotiating with stakeholders.
o Designing your production process
- Role play scenarios - Hand-outs - Performance
evidences - Flipchart - Markers - Case studies - Worksheet of
production process - Performance
Resources Learning activities Content
216 | P a g e
identification of the timing of income and expenses to create a cash flow forecast
Ways of spending money effectively Saving and loan management
Sales activities: Sales daily operations and
techniques Sales system Marketing and advertising costs
Operational activities: Functions of your business Production process Technology, equipment and raw
materials Administrative procedures and tasks
- Meetings - Correspondences
Stakeholders relationship: Dealing with suppliers Dealing with customers Dealing with employees Financial institutions Local government
o Performance evidence presentation on stakeholders relationship
o Role play on stakeholders relationship s
o Individual practice on money spending
o Individual practice on loan management
evidences projector
- Computer
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence Match business activities with operations
Performance criterion
Adequate classification of business operations
217 | P a g e
Checklist Score
Yes No
Categorization of business operations:
Operational activities.
Administrative activities.
Financial activities.
Observation
Learning Outcome 4.3:Record day to day business operations
Financial activities Accounting procedures and
principles Accounting books Accounting documents identification of income and
expenses to create a profit and loss statement
identification of business assets and liabilities
identification of the timing of income and expenses to create a cash flow forecast
Ways of spending money effectively
Saving and loan management
Sales activities: Sales daily operations and
techniques
o Brainstorming on business operations
o Group work o Case studies analysis o Create a balance sheet o Individual practical exercises
on negotiating with stakeholders.
o Designing your production process
o Performance evidence presentation on stakeholders relationship
o Role play on stakeholders relationship s
o Individual practice on money spending
o Individual practice on loan management
- Role play scenarios - Hand-outs - Performance
evidences - Flipchart - Markers - Case studies - Worksheet of
production process - Performance
evidences projector - Computer
Resources Learning activities Content
218 | P a g e
Sales system Marketing and advertising costs
Operational activities: Functions of your business Production process Technology, equipment and raw
materials Administrative procedures and
tasks - Meetings - Correspondences
Stakeholders relationship: Dealing with suppliers Dealing with customers Dealing with employees Financial institutions Local government
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Written evidence
True or False Quiz: Find out if each of the following activities is either involved or not in specified type of business activity.
Multiple choice questions: underline the documents that fall in the specified category
From the case study given record the operating, investing, and
financing activities.
Performance criterion
Adequate recording of day to day business operations in terms of financial
activities, sales and operational
219 | P a g e
Checklist Score
Yes No
List of core business activities (manufacturing, distributing, marketing, selling a product
or service, and etc…)
List and categories of documents needed for daily, weekly, monthly, quarterly, annual
and year-end bookkeeping & bookkeeping start-up
Use recordkeeping system to ensure that we never miss a thing.
Observation
Learning Outcome 4.4.Perform filing of documents related to business
Business documents filing system
Filing techniques and procedures of business operations: Type of the operation Existing filing system
o Brainstorming on filing system, techniques and procedures of business operations
o Development of own filing system catered to his own business
o Practical exercise on classification of business operations
- Shelves - Files - Flipchart - Reference books - Papers - Markers - Business
document samples
Formative Assessment 4.4
Performance criterion
Adequate filing of documents related to business
Resources Learning activities Content
220 | 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
Product evidence
Written evidence
Essay: briefly explain the implications involved in losing or misplacing business documents.
Task: File the business documents.
Checklist Score
Yes No
Importance of filing business documents
Consequences or implications relating to misplacing and/or losing business documents
Filing system
Filing techniques:
By categories By chronologic order
Filing tools and storage
Appropriate containers of files in safe environment
Observation
Learning Outcome 4.5:Identify business laws and regulations
Legal framework Commercial law Labor law Tax law Tax registrations in Rwanda and
business structure
Legal issues and implications of business contract
o Case studies analysis o Group work o Presentation o Guest speaker
- Case studies - Reference books - Projector - Business laws - Computer - Internet
Formative Assessment 4.5
Resources Learning activities Content
221 | 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
Product evidence Produce the best business idea and present a report of the process
followed and techniques used.
Checklist Score
Yes No
Observation
References:
Performance criterion
Appropriate identification of business laws and regulations
222 | P a g e
C C M I A 3 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)
CCMIA301 Integrate workplace
REQF Level: 3 Learning hours
Credits: 30 300
Sector: ALL
Sub-sector: ALL
Issue date: September, 2014
Purpose statement
This module describes the skills, knowledge and attitudes required to integrate the workplace for an
internship or employment. At the end of this module, participants know how to apply for and present
themselves for employment. They demonstrate good time management and show up for work on time.
They demonstrate behavior and attitudes that are appropriate for the workplace and understand that
workplaces have policies and procedures that need to be followed. They take initiative and
responsibility for their own work and know how to work under and respect supervision. Participants are
familiar with the rights and responsibilities of workers and employers and have explored ways to
exercise rights in the workplace.
223 | P a g e
Learning assumed to be in place
All the modules covered at REQF level 3.
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Apply for internship/employment
1.1. Appropriate use of resources in the community or nationwide to find internship/employment information
1.2. Writing of a basic accurate and neat CV 1.3. Proper writing of application letters 1.4. Proper demonstration of effective interviewing skills
2. Demonstrate workplace behavior and attitudes
2.1. Appropriate application of workplace habits and attitudes 2.2. Adequate implementation of strategies to manage time
effectively 2.3. Efficient management of personal and work lives
3. Respect worker’s and employer’s rights and responsibilities
a. Respect of universal human rights b. Respect of worker’s and employer’s obligations according
to the Rwandan Labour code c. Respect of worker’s rights and responsibilities at the
workplace d. Respect of employer’s rights and responsibilities at the
workplace e. Appropriate reaction when the labour code is broken
4. Organize and evaluate one’s internship
a. Appropriate securing of the internship agreement with the enterprise
b. Adequate outlining of findings and experience c. Proper writing of the internship report that contains all the
required elements as well as one’s own findings and
experience
d. Active participation in the assessment of one’s internship
5. Develop one’s competences on the workplace
5.1. Adequate performance of tasks assigned according to the agreement with the enterprise
5.2. Positive response and active participation in meetings with the internship supervisor (“maître de stage”)
5.3. Adequate demonstration of work behaviour and attitudes
224 | P a g e
LU 1: Apply for internship/employment
1
Learning Outcomes:
1. Identify and use resources to find a job 2. Write a Curriculum Vitae (CV) and an application letter 3. Take part in an interview
8 Hours
Learning Outcome 1.1:Identify and use resources to find a job.
Resources to find employment in the community and at national level
Identify contact persons
o Small group work o Panel discussion o Large group discussion o Speakers
- Job announcements and information: newspaper advertisements; information from recruitment agencies, youth organizations such as YES Rwanda and government agencies such as the RDB, RP; sample advertisements posted on business walls or bulletin boards, internet websites, through cooperatives…
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate use of resources in the community or nationwide to find internship/employment information
Resources Learning activities Content
225 | P a g e
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 1.2: Write a Curriculum Vitae (CV) and an application letter.
Differences between a CV and an application letter
Types of application letters
Elements of a well written CV
Elements of an application letter
o Large group discussion o Individual work o Pair work
- Sample CVs and application letters
- Format of an application letter
Formative Assessment 1.2
Performance criterion
Proper writing of a basic accurate and neat CV
Resources Learning activities Content
226 | 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
Checklist Score
Yes No
Observation
Learning Outcome 1.3: Take part in an interview.
Main parts of an interview
Interviewing tips: what to do before, during and after the interview
Typical questions asked during an interview
o Small group work o Interview role plays o Large group discussion
- Interview observation tool
Formative Assessment 1.3
Resources Learning activities Content
227 | 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
Checklist Score
Yes No
Observation
Performance criterion
Proper demonstration of effective interviewing skills
228 | P a g e
LU 2:Demonstrate appropriate workplace behavior and attitudes
2
Learning Outcomes:
1. Identify appropriate workplace behaviors and attitudes
2. Manage time
2. Balance work and personal life
5 Hours
Learning Outcome 2.1:Identify appropriate workplace behaviours and attitudes.
Appropriate workplace behaviours and attitudes (dress code, time management, respect, honesty, integrity, work as a team member)
Work habits (cooperation, initiative, courtesy, constructive criticism, supervision, accuracy, pace of work, time usage, adaptability, personal appearance, attendance, punctuality)
o Small group work o Large group discussion o Brainstorming
- Workplace behaviour scenarios
- Work habits inventory
Formative Assessment 2.1
Performance criterion
Appropriate application of workplace habits and attitudes
Resources Learning activities Content
229 | 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
Checklist Score
Yes No
Observation
Learning Outcome 2.2: Manage time.
Importance of task planning and managing time
Strategies to better manage time
o Large group discussion o Small group activity (tower
building) o Reflection o Pair sharing
- Workplace behaviour scenarios
- Work habits inventory
Formative Assessment 2.2
Resources Learning activities Content
230 | 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
Checklist Score
Yes No
Observation
Learning Outcome 2.3: Balance work and personal life.
Common situations that make it challenging to balance work & personal life
Tips to manage personal and work lives
o Large group discussion o Individual work o Self-assessment o Pair sharing
- Scenarios: “did she/he do the right thing?”
Resources Learning activities Content
Performance criterion
Adequate implementation of strategies to manage time effectively
231 | P a g e
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Efficient management of personal and work lives
232 | P a g e
LU 3: Respect worker’s and employer’s rights and responsibilities
3
Learning Outcomes:
1. Get familiar with the universal human rights 2. Get familiar with some of the provisions of the Rwandan Labour
Law 3. Identify one’s rights and responsibilities at work 4. Explore one’s personal rights and responsibilities 5. React appropriately when the labour code is broken
8 Hours
Learning Outcome 3.1:Get familiar with the universal human rights.
Definition of “right” and “human right”
Universal Declaration of Human Rights
o Small group work o Large group discussion
-Universal Declaration of
Human Rights
- Plain language version
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Appropriate of universal human rights
Resources Learning activities Content
233 | P a g e
Checklist Score
Yes No
Observation
Learning Outcome 3.2: Get familiar with some of the provisions of the Rwandan Labour Law.
Legal obligations of employers
Legal obligations of workers
o Large group activity o Discussion o Small group work o Observation
- Statements and answers for Agree/Disagree game on Rwandan labour law
- Articles 47 and 48 of the labour code
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate respect of worker’s and employer’s obligations according to the Rwandan Labour code
Resources Learning activities Content
234 | P a g e
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.3: Identify one’s rights and responsibilities at work.
‘Rights’ (what you can expect your employer to provide)
‘Responsibilities’ (what your employer can expect that you will do)
o Large group discussion o Small group work o Skits
- Worksheet on rights and responsibilities at work.
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate respect of worker’s rights and responsibilities at the workplace
Resources Learning activities Content
235 | P a g e
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.4: Explore one’s personal rights and responsibilities.
Definition of “responsibility”
Relationship between rights and responsibilities
o Individual work o Pair share o Large group brainstorming
and discussion
- Worksheet on rights and responsibilities at work.
Formative Assessment 3.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate respect of employer’s rights and responsibilities at the workplace
Resources Learning activities Content
236 | P a g e
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 3.5: React appropriately when the labour code is broken.
Possible solutions or responses in case the labour code is broken
o Small group work o Scenario analysis o Large group discussion
- Labour code scenarios
- Labour code excerpts
Formative Assessment 3.5
Performance criterion
Appropriate reaction when the labour code is broken
Resources Learning activities Content
237 | 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
Checklist Score
Yes No
Observation
238 | P a g e
LU 4: Organize and evaluate one’s internship
4
Learning Outcomes:
1. Conclude an internship agreement
2 Outline one’s findings and experience
3. Write and present the report of the internship
4. Participate actively to the assessment of one’s internship
9 Hours
Learning Outcome 4.1:Conclude an internship agreement.
Definition of the concept “internship”
Objectives of the internship
Presentation of internship agreement
o Brainstorming o Group discussion o Presentation by the trainer
- Sample internship agreement
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate securing of the internship agreement with the enterprise
Resources Learning activities Content
239 | P a g e
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 4.2: Outline one’s findings and experience.
Presentation of the logbook
Tips to fill in the logbook
o Presentation by the trainer - Logbook
Formative Assessment 4.2
Resources Learning activities Content
240 | 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
Checklist Score
Yes No
Observation
Learning Outcome 4.3: Write and present the report of the internship.
Resources Learning activities Content
Performance criterion
Adequate outlining of findings and experience
241 | P a g e
Contents of the internship report
Presentation techniques
o Group discussion o Role play
- Sample internship report
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Proper writing of the internship report that contains all the required elements as well as one’s own findings and experience
242 | P a g e
Learning Outcome 4.4: Participate actively to the assessment of one’s internship.
Internship assessment and self-ASSESSMENT PACKAGE s
o Group discussion o Presentation by the trainer
Formative Assessment 4.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Reference books:
1. Work Readiness Training Programme–Participant’s Manual, Akazi Kanoze–Youth Livelihoods Project
Performance criterion
Active participation in the assessment of one’s internship
Resources Learning activities Content
243 | P a g e
L S V D G 3 0 1 - APPLICATION DESCRIPTIVE GEOMETRY
LSVDG301 Apply Descriptive Geometry
REQF Level: 4 Learning hours
Credits: 7 70
Sector: Construction
Sub-sector: Land surveying
Issue date:December, 2016
Purpose statement
This is a core module which describes the performance outcomes, skills knowledge and attitude
required to perform descriptive geometry principles.
244 | P a g e
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Perform Geometric construction 1.1. Performance criteria
1.2. Proper Drawing of parallels
1.3. Accurate Dividing of a segment into two
1.4. Accurate Bisecting of an angle
2. Perform geometric projections 2.1. Proper determination of Central projection
2.2. Proper determination of Parallel projection
2.3. Proper determination of Orthographic projection
3. Perform geometric graphics 3.1. Proper Determination of Point geometry
3.2. Proper Determination of Straight line geometry
3.3. Proper Determination of Plane geometry
245 | P a g e
LU 1:Perform Geometric construction
1
Learning Outcomes:
1. Draw parallels 2. Divide a segment into two 3. Bisect an angle
20 Hours
Learning Outcome1.1: Draw parallels
Line
One-Point Perspective
Two-Point Perspective
Line Segments
Parallel Lines
Rays Two-Point Perspective
o Demonstration o Discussions o Practical work o Asking questions
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Projector
Computer
Drawing Paper
Pencils
Erasers
Rulers
Formative Assessment 1.1
Performance criterion
Proper Drawing of parallels
Resources Learning activities Content
246 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choice
True or false questions
Expose (presentation.
Checklist Score
Yes No
Draw Line, one point perspective, Two –point perspective, line segments, parallel lines
Observation
Learning Outcome 1.2:Divide a segment into two
Resources Learning activities Content
247 | P a g e
Tips for doing Geometric Drawings
Copying a Line Segment
Divide a segment
Copying an Angle
o Brainstorming o Discussions o Asking questions o Simulation
Book
Notebook
Pen
Workshop
Drawing Paper
Pencils
Erasers
Rulers
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
True or false questions
Matching
Ticking
Expose (presentation)
Task:
Copying a Line Segment
Divide a segment
Copying an Angle
Checklist Score
Yes No
Segment division
Observation
Performance criterion
Accurate Dividing of a segment into two
248 | P a g e
Learning Outcome 1.3: Bisect an angle
Bisecting a Line Segment
Bisecting an Angle
A Perpendicular Line through a Point on that Line
A Perpendicular. Line through a Point Not on that Line
Dividing a Line Segment into Equal Parts
o Presentation o Brainstorming o Demonstration o Discussions o Practical work o Asking questions o Assignments
Book
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Projector
Computer
Drawing Paper
Pencils
Erasers
Rulers
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choicequestions
True or false questions
Matching
Sentence completion
Expose (presentation)
Task:
Bisect a Line Segment Divide a Line Segment into Equal Parts.
