TVET CERTIFICATE V in CULINARY ARTS · 5. Vital MUNYURANGABO Chef de Partie KHANA KHAZANA 6. Claire Gitenge Culinary Arts Trainer 7. Francoise MUKAVUGANEZA Chef de Partie Dereva Hotel

5

TVET CERTIFICATE V in

CULINARY ARTS

CODE

HOTCUA5001

Kigali November, 2014

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HOTCUA5001-TVET CERTIFICATE V

Culinary Arts

REQF Level 5 CURRICULUM

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© Workforce Development Authority, 2014

Copies available from:

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

Fax: (+250) 255113365

Email: [email protected]

Web: www.wda.gov.rw

Original published version updated:

October, 2014

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Copyright

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

(WDA). Reproduced with permission.

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

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

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

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

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

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

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

necessarily represent the views of WDA. The competent Body does not give warranty nor

accept any liability.

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

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

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

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

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

© Workforce Development Authority (WDA) 2014

Published by

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

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

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

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Table of Contents

C o p y r i g h t i i

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

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

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

1 . G E N E R A L I N T R O D U C T I O N 2

2 . Q U A L I F I C A T I O N D E T A I L S 3

2.1 Description 3

2.2 Minimum entry requirements 2

2.3 Information about pathways 2

2.4 Job related information 2

2.5 Employability skills and life skills 2

2.6 Information about competencies 4

3 . T R A I N I N G P A C K A G E 5

3.1 Course structure 5

3.2 Competencies chart 5

3.4 Flowchart 7

4 . A S S E S S M E N T G U I D E L I N E S 8

4.1 Assessment Methodology 8

4.2 Portfolio 8

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 1

LU 1: Participate as part of a team and respect the rules of the training environment 13

LU 2:Explain the occupation and learning process 16

LU 3: Respect the facilitation and apply learning methods 19

LU 4: Develop personal plans based on self-assessment practices 21

C C M M S 5 0 1 - M O N I T O R I N G O F O C C U P A T I O N A L S H E A T W O R K P L A C E 2 7

LU 1: Conduct OSH (occupational safety and health) monitoring 29

LU 2:Collect and analyze Occupational health, safety incidents report 33

LU 3: Train all staff on occupational health and safety matters 39

C C M U E 5 0 1 - U P P E R I N T E R M E D I A T E W O R K P L A C E E N G L I S H 4 5

LU 1: Communicate orally in social and professional situations with ease 47

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LU 2:Read correctly a range of materials 52

LU 3: Listen to audio messages with different English accents to get the intended message 56

LU 4: Produce a variety of medium texts on professional and general topics 60

C C M K N 5 0 1 - I K I N Y A R W A N D A C Y ’ I N T Y O Z A 6 5

LU 1:Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 68

LU 2:Gukoresha Ikinyarwanda kiboneye agaragaza uburyo bunyuranye bwo gukemura amakimbirane

no gukoresha ibinyazina binyuranye. 77

LU 3:Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 87

LU 4:Gukoresha Ikinyarwanda kiboneye agaragaza uburyo bunyuranye bwo gutunganya ubutaka no

gukoresha ibinyazina binyuranye 97

LU 5:Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire

y’Ikinyarwanda. 106

C C M S E 5 0 1 - W O R K I N G I N A S O C I A L L Y D I V E R S E E N V I R O N M E N T 1 1 6

LU 1: Communicate with customers and colleagues from diverse backgrounds 118

LU 2:Address cross-cultural misunderstandings 122

C C M I W 5 0 1 - I C T A T W O R K P L A C E 1 2 6

LU 1: Prepare document Layout 128

LU 2:Apply basic computer operations 133

LU 3: Manage data 139

C C M P E 5 0 1 - P R O F E S S I O N A L E T H I C S 1 4 6

LU 1:Apply human values 148

LU 2:Respect engineering ethics 154

LU 3:Apply safety 158

C C M F T 5 0 1 - T E C H N I Q U E S D ’ E X P R E S S I O N O R A L E E T E C R I T E E N F R A N Ç A I S 1 6 2

LU 1:Ecrire en respectant l’orthographe courante 164

LU 2:Employer le vocabulaire technique dans différents écrit 168

LU 3:Présider des débats et des discussions 173

LU 4:Conduire des réunions. 177

LU 5:Rédiger et présenter un exposé 181

C C M M K 5 0 1 - M A W A S I L I A N O M B A L I M B A L I Y A K I O F I S I K A T I K A K I S W A H I L I 1 8 5

LU 1:Kutunga hati za mawasiliano mbali mbali za kiofisi. 187

LU 2:Kuchambua hati za mawasiliano mbali mbali za kiofisi 191

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LU 3: Kupanga mbinu za uwasilishaji wa hati mbali mbali. 195

C C M B O 5 0 1 - B U S I N E S S O R G A N I S A T I O N 1 9 9

LU 1: Identify activities to be accomplished for real business operations 201

LU 2:Create a productive working environment 208

LU 3: Run real business operation 216

LU 4: Monitor and evaluate the business 222

C U A P M 5 0 1 - P R O P E R T Y M A N A G E M E N T S Y S T E M 2 2 7

LU 1: Describe property management system 229

LU 2:Determine organization outlets software in Property management system 237

LU 3: Use property management system 244

C U A F T 5 0 1 - P R O C E S S I N G F I N A N C I A L T R A N S A C T I O N S 2 5 4

LU 1:Record and balance petty cash transactions 256

LU 2:Balance all transaction 264

LU 1:Identify the basis of kitchen organization 274

LU 2:Determine classical brigade of kitchen set up 280

LU 3:Determine modern kitchen set up 285

LU 4:Apply general categories of skills on kitchen staff 291

LU 5:Develop other professional opportunities 296

Summative Assessment 301

C U A A R 5 0 1 - A S I A N R I C E A N D N O O D L E D I S H E S 3 0 6

LU 1:Identify ingredients 309

LU 2:Prepare and use tools and equipment 314

LU 3:Prepare Asian ingredients 319

LU 2:Cook rice and noodle dishes 325

LU 2:Present, garnish and store rice and noodle dishes 330


C U A K S 5 0 1 - K I T C H E N S U P P L I E S R E C E P T I O N A N D S T O R I N G 3 4 2

LU 1:Receive delivery section supplies 344

LU 2:Rotate and maintain kitchen section supplies 351

LU 3:Store kitchen section supplies 358


C U A M K 5 0 1 - M O N I T O R I N G O F K I T C H E N S E C T I O N S T A F F 3 6 8

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LU 1:Monitor and improve workplace operations 370

LU 2:Plan and organize workflow 378

LU 3: Solve problems and making decisions 384


C U A P C 5 0 1 - P R I N C I P L E S O F C A T E R I N G C O N T R O L 3 9 3

LU 1:Identify catering control principles 395

LU 2:Apply procedures to reduce wastage 401

LU 3:Implement working plan for the catering procedures 408

C U A S C 5 0 1 - S T O C K S C O N T R O L A N D O R D E R I N G 4 1 8

LU 1:Maintain stock level and record 421

LU 2:Process stock orders 431

LU 3: Minimize stock losses 437

LU 4: Pursue orders 445

LU 5: Organize and administer stock takes 451


C U A S D 5 0 - S H E L L F I S H D I S H E S 4 6 2

LU 1:Select ingredients 464

LU 4:Cook fish and shellfish 469

LU 5:Present fish and shellfish 474


C U A T D 5 0 1 - T A N D O O R I D I S H E S 4 8 4

LU 1:Identify Tandoori dishes 487

LU 2:Prepare, use tools and equipment 492

LU 3:Prepare ingredients 497

LU 4:Cook tandoori dishes 502

LU 5:Present, garnish and store tandoori dishes 507


C U A A S 5 0 1 - A S I A N S U S H I A N D S A U C E S 5 1 7

LU 1:Select ingredients 520

LU 2:Prepare and use tools and equipment of sushi and sauces 525

LU 3: Prepare ingredients of sushi and sauces 530

LU 4: Prepare sushi and sauces 538

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LU 5: Present, garnish and store sushi and sauces 544


C U A F S 5 0 1 - F O O D S A F E T Y P R O C E D U R E S I M P L E M E N T A T I O N 5 5 3

LU 1:Evaluate organizational requirements for food safety 555

LU 2:Implement food safety procedures to control hazards 564

LU 3: Revise food safety procedures 571


C C M I A 5 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 5 8 2

LU 1: Demonstrate supervisory skills 584

LU 2:Get briefed on industrial attachment program 590

LU 3: Develop one’s competences on the workplace 593

G L O S S A R Y

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List of abbreviations

AIDS Acquired Immunodeficiency syndrome

CCompulsory (Indicator)

CD Compact Disc

CDU Curriculum Development Unit

CICompulsory Indicator

CM Complimentary modules

DVD Digital Video Disc

HACCPHazards Analysis and Critical Control Point

HIVthe Human Immunodeficiency Virus

HOTCA Hospitality and Tourism Culinary Arts

ICTInformation Communication Technology

ILO International Labour Organization

PDA Personal Digital Assistance

PPEPersonal Protective Equipment

ROM Read Only Memory

RTQFRwanda Technical Qualification Framework

RTQFRwanda TVET Qualification Framework

STISexual Transmission Infection

TTolerable (Indicator)

TVETTechnical and Vocational Education and Training

WDA Workforce Development Authority

RP Rwanda Polytechinic

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Acknowledgments

Workforce Development Authority wishes to thank the following persons who participated in

the development of this curriculum:

Coordination

HABIMANA Théodore, TVET Training Department - WDA

MUHIRE Jean Marie Vianney, Head Curriculum Development Unit - WDA

Facilitation

MUKANGARAMBE Judith, Curriculum Development Unit - WDA

MUTANGAMPUNDU Consolatrice, Rwanda Polytechnic

Curriculum Development/Assesment Team

No NAME Occupation INSTITUTION/COMPANY

1. Janvier MUGWANEZA Chef de Partie Sportsview Hotel

2. Jean Claude HABARUREMA Culinary Arts Trainer VTC Shangi

3. Kevin UWIMANA Culinary Arts Trainer VTC Lycée de Ruhango Ikirezi

4. Geoffrey BAGABO Chef de Partie Sportsview Hotel

5. Vital MUNYURANGABO Chef de Partie KHANA KHAZANA

6. Claire Gitenge Culinary Arts Trainer

7. Francoise MUKAVUGANEZA Chef de Partie Dereva Hotel

8. Judith MUKABADEGE Culinary Arts Trainer VTC Mpanda

9. Celine NIRAGIRE Culinary Arts Trainer V T C Rubengera

10. Alexandre NKINZINGABO Head Chef Bourbon Coffee

11. Jean Bosco NDATIRA IPRC South Culinary Trainer

12. Henry HAKUNDWUMUKIZA Lycée de Ruhango Ikirezi Culinary Trainer

13. Eugenie KARWERA RWABUYE TVET School Trainer

14. Lydia GASIBIREGE ELOHIM Restaurant cook

15. Jean Baptiste NDUWAYEZU BETHANY Hotel KIBUYE Chef

16. Kevin UWIMANA Lycée de Ruhango Ikirezi Trainer

17. MUSAFIRI Ernest Instructor IPRC NGOMA

18. MUSONI Jean Claude Trainer Nyabihu TVET School

19. UWERA Marceline Socio-linguistics Officer RALC

20. MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara

21. MATATA Jean Bosco Teacher College Ami des Enfants

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22. GASIMBA François Xavier Lecturer UR/College of Education

23. KAMBARI Vincent Teacher GS St Marcel/Kayonza

24. MUREGO Yves Quality Assurance Officer WDA

25. BUCYENSENGE Vincent Instructor IPRC KARONGI

26. GASANA Vedaste Lecturer INES

27. Dominique Xavier

KANYAMIRERA

28. FURAHA INEZA Jean

Raymond

Trainer Lycee de Gisenyi

29. NGEZAHAYO Emmanuel Maths teacher/author Rusumo High School

30. NIYODUSENGA Patrick Physics teacher Ecole des sciences de Nyanza

31. UWINEZA Patrice Sciences trainer Nyamata TVET School

32. UMUGABEKAZI Yvette Chemist ADM-IBTC

33. Claude NIYOMUGABO Data manager/Format Editor Genial Contractors lt

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1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies to

acquire to perform the occupation of Chef de Partie. It is designed with an

approach that takes into account the training needs, the work situation, as well

as the goals and the means to implement training.