Performance criterion
Accurate Bisecting of an angle
Resources Learning activities Content
249 | P a g e
Checklist Score
Yes No
Instrument care
Bisecting an Angle
Observation
250 | P a g e
LU 2:Perform geometric projections
2
Learning Outcomes:
1. Determinate Central projection 2. Determinate Parallel projection
30 Hours
Learning Outcome 2.1: Determinate Central projection
Illustrate the concept
Properties
Vanishing points
Conclusion
o Demonstration o Discussions o Practical work o Asking questions
Book
Notebook
Pen
Whiteboard/ Black board
Workshop
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper determination of Central projection
Resources Learning activities Content
251 | P a g e
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
True or false questions
Matching
Expose (presentation)
Task: Vanishing points
Checklist Score
Yes No
Central projection determination
Observation
Learning Outcome 2.2: Determinate Parallel projection
Illustrate the concept
Properties
The concept of scale
o Presentation o Brainstorming o Demonstration o Discussions o Practical work
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Formative Assessment 2.2
Resources Learning activities Content
252 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Matching
Sentence completion
Ticking
Expose (presentation)
Task:The projection of a right angle
Checklist Score
Yes No
Parallel projection determination
Observation
Performance criterion
Proper determination of Parallel projection
253 | P a g e
U 3:Perform geometric graphics
3
Learning Outcomes:
1. Determinate Geometry of Point 2. Determinate geometry of Straight line 1. Determinate Geometry of a Plane
20 Hours
Learning Outcome 3.1: Determinate Geometry of Point
The projections of a point
3.2 Points in four quadrants
3.3 The first angle view
3.4 The third angle view
Exercises
o Presentation o Brainstorming o Demonstration o Discussions o Practical work o Asking questions o Assignments
Book
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Drawing Paper
Pencils
Erasers
Rulers
Formative Assessment 3.1
Performance criterion
Proper Determination of Point geometry
Resources Learning activities Content
254 | P a g e
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Task: The projections of a point
Checklist Score
Yes No
Point Geometry
Observation
Learning Outcome 3.2: Determinate geometry of Straight line
The projections of a straight line
4.2 Special straight line
Parallel lines
Horizontal lines
Frontal lines
Profile lines
o Presentation o Discussions o Assignments
Book
Notebook
Pen
Workshop
Whiteboard/ Black board
Resources Learning activities Content
255 | P a g e
Vertical lines
4.3 When a third projection can help
4.4 Intersecting lines
4.5 The true length of a straight-line
segment
4.6 The traces of a given straight line
4.7 Point on given line
4.8 The straight line as a one-
dimensional manifold
4.9 Exercises
Marker pen
Chalks
Drawing Paper
Pencils
Erasers
Rulers
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Task: Projection of a straight line
Checklist Score
Yes No
Straight line geometry
Observation
Performance criterion
Proper Determination of Straight line geometry
256 | P a g e
Learning Outcome 3.3: Determinate Geometry of a Plane
Preliminaries on diagrams, notation,
symbols and conventions.
Definitions of special plane figures.
Properties of angles at a point and of
angles formed by transversals to parallel
lines. Tests for parallel lines.
Angle sums of triangles,
quadrilaterals and general
polygons.
Exterior angle properties.
Congruence of triangles. Tests for
congruence.
Properties of special triangles and
quadrilaterals. Tests for special
quadrilaterals.
Properties of transversals to
parallel lines.
Similarity of triangles. Tests for
o Simulation
o Demonstration
o Discussions
o Practical work
o Asking questions
Book
Notebook
Pen
Workshop
Whiteboard/
Black board
Marker pen
Chalks
Drawing Paper
Pencils
Erasers
Rulers
Resources Learning activities Content
257 | P a g e
similarity.
Pythagoras ‘theorem and its
converse.
Area formulae.
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Task:
Checklist Score
Yes No
Plane geometry
Observation
Performance criterion
Proper Determination of Plane geometry
258 | P a g e
Summative Assessment
Integrated situation Resources
259 | P a g e
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator:
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator:
Observation
Assesment Criterion 3: Relevance
Checklist Score
260 | P a g e
Yes No
Indicator:
Observation
Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator:
Observation
261 | P a g e
Reference books:
1. Dartmouth Website: Geometry in Art & Architecture Unit 11
http://www.dartmouth.edu/~matc/math5.geometry/unit11/unit11.html
http://www.termespheres.com
2. Fundamentals of Descriptive Geometry, The McGraw-Hill, UAA ES A103
3. Board of Studies NSW, MATHEMATICS 2/3 UNIT Years 11–12, 1982
4. www.boardofstudies.nsw.edu.au
5. Journal for Geometry and Graphics Volume 4 (2000), No. 2, 209–222. Institute for Geometry and
Applied Mathematics RWTH Aachen, D-52056 Aachen, Germany email: [email protected]
6. C. P¨utz: Untersuchungen zur Auswahl der Lehrinhalte des Faches Darstellende Geometrie f¨ ur
die Hochschulausbildung zum Architekten. PhD thesis 1990, RWTH Aachen, Germany. Received
August 1, 2000; final form November 15, 2000
7. An analytical introduction to Descriptive Geometry, Adrian B. Biran, Technion – Faculty of
Mechanical Engineering Ruben Lopez-Pulido, CEHINAV, Polytechnic University of Madrid, Model
Basin, and Spanish Association of Naval Architects Avraham Banai Technion – Faculty of
Mathematics Prepared for Elsevier (Butterworth-Heinemann), Oxford, UK Samples - August
2005
8. Egerton, PA., and Hall, W.S. (1999), Computer Graphics — Mathematical
9. First Steps, Harlow, England: Prentice Hall.
10. Flocon, A., and Taton, R. (1984), La perspective, Que sais-je 1050, Paris:
11. Presses Universitaires de France.
12. Fuller, G., and Tarwater, D. (1992), Analytic Geometry, 7th edition,
13. Reading, Massachusetts: Addison-Wesley Publishing Company.
14. ISO 5455-1979(E) (1979), Technical drawings — Scales, ISO
15. ISO 5456-1:1996(E) (1996), Technical drawings — Projection methods —
16. Part 1: Synopsis, ISO
17. ISO 5456-2:1996(E) (1996), Technical drawings — Projection methods —
18. Part 2: Orthographic representations, ISO
19. ISO 5456-3:1996(E) (1996), Technical drawings — Projection methods —
20. Part 3: Axonometric representations, ISO
21. ISO 5456-4:1996(E) (1996), Technical drawings — Projection methods —
22. Part 4: Central projection, ISO
23. ISO 10209-2:1993(E/F) (1993), Technical product documentation —
24. Vocabulary — Part 2: Terms relating to projection methods, Documentation
25. technique du produit — Vocabulaire — Partie 2: Termes relatifs aux méthodes de projection,
ISO
262 | P a g e
L S V G O 3 0 1 - APPLICATION GEOMETRICAL OPTICS
LSVGO301 Apply Geometrical Optics
RTQF Level: 3 Learning hours
Credits: 8 80
Sector: Construction
Sub-sector: Land surveying
Issue date: December, 2016
Purpose statement
This is a core module which describes the performance outcomes, skills knowledge and attitude
required to Apply Geometrical Optics.
263 | P a g e
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Perform Geometrical optics
principles
1.1. Proper determination of Fermat’s principle
according to GO Phenomena
1.2. Proper determination Snell’s law according to
GO Phenomena
1.3. Proper determination of nature of light with
respect to optic instrument
1.4. Methodical interpretation of light propagation
with respect to optic instrument
2. Apply Mirror concept in
Geometrical Optics
2.1. Proper identification of image types
2.2. Relevant interpretation of images according to
the image type
2.3. Proper identification of the types of mirrors
2.4. Proper demonstration of light propagation
according to the type of mirror
3. Perform Lenses concept in
Geometrical optics
3.1. Proper identification of lenses types
3.2. Proper Determination of lenses application
according to optical instrument
3.3. Relevant Ray Tracing for Lenses according to
lenses types
264 | P a g e
4. Perform optical instruments
using lens
4.1. Correct selection of GO systems with respect to
the specific optical instrument
4.2. Relevant application of GO systems with
respect to the specific optical instrument
4.3. Proper adjustment and magnification of
telescope according to the task
265 | P a g e
LU 1:Perform Geometrical optics principles
1
Learning Outcomes:
1. Determine Fermat’s principle. 2. Determine Snell’s law 3. Determine nature of light 4. Interprets light propagation
20 Hours
Learning Outcome1.1: Determine Fermat’s principle.
Fermat’s and energy
variation principles in
field theory
Hamilton's principle
Huygens' principle
Path integral formulation
Principle of least action
o Demonstration
o Discussions
o Practical work
o Asking questions
- Book
- Notebook
- Pen
- Whiteboard/ Black board
- Marker pen
- Chalks
- Projector
- Computer
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper determination of Fermat’s principle according to GO Phenomena
Resources Learning activities Content
266 | P a g e
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Multiple choice
True or false questions
Matching.
Checklist Score
Yes No
Fermat’s and energy variation principles in field theory
Hamilton's principle
Path integral formulation
Principle of least action
Observation
267 | P a g e
Learning Outcome 1.2: Determine Snell’s law
Derivations and formula
Vector form
Total internal reflection and
critical angle
Dispersion
Loss, absorbing, or
conducting media
o Presentation
o Brainstorming
o Demonstration
o Discussions
o Practical exercises
o Asking questions
o Assignments
Book
Notebook
Pen
Whiteboard/ Black
board
Marker pen
Chalks
Projector
Computer
Protractor
Compass
Ruler
Square
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice questions
True or false questions
Matching
Sentence completion
Performance criterion
Proper determination Snell’s law according to GO Phenomena
Resources Learning activities Content
268 | P a g e
Checklist Score
Yes No
Derivations and formula
Total internal reflection and critical angle
Dispersion
Derivations and formula
Observation
Learning Outcome 1.3: Determine nature of light
Identification of the source of
light
Incandescence
Luminescence
The amplitude of a light wave
Intensity
Brightness
The frequency of a light wave
Monochromatic
Polychromatic
o Presentation
o Discussions
o Asking questions
o Brainstorming
- Book
- Notebook
- Pen
- Whiteboard/ Black board
- Marker pen
- Chalks
- Projector
- Computer
- Torch
- Mirror
- Water
Formative Assessment 1.3
Resources Learning activities Content
269 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Product evidence
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Identification of the source of light.
Incandescence
Luminescence
The amplitude of a light wave
Intensity
Brightness
The frequency of a light wave
Monochromatic
Polychromatic
Observation
Performance criterion
Proper determination of nature of light with respect to optic instrument
270 | P a g e
Learning Outcome 1.4: Interprets light propagation
Huygens’ Principle
Refraction
Total internal reflection
o Demonstration
o Discussions
o Practical work
o Asking questions
- Book
- Notebook
- Pen
- Whiteboard/ Black board
- Marker pen
- Chalks
- Projector
- Computer
- Mirror
- Torch
Formative Assessment 1.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Methodical interpretation of light propagation with respect to optic instrument
Resources Learning activities Content
271 | P a g e
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Product evidence
Oral evidence
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation
Checklist Score
Yes No
Huygens’ Principle
Refraction
Total internal reflection
Observation
272 | P a g e
LU 2:Apply Mirror concept in Geometrical Optics
2
Learning Outcomes:
1. Identify image types 2. Interpret images 3. Identify the types of mirrors 4. Demonstrate light propagation
20 Hours
Learning Outcome 2.1:Identify image types
Real images
Virtual images
Combination of real image
and virtual image
o Demonstration
o Discussions
o Practical work
o Asking questions
- Book
- Notebook
- Pen
- Whiteboard/ Black board
- Marker pen
- Chalks
- Projector
- Computer
- Mirror
- torch
Formative Assessment 2.1
Resources Learning activities Content
273 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice questions
True or false questions
Matching
Sentence completion
Ticking
Checklist Score
Yes No
Real images
Virtual images
Combination of real image and virtual image
Observation
Learning Outcome 2.2: Interpret images
Resources Learning activities Content
Performance criterion
Proper identification of image types
274 | P a g e
• The image distance equals the object
distance.
• The image is unmagnified.
• The image is virtual.
• The image is not inverted.
• Left and right are reversed
o Presentation
o Brainstorming
o Demonstration
o Discussions
o Practical work
o Asking questions
Book
- Notebook
- Pen
- Whiteboard/ Black
board
- Marker pen
- Chalks
- Projector
- Computer
- Mirrors
- Torch
- Telescope
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Performance criterion
Relevant interpretation of images according to the image type
275 | P a g e
The image distance equals the object distance.
The image is unmagnified.
The image is virtual.
The image is not inverted.
Left and right are reversed
Observation
Learning Outcome 2.3: Identify the types of mirrors
Curved mirrors
Plane mirrors
spherical mirrors
concave mirror
(converging mirror)
convex mirror(diverging
mirrors)
Ray tracing with mirrors
o Demonstration
o Discussions
o Practical work
o Asking questions
- Book
- Notebook
- Pen
- Whiteboard/
Black board
- Marker pen
- Chalks
- Projector
- Computer
- Mirrors
- torch
Formative Assessment 2.3
Resources Learning activities Content
276 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Curved mirrors
Plane mirrors
spherical mirrors
concave mirror (converging mirror)
convex mirror(diverging mirrors)
Ray tracing with mirrors
Observation
Learning Outcome 2.3: Demonstrate light propagation
Performance criterion
Proper identification of the types of mirrors
277 | P a g e
Define Polarization.
reflection from a
dielectric surface glare
scattering
Dichroic crystals
Birefringent crystals
Huygens’ Principle
o Demonstration
o Discussions
o Practical work
o Asking questions
- Mirrors
- Torch
- Water
- Sun
- candle
Formative Assessment 2.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Product evidence
Oral evidence
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Performance criterion
Proper demonstration of light propagation according to the type of mirror
Resources Learning activities Content
278 | P a g e
Checklist Score
Yes No
Polarization.
reflection from a dielectric surface glare
scattering
Dichroic crystals
Birefringent crystals
Huygens’ Principle
Observation
279 | P a g e
U 3 Perform Lenses concept in Geometrical optics
3
Learning Outcomes:
1. Identify lenses types 2. Determine lenses application 3. Identify Ray Tracing for Lenses
20 Hours
Learning Outcome 3.1: Identify lenses types
converging lenses
diverging lenses
o Demonstration
o Discussions
o Practical work
o Asking questions
- Mirrors
- Torch
- Candles
Formative Assessment 3.1
Performance criterion
Proper identification of lenses types
Resources Learning activities Content
280 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Multiple choice questions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
converging lenses
diverging lenses
Observation
Learning Outcome 3.2: Determine lenses application
Qualitative application
Light behavior when it passes
through a convex lens.
determine the refraction of light
through a convex lens
o Presentation
o Brainstorming
o Demonstration
o Discussions
o Practical work
- Meter stick
- Cardboard image
screen
- Candle
- Flashlight
Resources Learning activities Content
281 | P a g e
through a convex lens
produce a real image on a screen
Quantitative application
Measure the image distance, object
distance and focal length.
Compare the focal lengths of three
convex lenses and compare this to
their amount of curvature.
produce a real image and measure
the image distance and object
distance in the projector by use of
the convex lens in a simple projector
o Asking questions
- Telescopes
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Product evidence
Oral evidence
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Performance criterion
Proper Determination of lenses application according to optical instrument
282 | P a g e
Checklist Score
Yes No
Qualitative application
Light behavior when it passes through a convex lens.
Determine the refraction of light through a convex lens.
Produce a real image on a screen
Quantitative application
Measure the image distance, object distance and focal length.
Compare the focal lengths of three convex lenses and compare this to their amount of curvature.
produce a real image and measure the image distance and object distance in the projector by use of the convex lens in a simple projector
Observation
Learning Outcome 3.3: Identify Ray Tracing for Lenses
A ray from the top of the object
proceeding parallel to the centerline
perpendicular to the lens.
A ray through the center of the lens,
which will be undeflected.
A ray through the principal focal point
on the near side of the lens
o Presentation
o Asking questions
o Practical Exercises
o Group Discussion
- Mirror
- torch
Resources Learning activities Content
283 | P a g e
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Oral evidence
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
A ray from the top of the object proceeding parallel to the centerline perpendicular to the lens.
A ray through the center of the lens, which will be undeflected.
A ray through the principal focal point on the near side of the lens
Observation
Performance criterion
Relevant Ray Tracing for Lenses according to lenses types
284 | P a g e
LU 4:Perform optical instruments using lens
4
Learning Outcomes:
o select GO systems
o Apply GO systems
o Adjust and magnify telescope
20 Hours
Learning Outcome 4.1: Select GO systems
Single-lens systems
A magnifying glass
Compound optical systems
The refracting telescope
o Asking questions
o Practical Exercises
o Group Discussion
o Field Trip/ Visit
- Book
- Notebook
- Pen
- Whiteboard/ Black
board
- Marker pen
- Chalks
- Projector
- Computer
- Theodolite
- tacheometer
Formative Assessment 4.1
Resources Learning activities Content
285 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Task evidence
Multiple choice questions True or false questions Matching Sentence completion Ticking Expose (presentation)
Checklist Score
Yes No
Single-lens systems
A magnifying glass
Compound optical systems
The refracting telescope
Observation
Performance criterion
Correct selection of GO systems with respect to the specific optical instrument
286 | P a g e
Learning Outcome 4.2: Apply GO systems
Measurement of the
distance
Measurement of angles of
an object
o Asking questions
o Practical Exercises
o Group Discussion
o Field Trip/ Visit
- Book
- Notebook
- Pen
- Whiteboard/ Black board
- Marker pen
- Chalks
- Projector
- Computer
- Theodolite
- tacheometer
Formative Assessment 4.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
written evidence
performance evidence
Oral evidence
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Performance criterion
Relevant application of GO systems with respect to the specific optical
instrument
Resources Learning activities Content
287 | P a g e
Checklist Score
Yes No
Measurement of the distance
Measurement of angles of an object
Observation
Learning Outcome 4.3: Adjust and magnify telescope
Maintain a clear vision on
telescope
to resolve fine detail
Elimination of errors
Parallax
Collimation
o Demonstration
o Practical work
o Asking questions
o Group Discussion
o Field Trip/ Visit
- Book
- Notebook
- Pen
- Whiteboard/ Black board
- Marker pen
- Chalks
- Projector
- Computer
- Theodolite
- tacheometer
Formative Assessment 4.3
Performance criterion
Proper adjustment and magnification of telescope according to the task
Resources Learning activities Content
288 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Product evidence
Performance evidence
Oral evidence
Expose (presentation)
Checklist Score
Yes No
Clear vision on telescope
resolve fine detail
Elimination of errors
Parallax
Collimation
Observation
Reference books:
1. Beiser, Arthur. Physics, 3rd Edition, Menlo Park, California: The Benjamin/Cummings Publishing
Company, 1982.
2. Hecht, E., and A. Zajac. Optics,2nd Edition. Reading, Massachusetts: Addison Wesley Publishing
Company, 1987.
289 | P a g e
3. Pedrotti, F., and L. Pedrotti. Introduction to Optics, 2nd Edition. Englewood Cliffs, New Jersey:
Prentice Hall, Inc., 1993.
4. Pedrotti, F., and L. Pedrotti. Optics and Vision. Englewood Cliffs, New Jersey: Prentice Hall, Inc.,
1998.
5. Serway, R. A. Principles of Physics. Orlando, Florida: Saunders College Publishing, 1992.
6. Waldman, Gary. Introduction to Light. Englewood Cliffs, New Jersey: Prentice Hall, Inc., 1983.
7. Englert, B-G., M. O. Scully, and H. Walthes. “The Duality in Matter and Light,” Scientific American
(December 1994), 86.
8. Weisskopf, Victor F. “How Light Interacts with Matter,” Lasers and Light, Readings from Scientific
American. W. H. Freeman and Company, 1969, pp 14-26. Optical Manufacturing Companies
9. Optics and Optical Instruments Catalog. Edmund Scientific, Industrial Optics Division, Barrington,
New Jersey.
10. Melles-Griot Catalog. Melles-Griot Optical Systems, Rochester, New York, and Melles Griot
Photonics Components, Irvine, California.
11. A. Karle Physics 202 Nov. 20, 2007
290 | P a g e
L S V H S 3 0 1 - HANDLE BASIC SPATIAL DATA
LSVHS301 Handle basic spatial data
RTQF Level: 3 Learning hours
Credits: 8 80
Sector: Construction
Sub-sector: Land Surveying
Issue date: December, 2016
Purpose statement
This is a core module which describes the performance outcomes, skills knowledge and attitude
required to Apply Geometrical Optics.
291 | P a g e
Learning assumed to be in place
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.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Prepare spatial data for
storage
1.1 Proper Identification of Task required and clarification
1.2 Proper selection of Methods of spatial data storage
according to the instrument.
1.3 Systematic creation of data index according to user
requirements
1.4 Systematic correction of data index according to user
requirements
1.5 Appropriate Data storage and recording chronologically
2. Identify Access and retrieve
spatial data
2.1 Proper way of indexing system used to locate basic spatial
data source
2.2 Appropriate localization of spatial data and their retrieval
according to user’s procedures.
2.3 Suitable analysis and translation required of spatial data
format according to task requirements.
2.4 Proper identification of Problems are reported according
to the job
3. Manage spatial data security 3.1 Adequate application of Data security and backup
measures according to users risk management plan and
procedures.
3.2 Regular identification of data security, storage or retrieval
problems according to user’s procedures.
3.3 Regular reporting of data security, storage or retrieval
problems according to user’s procedures.
3.4 Appropriate completion of documents and data stored
according to user’s instructions.
292 | P a g e
LU 1:Prepare spatial data for storage
1
Learning Outcomes:
1. Identify tasks required for data storage
2. Select the Methods of spatial data storage 3. Create data index 4. Correct data index 5. Store and record data
60 Hours
Learning Outcome 1.1: Identify tasks required for data storage
Tasks for spatial data
storage
Selecting the field
notebook sheet or
working job
Record data in
spreadsheet
Importing/Exporting
Procedures
Save the work
o Demonstration of tasks for
data storage
o Asking questions on tasks for
data storage
o Practical work on tasks for
data storage
- Notebook
- Pen
- Computer
- Removable
devices
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Identify tasks required for data storage
Resources Learning activities Content
293 | P a g e
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Open questions
Checklist Score
Yes No
Tasks for data storage
Observation
Learning Outcome 1.2: Select the Methods of spatial data storage
Identification of the
methods of spatial data
storage
Vector format
Raster format
Excel spreadsheet
o Demonstration on the
methods of data storage
o Asking questions on the
methods of data storage
o Practical work on the
methods of data storage
- Notebook
- Pen
- Computer
- Removable
devices
Formative Assessment 1.2
Performance criterion
Select the Methods of spatial data storage
Resources Learning activities Content
294 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Tasks:
Apply different
methods of spatial data
storage
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Checklist Score
Yes No
Observation
Learning Outcome 1.3: Create data index
Identification of the types of
indexes
Single-Level ordered
indexes
Multi-Level Indexes
B+ Tree based Indexes
Index definition in SQL
o Demonstration on the
correction of data index
o Practical work on the
correction of data index
o Asking questions on the
correction of data index
- Book
- Notebook
- Pen
- Workshop
- Whiteboard/ Black
board
- Marker pen
- Chalks
- Computer
- Removable devices
Resources Learning activities Content
295 | P a g e
Formative Assessment 1.3
Assessor
may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Tasks:
Proper creation of spatial
data index
Multiple choice questions
True or false questions
Matching
Open questions
Checklist Score
Yes No
Data index types
Observation
Learning Outcome 1.4: Correct data index
Resources Learning activities Content
Performance criterion
Create data index
296 | P a g e
Identification of spatial data
according to their correctness
Raw data
Technically correct
data
Consistent data
o Demonstration on the
correction of data index
o Practical work on the
correction of data index
o Asking questions on the
correction of data index
- Book
- Notebook
- Pen
- Workshop
- Whiteboard/ Black
board
- Marker pen
- Chalks
- Computer
- Removable devices
Formative Assessment 1.4
Assessor may
collectamong the following evidences and make judgements on whether the performance criterion
has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Tasks:
Proper correction of data
index
Multiple choice questions
True or false questions
Matching
Open questions
Checklist Score
Yes No
Types of spatial data according to their correctness
Observation
Performance criterion
Correct data index
297 | P a g e
Learning Outcome 1.5: Correct data index1.5 Store and record data
Identification of the methods
of spatial data storage
Vector format
Raster format
Excel spreadsheet
o Demonstration on how
to store and record data
o Asking questions on
how to store and record
data
o Practical work on how
to store and record data
- Book
- Notebook
- Pen
- Workshop
- Whiteboard/ Black
board
- Marker pen
- Chalks
- Computer
- Removable devices
Formative Assessment 1.5
Assessor may
collectamong the following evidences and make judgements on whether the performance criterion
has been achieved.
Types of evidence Portfolio assessment tools
Written Performance Product
Oral
Ticking Expose Multiple choicequestions True or false questions Matching Sentence completion
Checklist Score
Yes No
Spatial data storage methods
Observation
Performance criterion
Store and record data
Resources Learning activities Content
298 | P a g e
LU 2:Identify Access and retrieve spatial data
2
Learning Outcomes:
1. Index the system used and localization basic spatial data source
2. Localize and retrieve spatial data 3. Analyze and translate spatial data format 4. Identify the process of problem reporting
20 Hours
Learning Outcome 2.1: Index the system used and localization basic spatial data source
Types of timber available in
Basic spatial data source
Ways of indexing basic
spatial data source
o Demonstration on the
localization of the spatial data
source
o Practical work on the
localization of the spatial data
source
o Asking questions on the
localization of the spatial data
source
- Notebook
- Pen
- Workshop
- Projector
- Computer
- Removable devices
Formative Assessment 4.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Index the system used and localization of basic spatial data source
Resources Learning activities Content
299 | P a g e
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choice questions
True or false questions
Matching
Sentence completion
Ticking
Open questions
Checklist Score
Yes No
Index the system
Localize basic spatial data source
Observation
Learning Outcome 2.2: Localize and retrieve spatial data
Localization of data into the
database
Spatial information
Attribute information
Methods of Retrieve data
By using the pixel information
window
By displaying attributes
Reclassification with map formula
Slicing
o Demonstration of the
localization and retrieval
o Practical exercise of the
localization and retrieval
o Asking questions on the
localization and retrieval
- Notebook
- Pen
- Workshop
- Projector
- Computer
- Removable
devices
Formative Assessment 2.2
Resources Learning activities Content
300 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Open questions
Checklist Score
Yes No
Localize basic spatial data
Retrieve data
Observation
Learning Outcome 2.3: Analyze and translate spatial data format
• Analysis of vector
format
Point feature
representation
Line feature
o Demonstration on analyze and
translate spatial data format
o Practical exercise on analyze
and translate spatial data
format
- Notebook
- Pen
- Computer
- Removable
Resources Learning activities Content
Performance criterion
Localize and retrieve spatial data
301 | P a g e
representation
Polygon feature
representation
• Analysis of raster format
Pixel size
Image feature
o Asking questions on analyze
and translate spatial data
format
devices
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choicequestions
True or false questions
Matching
Sentence completion
Tasks:
Identify and use the types of spatial data format
Checklist Score
Yes No
Analyze spatial data
Translate spatial data
Observation
Learning Outcome 2.4: Identify the process of problem reporting
Resources Learning activities Content
Performance criterion
Analyze and translate
302 | P a g e
Identification of data quality
components
Accuracy
Resolution/Precision
Consistency
Completeness
Report format
o Demonstration on the problem
reporting
o Practical work on the problem
reporting
o Asking questions on the
problem reporting
- Notebook
- Pen
- Projector
- Computer
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Open questions
Checklist Score
Yes No
Data quality identification
Report format
Observation
Performance criterion
Identify the process of problem reporting
303 | P a g e
LU 3:Manage spatial data security
3
Learning Outcomes:
1. Apply Data security and backup measures
2. Identify data security, storage and retrieval problems 3. Report data security, storage and retrieval problems
20 Hours
Learning Outcome 3.1: Apply Data security and backup measures
Data administration
Ways to store spatial data
Ways to protect spatial data
Ways to access spatial data
Backup measures
Ways to move spatial data
Ways to backup spatial data
o Demonstration on data
security and backup
measures
o Practical work on data
security and backup
measures
o Asking questions on data
security and backup
measures
- Notebook
- Pen
- Computer
- Projector
- Removable
devices
Formative Assessment 3.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Apply Data security and backup measures
Resources Learning activities Content
304 | P a g e
Written
Oral
Multiple choice questions
True or false questions
Matching
Sentence completion
Tickin
Checklist Score
Yes No
Back up measures
Observation
Learning Outcome 3.2: Identify data security, storage and retrieval problems
Identification of data security
problems
Identification of spatial data storage
problems
Identification of data retrieval
problems
o Demonstration on the
identification of data
problems
o Practical work on the
identification of data
problems
o Asking questions on the
identification of data
problems
- Book
- Notebook
- Pen
- Computer
- Removable
devices
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Identify data security, storage and retrieval problems
Resources Learning activities Content
305 | P a g e
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choice questions
True or false questions
Matching
Sentence completion
Ticking
Checklist Score
Yes No
Data storage problems
Data security problems
Data retrieval problems
Observation
Learning Outcome 3.3: Report data security, storage and retrieval problems
Identification of data quality
components
Accuracy
Resolution/Precision
Consistency
Completeness
Report format
o Demonstration on how to
report data security
problems
o Practical work
Demonstration on how to
report data security
problems
o Asking questions
Demonstration on how to
report data security
problems
- Notebook
- Pen
- Projector
- Computer
Formative Assessment 3.3
Resources Learning activities Content
306 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Oral
Multiple choice questions
True or false questions
Matching
Sentence completion
Ticking
Checklist Score
Yes No
Data quality components
Report format
Observation
Performance criterion
Report data security, storage and retrieval problems
307 | P a g e
Summative Assessment
Integrated situation Resources
Rwanda Development Board (RDB) based at Gishushu, Kigali has
collected spatial data on Buhanga natural forest located in Musanze
District. Data were collected with a handheld GPS in Waypoints
mode and (x,y,z) coordinates of each corner point of the forest were
marked.
As you are a field data collector, you are required to identify the
format in which data are saved into the handheld GPS and the time
by which each corner point was captured. Using mapsource
software, download data from the handheld GPS to the pocket
computer (PC) and save them in notepad after creating a folder
named “Buhanga Forest Data” at Local Disk D. This task should be
done in 20 min.
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Materials and toolsare properly selected
Handheld GPS
GPS cable
Computer
Mapsource software
Indicator:Data are well taken
Method of data collection
Accuracy of data
Completeness of the work
Indicator: Setting up instrument is well done
The coordinate system of GPS must be well selected
The projection must be well established
The cable must be in a good condition
The software must be well installed
Observation
308 | P a g e
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: The format of stored data
Retrieval process
All data needed are included
Data are legible/editable
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Instructions are respected
Manageable,
Measurable
Indicator: Material are well used
Yes
Indicator :Time is respected
20 min
Observation
Reference books:
1. Hanansamet; 2007; Issues in spatial databases and geographic information systems; College
park, Maryland 20742-3411 USA;
2. IBGE; 2011; Spatial data use and dissemination; IBGE (2011);
309 | P a g e
L S V I P 3 0 1 - - MEASURE AND LOCATE IMMOVABLE PROPERTY
LSVIP301 Measure and locate immovable property
REQF Level: 3 Learning hours
Credits: 6 60
Sector: Construction
Sub-sector: Land surveying
Issue date: December, 2016
Purpose statement
This is a core module which describes the performance outcomes, skills knowledge and attitudes
required to measure and locate immovable property
310 | P a g e
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Identify the location of the
property and the owner
1.1 Proper Identification of infrastructure nearby
the property according to the client.
1.2 Proper Identification of climate conditions
1.3 Careful identification of ownership of property
(may be private, collective, or common)
2. Identify the dimensions of
the property
2.1. Proper interpretation of landscape preferences
according to the property usage.