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

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

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

certification.

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

learning are developed on the basis of this document.

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

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

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

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

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

and the course structure.

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

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

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

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

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

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

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

Section

1

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Section

2

2. QUALIFICATION DETAILS

2.1 Description

This qualification provides the skills,

knowledge and attitudes for a learner to be

competent in a range of routine tasks and

activities that require the application of a

limited range of practical skills in a defined

context. Work would be undertaken in

various Hospitality and Tourism enterprises

where works relating managing kitchen

section staff,applying catering control

principles, Asian sushi and sauces

preparation, tandoori, shellfish and Asian

rice and noodle dishes preparation,

receiving and storing kitchen supplies,

controlling and ordering stocks, organizing

kitchen set up and implementation of food

safety procedures are carried out.

Learners may take responsibility for the

carrying out of a range of defined activities

under non-directive supervision and take

some supervisory responsibility for the

work of others and lead established teams

in the implementation of routine work.

At the end of this qualification, qualified

learners will be able to:

Describe the occupation and learning process

Monitor Occupational SHE best practices

Maintain professional conversation in upper-intermediate English

Gukoresha ikinyarwanda cy’’intyoza

Work in a socially diverse environment

Use ICT at workplace

Apply professional ethics

Organize a business

Pratiquer les techniques d’expression orale et écrite

Kujadili Mawasiliano mbali mbali ya Kiofisi katika Kiswahili

Apply property management system

Financial transactions processing

Implement food safety procedures

Monitor kitchen section staff performance

Receive and store kitchen supplies

Control and order stocks

Apply catering control principles

Prepare Asian rice and noodle dishes

Organize kitchen set up

Prepare Asian sushi and sauces

Prepare tandoori dishes

Prepare Shellfish dishes

Integrate workplace

Title: TVET Certificate V in Culinary Arts

Level: REQF Level 5

Credits: 120

Sector: Hospitality and tourism

Sub-sector: Culinary arts

Issue date: November, 2014

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2.2 Minimum entry requirements TVET Certificate IV in hospitalityand tourism or other relevant qualifications or through Recognition of Prior Learning.

2.3 Information about pathways

2.4 Job related information

This qualification prepares individuals to integrate the hospitality and tiurism sector and operate as a

Chef de Partie. This qualification constitutes a basis for further learning in Hospitality and Tourism,

especially in Culinary Arts. Individuals with this qualification can enter the TVET diploma in order to be

equipped with the necessary competences to function as a Sous Chef.

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:

Possible jobs related to this qualification

Chef de partie

Preferred pathways for candidates entering this qualification include: Candidates enter this qualification after

achieving TVET Certificate IV in culinarts arts or other relevant qualifications or through Recognition of Prior Learning

Progression route of candidates achieving this qualification include:

Candidates exiting this qualification are able to enter TVET diploma in culinary arts.

Pathways into the qualification

Pathways from the qualification

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Communication

Documenting technical work in plain English

Writing and presenting reports

Safety and security precautions

Working collaboratively with project team members

Health and environment

Health reproduction

Rwanda environmental protection, practices rules and regulations

Business Plan

Producing a small IT business plan

Planning and organizing

Preparing feasibility reports that take into account project scope, time, cost, quality,

communications and risk management

Self-management

Taking responsibility for own outputs in relation to specified quality standards

working according to the Rwandan Computer Society Code of Ethics regarding security, legal,

moral and ethical issues

Technology

Manipulate computer

Using internet

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Languages other than Kinyarwanda

Using English as the medium of communication in the working environment

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Number of competencies: 23 Core competencies : 12 Complementary competencies : 11 The total number of Credits: 120

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMOL501 Describe the occupation and learning process 3

2 CCMMS501 Monitor occupational SHE at workplace 3

3 CCMUE501 Maintain professional conversation in upper-intermediate English 3

4 CCMKN501 Gukoresha ikinyarwanda cy’intyoza 3

5 CCMSE501 Work in a socially diverse environment 3

6 CCMIW501 Use ICT at workplace 3

7 CCMBO501 Organize a business 3

8 CCMPE501 Apply professional ethics 3

9 CCMFT501 Pratiquer les techniques d’expression orale et écrite 3

10 CCMMK501 Kujadili Mawasiliano mbali mbali ya Kiofisi katika Kiswahili 3

11 CCMIA501 Integrate workplace 30 Total 60

No Code Core competencies Credit

GEN

ERA

L

1. CUAPM501 Property management system 7

2. CUAFT501 Processing financial transactions 4

SPEC

IFIC

3. CUAMK501 Monitor kitchen section staff performance 5

4. CUARS501 Receive and store kitchen supplies 4

5. CUASC501 Control and order stocks 5

6. CUAPC501 Apply catering control principles 4

7. CUARN501 Prepare Asian rice and noodles 4

8. CUAKO501 Organize kitchen set up 5

9. CUAAS501 Prepare Asian sushi and sauces 6

10. CUATD501 Prepare tandoori dishes 5

11. CUASD501 Prepare Shellfish dishes 6

12. CUAFS501 Food safety procedures implementation 5 Total 60

3.

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4. TRAINING PACKAGE

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

modules, the course structure, and the assessment guidelines.

3.1 Course structure

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

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

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

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

3.2 Competencies chart

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

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

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

of the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general competencies and specific

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

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

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

competency. The symbol (∆) indicates a relationship between a specific competency and a step

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

account in the description of the specific competency.

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

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

competencies in the order they should be acquired.

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

the following pages.

Section

3

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CHEF DE PARTIE PROCESS GENERAL AND COMPLEMENTARY

COMPETENCIES

SPECIFIC COMPETENCIES

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(6

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4

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7

8

9

10

11

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Duration (490 Hrs) 30

30

30

30

30

30

30

30

30

30

0

70

40

1

Monitor kitchen section staff performance 50 ▲ ▲ ▲ ▲ ▲ ▲

○ ○ ○ ○ ○ ○ ○ ○ ○ ● ○ ○

2

Receive and store kitchen supplies 40 ▲ ▲ ▲ ▲ ▲ ▲

○ ○ ○ ○ ○ ○ ○ ○ ○ ● ○ ○

3 Control and order stocks 50 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ● ○ ○

4

Apply catering control principles 40 ▲ ▲ ▲ ▲ ▲ ▲

○ ○ ○ ○ ○ ○ ○ ○ ○ ● ○ ○

6

Prepare Asian rice and noodles 40 ▲ ▲ ▲ ▲ ▲ ▲

○ ○ ○ ○ ○ ○ ○ ○ ○ ● ○ ○

7 Organize kitchen set up 50 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ● ○ ○

8

Prepare Asian sushi and sauces 60 ▲ ▲ ▲ ▲ ▲ ▲

○ ○ ○ ○ ○ ○ ○ ○ ○ ● ○ ○

9 Prepare tandoori dishes

50 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ● ○ ○

11 Prepare Shellfish dishes 60 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ● ○ ○

12

Implement food safety procedures 50 ▲ ▲ ▲ ▲ ▲ ▲

○ ○ ○ ○ ○ ○ ○ ○ ○ ● ○ ○

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

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3.4 Flowchart

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

acquisition of the competencies. It provides an overall planning of the entire training

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

consistency and progression of learning. For each module, the flowchart shows the learning

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

have a decisive impact on all subsequent pedagogical choices. The flowchart of the sequence of

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

Figure 2: Flowchart

Pratiquer les techniques d’expression

orale et écrite 3

Kujadili Mawasiliano mbali mbali ya

Kiofisi katika Kiswahili 3

Financial transactions processing 4 Apply property management system 7

Monitor kitchen section staff performance 5

Receive and store kitchen supplies 4

Implement food safety procedures 5 Prepare Asian sushi and sauces 6

Prepare Asian rice and noodles 4

Apply catering control principles 4 Prepare tandoori dishes 5

Prepare Shellfish dishes 6 Organize kitchen set up 5 Control and order stocks 5

Occupation and learning process 3

Monitoring of occupational she at workplace 3

Upper intermediate workplace english 3 Ikinyarwanda cy’intyoza 3

Working in a socially diverse environment 3 ICT at workplace 3

Professional ethcics 3

Business organisation 3

Industrial attachment program (IAP) 30

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5. ASSESSMENT GUIDELINES

4.1 Assessment Methodology

To assess knowledge, practical, and application skills through a jury system of continuous

evaluation that encourages learners to display understanding of the principles in application to

set practical tasks and their attendant theory to assess self-learning.

4.2 Portfolio

A portfolio is a collection of learner work representing learner performance. It is a folder (or

binder or even a digital collection) containing the learner’s work as well as the learner’s

evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work

produced (such as papers and assignments, direct demonstration, indirect demonstration,

products, documents), but also it is a record of the activities undertaken over time as part of

learner learning. The portfolio is meant to show learner growth, development, and

achievements in the education system. It also shows that you have met specific learning goals

and requirements. A portfolio is not a project; it is an ongoing process for the formative

assessment. The portfolio output (formative assessment) will be considered only as enough for

complementary and general modules. Besides, it will serve as a verification tool for each

candidate that he/she attended the whole training before he/she undergoes the summative

assessment for specific modules.

There are two types of assessment (Formative Assessment and Summative/Integrated

Assessment). Each assessment has its own rule for passing to be declared competent.

Formative Assessment

This is applied on all types of modules (e.g. Complementary, General and Specific modules)

A trainee to be competent for a formative module must have at least 70% on checked

items or “yes” in indicators (e.g. questions, indicators in the checklist)

Each trainee should be competent on all formative assessments to be declared competent

on that module

All formative assessment should be declared competent before taking the

summative/integrated assessment

Section

4

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Summative/Integrated Assessment

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

curriculum.

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

assessment is not acceptable.

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

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

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

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

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

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

can be declared competent by the following rules:

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

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

assessment indicators

Assessment Criteria Passing Line in the

assessment indicators

Quality of Process 90%

Quality of Product 100%

Relevance 90%

Rest of Criteria/ any other criteria

(example: Safety)

100%

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

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

be among those indicators that can cause any hazard, or the one indicator that is performed

poorly where there is room for improvement.

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

assisted accordingly.

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

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

with pre-requisites.

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

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

otherwise other modules can be given anytime.

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

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

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

certification.

5. Industrial Attachment Program (IAP)

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

module.

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

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

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

confirm and assist IAP especially in filling up the logbook.

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

been completed and should be documented in the trainee portfolio.