2.2. Precise measurement of the property
2.3. Proper identification of the Shape, sizes of the
property
3. Identify property’s legal
documents
3.1. Right identification of property’s clearance
documents
3.2. Proper identification of ownership land title.
3.3. Proper assessment of the past records about the
property
311 | P a g e
LU 1:Identify the location of the property and the owner
1
Learning Outcomes:
1. Identify infrastructure nearby the property 2. Identify climate conditions 3. Identify ownership of property
20 Hours
Learning Outcome1.1:Identify infrastructure nearby the property
identification of the
types of infrastructures
Economic
infrastructures
Transport Network
Road Transport
Railway Transport
Air Transport
Sea Transport
Energy Network
Electricity network
Gas Network
Water-system
Social
Infrastructures
o Demonstration
o Discussions
o Practical work
o Asking questions
Book
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Projector
Computer
Maps
Pictures
Videos
radio
Resources Learning activities Content
312 | P a g e
Health Infrastructures
Free hospital treatment
Health service
Social security
Educational
Infrastructures
Nursery
Primary
School for pupils aged 11
– 14
Secondary school
Compulsory education
University
Culture
Infrastructures
Cultural, artistic
Historic heritage
Theatre, music
Cinema and
entertainment
Sport
Environmental
Infrastructures
Water purification plant
Waste disposal
Green areas
Territory
Infrastructures
Tourist
infrastructures
Tourist receptiveness
313 | P a g e
Trade
Infrastructures
Retail trade
Wholesale trade
Monetary intermediation
Infrastructures
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Types of infrastructure.
Types if the ownership.
Mastering the client needs.
Observation
Performance criterion
Proper Identification of infrastructure nearby the property according to the
client.
314 | P a g e
Learning Outcome 1.2:Identify climate conditions
identification of seasons
season of the rain
season of the sun
identification of disasters
caused by climate changes
o Brainstorming
o Discussions
o Asking questions
Book
Notebook
Pen
Workshop
Whiteboard/ Black
board
Marker pen
Chalks
Projector
Computer
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Performance criterion
Propre Identification of climate conditions
Resources Learning activities Content
315 | P a g e
Checklist Score
Yes No
Types of seasons
Categorize types of disasters
Observation
Learning Outcome 1.3: identify ownership of property
Identification of the types of
property
Private property
Public property
Collective property(also
called cooperative
property)
o Discussions
o Asking questions
Book
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Projector
Computer
Formative Assessment 1.3
Resources Learning activities Content
316 | 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
Performance
Product
Oral
Multiple choice True or false questions
Matching
Sentence completion
Checklist Score
Yes No
Types of the property
Observation
Performance criterion
Careful identification of ownership of property
317 | P a g e
LU 2:Identify the dimensions of the property
2
Learning Outcomes:
1. Interpret landscape preferences 2. Precise measurement of the property 3. identify the Shape of the property
20 Hours
Learning Outcome 2.1:Interpret landscape preferences
Assessment of the area
Taking pictures
Simple sketching
Identification of
aesthetics
Green space
Describing the
appearance of
landscape and
designing it
o Presentation
o Demonstration
o Discussions
o Practical work
o Asking questions
Book
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Projector
Computer
Formative Assessment 2.1
Resources Learning activities Content
318 | 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
Oral
Performance
Product
Multiple choice True or false questions
Matching
Sentence completion
Expose (presentation)
Checklist Score
Yes No
Appearance of picture
Neatness of sketch
Interpretation
Observation
Learning Outcome 2.2:Precise measurement of the property
Performance criterion
Proper interpretation of landscape preferences according to the property
usage.
319 | P a g e
Property boundaries
Neighbors Water tables Roads
Taking measurement of the site by use
of different tools and equipment
Tools: tape measure
Total station
o Demonstration
o Discussions
o Practical work
o Asking questions
Book
Notebook
Pen
Workshop
Whiteboard/ Black
board
Marker pen
Chalks
Projector
Computer
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Product
Oral
Multiple choicequestions
True or false questions
Matching
Sentence completion
Performance criterion
Precise measurement of the property
Resources Learning activities Content
320 | P a g e
Checklist Score
Yes No
Proper measurement
Techniques used
irregular Shape
Observation
Learning Outcome 2.3: identify the Shape of the property
Identification of the types of
the Geometric Shapes
Regular shape
Trapezoidal
Rectangles
Square ,etc
Free-form
Irregular Shape
Ellipse
Helice, etc
Calculation of areas and
perimeters
o Demonstration
o Discussions
o Practical work
o Asking questions
o Assignments
Book
Notebook
Pen
Whiteboard/
Black board
Marker pen
Chalks
Formative Assessment 2.3
Resources Learning activities Content
321 | 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
Performance
Product
Oral
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Regular shape
Calculation of areas and perimeters
Final results
Observation
Performance criterion
Proper identification of the Shape, sizes of the property
322 | P a g e
LU 3:Identify property’s legal documents
3
Learning Outcomes:
1. Identify property’s clearance documents 2. Select cleaning materials and products 3. Apply basic maintenance of equipment and tools
20 Hours
Learning Outcome 3.1: Identify property’s clearance document
Tax clearance document
Bank loan clearance document
Hypothecation clearance
document
Acquisition
o Presentation
o Demonstration
o Discussions
o Asking questions
Book
Notebook
Pen
Projector
Computer
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper identification of ownership land title.
Resources Learning activities Content
323 | P a g e
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choice True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Differentiating clearance documents.
Observation
Learning Outcome 3.2:identify the ownership land title
Presentation of document from land
registration.
Land title certificate
o Presentation
Book
Notebook
Pen
Whiteboard/
Black board
Marker pen
Chalks
Projector
Resources Learning activities Content
324 | P a g e
Computer
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choicequestions
True or false questions
Expose (presentation)
Checklist Score
Yes No
Knowledge on the form of Land title certificate
Issue date and area
Observation
Performance criterion
Proper identification of ownership land title.
325 | P a g e
Learning Outcome 3.3:assess the past records about the property
Identification of the past holder of the
property.
Describe how property gotten.
Gift
Heritage
Bought
Identification of the present holder.
o Discussions
o Asking questions
Book
Notebook
Pen
Whiteboard/
Black board
Marker pen
Chalks
Projector
Computer
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choicequestions
True or false questions
Checklist Score
Yes No
How property gained
Observation
Performance criterion
Proper assessment of the past records about the property
Resources Learning activities Content
326 | P a g e
Summative Assessment
Integrated situation Resources
Reime Rwanda ltd wants to construct a stolen building for offices.
They want a plot which is well oriented so that their workers will
not be bored. That plot should be nearby all infrastructures and its
measurement is 45m of long and 40m of width. As a Field data
collector, help Reime to get this plot. The work has to be completed
in 4days because the client has to start the construction in one
week.
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Infrastructures nearby the property are Properly Identified
Trade Infrastructures
Tourist infrastructures
Territory Infrastructures
Environmental Infrastructures
Culture Infrastructures
Educational Infrastructures
Social Infrastructures
Economic infrastructures
Indicator: Climate conditions are properly Identified
season of the rain
season of the sun
327 | P a g e
disasters
erosion
Indicator: Ownership of property is well identified
Private property
Public property
Collective property(also called cooperative property)
Indicator: Measurement of the property are properly Precised
Property boundaries
Neighbors
Water tables
Roads
Taking measurement of the site by use of different tools and equipment
Tools: tape measure
Total station
Theodolite
Indicator: The Shapes of the property are well identified
Regular shape
Trapezoidal
Rectangles
Square ,etc
Irregular Shape
Ellipse
Helice, etc
Indicator: property’s clearance documents are properly identified
Tax clearance document
Bank loan clearance document
328 | P a g e
Hypothecation clearance document
Acquisition
Indicator: The ownership land title is identified
Land title certificate
Indicator: The past records about the property are well assessed
Past holder of the property.
Describe how property gotten.
Gift
Heritage
Bought
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: landscape preferences are well Interpreted
Pictures
sketches
green spaces
design
Observation
329 | P a g e
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Time is respected
4 Days (Time required)
Indicator: Materials are well used
No waste of materials
Indicator: Instruments are well used
No damage of apparatus
Observation
Assesment Criterion 4: Perfection
Checklist Score
Yes No
Indicator: Visibility of the photos and sketch (topographic details)
Scale
boundaries
Indicator: Report content is sufficient
Report format
Report body
Observation
330 | P a g e
Reference books:
1. Geographical Review 65 (1975):1-36; Peirce Lewis
2. A Social History of the U.S., 1589-1914 (New York: Putnam's 1969).
3. Selected Writings of J. B. Jackson, ed., Ervin H. Zube (Amherst: University of Massachusetts Press,
1970). Swain and Mather's St. Croix Border Country (Prescott, Wisc.: Pierce Country Geographical
Society, 1968)
4. The Look of the Land, (Englewood Cliffs, N. J., Prentice-Hall, 1974).
5. Association of American Geographers 67 (1977):1-16
6. Williams, J., 1992: The Weather Book. Vintage Books, New York, New York.
7. Trenberth, K.E., 1999: The extreme weather
8. events of 1997 and 1998. Consequences, Vol 5,1, 2–15.
9. IPCC (Intergovernmental Panel on Climate
10. Change), 1996: Climate Change 1995: The Science of Climate Change. J.T. Houghton, F.G.
11. MeiraFilho, B.A. Callander, N. Harris, A.
12. Kattenberg, and K. Maskell, eds. Cambridge
13. University Press, Cambridge, U.K.
14. Hartmann, D.L., 1994: Global Physical
15. Climatology. Academic Press, San Diego, California
16. Gooch, G.D. (1995). Environmental beliefs and attitudes in Sweden and the Baltic States.
17. Environment and Behavior, 27, 513-539.
18. Hull, R.B. & Stewart, W.P. (1992). Validity of photo-based scenic beauty judgments. Journal of
Environmental Psychology, 12, 101-114.
19. Lemaire (1970). Filosofie van het landschap [Philosophy of the landscape]. Baarn, The
20. Netherlands: Ambo.
21. David Schmidtz, the Limits of Government (Boulder, CO: Westview, 1991), chap. 2
22. Schmidtz, “Property and Justice,” p. 80. Schmidtz attributes the metaphor of property as a
23. “bundle of sticks” to John Lewis, Law of Eminent Domain (Chicago: Callaghan and Co., 1888).
331 | P a g e
L S V L I 3 0 1 - OPERATE LEVELLING INSTRUMENTS
LSVLI301 Operate leveling instruments
RTQF Level: 3 Learning hours
Credits: 6 60
Sector: Construction
Sub-sector: Land surveying
Issue date:December, 2016
Purpose statement
This is a core module which describes the performance outcomes, skills knowledge and attitude
required to operate leveling instruments.
332 | P a g e
Learning assumed to be in place
N/A
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Determine Classifications and
specifications of levelling
instrument
1. Identify levelling instrument
2. Identify levelling instrument components
3. Clarify levelling instrument advantages
2. Apply Measuring Principles 1. Identify measuring principles
2. Identify measuring methods
3. Compare measuring methods
3. Perform basic applications
levelling instrument
1. Select instruments
2. Use instrument
3. Record data
333 | P a g e
LU 1:Determine Classifications and specifications of levelling instrument
1
Learning Outcomes:
1. Identify levelling instrument 2. Identify levelling instrument components 3. Clarify levelling instrument advantages
20 Hours
Learning Outcome1.1:Identify levelling instrument.
Types of surveying
equipment
Leveling instruments
Theodolite
Total Station
GPS
o Demonstration
o Discussions
o Practical work
o Asking questions
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Projector
Computer
leveling instruments
Theodolite
Total Station
GPS
Resources Learning activities Content
334 | P a g e
Formative Assessment 1.1
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Task :
Identification of
leveling instruments
Multiple choice True or false questions
Matching
Sentence completion
Checklist Score
Yes No
Types of Leveling instruments
Performance criterion
Proper Identification of leveling instrument
335 | P a g e
Observation
Learning Outcome 1.2:Identify levelling instrument components
Selection factors
Task to be accomplished
Accuracy required
Personnel level of
competency
o Brainstorming
o Discussions
o Asking questions
Book
Notebook
Pen
Workshop
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Multiple choice
Performance criterion
Appropriate identification of leveling instrument components
Resources Learning activities Content
336 | P a g e
Oral
Tasks :
Identification of
leveling instrument
components
True or false questions
Matching
Sentence completion
Checklist Score
Yes No
Components of levelling instruments
Observation
Learning Outcome 1.3: Clarify levelling instrument advantages
Instrument care
Safe and secure
movement
Harmless storage
Regular maintenance
Repair
Reporting
o Presentation
o Brainstorming
o Demonstration
o Discussions
o Practical work
o Asking questions
o Assignments
Book
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Resources Learning activities Content
337 | P a g e
Calibration Projector
Computer
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Tasks :
Clarification of
advantages
ofleveling
instrument
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Advantages of leveling instruments
Observation
Performance criterion
Relevant clarification of the advantages of leveling instrument
338 | P a g e
LU 2:Apply Measuring Principles
2
Learning Outcomes:
1. Identify measuring principles 2. Identify measuring methods 3. Compare measuring methods
30 Hours
Learning Outcome 2.1:Identify measuring principles
Measuring principle
Horizontal Plane
Principle
Flying Level Survey
o Demonstration
o Discussions
o Practical work
o Asking questions
Book
Notebook
Pen
Workshop
leveling instruments
Theodolite
Total Station
Formative Assessment 2.1
Performance criterion
Proper identification of measurement principles
Resources Learning activities Content
339 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Oral
Tasks :
Understand the
horizontal plane
principle
Multiple choice questions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Measuring principles
Observation
Learning Outcome 2.2: Identify measuring methods
Resources Learning activities Content
340 | P a g e
Types of leveling
Leveling Soffits (inverted staff)
Intermediate staff reading
o Presentation
o Brainstorming
o Demonstration
o Discussions
o Practical work
Notebook
Pen
Workshop
Whiteboard/ Black
board
Marker pen
Chalks
Theodolite
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Oral
Tasks :
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Identification of measuring methods
Observation
Performance criterion
Adequate identification of measuring methods
341 | P a g e
Learning Outcome 2.3:Compare measuring methods
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
Formative Assessment 2.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Oral
Multiple choice questions
True or false questions
Checklist Score
Yes No
Comparison between measuring methods
Observation
Performance criterion
Relevant comparison of methods used
Resources Learning activities Content
342 | P a g e
LU 3:Perform basic applications levelling instrument
3
Learning Outcomes:
1. Select instruments 2. Use instrument Apply basic maintenance of equipment and
tools 3. Record data
60 Hours
Learning Outcome 3.1: Select instruments
o Selection factors
Type of work
Accuracy required
o Leveling instruments
Dumpy level
Tilting level
Y(Wye) level
Automatic level
o Presentation
o Brainstorming
o Demonstration
o Discussions
o Practical work
o Asking questions
o Assignments
Book
Notebook
Pen
Workshop
Whiteboard/ Black
board
Marker pen
Chalks
Leveling
instrument
Formative Assessment 3.1
Resources Learning activities Content
343 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Oral
Task:
Select right leveling
instrument
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Selection factors
Observation
Performance criterion
Appropriate selection of instruments
344 | P a g e
Learning Outcome 3.2 :Use instrument
Leveling
Height difference between two points
Measuring distances optically with the
level
Line levelling
Staking out point heights
Longitudinal and transverse profiles
Setting out
building corners
control and offset lines
Distance measurement
Angular measurement
Alignment
Aligning from the mid-point
Road alignment
Measuring slopes
o Presentation
o Discussions
o Assignments
Book
Notebook
Pen
Workshop
Whiteboard/
Black board
Marker pen
Chalks
Leveling
instrument
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Performance Product Oral
Multiple choice questions
True or false questions
Matching
Sentence completion
Performance criterion
Proper use of instrument during measurements
Resources Learning activities Content
345 | P a g e
Task: Setting out Staking out points
heights Measuring Distances
Ticking
Expose (presentation)
Checklist Score
Yes No
Different uses of Levelling instrument
Observation
Learning Outcome 3.3: Record data
Staff reading
Field booking
Analyzing field notes
HPC method of booking
Rise and fall method of booking
o Simulation
o Demonstration
o Discussions
o Practical work
o Asking questions
Book
Notebook
Pen
Workshop
Whiteboard/
Black board
Marker pen
Chalks
Resources Learning activities Content
346 | P a g e
Formative Assessment 3.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Performance Product
Task:
Staff reading Data booking
Multiple choice questions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Methods of booking
Observation
Performance criterion
Accurate data recording during measurement
347 | P a g e
Summative Assessment
Integrated situation Resources
The city of Kigali in collaboration with an American fund project
(DFID) has initiated a project of partial city development where a 43
kilomters tarmac road project Zindiro-Ndera has to be run in the
process of limiting the traffic congestion. In this regard, a tender
notice has been given and COTRACO has win. In terms of reference,
the road study has been carried out and the road setting out is the
following and the starting phase. As Land Surveyor ( Data collector),
you are given all the necessary equipment and tools to execute the
work, road setting out, guiding excavating plants and compile a daily
report.
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Materials and tools are properly selected
Notebook
Pen
Tape measure
Hammer
Pegs
Dumpy Level/Total Station
PPE
Indicator: Benchmarks are well established
Beacon/ pegs
Indicator: Center line and Carriageway are set out
348 | P a g e
Sketches
Dimensions
Challenges
Opportunities
Photos
Indicator: Technical report properly compiled
Drawings
Dimensions
Photos
Opportunities
Challenges
Location
Resources
Work Scheduling
Observation
349 | P a g e
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Report is presented
Road
Opportunities
Challenges
Sitework
Resources
Work schedule
Plan activities
Marks are stable and visible
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Time is respected
3 months (Time required)
Indicator: Materials are well used
Cut and fill and waste included
350 | P a g e
Observation
Assesment Criterion 4:Perfection
Checklist Score
Yes No
Indicator: Report content is sufficient
Report format
Report body
Observation
Reference books:
1. Davis, Raymond E., Francis S. Foote, James M. Anderson, and Edward M. Mikhail, Surveying
Theory and Practice, 6th ed., McGraw-Hill, New York 1981.
2. BASIC SURVEYING -THEORY AND PRACTICE, Ninth Annual Seminar Presented by the Oregon
Department of Transportation Geometronics Unit, Bend, Oregon, February 15th - 17th, 2000
3. SURVEY FIELD PROCEDURES MANUAL, THE DIVISION OF PLATS AND SURVEYS MARYLAND STATE
HIGHWAY ADMINISTRATION, November,2001
351 | P a g e
L S V S G 3 0 1 - OPERATION OF TOTAL STATION AND GPS
LSVSG301 Operate Total station and GPS
REQF Level: 3 Learning hours
Credits: 8 80
Sector: CONSTRUCTION
Sub-sector: Land surveying
Issue date: June, 2018
Purpose statement
This is a core module which describes the performance outcomes, skills knowledge and attitude
required to operate Total station and GPS
352 | P a g e
Learning assumed to be in place
N/A
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1.Determine Classifications and
specifications of Total station and GPS
1.1 Proper Identification of Total station and GPS
instrument according to their use
1.2 Appropriate identification of Total station and GPS
components
1.1 Relevant clarification of Total station and GPS
advantages.
2.Apply Measuring Principles (Pulse &
Phase difference)
2.1 Proper identification of measurement principles
according to Total station instrument types
2.2 Adequate identification of measuring methods
used
2.3 Relevant comparison of methods used
3. Perform basic applications of Total
station and GPS
3.1 Appropriate selection of instruments according to
their applications
3.2 Proper use of instrument during measurements
3.3 Accurate recorded data during measurement
353 | P a g e
LU 1: Determine Classifications and specifications of Total station and GPS
1
Learning Outcomes:
6. Identify the Total station and GPS 7. Identify Total station and GPS components 8. Clarify Total station and GPS advantages
20 Hours
Learning Outcome 1.1: Identify the Total station and GPS
Manufacturing of Total
station
Identification of Total
station
Angle
measurements
Distance
measurements
Power supply
Physical
specifications
Interface
o Demonstration
o Discussions
o Practical work
o Asking questions
Notebook
Pen
Workshop
Whiteboard/ Black
board
Marker pen
Chalks
Repeating
theodolites
Directional
theodolites
Electrical digital
Resources Learning activities Content
354 | P a g e
Plummet
Operating system
Accuracy
Sources Errors on Total
station
Setting Up
Tribrachs
Range Pole Mounted
Prisms
Reflections From
Extraneous Objects
Light Wave Skip
Improper Prisms or Preset
Prism Constants
Types of GPS
Hand held receivers
Mapping grade
receivers
Survey grade receivers
EDM's error
Calibration
GPS Systems
Accuracy
theodolites
GPS
Total station
Formative Assessment 1.1
Performance criterion
Proper Identification of Total station and GPS instrument according to their use
355 | 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 Performance Product
Oral
Multiple choice questions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Indicator:
Military receivers
Civilian receivers
Timing receivers
Geodetic receivers Coordinate X,Y, an Z
Area calculation
Observation
Learning Outcome 1.2: Identify Total station and GPS components
Resources Learning activities Content
356 | P a g e
Component used with Total
station
Total Station (and tripod)
Electronic Notebook
Prism (and prism pole)
Computer interface
Batteries and radios
Main components of GPS
GPS Ground control
stations.
GPS satellites
GPS receivers
o Demonstration
o Discussions
o Practical work
o Asking questions
Notebook
Pen
Workshop
Whiteboard/ Black
board
Marker pen
Chalks
Projector
Computer
GPS
Total station
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Performance Product Oral
Multiple choice questions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Performance criterion
Proper identification of raw materials quality according to their physical
properties
357 | P a g e
Indicator:
TS
Electronic Theodolite
EDM
Computer or Microprocessor
GPS
Satellites
Control
station
User
Receiver
Base
Observation
Learning Outcome 1.3: Clarify Total station and GPS advantages
Resources Learning activities Content
358 | P a g e
LU 2: Apply Measuring Principles (Pulse & Phase difference)
2
Learning Outcomes:
6. Identify measurements principles 7. Identify measurements methods 8. Compare measurement methods
20 Hours
Learning Outcome 2.1: Identify measurements principles
Calculating a Position
Measuring Distance to
Satellites
Using the Distance
Measurements to
Calculate a Position
o Demonstration
o Discussions
o Practical work
o Asking questions
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
GPS
Total station
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Proper identification of measurement principles according to Total station
instrument types
Resources Learning activities Content
359 | P a g e
Types of evidence Portfolio assessment tools
Written Performance Product Oral
Multiple choice questions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Indicator:
Observation
Learning Outcome 2.2: Identify measurements methods
Instrument errors
Inspecting the line of sight
Inspecting the EDM of the
total station
Instrument errors in the total
station
o Demonstration
o Discussions
o Practical work
o Asking questions
Book
Notebook
Pen
Workshop
Whiteboard/ Black
board
Resources Learning activities Content
360 | P a g e
TS configuration
Procedure for configuring
Total Station
Entering a Backsight .
Using the Total Station
Keyboard
Marker pen
Chalks
Projector
Computer
GPS
Total station
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Performance Product Oral
Multiple choice questions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Indicator:
Kinematic
Static
Fast Static
(Rapid Static)
Observation
Performance criterion
Adequate identification of measuring methods used
361 | P a g e
Learning Outcome 2. 3: Compare measurement methods
Great accuracy Electronic
distance measurement (EDM)
EDM Operation
Set up
Aim
Measure
Record
o Demonstration
o Discussions
o Asking questions
o Assignments
o Experimentation-Observation
Book
Notebook
Pen
Workshop
Whiteboard/ Black
board
Marker pen
Chalks
Projector
Computer
GPS
Total station
Formative Assessment 2.3
Resources Learning activities Content
362 | 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 Performance Product Oral
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Indicator:
Observation
Performance criterion
Relevant comparison of methods used
363 | P a g e
LU 3: Perform basic applications of Total station and GPS
3
Learning Outcomes:
4. Select Total station and GPS 5. Use Total station and GPS 6. Accurate recorded data during measurement
20 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
o Practical exercises on checking
embroidery machine
- Embroidery
machine
- Needles
- Scissors
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Appropriate selection of instruments according to their applications
Resources Learning activities Content
364 | P a g e
Types of evidence Portfolio assessment tools
Written Performance Product
Oral
Multiple choice questions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Indicator:
TS
Areas
Slope Staking.
Road survey
Points Projections
Topographic Surveys
Construction project layout
Leveling
Building Face Surveys
GPS
Navigation
Location
Tracking
Mapping
365 | P a g e
Timing
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
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Performance Product Oral
Multiple choice questions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Performance criterion
Proper use of instrument during measurements
Resources Learning activities Content
366 | P a g e
Checklist Score
Yes No
Indicator:
TS
Electronic Notebook.
Prism
Tripod
Determination of position.
Observation
367 | P a g e
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
o Practical exercises on
arrangement equipment and
tools
- Damp cloth
- Brush
- Oil
- Water
- Soap
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Performance Product Oral
Multiple choice questions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Performance criterion
Accurate recorded data during measurement
Resources Learning activities Content
368 | P a g e
Checklist Score
Yes No
Indicator:
TS
Instrument calibration.
Instrument user
Weather conditions.
Type of work.
GPS
GPS accuracy
Classes of GPS-receivers
Sources of GPS signal errors
Observation
369 | P a g e
Summative Assessment
Integrated situation Resources
Workforce development Authority would like to build his
headquarters located in Kigali city, Gasabo district, and Remera
sector. Before starting the construction works, preliminary surveys
have to be done including the data collection and map of the plot.
HYGEBAT ltd has signed a service agreement with Workforce
development Authority to perform these surveys.
The plot dimensions are respectively 98m, 115m, 97m, 108m and
87m. As land surveyor technician of HYGEBAT ltd, you are required
to make the site data collection in 1 day. Total station instrument
and GPS have to be used
Tools
Equipment:
Materials
370 | P a g e
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Materials and tools are properly selected
Notebook,
Pen
PPE
Total station
GPS
Pegs
Computer hardware
Papers
Printer
Tape measure
Indicator: Instrument is properly set up
Total station is well levelled
Total station is configured
GPS well Positioned
Indicator: Data are correctly collected
Coordinates
Area calculation
Indicator: Data are properly processed
Data downloading Data display
Creation of contour lines
371 | P a g e
Cotation of contour lines
Features location
Indicator: Topographic map is properly created
Author
Scale
Legend
Date
Contours
Features
Title
Orientation
Indicator: Map is rightly exported
Map display
Map export
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Topographic Map is produced
Neat
372 | P a g e
Scale
Feature details
Contour interval
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Time is respected
Day
Indicator: Instrument is respected
Total station is used
GPS is used
Observation
373 | P a g e
L S V S D 3 0 1 - COLLECT BASIC SPATIAL DATA
LSVSD301 Collect basic spatial data
RTQF Level: 6 Learning hours
Credits: 9 60
Sector: Construction
Sub-sector: Land Surveying
Issue date: November, 2017
Purpose statement
This is a core module which describes the performance outcomes, skills knowledge and attitude
required to collect basic spatial data.
374 | P a g e
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Select surveying
instruments
1.1 Proper Identification of different types of surveying
instruments according to the required accuracy.
1.2 Appropriate Selection of surveying instruments according to
the task
1.3 Basic calibration of the instrument
2. Set up instrument 2.1 Systematic boxing of surveying instruments, tools and
equipment according to their specific sets.
2.2 Convenient mounting of different parts of the surveying
equipment
2.3 Accurate positioning of the instrument according to the
work
2.4 Precise internal configuration of the unit
3. Operate instrument
3.1 Proper use of instrument with respect to the work
3.2 Accurate recording of data collected
3.3 Proper application of instrument’s function checks
4. Collect spatial data 4.1 Adequate application of surveying equipment (Leveling
instrument, PS, Theodolite, TS, …)
4.2 Appropriate application of field surveying operations
4.3 Relevant development of spreadsheets for spatial data
4.4 Proper storing and retrieving of basic spatial data
375 | P a g e
LU 1:Identify embroidery materials, tools and equipment
1
Learning Outcomes:
1. Identify different types of surveying instruments 2. Select surveying instruments 3. Calibrate the instrument
15 Hours
Learning Outcome1.1: Identify different types of surveying instruments
Types of surveying
instruments
ODM Instruments
EDM Instruments
Global Positioning
Instruments
o Presentation of different types of
surveying instruments
o Demonstration on different types
of surveying instruments
o Asking questions on different types
of surveying instruments
Notebook
Pen
Workshop
Projector
Computer
TS
Theodolite
Leveling instruments
GPS
Formative Assessment 1.1
Resources Learning activities Content
376 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Task :
Leveling instruments
Theodolite
Total Station
GPS
Multiple choice True or false questions
Expose (presentation)
Checklist Score
Yes No
Surveying equipment types
Observation
Performance criterion
Proper Identification of different types of surveying instruments
377 | P a g e
Learning Outcome 1.2: Select surveying instruments
Selection factors
Accuracy
Task
Availability
Safety issues
Skilled labor
o Presentation on selection factors
o Asking questions on selection
factors
o Assignments on selection factors
Book
Notebook
Pen
Whiteboard/ Black
board
Marker pen
Chalks
Projector
Computer
TS
Theodolite
Leveling instruments
GPS
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Tasks:
True or false questions
Matching
Ticking
Expose (presentation)
Performance criterion
Appropriate Selection of surveying instruments
Resources Learning activities Content
378 | P a g e
Accuracy
requirements
Personnel level of
competency
Checklist Score
Yes No
Selection factors
Observation
Learning Outcome 1.3: Calibrate the instrument
Methods of calibration
Methods of calibration of
leveling instruments
Methods of calibration of
EDM instruments
Methods of calibration of
a theodolite
o Presentation on instrument
calibration
o Demonstration on
instrument calibration
o Practical work on instrument
calibration
o Asking questions on
Notebook
Pen
TS
Theodolite
Leveling instruments
GPS
Resources Learning activities Content
379 | P a g e
Time and process of
calibration
When to calibrate
Procedure of calibration
instrument calibration
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance
Written
Oral
Tasks:
Safe and secure
movement
Repair
Multiple choicequestions
True or false questions
Matching
Sentence completion
Expose (presentation)
Checklist Score
Yes No
Instrument care
Maintenance
Observation
Performance criterion
Careful handling of surveying equipment
380 | P a g e
LU 2:Set up instrument
2
Learning Outcomes:
1. Pack/unpack surveying instruments, tools and equipment 2. Mount different parts of the surveying equipment 3. Position the instrument
30 Hours
Learning Outcome 2.1:Pack/unpack surveying instruments, tools and equipment
Precautions to be observed
when boxing surveying
instruments
Procedures of boxing the
instrument
Boxing the Theodolite
Boxing the Total
Station
Boxing a leveling
instrument
Removal/insertion of
battery
o Demonstration on
unpacking/packing of
surveying equipment
o Practical work on
unpacking/packing of
surveying equipment
o Asking questions on
unpacking/packing of
surveying equipment
Notebook
Pen
TS
Theodolite
Leveling instruments
GPS
Formative Assessment 2.1
Resources Learning activities Content
381 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Oral Performance Tasks : Quick
arrangements of
equipment
True or false questions
Matching
Expose (presentation
Checklist Score
Yes No
Casing and Uncasing of : TS, Level, Theodolite components
Observation
Performance criterion
Systematic boxing of surveying instruments tools and equipment
382 | P a g e
Learning Outcome 2.2: Mount different parts of the surveying equipment
Steps of mounting the parts of a
surveying instrument
Tripod
Staff/Reflector
TS
Leveling instrument
Theodolite
Precautions to be observed
o Demonstration of the
mounting procedure
o Practical exercise of the
mounting procedure
o Asking questions on the
mounting procedure
Notebook
Pen
Workshop
TS
Theodolite
Leveling
instruments
GPS
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral
Performance
Tasks:
Tripod fix
Unit set up
Matching
Sentence completion
Ticking
Expose (presentation)
Performance criterion
Convenient mounting of different parts of the surveying equipment
Resources Learning activities Content
383 | P a g e
Checklist Score
Yes No
Setting up Level, TS and Theodolite
Observation
Learning Outcome 2.3: Position the instrument
Methods of positioning of
EDM instruments:
Polar coordinate method
Cartesian coordinate
method
Intersection/resection
Backsighting method in
leveling process
Back sighting method in
theodolite surveying
o Presentation on methods of
positioning instrument
o Demonstration on positioning
instrument
o Practical exercise on positioning
instrument
Notebook
Pen
TS
Theodolite
Leveling
instruments
GPS
Formative Assessment 2.3
Performance criterion
Adequate configuration of surveying instrument
Resources Learning activities Content
384 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Oral Performance
Tasks :
Leveling instrument
configuration
Theodolite configuration
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Surveying equipment configuration
Observation
Learning Outcome 2.4: Perform internal configuration of the unit
Resources Learning activities Content
385 | P a g e
Steps of internal
configuration of the total
station
Steps of the internal
configuration of the digital
level
Steps of the internal
configuration of the digital
theodolite
Selection of the coordinate
system and projection to use
(GPS)
o Demonstration on internal
configuration of the instrument
o Practical work on internal
configuration of the instrument
o Asking questions on internal
configuration of the instrument
Notebook
Pen
Workshop
TS
Theodolite
Leveling
instruments
GPS
Formative Assessment 2.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral Product Performance
Tasks : Slope Staking
Levelling
Taping from
Baseline
Road Surveys
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Performance criterion
Proper use of instrument
386 | P a g e
Yes No
Data recording
Observation
387 | P a g e
LU 3:Operate instrument
3
Learning Outcomes:
1. Use the instrument 2. Record data collected 3. Apply the instrument’s function checks
45 Hours
Learning Outcome 3.1: Use the instrument
Use of leveling instrument
Use of the theodolite
Use of the Total Station
Use of GPS
o Demonstration on the use of
instrument
o Practical work on the use of
instrument
o Asking questions on the use
of instrument
Notebook
Pen
Workshop
TS
Theodolite
Leveling
instruments
GPS
Formative Assessment 3.1
Performance criterion
Careful handling of surveying instrument
Resources Learning activities Content
388 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance Oral Written
Tasks: Routine Care of