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

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

CCMOL001 Describe the occupation and learning process

RTQF Level: All Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: September, 2014

Purpose statement

This module is covered first in all qualifications. It allows the learner to know the other

participants to the training programme and to understand himself/herself as part of a team.

Also, the trainee will develop a comprehensive and clear vision of the occupation and the

training programme. The module will allow the participant to avoid mistakes of career guidance

and confirm or deny his/her choice from the start. The training and learning methods are

presented to the learner. This approach encourages greater motivation and, subsequently, a

better integration of various learning.

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Learning assumed to be in place

Not applicable

Elements of 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. Participate as part of a team and respect the rules of the training environment

1.1 Proper introduction of himself/herself 1.2 Appropriate integration in the 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

13 | 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. Integrate in team 3. Participate in setting rules and adhere to them

6 Hours

Learning Outcome1.1: Introduce oneself and get to know one another

Introductions

Expectations about the training

o Introduction o Game o Presentation of trainees’

expectations

- Trainer manual

Formative Assessment 1.1

The assessor may collect any of the following evidences and make judgements if the performance

criterion has been achieved.

Types of evidence Portfolio assessment tools

Performance criterion

Proper introduction of oneself

Resources Learning activities Content

14 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 1.2: Integrate in team

Working as a team

Building trust

o Games o Group discussions

- Trainer manual





Checklist Score

Yes No

Observation


Appropriate integration in team


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Learning Outcome 1.3: Participate in setting rules and adhere to them

Rules of the classroom

Group responsibilities

o Brainstorming o Discussions o Assign class tasks

- Trainer manual





Checklist Score

Yes No

Observation


Appropriate participation in setting rules and adhere to them


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LU 2:Explain the occupation and learning process

2

Learning Outcomes:

1. Describe the main/major elements of occupation 2. Explain about the one’s qualification

12 Hours

Learning Outcome 2.1: Describe the main/major elements of occupation

Characteristics of the occupation

Place of the occupation in the sector

The impact/importance of the occupation in economic development

Working conditions

o Group discussion o Personal research o Visit of a business in the

neighborhood

- Pictures of people in working situation

- Documents describing the occupation

- Documents describing the sector






Proper description of the main/major elements of occupation


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Checklist Score

Yes No

Observation

Learning Outcome 2.2: Explain about the one’s qualification

Rationale of the qualification

Content of the training programme (modules)

Duration Flowchart

Pathways (exit level & further learning)

Presentation of the timetable

Presentation of the classrooms and workshops

o Presentation by the teacher o Research o Visits of the premises of the

school.

- Overview of the training programme

- Testimonies of people performing the occupation

- School year calendar - Timetable






Adequate explanation about the one’s qualification


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Checklist Score

Yes No

Observation

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LU 3: Respect the facilitation and apply learning methods

3

Learning Outcomes:

1. Engage in active and participatory learning methods 2. Describe the assessment procedures

2 Hours

Learning Outcome 3.1: Engage in active and participatory learning methods

Overview of the active and participatory teaching and learning methods

Experiential learning cycle

o Experience sharing. o Presentation by the trainer

- Trainer manual






Proper engagement in active and participatory learning methods


20 | P a g e

Checklist Score

Yes No

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





Checklist Score

Yes No

Observation


Adequate description of the assessment procedures


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LU 4: Develop personal plans based on self-assessment practices

4

Learning Outcomes:

1. Identify values, skills and interests 2. Assess values, skills and interests 3. Set goals 4. Develop plans 5. Assess one’s learning style

10 Hours

Learning Outcome 4.1: Identify values, skills and interests

Values, skills and interests

Relating values, skills and interests to the workplace

o -






Proper identification of values, skills and interests


22 | P a g e

Checklist Score

Yes No

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





Checklist Score

Yes No

Observation


Proper assessment of values, skills and interests


23 | P a g e

Learning Outcome 4.3: Set goals

SMART goals

Identification of goals Short term Long term

Process for stting and achieving goals:

Identifying steps Time frame Resources

o Group work o Tree drawing & interpretation o Discussion about displayed

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual





Checklist Score

Yes No

Observation


Correct Setting of goals


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Learning Outcome 4.4: Develop plans

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

o Group work o Tree drawing & interpretation o Discussion about displayed

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual





Checklist Score

Yes No

Observation


Proper development of plans in order to reach the set goals


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Learning Outcome 4.5: Assess one’s learning style

Types of learning styles

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





Checklist Score

Yes No

Observation

Learning Outcome 4.6: Identify learning strategies

o -



Proper assessment of one’s learning style


26 | P a g e





Checklist Score

Yes No

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.


Adequate identification of learning strategies

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C C M M S 5 0 1 - MONITORING OF OCCUPATIONAL SHE AT WORKPLACE

CCMMS501 Monitor Occupational SHE best practices

REQF Level: 5 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date:November, 2017

Purpose statement

This module describes the skills, knowledge and attitudes required to perform OSHE monitoring

systems taken as instruments used for measurement and analysis in the area of occupational

safety and health. They are commonly used to inform and guide government policy. Typically,

these systems are used to give an indication of the number of work accidents or occupational

diseases, or they might record information about places of work, or about the activities of the

organizations involved in ensuring good working conditions. Moreover, the module describes

the skills, knowledge and attitudes required to monitor occupational safety, health and security

policies and procedures. Finally, the learner learns how to advice and train all employees on

health and safety matters.

28 | P a g e


Not applicable







1. Conduct OSHE ( occupational safety

and health) monitoring

1.1 Proper checking of application of OSHE policies,

procedures and regulations

1.2 Proper monitoring of the use of PPEs

1.3 Proper monitoring the compliance of OSHE best

practice

2. Collect and analyze occupational

health, safety incidents report

2.1 Proper collection of data regarding OSHE incidents

2.2 proper analysis of OSHE data collected

2.3 Adequate elaboration of a compiled incident reports

2.4 Proper recommendation of safest way to do the job

3. Train all staff on occupational

health and safety matters

3.1 Appropriate provision of information and instructions

3.2 Appropriate training to all employees and supervisors

on OSHE standards/regulations

3.3 Proper evaluation of trained OSHE programs

29 | P a g e

LU 1: Conduct OSH (occupational safety and health) monitoring

1

Learning Outcomes:

1. Check if SHE policies, procedures and regulations are applied 2. Monitor use of PPEs 3. Monitor compliance of OSHE best practice

10 Hours

Learning Outcome1.1: Check if SHE policies, procedures and regulations are applied

SHE policies in accordance with the discipline

SHE regulations; Safety roles of employees Responsibility of

administration Incident reporting Ventilation and air quality First aid facilities Hazard control in

workplace Equipment and machinery Emergency response plans

SHE standards; Responsibility in working

place Hazard identification and

risk Control Making the working area

safe Personnel protective

equipment Health of employees Facilities

o Brainstorming o Documentary research o Group discussion

Flipcharts Markers Flipcharts stand Internet


30 | P a g e





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Checking if OSHE policies, procedures and regulations are

applied

Checklist Score

Yes No

OSHE policies are checked

OSHE regulations are checked

OSHE standards are checked

Observation

Learning Outcome 1.2: Monitor use of PPEs

Reporting of incidents and accidents

Emergency preparedness procedures


Proper checking of application of OSHE policies, procedures and regulations

31 | P a g e

Types of PPEs to be used according to the trade

Physical verification of PPEs Cleaning and storage of

materials, tools and equipment

o Group discussion o Practical exercise

Checklist

PPEs

Brushes

Store

Shelter

Shelves

Pen





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the use of PPEs

Checklist Score

Yes No

List of PPEs to be used according to the trade is checked

Physical verification of PPEs is done

Cleaning and storage of materials, tools and equipments are checked

Observation

Learning Outcome 1.3: Monitor compliance of OSHE best practice


Proper monitoring of the use of PPEs


32 | P a g e

OSHE best practice

regulations

standards

Standards checklist to be evaluated according to the specific trade

o Brainstorming o Group discussion o Group work





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the compliance of OSHE best practice

Checklist Score

Yes No

OSHE best practices are checked

List of standards to be evaluated according to the specific trade is checked

Observation


Proper monitoring the compliance of OSHE best practice


33 | P a g e

LU 2:Collect and analyze Occupational health, safety incidents report

2

Learning Outcomes:

1. Collect data regarding OSHE incidents 2. Analyze OSHE data collected 3. Elaborate compiled incident reports 4. Recommend safest way to do the job

10 Hours

Learning Outcome 2.1: Collect data regarding OSHE incidents

Steps of data collection; o Consulting of incident

report documents o Talk to people involved or

witnesses to the event o Site visit

Categories of incidents; Major accident

fatal permanent injury

Minor accident (injuries) Near miss

o Small group discussions o Pair discussion o Brainstorming

- Reference books - Internet - Hand-outs - Didactic materials





Proper collection of data regarding OSHE incidents


34 | P a g e


Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Collecting data regarding OSHE incidents in working area

Checklist Score

Yes No

Steps of data collection are followed

Categories of incidents are identified

Observation

Learning Outcome 2.2: Analyze OSHE data collected

Root and causes of incident; Poor management

laziness stupidity forgetfulness negligence ignorance

Influencing factors associated with the work

environment individual physical abilities,

organization and its management

system Overload Poor procedures Inadequate training Low motivation

Impact of incidents Social impact

loss of manpower




35 | P a g e

medical expenses Economic impact

poor production, closer of the

company compensation repairs

Physical effects permanent injuries, loss of ability to

handle materials, persistent pain headaches

Psychological effects anxiety, depression





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Analyzing the OSHE data collected

Checklist Score

Yes No

Identification of root and causes of incident

Identification of impact of incidents

Observation


Proper analysis of OSHE data collected

36 | P a g e

Learning Outcome 2.3: Elaborate compiled incident reports

Type of incident reports; Monthly report Quarterly report Annual report

Categories of incidents; Major accident

fatal permanent injury

Minor accident (injuries) Near miss

Template of incidents







Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Elaborating a compiled incident reports


Adequate elaboration of a compiled incident reports


37 | P a g e

Checklist Score

Yes No

Types of incident reports are identified

Categories of incidents are identified

Template of incidents is well filled

Observation

Learning Outcome 2. 4: Recommend safest way to do the job

Use of PPEs

Emergency preparedness procedures

hazard identification and risk control

making the working area safe

reporting of incidents and accidents

Training of employees







Proper recommendation of safest way to do the job


38 | P a g e


Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Recommending the safest way to do the job

Checklist Score

Yes No

Use of adequate PPEs is recommended

Emergency Preparedness Procedures is recommended

Hazard Identification And Risk Control is recommended

Making The Working Area Safe is recommended

Reporting Of Incidents And Accidents is recommended

Training of employees is recommended

Observation

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LU 3: Train all staff on occupational health and safety matters

3

Learning Outcomes:

1. Provide information and instructions 2. Train all employees and supervisors on OSHE

standards/regulations 3. Evaluate trained OSHE programs

10 Hours

Learning Outcome 3.1: Provide information and instructions

Brief description of: An occupational health and safety

(OH&S) program A policy statement The program elements

Individual responsibility Joint occupational health and

safety committee Health and safety rules Correct work procedures Employee orientation Training Workplace inspections Reporting and investigating

accidents/incidents Emergency procedures Medical and first aid Health and safety promotion Workplace specific items

Responsibilities of the staff: Responsibilities of workers

Using personal protection and safety equipment as required by the employer.

o Brainstorming o Group work o Discussion

- Reference books

- Internet

- Hand-outs

- Stories and

pictures


40 | P a g e

Following safe work procedures

Knowing and complying with all regulations.