Equipment
Casing and Uncasing
Field adjustments
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Surveying equipment care
Observation
389 | P a g e
Learning Outcome 3.2: Record data collected
Application of the field notebook in
data recording
Elements of the field
notebook
Fill in data
Field notebook data quality
Digital record of the field data
Care of field data record
Storage and saving
Data format
o Demonstration on data
recording
o Practical work on data
recording
o Asking questions on data
recording
Notebook
Pen
Workshop
TS
Theodolite
GPS
Removable
devices
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
Resources Learning activities Content
390 | P a g e
Checklist Score
Yes No
Observation
Learning Outcome 3.3: Apply the instrument’s function checks
Identification of the functions of the
instrument
Checking procedure
o Presentation on the
instrument’s functions
o Demonstration on the
instrument’s function check
o Practical exercise on the
instrument’s function check
o Asking questions on the
instrument’s function check
Notebook
Pen
Workshop
TS
Theodolite
Leveling
instruments
GPS
Formative Assessment 3.3
Performance criterion
Resources Learning activities Content
391 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
392 | P a g e
LU 4:Collect spatial data
4
Learning Outcomes:
1. Apply surveying equipment 2. Apply field surveying operations 3. Develop spreadsheets for spatial data 4. Store and retrieve basic spatial data
30 Hours
Learning Outcome 4.1:Apply surveying equipment
Application of leveling
instrument
Application of the
theodolite
Application of the Total
Station
Application of GPS
o Demonstration on the
application of surveying
instruments
o Practical work on the
application of surveying
instruments
o Asking questions on the
application of surveying
instruments
Book
Notebook
Pen
Workshop
TS
Theodolite
Leveling instruments
GPS
Formative Assessment 4.1
Performance criterion
Resources Learning activities Content
393 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Learning Outcome 4.2:Apply field surveying operations
Identification of the
methods of control
surveying
o Presentation of surveying field
operations
o Demonstration of surveying
Book
Notebook
Pen
Resources Learning activities Content
394 | P a g e
Traverse
Triangulation
GPS Control
Identification of the
methods of distance
measurement
Tacheometry
EDM
Chain surveying
GPS
Application of the methods
used for angular
measurement
Application of leveling
surveying
Use of leveling
instrument
Use of EDM
Use of Theodolite
field operations
o Practical work of surveying field
operations
o Asking questions of surveying
field operations
Workshop
TS
Theodolite
Leveling instruments
GPS
Formative Assessment 4.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance criterion
395 | P a g e
Checklist Score
Yes No
Observation
Learning Outcome 4.3: Develop spreadsheets for spatial data
Formulas and functions
with MS Excel
Setting up data
Formulas and functions
Mathematical
calculations
Statistical analysis
Development of
spreadsheets for spatial data
o Presentation of spreadsheet
development
o Demonstration of spreadsheet
development
o Discussions of spreadsheet
development
o Practical work of spreadsheet
development
o Asking questions of
spreadsheet development
Book
Notebook
Pen
Whiteboard/ Black board
Marker pen
Chalks
Projector
Computer
Formative Assessment 4.3
Resources Learning activities Content
396 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
397 | P a g e
Learning Outcome 4.4: Store and retrieve basic spatial data
Identification of the
appropriate methods of
storing spatial data into a
database
Techniques of data
retrieval
o Demonstration on store and
retrieve data
o Practical work on store and
retrieve data
o Asking questions on store and
retrieve data
Notebook
Pen
Workshop
Computer
Removable devices
Formative Assessment 4.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Checklist Score
Yes No
Observation
Performance criterion
Resources Learning activities Content
398 | P a g e
Summative Assessment
Integrated situation Resources
Numerous surveying equipment have been built with a certain limit
of working accuracy, and some functionality may be changing with
time while using instrument resulting in more uncertainty of data
recorded, which is a problem to needed accuracy. As a data
Collector, you were using 24x automatic level kit for two years,
thereafter you realized that the instrument has changed for the
previous perfection of 1.5 centimetres of probable error, you’re
required to conduct a calibration for a worked 24x automatic level
kit and compile a calibration report.
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Equipment and Materials and tools are properly selected
Notebook
Pen
Pegs
PPE
Laser interferometer
24x Automatic Level with tools
Indicator: Baseline are well set
Beacon/ pegs
399 | P a g e
Indicator: Instruments are calibrated& Data are well collected
Graphs
Dimensions
Tables
Opportunities
Photos
Indicator: Technical report properly compiled
Sketches
Dimensions
Photos
Opportunities
Challenges
Location
Resources
Work Scheduling
Observation
400 | P a g e
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Report is presented
Workshop
Opportunities
Challenges
Resources
Work schedule
Plan activities
Figures and numbers are Neat
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Time is respected
3 Days (Time required)
Indicator: Materials are well used
401 | P a g e
No waste materials
Observation
Reference books:
1. THE CALIBRATION OF SURVEY EQUIPMENT, Prepared by Hugo C Engler A.L.S., APRIL 2012
2. SAFETY MANUAL - Division of Plats and Survey, Maryland State Highway Administration
3. Reilly, James P. IMPROVING YOUR FIELD PROCEDURES. P.O.B. Publishing Company. 1990
4. Harbin, Andrew L. LAND SURVEYOR REFERENCE MANUAL. Belmont, California Professional
Publications, Inc. 1985
5. Use of Sokkia SET 4BII Electronic Total Stations, Kenneth M. Cruikshank, October 1997
402 | P a g e
L S V S I 3 0 1 - HANDLE SURVEYING INSTRUMENTS
LSVSI301 Handle surveying instruments
RTQF Level: 3 Learning hours
Credits: 6 60
Sector: Construction
Sub-sector: Land surveying
Issue date: December, 2017
Purpose statement
This is a core module which describes the performance outcomes, skills knowledge and attitude
required to handle surveying instruments.
403 | P a g e
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1.1 Identify surveying instruments
1.1 Proper Identification of different types of surveying
instruments according to the required accuracy.
1.2 Appropriate Selection of surveying instruments
according to the task
1.3 Careful handling of surveying equipment to the
workplace
1.4 Convenient interpretation on use of surveying
equipment according to the job to be done.
1.2 Operate surveying instruments 2.1 Systematic boxing of surveying instruments tools and
equipment according to their specific sets.
2.2 Convenient mounting of different parts of the surveying
equipment
2.3 Adequate configuration of surveying instrument.
2.4 Proper use of instrument with respect to the work
2.5 Accurate recording of data collected
1.3 Maintain surveying instruments 3.1 Careful handling of surveying instrument
3.2 Appropriate storing of equipment according to the
manufacturer precautions
3.3 Basic calibration of surveying instrument according to
the accuracy
3.4 Adequate maintenance of surveying instrument
404 | P a g e
LU 1:Identify surveying instruments
1
Learning Outcomes:
1. Identify different types of surveying instruments 2. Select surveying instruments 3. Handle of surveying equipment 4. Interpret the use of surveying equipment
20 Hours
Learning Outcome1.1:Identify different types of surveying instruments
Types of surveying equipment
Levelling instruments
Theodolite
Total Station
GPS
o Demonstration o Discussions o Practical work o Asking questions
Notebook Pen Workshop Whiteboard/ Black
board Marker pen Chalks Projector Computer Levelling instruments Theodolite Total Station GPS
Formative Assessment 1.1
Resources Learning activities Content
405 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Task :
Leveling instruments
Theodolite
Total Station
GPS
Multiple choice
True or false questions
Expose (presentation)
Checklist Score
Yes No
Observation
Performance criterion
Proper Identification of different types of surveying instruments
406 | P a g e
Learning Outcome 1.2: Select surveying instruments.
Selection factors
Task to be
accomplished
Accuracy required
Personnel level of
competency
o Brainstorming o Discussions o Asking questions
Book Notebook Pen Workshop
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Oral
Tasks: Accuracy
requirements
Personnel level of
competency
True or false questions
Matching
Ticking
Expose (presentation)
Performance criterion
Appropriate Selection of surveying instruments
Resources Learning activities Content
407 | P a g e
Checklist Score
Yes No
Selection factors
Observation
Learning Outcome 1.3: Handle of surveying equipment
Instrument care
Safe and secure
movement
Harmless storage
Regular maintenance
Repair
Reporting
Calibration
o Presentation o Brainstorming o Demonstration o Discussions o Practical work o Asking questions o Assignments
Book Notebook Pen Workshop Whiteboard/ Black
board Marker pen Chalks Projector Computer
Formative Assessment 1.3
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Careful handling of surveying equipment
Resources Learning activities Content
408 | P a g e
Types of evidence Portfolio assessment tools
Performance Written Oral
Tasks: Safe and secure
movement
Repair
Multiple choice questions
True or false questions
Matching
Sentence completion
Expose (presentation)
Checklist Score
Yes No
Instrument care
Maintenance
Observation
409 | P a g e
Learning Outcome 1.4: Interpret the use of surveying equipment
Use of Leveling instrument
Setting up instrument
Staff reading
Data booking
Use of Theodolite
Setting up instrument
Staff / Reflector
reading
Data booking
Use of Total station
Setting up instrument
Configure instrument
Use of GPS receivers
o Presentation o Brainstorming o Demonstration o Discussions o Practical work o Asking questions o Assignments
Book Notebook Pen Workshop Whiteboard/ Black
board Marker pen Chalks Projector Computer Levelling instruments Theodolite Total Station GPS
Formative Assessment 1.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Oral
Tasks : Setting up Staff/reflector
reading Data booking
True or false questions
Sentence completion
Ticking
Expose (presentation)
Performance criterion
Convenient interpretation on use of surveying equipment
Resources Learning activities Content
410 | P a g e
Checklist Score
Yes No
Surveying instruments interpretation
Observation
411 | P a g e
LU 2:Operate surveying instruments
2
Learning Outcomes:
1. Identify different types of surveying instruments
2. Select surveying instruments
3. Handle of surveying equipment
20 Hours
Learning Outcome 2.1:Arrange surveying instruments and tools in the box
Identify internal sets for
equipment and tools
Quick arrangements of equipment
and tools in the box
Components Used in Total Station Surveying Total Station Unit
Electronic notebook
Prism
Computer interface
Radios and Batteries
o Demonstration o Discussions o Practical work o Asking questions
Book Notebook Pen Workshop Levelling instruments Theodolite Total Station
Formative Assessment 2.1
Resources Learning activities Content
412 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Oral Performance Tasks : Quick arrangements
of equipment
True or false questions
Matching
Expose (presentation)
Checklist Score
Yes No
Observation
Performance criterion
Systematic boxing of surveying instruments tools and equipment
413 | P a g e
Learning Outcome 2.2: Mount different parts of the surveying equipment
Tripod fix
Level and Theodolite arrangement
TS Unit fix
Setting up the reflector height
o Presentation o Brainstorming o Demonstration o Discussions o Practical work
Notebook Pen Workshop Whiteboard/ Black
board Marker pen Chalks Theodolite
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral Performance
Tasks:
Tripod fix
Unit set up
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Performance criterion
Convenient mounting of different parts of the surveying equipment
Resources Learning activities Content
414 | P a g e
Yes No
Setting up Level, TS and Theodolite
Observation
Learning Outcome 2.3: Configuration of surveying instrument.
Leveling instrument configuration
Theodolite configuration
TS configuration
Procedure for configuring
Total Station
Entering a Back sight.
Using the Total Station
Keyboard.
Starting a new job .and
Continuing an existing job.
GPS receiver configuration
Installing batteries and a
micro SD card
System set up
Measuring Units Setup
o Presentation o Brainstorming o Demonstration o Discussions o Practical work
Book Notebook Pen Workshop Whiteboard/ Black
board Marker pen Levelling instruments Theodolite Total Station GPS
Formative Assessment 2.3
Performance criterion
Adequate configuration of surveying instrument
Resources Learning activities Content
415 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Oral Performance
Tasks :
Leveling instrument
configuration
Theodolite configuration
TS configuration
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Surveying equipment configuration
Observation
416 | P a g e
Learning Outcome 2.4:Use surveying instrument
Use of Leveling instrument
Data recording
HPC method of booking
Rise and fall method of
booking
Intermediate staff reading
Reading Soffits (inverted
staff method)
Use of Theodolite
Distance measurement
Horizontal and vertical
angular measurement
Alignment
Use of Total station
Fundamental Parameters of
Total Station
Precautions to be Taken
While Using a Total Station
Azimuth Mark
Measurement with Total
Station
Setup
Setting up a Back Sight
Total Station Initial Setting
(General Setting Required
for all Models)
Field Book Recording
Construction Layout Using
Total Stations
Use of GPS receivers
Collecting Points of Interest
(Waypoints)
Collecting Ways (routes)
Collecting Areas
o Presentation o Demonstration o Discussions o Practical work o Assignments
Book Notebook Pen Workshop Whiteboard/ Black
board Marker pen Chalks Projector Computer Levelling instruments Theodolite Total Station GPS
Formative Assessment 2.4
Resources Learning activities Content
417 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance Product Oral
Tasks :
Data recording
Data booking
Construction Layout
Collecting Points of
Interest
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Surveying equipment use
Observation
Learning Outcome 2.5:Record surveying data
Resources Learning activities Content
Performance criterion
Proper use of instrument
418 | P a g e
Requirements of a Data Collector
TS data collection
Data Collection Operating
Procedures
Slope Staking
Topographic surveys
Construction project layout
Leveling
Traverse surveys and
adjustments
Building Face Surveys
Resections
Areas
Intersections
Point Projections
Taping from Baseline
Road (Highway) Surveys
Theodolite data collection
o
Formative Assessment 2.5
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved
Types of evidence Portfolio assessment tools
Oral Product Performance
Tasks : Slope Staking
Levelling
Taping from Baseline
Multiple choice questions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Data recording
Performance criterion
Accurate recording of data collected
419 | P a g e
Observation
LU 3:Maintain surveying instruments
3
Learning Outcomes:
1. Handle surveying instrument 2. Store Surveying equipment 3. Calibrate surveying instrument 4. Maintain surveying instrument
20Hours
Learning Outcome 3.1: Handle surveying instrument
o General instrument care and servicing
o Operator’s Manual o Routine Care of Equipment o Casing and Uncasing o Field adjustments
o Presentation o Brainstorming o Demonstration o Discussions o Practical work o Asking questions o Assignments
Book Notebook Pen Workshop Whiteboard/ Black
board Marker pen Chalks
Resources Learning activities Content
420 | P a g e
Projector Computer
Formative Assessment 3.1
Performance criterion
Careful handling of surveying instrument
421 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance Oral Written
Tasks:
Routine Care of
Equipment
Casing and Uncasing
Field adjustments
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Surveying equipment care
Observation
422 | P a g e
Learning Outcome 3.2: Store Surveying equipment
Storing requirements
Safety terms
Equipment Storage in Vehicles
Reports and Records of
equipment
o Presentation o Discussions o Assignments
Book Notebook Pen Workshop Whiteboard/ Black
board Marker pen Chalks Projector Computer
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance Oral Written
Tasks: Equipment Storage Reports and Records
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Performance criterion
Appropriate storing of equipment according to the manufacturer precautions
Resources Learning activities Content
423 | P a g e
Store Surveying equipment
Observation
Learning Outcome 3.3: Calibrate surveying instrument
Calibration of the levelling
staffs
Comparator using a laser
interferometer
Horizontal comparator for
bar code levelling staffs
Vertical comparator for bar
code levelling staff and
system calibration
Contactless calibration
Testing the influence of
intensity of illumination
Calibration methodology on
the baseline
Calibration of horizontal circles
of optical and electronic
theodolites
o Presentation o Simulation o Demonstration o Discussions o Practical work o Asking questions
Book Notebook Pen Workshop Whiteboard/ Black
board Marker pen Chalks Projector Computer Laser interferometer Theodolite Total Station Leveling instrument
Formative Assessment 3.3
Performance criterion
Basic calibration of surveying instrument according to the accuracy
Resources Learning activities Content
424 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance Product
Tasks:
Calibrate leveling staff
Calibrate horizontal
circles
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Surveying instruments Calibration
Observation
425 | P a g e
Learning Outcome 3.4:Maintain surveying instrument
Cleaning and Lubrication
Instrument adjustments and
repairs
Minor Repairs and
Replacement Procedures
Preventive Maintenance
Program
o Presentation o Brainstorming o Demonstration o Discussions o Practical work o Asking questions o Assignments
Book Notebook Pen Workshop Whiteboard/ Black
board Marker pen Chalks Projector Computer
Formative Assessment 3.4
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Performance Product
Tasks:
Cleaning and
Lubrication
Preventive
Maintenance
Program
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Performance criterion
Adequate maintenance of surveying instrument
Resources Learning activities Content
426 | P a g e
Checklist Score
Yes No
Instruments maintenance
Observation
Summative Assessment
Integrated situation Resources
Numerous surveying equipment have been built with a certain limit
of working accuracy, and some functionality may be changing with
time while using instrument resulting in more uncertainty of data
recorded, which is a problem to needed accuracy. As a data
Collector, you were using 24x automatic level kit for two years,
thereafter you realized that the instrument has changed for the
previous perfection of 1.5 centimetres of probable error, you’re
required to conduct a calibration for a worked 24x automatic level
kit and compile a calibration report.