Reporting any injury or illness immediately

Reporting unsafe acts and unsafe conditions

Participating in joint health and safety committees or as the representative

Responsibilities of supervisor Instructing workers to

follow safe work practices. Enforcing health and safety

regulations. Correcting unsafe acts and

unsafe conditions. Ensuring that only

authorized, adequately trained workers operate equipment.

Reporting and investigating all accidents/incidents.

Inspecting own area and taking remedial action to minimize or eliminate hazards.

Ensuring equipment is properly maintained

Promoting safety awareness in workers

Responsibilities of management Providing a safe and healthful

workplace. Establishing and maintaining a

health and safety program. Ensuring workers are trained

or certified as required. Reporting accidents/incidents

and cases of occupational disease to the appropriate authority

Providing medical and first aid facilities

Ensuring personal protective equipment is available

Providing workers with health

41 | P a g e

and safety information Supporting supervisors in their

health and safety activities Evaluating health and safety

performance of supervisors





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information and instructions on occupational health

and safety matters

Checklist Score

Yes No

A brief description of an occupational health and safety (OH&S) program is provided

A brief description of A policy statement is provided

A brief description of the program elements is provided

Responsibilities of the staff are described (workers, supervisor, Management staff)

Observation


Appropriate provision of information and instructions

42 | P a g e

Learning Outcome 3.2: Train all employees and supervisors on OSHE standards/regulations





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information on OSHE standards/regulations

Training on SHE regulations Safety roles of employees Responsibility of administration Incident reporting Ventilation and air quality First aid facilities Hazard control in workplace Equipment and machinery Emergency response plans

Training on SHE standards Responsibility in working place Hazard identification and risk

control Making the working area safe Personnel protective

equipment Health of employees Facilities Reporting of incidents and

accidents Emergency preparedness

Procedures


- Reference

books

- Internet

- Hand-outs

- Stories and

pictures


Appropriate training to all employees and supervisors on OSHE

standards/regulations


43 | P a g e

Checklist Score

Yes No

A brief description of SHE regulations is provided

A brief description of SHE standards is provided

Observation

Learning Outcome 3.3: Evaluate trained OSHE programs

Evaluation forms

Learning assessment Questions and responses, topic of discussion

Training impact assessment


- Reference books - Internet - Hand-outs - Stories and

pictures





Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Evaluating trained OSHE program


Proper evaluation of trained OSHE programs


44 | P a g e

Checklist Score

Yes No

Evaluation forms are well developed

Learning assessment (Questions and responses, topic of discussion…) is well developed

Training impact assessment is well developed

Observation

Reference: 1. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner,Derek , ISBN:

9781472419712, Publication Date: 2015

2. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc.

(Author, Editor)

3. OH&S : a management guide by Richard Archer, Kerry Borthwick, Susanne Tepe. Publication

Date: 2009

4. G:\\Basic OH&S Program Elements OSH Answers.htm

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

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

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

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

9. https://www.ccohs.ca/oshanswers/hsprograms/job-haz.html

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

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

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

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

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

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

https://www.ccohs.ca/oshanswers/hsprograms/job-haz.html

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C C M U E 5 0 1 - UPPER INTERMEDIATE WORKPLACE ENGLISH

CCMUE501 Maintain professional conversation in upper-intermediate English


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 Prepare and deliver speeches at different social and professional occasions, Adaptation of

speech messages to a particular audience, Ask questions to clarify, extend and follow up ideas, Produce

medium compositions on different trade-related subjects, Identify and differentiate different business

documents, Effective writing of different business documents, Identify and use of writing styles, read

different trade-related texts, Apply reading techniques to selected trade-related texts, Explain key

terms/words in their context, Answer reading comprehension questions precisely, Analyze different trade-

related texts,Summarize trade-related texts (in own words), identify differences between common English

accents, Listen and respond to users of common English their accents, Reporting information listened to from

different common accents, Steps of speech preparation and delivery, Important tips on speech delivery,

Requirements to properly articulate information, Analyse trade-related texts, Summarise texts

46 | P a g e


Oral Basic English Communication Oral Basic English Communication Intermediate Workplace English Use intermediate English at the workplace







Communicate orally in social and

professional situations with ease

1.1 Acceptable preparation and delivery of speeches on different social and professional occasions

1.2 Audible and clear articulation of messages addressed to an audience using pronunciation, segmental and Suprasegmental phonology

1.3 Asking relevant questions to clarify, extend and follow up ideas according to question forms

Read correctly a range of materials

2.1 Adequate reading of different trade-related texts 2.2 Clear analysis of trade-related texts (identification and

description of characters, events and settings, as well as to express preferences by giving reasons)

2.3 Effective summary of key ideas in trade-related texts 2.4 Effective use of knowledge of events’ sequence to

describe a situation when rephrasing information from the texts

Listen to audio messages with

different English accents to get the

intended message

3.1 Appropriate listening and responding to others 3.2 Clear identification of differences between common

English accents 3.3 Accurate reporting of information listened to in

different accents

Produce a variety of medium texts on

professional and general topics

4.1 Clear and detailed writing about a wide range of trade-related subjects.

4.2 Effective differentiation of business documents (inventory, memos,letters, handovers, receipts, minutes)

4.3 Appropriate writing of business documents 4.4 Appropriate use of writing style applicable to each

type of business document

47 | P a g e

LU 1: Communicate orally in social and professional situations with ease

1

Learning Outcomes:

1. Prepare speeches for different social and professional occasions 2. Deliver speeches to an audience 3. Ask questions to clarify, extend and follow up ideas according to

question forms

10 Hours

Learning Outcome 1.1: Prepare speeches for different social and professional occasions

Steps for speech preparation and delivery Step 1: Research and

Preparation Step 2: Writing Your

Speech Step 3: Practicing Step 4: Putting

Together Visual Aids Step 5: Handling the

Q&A

Important tips for speech delivery

Dos and Don’ts on speech delivery

Requirements to articulate message Pronunciation Speed Tone

Identification of categories of audience Familiar audience

o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays

Flip charts

White/chalk Board

Markers

Microphones

Reference books

Scenarios

Stationeries

Scenarios

Projector

Lesson plan

Trainee manual

Reference books


48 | P a g e

Non-familiar audience

Adaptation of the message to the audience


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

performance criterion has been achieved.


Written evidence

Performance evidence

Writing practice

Task: Write a 5 minutes’ speech on a topic of choice to be presented to

the class.

Checklist Score

Yes No

Understanding steps for speech preparation

Language use

Observation


Acceptable preparation and delivery of speeches on different social and professional occasions

49 | P a g e

Learning Outcome 1.2:Deliver speeches to an audience

Steps for speech preparation and delivery Step 1: Research and

Preparation Step 2: Writing Your

Speech Step 3: Practicing Step 4: Putting Together

Visual Aids Step 5: Handling the Q&A

Important tips for speech delivery

Dos and Don’ts on speech delivery

Requirements to articulate message Pronunciation Speed Tone

Identification of categories of audience Familiar audience Non-familiar audience Adaptation of the

message to the audience

o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays

Flip charts

White/chalk Board

Markers

Microphones

Reference books

Scenarios

Stationeries

Scenarios

Projector

Lesson plan

Trainee manual

Reference books





Audible and clear articulation of messages addressed to an audience using pronunciation, segmental and Suprasegmental phonology


50 | P a g e


Oral evidence


Presentation Task

Deliver a 5 minutes’ speech on a topic of choice to the class.

Checklist Score

Yes No

Understanding steps for speech preparation

Language use

Tips for speech delivery

Observation

Learning Outcome 1.3: Ask questions to clarify, extend and follow up ideas according to question

forms

Question forms Yes/No questions Wh-questions Choice questions Hypothetical questions Embedded questions Leading questions

o Practical exercise o Presentation o Role plays o Group work

Scenarios

White/blackboard

Reference books

Markers

Flip charts

Paper

Stationeries





Asking relevant questions to clarify, extend and follow up ideas according to

question forms


51 | P a g e


Oral evidence


Discussions

Presentations

Task: Answer at least 3 questions from the audience on your 5-minute speech.

Checklist Score

Yes No

Question formulation

Understanding the audience

Message articulation

Observation

52 | P a g e

LU 2:Read correctly a range of materials

2

Learning Outcomes:

1. Read different trade-related texts adequately 2. Analyse trade-related texts 3. Summarize key ideas in trade-related texts

5 Hours

Learning Outcome 2.1: Read different trade-related texts adequately

Types of texts Expository Narrative Descriptive Directive Argumentative

Application of reading techniques on selected texts

Reading for details Reading for specific

information

Explanation of key terms/words in the text

Provision of answers to reading comprehension questions

o Brainstorming o Documentary research o Practical exercise o Group work o Presentation

- Flip charts - White/chalk Board - Markers - Reference books - Stationeries - Projector - Lesson plan - Trainee manual



53 | P a g e




Written evidence

Oral evidence


Reading practice Presentations Matching

Multiple choice Task: Using an appropriate reading strategy, read the text provided to you

and answer its comprehension questions

Checklist Score

Yes No

Types of texts

Application of reading texts

Answering comprehension questions

Observation

Learning Outcome 2.2: Analyse trade-related texts

Identification and description Text Structure Purpose of the text Style

Technicality Illustration Prose or verse

Writer’s stance

o Practical exercise o Presentation o Roleplay o Group discussion

- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Lesson plan - Trainee manual



Adequate reading of different trade-related texts

54 | P a g e





Written evidence


Reading practice Presentations Multiple choice

Task: Read the text provided by the teacher and explain its purpose

Checklist Score

Yes No

Types of texts

Application of reading texts

Answering comprehension questions

Identification of text purpose

Observation

Learning Outcome 2.3: Summarize key ideas in trade-related texts

Steps to summarize: Keep the most

important ideas Get rid of the less

important details Write in own

words

o Practical exercise o Presentation o Group work

- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson plan



Clear analysis of trade-related texts (identification and description of characters, events and settings, as well as to express preferences by giving reasons)

55 | P a g e





Written evidence

Oral evidence


Reading practice Writing practice Presentations

Task: Summarize the text given by the teacher

Checklist Score

Yes No

Understanding of summary writing steps

Observation


Effective summary of key ideas in trade-related texts

56 | P a g e

LU 3: Listen to audio messages with different English accents to get the intended message

3

Learning Outcomes:

1. Listen and respond to others correctly 2. Identify differences between common English accents clearly 3. Report information listened to in different accents accurately

10 Hours

Learning Outcome 3.1: Listen and respond to others correctly

Application of active listening strategies to different accents Listening forGeneral information Listening for Specific information

Responding to different accents Responding through Interactions

Asking for clarification Expressing satisfaction

o Modelling o Practical exercise o Presentation o Role plays

- Flip charts - White/chalk

Board - Audiovisual

materials - Scenarios - Stationeries - Projector - Computer - Lesson plan - Trainee manual - Recordings



Appropriate listening and responding to others


57 | P a g e




Oral evidence


Listening practice Discussions True or false questions

Task: Following your teacher’s instructions, listen and respond to what you hear.

Checklist Score

Yes No

Application of active listening strategies

Responding to audio messages

Observation

Learning Outcome 3.2: Identify differences between common English accents clearly

Introduction to English accents Defining an English accent Common English accents

Differences between American and British English Vowel Pronunciation Consonant pronunciation Rhotic accent Change of stress Changes in articulation

o Practical exercise o Drilling/ o Modeling o Presentation o Roleplay

- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Stationeries - Audiovisual material - Recordings - Trainee manual - Lesson plan



58 | P a g e




Oral evidence


Listening practice Discussions True or false questions Note taking

Task: Listen to two different recordings played by the teacher and identify

the differences between the accents of both speakers

Checklist Score

Yes No

Understanding of Differences between American and British accents

Observation

Learning Outcome 3.3:Report information listened to in different accents accurately

Types of listening Informative listening Discriminative listening Relationship listening Appreciative listening

Reporting information General information Specific information

o Practical exercise o Presentation o Drilling/ o Modelling

- Scenarios - White/blackb

oard - Reference

books - Markers - Flip charts - Audiovisual

materials - Recordings - Stationeries



Clear identification of differences between common English accents

59 | P a g e





Written evidence

Oral evidence


Listening practice

Discussions

Presentations

Task:

Listen and report to the information you hear from each recording

played to you by the teacher

Checklist Score

Yes No

Listening strategies

Understanding of Differences between American and British accents

Types of listening

Reporting information accurately

Observation


Accurate reporting of information listened to in different accents

60 | P a g e

LU 4: Produce a variety of medium texts on professional and general topics

4

Learning Outcomes:

1. Write about a wide range of trade-related subjects clearly 2. Differentiate business documents effectively 3. Write business documents perfectly 4. Use writing style applicable to each type of business document

5 Hours

Learning Outcome 4.1: Write about a wide range of trade-related subjects clearly

Varieties of writing Chronological writing Analytical writing Descriptive writing Compare and

contrast writing Evaluative writing Summary writing

The Writing processes Exploring and

planning Drafting Making global

revisions and revising sentences

Building effective paragraphs

o Brainstorming o Documentary research o Practical exercise o Group work

- Flip charts - White/chalk Board - Markers - Reference books - Stationeries - Projector - Lesson plan - Trainee manual



61 | P a g e




Written evidence

Performance

Writing practice Presentations

Task: Write a short text analysing an important issue affecting your career

Checklist Score

Yes No

Understanding of varieties of writing

Writing processes

Observation

Learning Outcome 4.2: Differentiate business documents effectively

Identification and differentiation of business documents Business plans and Goals

Business proposals Concept notes

Accounting Documents Financial reports Financial statements Goods received note Purchase order Goods delivery note Requisition

o Practical exercise o Brainstorming o Presentation o Documentary

research o Group work o Roleplay

- Scenarios - White/blackboar

d - Reference books - Markers - Flip charts - Stationeries - Lesson plan - Trainee manual



Clear and detailed writing about a wide range of trade-related subjects

62 | P a g e

Customer service documents Business reports

Annual reports Term reports Quarterly report Activity/Operation reports

Operational documents Contracts Business letters Memorandum of

Understanding





Written evidence

Oral

Performance

Writing practice Discussions Presentations Multiple choice Matching

Task: Name at least 4 different types of business documents and specify their differences

Checklist Score

Yes No

Identification of business documents

Awareness of characteristics of business documents

Observation

Learning Outcome 4.3: Write business documents perfectly


Effective differentiation of business documents (inventory, memos,letters, handovers, receipts, minutes)

63 | P a g e

Steps to write business documents Identifying the

audience Identifying the

document’s purpose Organizing your

writing Proofreading the

business document Editing the business

document

o Practical exercise o Documentary research o Presentation o Group work

- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson plan





Written evidence


Writing practice Presentation

Task:

Write a business of a project you would implements upon graduation

Checklist Score

Yes No

Awareness of steps to write a business documents

Structure of business documents

Observation

Learning Outcome 4.4: Use writing style applicable to each type of business document


Appropriate writing of business documents


64 | P a g e

Tips to business writing style

Formatting a business document

o Practical writing exercises o Group work o Documentary research o Presentation

- White/blackboard - Reference books - Markers - Flip charts - Stationeries - Trainee manual - Lesson plan





Written evidence


Writing practice Presentation Matching

Task:

Using the appropriate writing style for each business document, write a memo and business letter on a topic of your choice.

Checklist Score

Yes No

Application business document writing styles

Layout of business documents by type

Language use

Observation

Reference books:


Appropriate use of writing style applicable to each type of business document


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C C M K N 5 0 1 - IKINYARWANDA CY’INTYOZA

CCMKN501 GUKORESHA IKINYARWANDA K’INTYOZA

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 k’intyoza mu kumva, kuvuga, gusoma no kwandika, mu bikorwa bijyanye n’umwuga we.

Gukoresha ubuvanganzo nyandiko mu gushyikirana n’abandi abagezaho ibitekerezo bye kandi agaragaza uko yakira ibyabo.

Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu myandiko, inkurushusho n’ikinamico binyuranye.

Kugereranya ingeri zinyuranye z’ubuvanganzo nyarwanda.

Guhanga no kumurika mu rurimi rw’ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko.

Gukoresha neza ibinyazina bitandukanye.

Kwandika neza amazina bwite anyuranye.

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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 ubuvanganzo nyandiko ashyikirana n’abandi.

1.1 Gukoresha ikinyarwanda kiboneye, uwiga agaragaza ko yumva inkurushusho abinyujije mu ngiro zitandukanye .

1.2 Gusubiza mu mvugo iboneye ibibazo ku nkurushusho. 1.3 Gusoma neza inkurushusho yubahiriza uturango

n’isesekaza. 1.4 Guhindura inkurushusho mo agakino akurikiranya neza

ingingo. 1.5 Guhimba no kwandika inkurushusho.

2. Gukoresha ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gukemura amakimbirane no gukoresha ibinyazina binyuranye.

2.1. Gukoresha ikinyarwanda kiboneye, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro zitandukanye.

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 zigaragaza uburyo bwo gukemura

amakimbirane. 2.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.

3. Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye.

3.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura 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 akamaro k’isuku n’isukura. 3.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.

4. Gukoresha Ikinyarwanda kiboneye agaragaza uburyo bunyuranye bwo gutunganya ubutaka no gukoresha ibinyazina binyuranye.

4.1. Gukoresha Ikinyarwanda kiboneye agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye.

4.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 4.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 4.5. Kumurika ingero zifatika zihamya imitunganyirize iboneye

y’ubutaka.

67 | P a g e

4.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.

5. Gukoresha neza uburyo bunyuranye bw’ ubwumvane no kwandika yubahiriza imyandikire y’Ikinyarwanda.

5.1. Gukoresha ikinyarwanda kiboneye, uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubwumvanemu ngiro zitandukanye.

5.2. Gusubiza neza ibibazo mu mvugo iboneye ku ikinamico. 5.3. Gusoma neza ikinamico yubahiriza uturango twayo. 5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro. 5.5. Gukoresha neza inzego z’ururimi. 5.6. Kubahiriza imyandikire y’amazina bwite.

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LU 1:Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi

1

Umusaruro w’inyigisho:

1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva inkurushusho abinyujije mu ngiro zitandukanye

2. Gusubiza mu mvugo iboneye ibibazo ku nkurushusho. 3. Gusoma neza inkurushusho yubahiriza uturango n’isesekaza. 4. Guhindura inkurushusho mo agakino akurikiranya neza ingingo. 5. Guhimba no kwandika inkurushusho Amasaha 6

Umusaruro w’inyigisho 1.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva

inkurushusho abinyujije mu ngiro zitandukanye.

Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.

Inkurushusho Insanganyamatsiko; Inyunguramagambo; ingingo z’umuco

n’amateka; Inshamake

y’inkurushusho; inshoza n’uturango

by’inkurushusho; isomo ry’ingenzi; ihimbankuru; isesekaza n’utwatuzo.

Udukino dufatiye ku nkurushusho

o Gusoma inkurushusho bucece.

o Gusoma inkurushusho mu matsinda bashaka: - Ibisobanuro

by’amagambo akomeye; - Ibisubizo by’ibibazo byo

kumva inkurushusho no kumurika ibivuyemo;

Uturango tw’inkurushusho. o Gusoma inkurushusho uwiga

aranguruye ; o Gusoma inkurushusho

bakuranwa ; o Guhuza ibivugwa mu

nkurushusho n’indangagaciro;

o Gusanisha ingeso zivugwa mu nkurushusho n’imyitwarire y’abantu;

o Gukoresha ikinyarwanda kiboneye agaragaza

˗ Ibitabo by’ubuvanganzo (inkurushusho) ;

˗ Ibinyamakuru bikoresha inkurushusho ;

˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.

Imfashanyigisho Ibikorwa by’uwiga

activities

Ibyigwa

69 | P a g e

insanganyamatsiko z’ingenzi; o Gusobanura ingingo z’umuco

n’amateka; o Gusobanura inshoza

n’uturango by’inkurushusho; o Guhina mu magambo

inkurushusho; o Gutahura isomo ry’ingenzi; o Guhimba udukino dufatiye ku

nkurushusho.

Isuzuma Mbonezanyigisho 1.1

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

Gihamya Isuzuma

Amajwi n’amashusho by’uwiga ateze amatwi atarogoya

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya

Ibimenyetso by’uteze amatwi atarogoya ufite ijambo

inkurushusho

Umwanzuro

Ubushobozi busuzumwa

Uwiga yakoresheje neza Ikinyarwanda kiboneye agaragaza ko yumva

inkurushusho abinyujije mu ngiro zitandukanye

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Umusaruro w’inyigisho 1.2: Gusubiza mu mvugo iboneye ibibazo ku nkurushusho.





by’inkurushusho; isomo ry’ingenzi; ihimbankuru; isesekaza

n’utwatuzo.











o Gukoresha ikinyarwanda kiboneye agaragaza insanganyamatsiko z’ingenzi;

o Gusobanura ingingo z’umuco n’amateka;

o Gusobanura inshoza n’uturango by’inkurushusho;

o Guhina mu magambo inkurushusho;

o Gutahura isomo ry’ingenzi; o Guhimba udukino dufatiye

ku nkurushusho.






Yashubije mu mvugo iboneye ibibazo ku nkurushusho


activities

Ibyigwa

71 | P a g e


Gihamya Isuzuma

Amajwi n’amashusho y’ibisubizo ku kumva umwandiko


Yego Oya

Insanganyamatsiko

Inyunguramagambo

Ingingo z’umuco n’amateka

Isomo ry’ingenzi

Umwanzuro

Umusaruro w’inyigisho 1.3: Gusoma neza inkurushusho yubahiriza uturango n’isesekaza.









by’amagambo akomeye;

- Ibisubizo by’ibibazo byo kumva inkurushusho no kumurika ibivuyemo;

Uturango tw’inkurushusho. o Gusoma inkurushusho

uwiga aranguruye ; o Gusoma inkurushusho


nkurushusho





activities

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72 | P a g e

n’indangagaciro; o Gusanisha ingeso zivugwa

mu nkurushusho n’imyitwarire y’abantu;





o Gutahura isomo ry’ingenzi; o Guhimba udukino dufatiye

ku nkurushusho.



Gihamya Isuzuma

Amajwi n’amashusho by’isomwa ry’inkurushusho


Yego Oya

Isesekaza n’utwatuzo

Umwanzuro

Umusaruro w’inyigisho 1.4: Guhindura inkurushusho mo agakino akurikiranya neza ingingo.