427 | P a g e
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Equipment and Materials and tools are properly selected
Notebook
Pen
Pegs
PPE
Laser interferometer
24x Automatic Level with tools
Indicator: Baseline are well set
Beacon/ pegs
Indicator: Instruments are calibrated Data are well collected
Graphs
Dimensions
Tables
Opportunities
Photos
Indicator: Technical report properly compiled
Sketches
Dimensions
428 | P a g e
Photos
Opportunities
Challenges
Location
Resources
Work Scheduling
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Report is presented
Workshop
Opportunities
Challenges
Resources
Work schedule
429 | P a g e
Plan activities
Figures and numbers are Neat
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Time is respected
3 Days (Time required)
Indicator: Materials are well used
No waste materials
Indicator: Report content is sufficient
Report format
Report body
Observation
430 | P a g e
Reference books:
THE CALIBRATION OF SURVEY EQUIPMENT, Prepared by Hugo C Engler A.L.S., APRIL 2012
SAFETY MANUAL - Division of Plats and Survey, Maryland State Highway Administration
Reilly, James P. IMPROVING YOUR FIELD PROCEDURES. P.O.B. Publishing Company. 1990
Harbin, Andrew L. LAND SURVEYOR REFERENCE MANUAL. Belmont, California Professional Publications,
Inc. 1985
Use of Sokkia SET 4BII Electronic Total Stations, Kenneth M. Cruikshank, October 1997
431 | P a g e
L S V O T 3 0 1 - Operate Theodolite
LSVOT301 Operate Theodolite
RTQF Level: 6 Learning hours
Credits: 9 60
Sector: Construction
Sub-sector: Land Surveying
Issue date: November, 2017
Purpose statement
This is a core module which describes the performance outcomes, skills knowledge and attitude
required to collect basic spatial data.
432 | P a g e
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Determine Classifications and
specifications of theodolite
1. Proper Identification of theodolite instrument
according to its use
2. Appropriate identification of theodolite
components
3. Relevant clarification of theodolite advantages.
2. Apply Measuring Principles 1. Proper identification of measurement principles
according to theodolite type
2. Adequate identification of measuring methods used
3. Relevant comparison of methods used
3. Perform basic applications theodolite 1. Appropriate selectionof instruments according to
their applications
2. Proper use of instrument during measurements
3. Accurate recorded data during measurement
433 | P a g e
LU 1:Determine Classifications and specifications of theodolite
1
Learning Outcomes:
1. Identify theodolite instrument 2. Clarify theodolite advantage 3. Identify theodolite components
20 Hours
Learning Outcome1.1: Identify theodolite instrument
Classification of
theodolite
Transit theodolite
Non-transit
theodolite
Types of theodolite
Repeating
theodolites
Directional
theodolites
Electrical digital
theodolites
o Demonstration
o Discussions
o Practical work
o Asking questions
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Repeating theodolites
Directional theodolites
Electrical digital
theodolites
Formative Assessment 1.1
Resources Learning activities Content
434 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Techniques of selection
Visually inspect
Check manufacturing
Types of theodolite
Identify the work
Observation
Learning Outcome 1.2:Identify theodolite components
Performance criterion
Proper Identification of theodolite instrument according to its use
435 | P a g e
Identification of six standard
checks on a conventional
theodolite
Plate bubble
Verticality of crosshairs
Horizontal collimation
Trunnion(or horizontal)
axis error
Vertical collimation error
Optical plummet
Identification of manufacturing
o Demonstration
o Discussions
o Practical work
o Asking questions
Book
Notebook
Pen
Workshop
Whiteboard/ Black
board
Marker pen
Chalks
Projector
Computer
Formative Assessment 1.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Performance criterion
Appropriate identification of theodolite components
Resources Learning activities Content
436 | P a g e
Checklist Score
Yes No
Description of different types
Check all parts
check all system
Observation
Learning Outcome 1.3: Clarify theodolite advantages
Identification of
accuracy
Internal magnifying
optical system.
Electronic readings.
Horizontal circles
o Demonstration
o Discussions
o Asking questions
o Assignments
o Experimentation-Observation
Book
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Projector
Computer
Formative Assessment 1.3
Performance criterion
Relevant clarification of theodolite advantages.
Resources Learning activities Content
437 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Oral
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Have a thorough understanding of theodolite
Use of and set up
Make procedures of using
Observation
438 | P a g e
LU 2:Apply Measuring Principles
2
Learning Outcomes:
1. Identify measurement principles 2. Identify measuring methods 3. Compare measuring methods
20 Hours
Learning Outcome 2.1:Identify measurement principles
Stadia Principles
Stadia hairs.
Distance
determination
Elevation
determination
Angle
determination
Printing
Theodolite configuration
o Presentation
o Demonstration
o Discussions
o Practical work
o Asking questions
o
Notebook
Pen
Workshop
Whiteboard/ Black board
Marker pen
Chalks
Projector
Computer
Formative Assessment 2.1
Resources Learning activities Content
439 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Oral
Multiple choice questions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Differentiate principles
Types of Theodolite
Measurement steps
Observation
Performance criterion
Proper identification of measurement principles according to theodolite type
440 | P a g e
Learning Outcome 2.2: Identify measuring methods
Stadia Hair Method
Fixed Hair Method( Stadia
method)
Movable Hair Method (Subtense
method)
Tangential Method
HPC method of booking
Rise and fall method of booking
Method of measuring horizontal
angles
Ordinary Method.
Repetition Method
Reiteration Method.
Printing
o Demonstration
o Discussions
o Practical work
o Asking questions
o Assignments
Notebook
Pen
Workshop
Whiteboard/ Black
board
Marker pen
Chalks
Projector
Computer
Theodolite
Formative Assessment 2.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Performance Oral
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Performance criterion
Adequate identification of measuring methods used
Resources Learning activities Content
441 | P a g e
Checklist Score
Yes No
Differentiate methods
Methods of measurements
Operational measurement
Observation
Learning Outcome 2.3: Compare measuring methods
Demonstration of Tangential
method is less accurate
than the stadia hair
method.
Repetition Method
improves precision and
accuracy of measurements
of horizontal angles (for
single angle).
Reiteration Method for
more than one angle.
Ordinary method of
measuring horizontal angles
is used as it is less time
consuming.
o Presentation
o Brainstorming
o Demonstration
o Discussions
o Practical work
o Asking questions
o Assignments
Book
Notebook
Pen
Workshop
Whiteboard/
Black board
Marker pen
Chalks
Projector
Computer
Formative Assessment 2.3
Resources Learning activities Content
442 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Performance Product Oral
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Description of different methods
Explain the methods
Observation
Performance criterion
Relevant comparison of methods used
443 | P a g e
LU 3:Perform basic applications theodolite
3
Learning Outcomes:
1. Select Theodolite 2. Use Theodolite in measurements 3. Use Theodolite in measurements
20 Hours
Learning Outcome 3.1:Select Theodolite
Classification of theodolite
Transit theodolite
Non-transit theodolite
Types of theodolite
Repeating theodolites
Directional theodolites
Electrical digital theodolites
Manufacturing
o Presentation
o Brainstorming
o Demonstration
o Discussions
o Practical work
o Asking questions
o Assignments
Notebook
Whiteboard/ Black
board
Marker pen
Chalks
Projector
Computer
Theodolite
Formative Assessment 3.1
Resources Learning activities Content
444 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Product Oral
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Check application
A thorough understanding of application
Observation
Performance criterion
Appropriate selection of instruments according to their applications
445 | P a g e
Learning Outcome 3.2: Use Theodolite in measurements
Casing and uncasing
Tripod setup
Theodolite setup
Measurement of horizontal angles.
Measurement of vertical angles.
Setting out horizontal angles.
Ranging.
Leveling.
Optical distance measurement.
Controlling verticality.
Care and maintenance
Booking
Printing
o Presentation
o Brainstorming
o Demonstration
o Discussions
o Practical work
o Asking questions
Book
Notebook
Pen
Workshop
Whiteboard/
Black board
Marker pen
Chalks
Projector
Computer
Theodolite
Formative Assessment 3.2
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Performance Product Oral
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Performance criterion
Proper use of instrument during measurements
Resources Learning activities Content
446 | P a g e
Checklist Score
Yes No
Description of different methods
Explain the methods
Observation
Learning Outcome 3.3: Accurate recorded data during measurement
Requirements of a Data Collector
Accuracy and precision
Types of Errors
Systematic Errors
Random (Accidental) Errors
Sources of Error
Personal Errors
Instrument Error
Natural Errors
Mistake and error
o Brainstorming
o Demonstration
o Discussions
o Practical work
o Asking questions
o Assignments
˗ Book
˗ Notebook
˗ Whiteboard/
Black board
˗ Marker pen
˗ Chalks
˗ Projector
˗ Computer
˗ Theodolite
Formative Assessment 3.3
Performance criterion
Accurate recorded data during measurement
Resources Learning activities Content
447 | P a g e
Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written Product Oral
Multiple choicequestions
True or false questions
Matching
Sentence completion
Ticking
Expose (presentation)
Checklist Score
Yes No
Check application A thorough understanding of application
Observation
448 | P a g e
Summative Assessment
Integrated situation Resources
Zenith Construction Ltd has contracted to construct administration
bloc of Shyira Hospital that will be located at Nyabihu district in
Northern Province. The bloc to be built is a 3 storied building. The
building external dimensions are 25x30m. As land surveyor of Zenith
Construction Ltd you are required to set out the building within 6
Hours. The contractor specified that, the Theodolites instrument
should be used .The architectural drawings and other needed
materials, tools, instruments and equipment are available.
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Materials and tools are properly selected
Nails
Building lines
Pegs
Profiles
Hummer
Tape
Theodolite
Squares
Marker pen
449 | P a g e
Design
Drawings
PPE
GPS
Compass
Calculator
Computer
Indicator: Proper use of materials, tools, instruments and equipment
No waste of materials
No damages of instrument
No damage of drawings
Indicator: Proper Interpretation of design drawings
Cross section design drawings
Longitudinal profile design drawings
Indicator: Proper Interpretation of drawings
Plan view
Site plan
Foundation plan
Sections
Indicator: Instrument is well set up
Instrument is well set up
Indicator: Benchmark is well established
450 | P a g e
Temporally benchmark
Coordinates
Indicator: Building external corners determination
Angle method
Offset method
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Setting out is well done
Diagonals are well checked
External dimensions are checked
Levels of profiles are checked
Observation
Assesment Criterion 3: Relevance
Checklist Score
451 | P a g e
Yes No
Indicator: Time is respected
6Hours
Observation
Assesment Criterion 4: perfection
Checklist Score
Yes No
Indicator: Drawing measurement is well set
Scale
Observation
Reference books:
452 | P a g e
L S V T S 3 0 1 - APPLICATION OF TRIGONOMETRY IN SURVEYING
LSVTS301 APPLICATION OF TRIGONOMETRY IN SURVEYING
REQF Level: 3 Learning hours
Credits: 8 80
Sector: Construction
Sub-sector: Land Surveying
Issue date: December, 2016
Purpose statement
This is a general module which describes the performance outcomes, skills knowledge and attitude
required to apply trigonometric formulas/principles.
453 | P a g e
Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Perform right triangle trigonometry 1.1. Proper identification of angles according to work specifications
1.2. Adequate application of trigonometric functions of an acute angle
1.3. Proper applications and solving right triangles 1.4. Proper determination of trigonometric
functions of any angle 1.5. Relevant interpretation of rotations and
reflections of angles
2. Perform general triangles 2.2. Proper application of the Law of Sines 2.3. Proper application of the Law of Cosines 2.4. Proper application of the Law of Tangents 2.5. Proper application of the Area of a Triangle 2.6. Relevant interpretation of circumscribed and
inscribed circles
3. Perform radian measure
3.3. Correct application and conversion of radians and degrees
3.4. Precise computation of arc Length 3.5. Precise computation of area of a sector 3.6. Relevant interpretation of circular motion: Linear
and angular speed
454 | P a g e
LU 1: Perform right triangle trigonometry
1
Learning Outcomes:
1. Identify angles 2. Apply trigonometric functions of an acute angle 3. Apply and solve right triangles 4. Determine trigonometric functions of any angle 5. Interpret rotations and reflections of angles
20 Hours
Learning Outcome1.1: Identify angles
degree measure
Acute Angle
Right Angle
Obtuse Angle
straight angle
Basic trigonometric identities
Reciprocal identities
Quotient Identities
Pythagorean Identities
Symmetry Identities
Opposite angle
Identities
o Brainstorming
o Demonstration
o Discussions
o Practical work
o Asking questions
- Book - Notebook - Pen - Whiteboard/
Black board - Marker pen - Chalks - Projector - Computer
Formative Assessment 1.1
Resources Learning activities Content
455 | 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
Performance
Multiple choicequestions
Checklist Score
Yes No
Calculate Angles
Calculate degree
Show trigonometric identities
Observation
Performance criterion
Proper identification of angles according to work specifications
456 | P a g e
Learning Outcome 1.2:Apply trigonometric functions of an acute angle
Six trigonometric functions of acute angle
Identify the hypotenuse, adjacent side, and opposite side of an acute angle in a right triangle.
Find the value of the six trigonometric functions for any acute angle.
Determine the function values of angles between 0 and 90 degrees inclusively.
Determine the angle from a given function value.
Calculate the function value of the acute angles in any right triangle, given two sides of the triangle.
Determine all function values of an acute angle given one function value of the angle.
o Brainstorming o Demonstration o Discussions o Practical work o Asking questions o Assignments
Six trigonometric functions of acute angle
Identify the hypotenuse, adjacent side, and opposite side of an acute angle in a right triangle.
Find the value of the six trigonometric functions for any acute angle.
Determine the function values of angles between 0 and 90 degrees inclusively.
Determine the angle from a given function value.
Calculate the function value of the acute angles in any right triangle, given two sides of the triangle.