Yasomye neza inkurushusho yubahiriza uturango n’isesekaza.

73 | P a g e




















o Gutahura isomo ry’ingenzi; o Guhimba udukino dufatiye ku

nkurushusho.







Yahinduye inkurushusho mo agakino akurikiranya neza ingingo


activities

Ibyigwa

74 | P a g e

Gihamya Isuzuma

Amajwi n’amashusho ku dukino tw’inkuru n’inkuru shusho


Yego Oya


Umwanzuro

75 | P a g e

Umusaruro w’inyigisho 1.5: Guhimba no kwandika inkurushusho.




















o Gutahura isomo ry’ingenzi; o Guhimba udukino dufatiye ku

nkurushusho.







Yahimbye anandika inkurushusho


activities

Ibyigwa

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Gihamya Isuzuma

Inyandiko y’inkurushusho


Yego Oya

Ihimbankuru

Umwanzuro

77 | P a g e

LU 2:Gukoresha Ikinyarwanda kiboneye agaragaza uburyo bunyuranye bwo gukemura amakimbirane no gukoresha ibinyazina binyuranye.

2


1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro zitandukanye.

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 zifatika zigaragaza uburyo bwo gukemura

amakimbirane mu muryango 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye

Amasaha 6

Umusaruro w’inyigisho 2.1: Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko yumva

umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro

zitandukanye.

Umwandiko ku nsanganyamatsiko yo gukemura amakimbirane;

Ibimenyetso by’utega amatwi atarogoya;

Inyunguramagambo;

Insanganyamatsiko y’umwandiko;

Ingingo z’umuco ;

Ingingo z’amateka (gusasa inzobe, Gacaca, Imimaro,..);

ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango.

indangagaciro y’ubworoherane;

Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane;

Ihangamwandiko ku

o Gutega amatwi umwandiko ujyanye no gukemura amakimbirane.

o Kutarogoya ufite ijambo nta mpamvu.

o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

o Gukoresha Ikinyarwanda kiboneye agaragaza indangagaciro y’ubworoherane.

o Gusoma mu matsinda bashaka.

o Ibisobanuro by’amagambo akomeye.

o Ibisumizo by’ibibazo byo kumva umwandiko.

˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane; ibitabo by’ikibonezamvugo;

˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.


activities

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78 | P a g e

nsanganyamatsiko yo gukemura amakimbirane.

Ibinyazina: Nyereka Ngenera Ngenga

o Bamurika mu ruhame ibyavuye mu matsinda.

o Gusoma aranguruye agaragaza isesekaza.

o Gukusanyiriza mu matsinda ibitekerezo ku kamaro ko gukemura amakimbirane.

o Gukora inshamake y’umwandiko.

o Kujya impaka ku ngaruka zo guhembera amakimbirane.

o Gutahura imikoreshereze y’ibinyazina binyuranye.



Gihamya Isuzuma

Amajwi n’amashusho y’uwiga ateze amatwi umwandiko atarogoya


Yego Oya

Umwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye;

Ibimenyetso by’uteze amatwi atarogoye;

Umwanzuro


Uwiga yakoresheje Ikinyarwanda k’ibanze agaragaza ko yumva umwandiko ku

nsanganyamatsiko y’uburinganire n’ubwuzuzanye abinyujije mu ngiro

zitandukanye.

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Umusaruro w’inyigisho 2.2: Gusubiza ibibazo mu mvugo iboneye ku mwandiko.



Inyunguramagambo;


Ingingo z’umuco ;





Ihangamwandiko ku nsanganyamatsiko yo gukemura amakimbirane.




















activities

Ibyigwa

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Gihamya Isuzuma

Amajwi n’amashusho ku bibazo byo kumva umwandiko


Yego Oya

Inyunguramagambo;


Ingingo z’umuco;

Indangagaciro z’imibereho n’imibanire myiza y’abanyarwanda;

Ingingo z’amateka

indangagaciro y’ubworoherane

Umwanzuro

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



Inyunguramagambo;


Ingingo z’umuco ;






o Gukoresha Ikinyarwanda kiboneye agaragaza indangagaciro




activities

Ibyigwa


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.

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y’ubworoherane. o Gusoma mu matsinda

bashaka. o Ibisobanuro by’amagambo

akomeye. o Ibisumizo by’ibibazo byo

kumva umwandiko. o Bamurika mu ruhame

ibyavuye mu matsinda. o Gusoma aranguruye

agaragaza isesekaza. o Gukusanyiriza mu matsinda

ibitekerezo ku kamaro ko gukemura amakimbirane.






Gihamya Isuzuma

Amajwi n’amashusho ry’isomwa ry’umwandiko


Yego Oya


Umwanzuro


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.

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



Inyunguramagambo;


Ingingo z’umuco ;

























Yahinnye anahimba umwandiko akurikiranya neza ingingo.


activities

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Gihamya Isuzuma

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


Yego Oya

Ihangamwandiko ku nsanganyamatsiko yo gukemura amakimbirane

Ihinamwandiko ku nsanganyamatsiko yo gukemura amakimbirane

Umwanzuro

Umusaruro w’inyigisho 2.5: Kumurika ingero zifatika zigaragaza uburyo bwo gukemura

amakimbirane mu muryango.



Inyunguramagambo;


Ingingo z’umuco ;




Ihinamwandiko ku nsanganyamatsiko yo









o Bamurika mu ruhame




activities

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84 | P a g e

gukemura amakimbirane;



ibyavuye mu matsinda. o Gusoma aranguruye

agaragaza isesekaza. o Gukusanyiriza mu matsinda

ibitekerezo ku kamaro ko gukemura amakimbirane.






Gihamya Isuzuma

Amashusho n’amajwi y’imurika ry’ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango


Yego Oya

Ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango

Umwanzuro

Umusaruro w’inyigisho 2.6: Gukoresha ibinyazina binyuranye ku buryo bukwiye.

Umwandiko ku nsanganyamatsiko yo gukemura


˗ Ibitabo bikubiyemo imyandiko yerekeye gukemura amakimbirane;


activities

Ibyigwa


Yamuritse ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu

muryango

85 | P a g e

amakimbirane;


Inyunguramagambo;


Ingingo z’umuco ;




















ibitabo by’ikibonezamvugo;



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


Yakoresheje ibinyazina binyuranye ku buryo bukwiye

86 | P a g e

Gihamya Isuzuma

Inyandiko y’ibisubizo ku binyazina


Yego Oya

Ibinyazina

Umwanzuro

87 | P a g e

LU 3:Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye.

3


1. Gukoresha Ikinyarwanda kiboneyen uwiga agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.

2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhina no guhimba umwandiko akurikiranya neza ingingo 5. Kumurika ingero zifatika zihamya akamaro k’isuku n’isukura. 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.

Amasaha 6

Umusaruro w’inyigisho 3.1: Gukoresha Ikinyarwanda kiboneyen uwiga agaragaza ko yumva

umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.

Umwandiko ku nsanganyamatsiko ku isuku n’isukura;


Inyunguramagambo;


Ingingo z’umuco n’amateka;

Isesekaza n’utwatuzo;

Indangagaciro zo kubaha ubuzima;

ingero zifatika zihamya akamaro k’isuku n’isukura;

Ihinamwandiko ku nsanganyamatsiko y’ isuku n’isukura;

Ihangamwandiko ku isuku n’isukura.

o Gutega amatwi umwandiko ku isuku n’isukura.



o Gukoresha Ikinyarwanda kiboneye agaragaza indangagaciro yo kubaha ubuzima (Kubaha uburenganzira bwa muntu, kwirinda ihohotera iryo ari ryo ryose,kwiyitaho ).

o Gusoma mu matsinda bashaka:

o -Ibisobanuro by’amagambo akomeye;

o -Ibisubizo by’ibibazo byo kumva umwandiko;

o -Bamurika mu ruhame

˗ Ibitabo bikubiyemo imyandiko yerekeye isuku n’isukura;

˗ Ibitabo by’ikibonezamvugo;

˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo

Mpuzamahanga ry’uburenganzira bwa Muntu,

˗ Itegeko Nshinga rya Repubulika y’u Rwanda;

˗ Amafoto ku bikorwa by’isuku n’isukura.


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Ibyigwa

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Ibinyazina Ngenera ngenga Ndafutura/ndasigura Mpamagazi

ibyavuye mu matsinda ; o Gusoma aranguruye

agaragaza isesekaza. o Gukusanyiriza mu

matsinda, ibitekerezo ku isuku n’isukura.


o Kujya impaka ku ngaruka z’umwanda.




Gihamya Isuzuma



Yego Oya

Umwandiko ku nsanganyamatsiko ku isuku n’isukura

Ibimenyetso by’uteze amatwi atarogoya ufite ijambo

Umwanzuro


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko

ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.

89 | P a g e

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



Inyunguramagambo;








Ibinyazina Ngenera

ngenga Ndafutura/n

dasigura Mpamagazi





o Gusoma mu matsinda bashaka: o -Ibisobanuro by’amagambo

akomeye; o -Ibisubizo by’ibibazo byo

kumva umwandiko; o -Bamurika mu ruhame

ibyavuye mu matsinda ; o Gusoma aranguruye agaragaza

isesekaza. o Gukusanyiriza mu matsinda,

ibitekerezo ku isuku n’isukura. o Gukora inshamake

y’umwandiko. o Kujya impaka ku ngaruka

z’umwanda. o Gutahura imikoreshereze

y’ibinyazina binyuranye.



˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga

ry’uburenganzira bwa Muntu,





activities

Ibyigwa

90 | P a g e


Gihamya Isuzuma

Amajwi n’amashusho by’ibisubizo ku kumva umwandiko


Yego Oya

Inyunguramagambo

Insanganyamatsiko


Indangagaciro zo kubaha ubuzima

Umwanzuro

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



Inyunguramagambo;




Indangagaciro zo






akomeye;




ry’uburenganzira bwa Muntu,



activities

Ibyigwa



91 | P a g e

kubaha ubuzima;




Ibinyazina Ngenera

ngenga Ndafutura/n

dasigura Mpamagazi


o -Bamurika mu ruhame ibyavuye mu matsinda ;


o Gukusanyiriza mu matsinda, ibitekerezo ku isuku n’isukura.







Gihamya Isuzuma

Amajwi n’amashusho by’isomwa ry’umwandiko


Yego Oya


Umwanzuro



92 | P a g e

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



Inyunguramagambo;






























Yahinnye anahimba umwandiko akurikiranya neza ingingo.


activities

Ibyigwa

93 | P a g e


Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ihina n’ihimbamwandiko


Yego Oya

Ihinamwandiko ku ku isuku n’isukura

Ihangamwandiko ku isuku n’isukura

Umwanzuro

Umusaruro w’inyigisho 3.5: Kumurika ingero zifatika zihamya akamaro k’isuku n’isukura.



Inyunguramagambo;














o -Ibisubizo by’ibibazo byo








activities

Ibyigwa

94 | P a g e


kumva umwandiko; o -Bamurika mu ruhame

ibyavuye mu matsinda ; o Gusoma aranguruye

agaragaza isesekaza. o Gukusanyiriza mu

matsinda, ibitekerezo ku isuku n’isukura.






Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ngero zifatika zihamya akamaro k’isuku n’isukura


Yego Oya

Ingero zifatika zihamya akamaro k’isuku n’isukura

Umwanzuro


Yamuritse ingero zifatika zihamya akamaro k’isuku n’isukura

95 | P a g e




Inyunguramagambo;






























activities

Ibyigwa

96 | P a g e


Gihamya Isuzuma

Ibisubizo by’imyitozo ku binyazina


Yego Oya

Ibinyazina

Umwanzuro



97 | P a g e

LU 4:Gukoresha Ikinyarwanda kiboneye agaragaza uburyo bunyuranye bwo gutunganya ubutaka no gukoresha ibinyazina binyuranye

4


1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye

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

y’ubutaka. 6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.

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 imitunganyirize y’ubutaka;

ibimenyetso by’uteze amatwi atarogoya.

isesekaza n‘utwatuzo;

inyunguramagambo;

insanganyamatsiko y’umwandiko;

indangangakiro na kirazira;

ingingo z’amateka n’umuco;

ingero zifatika zihamya imitunganyirize;

ihimbamwandiko.

o Gutega amatwi umwandiko ku mitunganyirize y’ubutaka.



o Gukoresha Ikinyarwanda kiboneye agaragaza indangagaciro yo gukorera mu mucyo.


akomeye; o -Ibisubizo by’ibibazo byo kumva

umwandiko; o Bamurika mu ruhame ibyavuye mu

matsinda; o Gusoma aranguruye agaragaza


ibitekerezo ku mitunganyirize y’ubutaka.

˗ Igitabo gikubiyemo imyandiko ku nsanganyamatsiko yo gutunganya ubutaka ;



ry’uburenganzira bwa Muntu;


˗ Amafoto ku bikorwa by’imitunganyirizwe y’ubutaka.


activities

Ibyigwa

98 | P a g e

Ikinyazina:

Mbaza

Mboneranteko

Nyamubaro

o Gukora inshamake y’umwandiko. o Kujya impaka ku ngaruka zo

kudacunga neza ubutaka. o Gutahura imikoreshereze

y’ibinyazina binyuranye.



Gihamya Isuzuma



Yego Oya

Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka

Ibimenyetso by’uteze amatwi atarogoya

Umwanzuro

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






o Gukoresha Ikinyarwanda



˗ SEDE (CD); ˗ Disiketi ;


activities

Ibyigwa


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko ku

mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye

99 | P a g e


inyunguramagambo;





ihimbamwandiko.

Ikinyazina:

Mbaza

Mboneranteko

Nyamubaro

kiboneye agaragaza indangagaciro yo gukorera mu mucyo.




o Bamurika mu ruhame ibyavuye mu matsinda;


o Gukusanyiriza mu matsinda, ibitekerezo ku mitunganyirize y’ubutaka.


o Kujya impaka ku ngaruka zo kudacunga neza ubutaka.


˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga






Gihamya Isuzuma

Amajwi n’amashusho ku bisubizo byo kumva umwandiko



100 | P a g e


Yego Oya

Inyunguramagambo

Insanganyamatsiko y’umwandiko

Indangangakiro na kirazira

Ingingo z’amateka n’umuco

Umwanzuro

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




inyunguramagambo;





ihimbamwandiko.

Ikinyazina:

Mbaza

Mboneranteko

Nyamubaro





o Gusoma mu matsinda bashaka: o -Ibisobanuro by’amagambo akomeye; o -Ibisubizo by’ibibazo byo kumva

umwandiko; o Bamurika mu ruhame ibyavuye mu

matsinda; o Gusoma aranguruye agaragaza



o Gukora inshamake y’umwandiko. o Kujya impaka ku ngaruka zo

kudacunga neza ubutaka. o Gutahura imikoreshereze y’ibinyazina

binyuranye.



˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagam

bo; ˗ Itangazo

Mpuzamahanga ry’uburenganzira bwa Muntu;




activities

Ibyigwa

101 | P a g e



Gihamya Isuzuma

Amajwi n’amashusho ku isomwa ry’umwandiko


Yego Oya


Umwanzuro

Umusaruro w’inyigisho 4.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.




inyunguramagambo;





ihimbamwandiko.









o Gusoma aranguruye






˗ Amafoto ku bikorwa by’imitunganyirizwe


activities

Ibyigwa



102 | P a g e

Ikinyazina:

Mbaza

Mboneranteko

Nyamubaro

agaragaza isesekaza. o Gukusanyiriza mu matsinda,





y’ubutaka.



Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ihimba n’imurikamwandiko


Yego Oya

Ihimbamwandiko;

Umwanzuro


Yahinnye anahimba umwandiko akurikiranya neza ingingo

103 | P a g e

Umusaruro w’inyigisho 4.5: Kumurika ingero zifatika zihamya imitunganyirize iboneye

y’ubutaka.




inyunguramagambo;





ihimbamwandiko.

Ikinyazina:

Mbaza

Mboneranteko

Nyamubaro























Yamuritse ingero zifatika zihamya imitunganyirize iboneye y’ubutaka


activities

Ibyigwa

104 | P a g e

Gihamya Isuzuma

Amajwi n’amashusho ku ngero zifatika zihamya imitunganyirize y’ubutaka


Yego Oya

Ingero zifatika zihamya imitunganyirize y’ubutaka

Umwanzuro





inyunguramagambo;





ihimbamwandiko.

Ikinyazina:

Mbaza


















activities

Ibyigwa

105 | P a g e

Mboneranteko

Nyamubaro






Gihamya Isuzuma

Ibisubizo ku mikoreshereze y’ibinyazina


Yego Oya

Ikinyazina

Umwanzuro



106 | P a g e

LU 5:Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire y’Ikinyarwanda.

5


1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye.

2. Gusubiza neza ibibazo mu mvugo iboneye ku ikinamico. 3. Gusoma neza ikinamico yubahiriza uturango twayo. 4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro 5. Gukoresha neza inzego z’ururimi. 6. Kubahiriza imyandikire y’amazina bwite.

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 ubwumvane;

Ibimenyetso by’uteze amatwi atarogoya.

Inyunguramagambo ku ngeri y’ikinamico;


Udukino ku nsanganyamatsiko ishingiye ku bwumvane;

Isesekaza n’utwatuzo.

Inzego z’ururimi: Imvugo

ikocamye Imvugo

isanzwe Imvugo

o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubwumvane.

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 Guhimba no gukina udukino ku nsanganyamatsiko ishingiye ku bwumvane.

o Kujya impaka ku mvugo ziboneye. o Gutahura no gukosora amakosa mu

myandikire y’amazina bwite.

˗ Ibitabo bikubiyemo imyandiko yerekeyeubwumvane;

˗ Ibitabo by’ikibonezamvugo ;

˗ SEDE (CD); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo; ˗ Amabwiriza ya Minisitiri

N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.


activities

Ibyigwa

107 | P a g e

ihanitse

Amazina bwite y’ahantu afite

indomo y’abantu

arenze rimwe y’abantu

n’ahantu y’amavamaha

nga y’idini yari

asanwzeho



Gihamya Isuzuma

Amajwi, amashusho by’uwiga ateze amatwi atarogoya


Yego Oya

Ikinamico ku nsanganyamatsiko yerekeye ubwumvane

Ibimenyetso by’uteze amatwi atarogoya

Umwanzuro


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ikinamico ku

nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye

108 | P a g e

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








ikocamye Imvugo

isanzwe Imvugo

ihanitse


indomo y’abantu arenze

rimwe y’abantu

n’ahantu y’amavamahan

ga y’idini yari

asanwzeho



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 mvugo ziboneye.

o Gutahura no gukosora amakosa mu myandikire y’amazina bwite.






activities

Ibyigwa

109 | P a g e



Gihamya Isuzuma

Amajwi, amashusho ku bisusbizo byo kumva umuvugo


Yego Oya

Inyunguramagambo ku ngeri y’ikinamico


Umwanzuro

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














N0 001/2014 yo ku wa


activities

Ibyigwa


Yashubije neza ibibazo mu mvugo iboneye ku ikinamico

110 | P a g e



ikocamye Imvugo

isanzwe Imvugo

ihanitse


indomo y’abantu arenze

rimwe y’abantu

n’ahantu y’amavamahan

ga y’idini yari

asanwzeho






08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.



Gihamya Isuzuma

Amajwi n’amashusho uwiga asoma ikinamico


Yego Oya


Umwanzuro


Yasomye neza ikinamico yubahiriza uturango twayo

111 | P a g e

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







Inzego z’ururimi: Imvugo ikocamye Imvugo isanzwe Imvugo ihanitse

Amazina bwite y’ahantu afite indomo y’abantu arenze rimwe y’abantu n’ahantu y’amavamahanga y’idini yari asanwzeho

















Gihamya Isuzuma

Amajwi n’amashusho n’inyandiko ku kinamico


Yahimbye anakina ikinamico ahuza imvugo n’ingiro.


activities

Ibyigwa

112 | P a g e


Yego Oya

Udukino ku nsanganyamatsiko ishingiye ku bwumvane

Umwanzuro

Umusaruro w’inyigisho 5.5: Gukoresha neza inzego z’ururimi.







Inzego z’ururimi: Imvugo ikocamye Imvugo isanzwe Imvugo ihanitse


















activities

Ibyigwa

113 | P a g e


Gihamya Isuzuma

Ibisubizo ku myitozo y’ikoreshwa ry’ inzego z’indimi


Yego Oya

Inzego z’ururimi

Umwanzuro

Umusaruro w’inyigisho 5.6: Kubahiriza imyandikire y’amazina bwite







Inzego z’ururimi: Imvugo ikocamye Imvugo isanzwe







o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa




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


activities

Ibyigwa


Yakoresheje neza inzego z’ururimi

114 | P a g e

Imvugo ihanitse


mu ikinamico. o Guhimba no gukina udukino

ku nsanganyamatsiko ishingiye ku bwumvane.



13/10/2014.



Gihamya Isuzuma

Ibisubizo ku myitozo yo kwandika amazina bwite


Yego Oya

Amazina bwite

Umwanzuro


Yubahiriza imyandikire y’amazina bwite

115 | 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.

116 | P a g e

C C M S E 5 0 1 - WORKING IN A SOCIALLY DIVERSE ENVIRONMENT

CCMSE501 Work in a socially diverse environment


Credits: 3 30

Sector: All

Sub-sector: All

Issue date:October, 2017

Purpose statement

This module describes the skills, knowledge and attitude required to be able to successfully

work in a socially diverse environment. The module will allow the participant to develop ways

of communicating with customers and colleagues from diverse backgrounds and

accommodating cultural differences. Furthermore, this module will enable the trainee to be

able to identify issues that may cause conflict or misunderstanding in the workplace because of

the cultural differences, find ways of resolving them and/or referring them to appropriate

individuals or bodies.

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Not applicable







1. Communicate with customers and colleagues from diverse backgrounds.

1.1 Adequate Valuing customers and colleagues from different cultural groups and treating them with respect and sensitivity.

1.2 Adequate Taking into consideration cultural differences in allverbal and non-verbal communication and overcoming language barriers.

1.3 Proper obtaining assistance from colleagues, reference books or outside organizations when required.

2. Address cross-cultural misunderstandings

2.3 Proper identification of issues that may cause conflict or misunderstanding in the workplace.

2.4 Adequate consideration of possible cultural differences when difficulties or misunderstandings occur.

2.5 Appropriate referring of problems and unresolved issues to the appropriate team leader or supervisor for follow-up.

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LU 1: Communicate with customers and colleagues from diverse backgrounds

1

Learning Outcomes:

1. Value customers and colleagues from different cultural groups and treat them with respect and sensitivity.

2. Take into consideration cultural differences in all verbal and non-verbal communication and overcome language barriers.