Determine all function values of an acute angle given one function value of the angle.
Resources Learning activities Content
457 | P a g e
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choicequestions
Checklist Score
Yes No
Find the value of the six trigonometric functions Determine all function values of an
acute angle
Calculate the function value of the acute angles in any right triangle
Identify the hypotenuse, adjacent side, and opposite side of an acute angle
Observation
Performance criterion
Adequate application of trigonometric functions of an acute angle
458 | P a g e
Learning Outcome 1.3: Apply and solve right triangles
Trigonometric ratios in right triangles
Solving right triangle
Six trigonometric functions of right angle
Solve Trigonometric equations
Pythagorean Theorem
Apply trigonometric functions
o Demonstration o Discussions o Practical work o Asking questions o Assignments
- Book - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choicequestions
Checklist Score
Yes No
Trigonometric ratios in right triangles
Performance criterion
Proper applications and solving right triangles
Resources Learning activities Content
459 | P a g e
Solving right triangle
Solve Trigonometric equations
Pythagorean Theorem
Apply trigonometric functions
Observation
Learning Outcome 1.4: Determine trigonometric functions of any angle
Cartesian coordinates.
Evaluate trigonometric functions of any angle.
Find reference angles.
Evaluate trigonometric functions of real numbers
Determine the six trigonometric function values for any angle in standard position when the coordinates of a point on the terminal side are given
Evaluate inverse trigonometric functions.
o Demonstration o Discussions o Practical work o Asking questions
- Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Computer
Formative Assessment 1.4
Performance criterion
Proper determination of trigonometric functions of any angle
Resources Learning activities Content
460 | 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
Performance
Multiple choicequestions
Checklist Score
Yes No
Evaluate inverse trigonometric functions
Cartesian coor-dinates.
Evaluate trigonometric functions of any angle.
Find reference angles.
Evaluate trigonometric functions of real numbers
Observation
Learning Outcome 1.5: Interpret rotations and reflections of angles
Relationship between a reflection and a rotation
Perpendicular lines
Slope of a line
Reflection
Determine the trigonometric functions of
o Brainstorming o Demonstration o Discussions o Practical work o Asking questions o Assignments
- Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector
Resources Learning activities Content
461 | P a g e
angles rotated clockwise and counter-clockwise.
Learn about even and odd functions involved in determining rotation angles.
- Computer
Formative Assessment 1.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Multiple choicequestions Expose (presentation)
Checklist Score
Yes No
Relationship between a reflection and a rotation
Perpendicular lines
Slope of a line
Reflection
Learn about even and odd functions involved in determining rotation angles
Observation
Performance criterion
Relevant interpretation of rotations and reflections of angles
462 | P a g e
LU 2:Perform general triangles
2
Learning Outcomes:
1. Apply Law of Sines
2. Apply Law of Cosines
3. Apply Law of Tangents 4. Apply Area of a Triangle 5. Interpret circumscribed and inscribed circles
40 Hours
Learning Outcome 2.1:Apply Law of Sines
Sine rule
Use law of sines to find
missing side lengths in a
triangle.
Apply if 2 sides and angles
not included between
them are given
Apply if 2 angles and the
side between them are
given
Apply 2 angles and one
side that is not included in
the angles
o Demonstration o Discussions o Practical work o Asking questions
- Notebook - Pen - Workshop - Whiteboard/ Black
board - Marker pen - Chalks - Projector - Computer
Resources Learning activities Content
463 | P a g e
Formative Assessment 2.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choicequestions
Expose (presentation)
Checklist Score
Yes No
Sine rule
Use law of sines to find missing side lengths in a triangle.
Observation
Performance criterion
Proper application of the Law of Sines
464 | P a g e
Learning Outcome 2.2: Setup embroidery machine parts
Law of Cosines Derivation
Using the law of cosines
To prove the law of cosine
o Presentation
o Brainstorming
o Demonstration
o Discussions
o Practical work
o Asking questions
o Assignments
- Book - Notebook - Pen - Workshop - Whiteboard/
Black board - Marker pen - Chalks - Projector - Computer
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choicequestions Expose (presentation)
Checklist Score
Yes No
Law of Cosines Derivation
Using the law of cosines
To prove the law of cosine
Observation
Performance criterion
Proper application of the Law of Cosines
Resources Learning activities Content
465 | P a g e
Learning Outcome 2.3: Apply Law of Tangents
The determination of the law of tangents
Using the law of tangent
o Presentation o Brainstorming o Demonstration o Discussions o Practical work o Asking questions o Assignments
- Book - Notebook - Pen - Workshop - Whiteboard/
Black board - Marker pen - Chalks - Projector - Computer
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choicequestions
Expose (presentation)
Checklist Score
Yes No
To prove the law of tangents
Using the law of tangent
Observation
Performance criterion
Proper application of the Law of Tangents
Resources Learning activities Content
466 | P a g e
Learning Outcome 2.4: Apply Area of a Triangle
Application in case of :
Two sides and the included angle.
Three angles and any side.
Three sides.
o Presentation o Brainstorming o Demonstration o Discussions o Practical work o Asking questions o Assignments
- Book - Notebook - Pen - Workshop - Whiteboard/
Black board - Marker pen - Chalks - Projector - Computer
Formative Assessment 2.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choicequestions
Expose (presentation)
Checklist Score
Yes No
Apply on Two sides and the included angle.
Apply onThree angles and any side
Apply on Three sides
Observation
Performance criterion
Proper application of the Area of a Triangle
Resources Learning activities Content
467 | P a g e
Learning Outcome 2.5: Interpret circumscribed and inscribed circles
Circle that circumscribes a triangle
Circumscribed and Inscribed Circles
Circle that inscribes a triangle
Inscribing and Circumscribing Right Triangles
o Presentation o Brainstorming o Demonstration o Discussions o Practical work o Asking questions o Assignments
- Book - Notebook - Pen - Workshop - Whiteboard/
Black board - Marker pen - Chalks - Projector - Computer
Formative Assessment 2.5
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choicequestions
Expose (presentation)
Performance criterion
Relevant interpretation of circumscribed and inscribed circles
Resources Learning activities Content
468 | P a g e
Checklist Score
Yes No
Show Circle that circumscribes a triangle
Show Circumscribed and Inscribed Circles
Show Circle that inscribes a triangle
Show Inscribing and Circumscribing Right Triangles
Observation
469 | P a g e
LU 3:Perform radian measure
3
Learning Outcomes:
1. Apply conversion of radians and degrees 2. Compute Arc Length 3. Compute area of a sector 4. Interpret circular motion: Linear and angular speed
20 Hours
Learning Outcome 3.1: Apply conversion of radians and degrees
Conversion from degrees to radians
Important conversions
Convert Degrees to radians
Convert Radians to degrees
o Demonstration
o Discussions
o Practical work
o Asking questions
- Notebook
- Pen
- Workshop
- Whiteboard/
Black board
- Marker pen
- Chalks
Formative Assessment 3.1
Performance criterion
Correct application and conversion of radians and degrees
Resources Learning activities Content
470 | 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
Performance
Multiple choicequestions
Checklist Score
Yes No
Important conversions
Convert Degrees to radians
Convert Radians to degrees
Observation
Learning Outcome 3.2: Compute Arc Length
Negative arc lengths
The formula for the arc length of a
circle
Arcs of circles
Length of an arc of a parabola
o Discussions
o Practical work
o Asking questions
- Pen
- Workshop
- Whiteboard/
Black board
- Marker pen
- Chalks
Resources Learning activities Content
471 | P a g e
Radian measure and arc length
Circles with the same central angle,
different radius
- Projector
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choicequestions
Checklist Score
Yes No
Finding arc lengths by integrating
Finding arc lengths by integrating
Calculate Radian measure and arc length
Observation
Learning Outcome 3.3:Compute area of a sector
Performance criterion
Precise computation of arc Length
472 | P a g e
The area of a sector of a circle
The unit circle
The points on the circumference of
the unit circle
Calculate the area of a sector in a
circle when the central angle is
given in degrees.
Calculate the area of a sector in a
circle when the central angle is
given in radians.
Calculate the area of a sector,
radius or central angle of a circle
when two of them are given.
o Demonstration
o Discussions
o Asking questions
o Experimentation-
Observation
- Notebook
- Pen
- Workshop
- Whiteboard/
Black board
- Marker pen
- Chalks
- Projector
- Computer
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Performance
Multiple choicequestions
Performance criterion
Precise computation of area of a sector
Resources Learning activities Content
473 | P a g e
Checklist Score
Yes No
Finding the Area of a Segment of a Circle
Calculate the area of a sector in a circle when the central angle is given in degrees.
Calculate the area of a sector in a circle when the central angle is given in radians.
Calculate the area of a sector, radius or central angle of a circle when two of them are given.
Observation
Learning Outcome 3.4: Interpret circular motion: Linear and angular speed
• Relation between linear and
angular speed
• Trigonometric functions on the
unit circle
Cosine function
Sine function
o Demonstration
o Discussions
o Asking questions
o Experimentation-
Observation
- Notebook
- Pen
- Workshop
- Whiteboard/
Black board
- Marker pen
- Chalks
- Projector
- Computer
Formative Assessment 3.4
Resources Learning activities Content
474 | 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
Performance
Multiple choicequestions
Checklist Score
Yes No
Explain Relation between linear and angular speed
CalculateTrigonometric functions on the unit circle
Observation
Reference books:
12. December, 2008,Trigonometry Module T12-Trigonometric Functions of an Acute Angle,The Northern Alberta Institute of Technology 2002.
13. Kozik, December 2010, Trigonometry Curriculum,McCann Technical School 70 Hodges Cross Road North Adams, MA 01247
14. Michael Corral, 2009, Trigonometry, Schoolcraft College 15. Dr. Marcel B. Finan, Arkansas Tech University MATH 1203: Trigonometry 16. University of Nottingham & UC Berkeley 2015 MARS, ,Inscribing and Circumscribing Right Triangles,
Shell Center,
Performance criterion
Relevant interpretation of circular motion: Linear and angular speed
475 | P a g e
GLOSSARY
Assessment: A process of gathering and judging
evidence in order to decide whether a person
has attained a standard of performance.
Assessment criteria: Statements which describe
performances and place them in context with
sufficient precision to allow valid and reliable
assessment.
Best practice: Management practices and work
processes that lead to outstanding or top-class
performance and provide examples for others.
Competency standard: An industry-determined
specification of performance which sets out the
skills, knowledge and attitudes required to
operate effectively in employment.
Competency standards are made up of units of
competency, which are themselves made up of
elements of competency, together with
performance criteria, a range of variables, and
an evidence guide.
Competency: means the ability to apply
knowledge, skills and personal, social and
methodological skills in the workplace or
during learning, as well as in personal and
professional development. This ability or
capacity is acquired through leaning, exposure
to the tasks and series of training allowing one
to perform specific task autonomously. Reason
why in the context of the CBE Framework
competencies are described as responsibility
and independence.
Competency-based assessment (or CBA): The
gathering and judging of evidence in order to
decide whether a person has achieved a
standard of competency.
Complementary competencies: Set of
knowledge, skills and attitudes which are not
directly linked to a specific occupation or
industry, but which are important for work,
education and life in general, such as
communication, mathematics, organizational
aptitude, and computer literacy, interpersonal
and analytical competency.
Core modules: Modules leading to
competencies’ acquisition that an industry
sector has agreed upon as essential for a person
to be accepted as competent at a particular
level. All modules may be core, but in many
cases competency at a level will involve core
modules plus optional or specialization
modules. Core competencies are normally
those central to work in a particular industry.
Credential: Formal certification issued for
successful achievement of a defined set of
outcomes, e.g. successful completion of a
course in recognition of having achieved
particular knowledge, skills or competencies;
successful completion of an apprenticeship or
traineeship.
Credit: The acknowledgement that a person has
satisfied the requirements of a module.
Curriculum: The specifications for a course or
subject (module) which describe all the learning
experiences a learner undergoes, generally
including objectives, content, intended learning
outcomes, teaching methodology,
recommended or prescribed assessment tasks,
assessment exemplars, etc.
Evidence guide: The part of a competency
standard which provides a guide to the
interpretation and assessment of the unit of
competency, including the aspects which need
to be emphasized in assessment, relationships
to other units, and the required evidence of
competency.
Flexible delivery: A range of approaches to
providing education and training, giving
learners greater choice of when, where and
how they learn. Flexible delivery may involve
distance education, mixed-mode delivery,
online education, self-paced learning, self-
directed learning, etc.
Formal education: Also formal training
education or training provided in educational
institutions such as schools, universities,
colleges, etc. or off the job in a workplace,
usually involving direction from a teacher or
instructor.
General competencies: competencies
correspond to larger operations that go beyond
the tasks, but generally contribute to their
implementation. These activities require more
fundamental learning and are generally
common to several tasks and transferable to
many work situations.
Generic modules: Modules leading to the
attainment of complementary competencies.
Informal education: The acquisition of
knowledge and skills through experience,
reading, social contact, etc.
Internship: An opportunity for a learner to
integrate career related experience by
participating in planned, supervised work.
Key competencies: Any of several generic skills
or competencies considered essential for
people to participate effectively in the
workforce. Key competencies apply to work
generally, rather than being specific to work in a
particular occupation or industry. The following
are key areas of competency which were
developed into seven key competencies:
collecting, analyzing and organizing
information; communicating ideas and
information; planning and organizing activities;
working with others and in teams; using
mathematical ideas and techniques; solving
problems; and using technology.
Knowledge: means the result of the adoption
of information through the learning process.
Knowledge is a set of facts, principles, theories
and practices related to area of work or study.
In CBE context lifelong learning knowledge is
described as theoretical and / or factual.
Learning outcomes: are statements of what
learner knows, understands and can perform,
based on the completion of the learning
process, defined by knowledge, skill and
competency.
Learning activities: Suggested activities that
can be developed during lesson planning and
activity preparation. The choice of learning
activities must be tailored according to group
size, available material resources and
communication tools.
Learning hours: Amount of hours required to
acquire the competency, including the time
allocated to evaluation, which is estimated
between 5 and 10% of the total learning time of
the competency.
Learning outcomes: Statements that indicate
what learners will know or be able to do as a
result of a learning activity. Learning outcomes
are usually expressed as knowledge, skills, or
attitudes.
Learning unit: Any of the basic building blocks
of a module, which describes the key activities
or the elements of the work covered by the
module
Module: A unit of training which corresponds to
one competency and which can be completed
on its own or linked to others.
Occupation: The principal business of one’s life.
Performance criteria The part of a competency
standard specifying the required level of
performance in terms of a set of outcomes
which need to be achieved in order to be
deemed competent. It describes the quality
requirements of the result obtained in labor
performance.
Qualification: means the formal name for the
result of a process of assessment and
validation, which is obtained when a competent
body determines that an individual has
achieved learning outcomes to the standards
laid down.
Quality assurance: The systems and procedures
designed and implemented by an organization
to ensure that its products and services are of a
consistent standard and are being continuously
improved.
Recognition of prior learning (or RPL): The
acknowledgement of a person’s skills and
knowledge acquired through previous training,
work or life experience, which may be used to
grant status or credit in a subject or module.
Skills: are the ability to apply knowledge and
use the principle of “know how” to perform a
specific task and to solve the problem. In
the context of the CBE Framework, skills are
defined as cognitive (involving the use of logical,
intuitive and creative thinking), practical
(including physical skill and use of methods,
materials, devices and instruments) and social
skills (communication and cooperation skills,
emotional intelligence and other).
Specific competencies: Competencies that are
directly related to the tasks of the occupation in
the workplace context. They refer to concrete,
practical, and focused aspects
Traineeship: A system of vocational training
combining off-the-job training at an approved
training provider with on-the-job training and
practical work experience. Traineeships
generally take one to two years and are now a
part of the New Apprenticeships system.
Unit of competency: A component of a
competency standard. A unit of competency is a
statement of a key function or role in a
particular job or occupation. See also element
of competency, performance criteria, range of
variables.
WORKFORCE DEVELOPMENT AUTHORITY – WDA P. O. BOX 2707 Kigali Rwanda T +250 255113365 F +250 255113365 E [email protected] I www.wda.gov.rw
Workforce Development Authority
Empowering people with employable skills and entrepreneurship capacity