3. Obtain assistance from colleagues, reference books or outside organisations when required. 12 Hours

Learning Outcome1.1: Value customers and colleagues from different cultural groups and

treat them with respect and sensitivity

Treating different groups effectively forms of address levels of formality or

informality observance of special

religious, feasts or other celebratory days

customs, beliefs and values Product preferences

o Role play o Individual work o Group discussion o Large group discussion o Brainstorming

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

materials





Adequate Valuing customers and colleagues from different cultural groups and

treating them with respect and sensitivity.


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Written

Oral

Performance

Multiple choice True or false question Ticking Expose (presentation) Role play

Checklist Score

Yes No

Effective treatment of different groups

Observation

Learning Outcome 1.2: Take into consideration cultural differences in all verbal and non-

verbal communication and overcome language barriers.

Verbal and non-verbal communication: varied cultural

interpretation of non-verbal behaviour and gestures

personal grooming, including dress and hygiene habits

language spoken language written

Overcoming language barriers: meet, greet and farewell

customers give simple directions give simple instructions answer simple enquiries prepare for, serve and

assist customers describe goods and

services

o Brainstorming o Role play o Individual work

- Reference books - Role play scenario - Online materials


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Written

Oral

Performance


Checklist Score

Yes No

Consideration of cultural differences through verbal and non-verbal communication

Overcoming language barriers

Observation

Learning Outcome 1.3: Obtain assistance from colleagues, reference books or outside

organisations when required

Partnerships for efficient communication interpreter services diplomatic services local cultural

organizations appropriate government

agencies educational institutions Disability advocacy

groups.

o Group discussion o Individual work o Large group discussion

- Reference books - Online materials - Specialised materials



Adequate Taking into consideration cultural differences in all verbal and non-

verbal communication and overcoming language barriers.

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Written

Oral

Multiple choice True or false question Ticking Expose (presentation)

Checklist Score

Yes No

Partnerships for efficient communication

Observation


Proper obtaining assistance from colleagues, reference books or outside

organizations when required.

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LU 2:Address cross-cultural misunderstandings

2

Learning Outcomes:

1. Identify issues that may cause conflict or misunderstanding in the workplace.

2. Consider possible cultural differences while resolving difficulties or misunderstandings at workplace.

3. Referring problems and unresolved issues to the appropriate team leader or supervisor for follow-up. 18 Hours

Learning Outcome 2.1: Identify issues that may cause conflict or misunderstanding in the

workplace

Cultural differences

Causes of conflict race language special needs disabilities gender age roles, emotions, misinformation misinterpretation values

o Individual work o Group discussion o Large group discussion o Brainstorming

- Reference books - Online materials - Specialised materials



Proper identification of issues that may cause conflict or misunderstanding in the

workplace.


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Written

Oral

Multiple choice True or false question Ticking Expose (presentation)

Checklist Score

Yes No

Demonstration of knowledge about cultural differences

Identification of issues that may causes conflict at workplace

Observation

Learning Outcome 2.2: Consider possible cultural differences while resolving difficulties or

misunderstandings at workplace

Settlement of misunderstandings greetings key phrases customs protocol, business practices what is done for fun appreciation of cultural difference Avoidance to compromise own

values being accommodating Different Communication Styles Different Attitudes Toward

Conflict Different Approaches to

Completing Task Different Decision-Making Styles Different Attitudes Toward

Disclosure

o Role play o Group discussion o Large group discussion o Individual work

- Reference books

- Role play scenario

- Online materials

- Specialised materials


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Written

Oral

Performance


Checklist Score

Yes No

Settlement of misunderstandings

Observation

Learning Outcome 2.3: Referring problems and unresolved issues to the appropriate team

leader or supervisor for follow-up

Raising issues informal communication informal meeting Mediation formal communication formal writing formal meetings work ethics

o Role play o Individual task o Group work o Large group discussion

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

materials



Adequate consideration of possible cultural differences when difficulties or

misunderstandings occur.

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Written

Oral

Performance


Checklist Score

Yes No

Raising issues to the appropriate level at workplace

Observation

Reference books:

1. Axtell, R. E., & Parker Pen Company. (1993). Do’s and taboos around the world. New York: Wiley.

2. House, R. J., & Global Leadership and Organizational Behavior Effectiveness Research Program. (2004). Culture, leadership, and organizations: The GLOBE study of 62 societies. Thousand Oaks, CA: Sage Publications.

3. Meyer, E. (2014). The culture map: Breaking through the invisible boundaries of global business. Public Affairs.

4. Schwartz, S. (2006). A theory of cultural value orientations: Explication and applications. Comparative Sociology, 5, 137-182.


Appropriate referring of problems and unresolved issues to the appropriate

team leader or supervisor for follow-up.

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C C M I W 5 0 1 - ICT AT WORKPLACE

CCMIW501 Use ICT at workplace


Credits: 3 30

Sector: All

Sub-sector: All

Issue date: October, 2017

Purpose statement

This course focuses on providing skills, experience and confidence for those learners who struggle to

make the most of technology to demonstrate creative thinking, problem solving and knowledge

construction. It focuses on completing workplace tasks, such as researching and creating documents

with text, graphics and numerical information using commonly used tools such as: Microsoft Office –

(Word, Excel and PowerPoint), Email, The Internet

Learners gain ability to appropriately select and responsibly use ICT to be able to: Problem-solve,

Communicate and collaborate, Locate, use and synthesize information found using technology and

Develop skills necessary to function in this century.

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Not applicable







1. Prepare document Layout 1.1 Proper set up of a grid structure 1.2 Proper arrangement of text zones and non-textual

ones in their correct reading order. 1.3 Proper use of special effects

2. Apply basic computer operations 2.1 Appropriate Conversion, Export and Import of files 2.2 Appropriate use of storage media 2.3 Appropriate application of Printer settings 2.4 Appropriate connect computer to the network

3. Manage data 3.1 Proper management of data types 3.2 Proper application of data validation, 3.3 Adequate application of Logical functions 3.4 Adequate performance of data analysis, duplication

removal and Conditional formatting 3.5 Appropriate application of data protection

128 | P a g e

LU 1: Prepare document Layout

1

Learning Outcomes:

1. Set up a grid structure 2. Arrange text zones and non-textual ones 3. Use special effects

10 Hours

Learning Outcome1.1: Set up a grid structure

Usage of basic grid structures for page layout (Deciding on the number and size of columns and gutters (gaps between columns))

Use asymmetrical grids to add interest to your design.

Work with margins, row and column gaps (Placement of intentional whitespace).

Usage of mixed grids.

o Practical exercise on designing a cover page of a given document

Computer Applications Trainer manual Flipcharts Markers Flipcharts stand Computer Lab Sample of journal



Proper set up of a grid structure


129 | P a g e




Written evidence

Oral evidence


Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions Expose (presentation) Task:

Prepare an attendance list including date, phone numbers and

IDs

Prepare a table of products with their specifications

Prepare a table of institutions with their address linked

Checklist Score

Yes No

Observation

Learning Outcome 1.2:Arrange text zones and non-textual ones.

Work with Styles (Headings, Title and Subtitles) chapter or section titles, or headlines and subheads

Size and position of images and figures and work with image captions

Pull quotes and nut graphs which might be added out of course or to make a short story fit the layout

o Practical exercise on editing and arrange a given document



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Box outs and sidebars, which present information as asides from the main text flow

Page headers and page footers, the contents of which are usually uniform across content pages.

Table of contents

Notes like footnotes and end notes; bibliography





Written evidence

Oral evidence




IDs




Proper arrangement of text zones and non-textual ones in their correct reading

order

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Checklist Score

Yes No

Observation

Learning Outcome 1.3: Use special effects

Methods of overlaying text on an image for readability

Position the Text Appropriately

Increase the Contrast Use a Transparent

Overlay Drop Shadow

Runaround and intrusions, or bleeding an image over the page margin

o Practical exercise on adding special effects in a given document






Proper use of special effects


132 | P a g e


Written evidence




IDs



Checklist Score

Yes No

Observation

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LU 2:Apply basic computer operations

2

Learning Outcomes:

1. Import, Export, and Convert Data Files 2. Use of storage media 3. Apply printer settings 4. Connect computer to the network

10 Hours

Learning Outcome 2.1: Import, Export, and Convert Data Files

Variety of different file formats Formats Typical Extension

Data Import techniques

Data Export techniques

Compress a file

File Conversion

o Individual work o Scenario based activities o Brainstorming on data types o Appropriate Conversion,

Export and Import of files o Appropriate use of storage

media o Appropriate application of

Printer settings o Connect Computer to the

network

Projector White Board Computer Lab





Appropriate Conversion, Export and Import of files


134 | P a g e


Written evidence

Oral evidence


Written evidence Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions Oral evidence Expose (presentation) Performance evidence Task:


IDs



Checklist Score

Yes No

Observation

Learning Outcome 2.2: Use of storage media

Different types of storage (off-line/On-line storage) External/Removable Hard Drive Solid State Drive (SSD) Network Attached Storage (NAS) USB Thumb Drive Or Flash Drive. Optical Drive (CD/ DVD discs) Cloud Storage.

Storage capacity Description of units of data

Disk formatting

o Brainstorming on storage types

o Practical exercises on disk formatting

Projector White Board Computer Lab Storage devices


135 | P a g e

Partitioning Erase data





Written evidence

Oral evidence




IDs



Checklist Score

Yes No

Observation


Appropriate use of storage media

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Learning Outcome 2.3: Apply printer settings

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 different pages

Computer Lab With Current Word processing Package installed in each computer

Printer Projector





Written evidence

Oral evidence




IDs




Appropriate application of Printer settings


137 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 2.4: Connect computer to the network

Common types of area networks based on size Personal area network,

or PAN Local area network, or

LAN Metropolitan area

network, or MAN Wide area network, or

WAN Wireless Local Area

Network or WLAN

Common types of area networks based on main purpose Storage area network,

or SAN Enterprise private

network, or EPN Virtual private

network, or VPN

Connect to the internet

Fixed internet Mobile internet

o Exercises on connect computer to the internet

o

Computer Lab With Internet

Projector



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Written evidence

Oral evidence


Multiple choice/ Ticking True or false question Matching Sentence completion Open ended questions Oral evidence Expose (presentation) Performance evidence Task:


IDs



Checklist Score

Yes No

Observation


Appropriate connect computer to the network

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LU 3: Manage data

3

Learning Outcomes:

1. Manage data types 2. Apply data validation 3. Apply logical functions 4. Analyse data 5. Apply data protection

10 Hours

Learning Outcome 3.1: Manage data types

Description of data types Data type (Byte, integer, long,

single, double, currency, decimal, string, Boolean, date, object, variant)

Length Description

Techniques of entering data types in cells and their default formats

Labels to describe pieces of information

Values (Raw numbers or dates)

Formulas to perform calculations

o Brainstorming on data types o

Computer Lab Projector





Proper management of data types


140 | P a g e


Written evidence

Oral evidence




IDs



Checklist Score

Yes No

Differentiation of data types

Alignment of data in cell

Formatting of data

Labeling

Observation

Learning Outcome 3.2: Apply data validation

Create validation rules (Entries allowed in the cell, prompt message and Warning alerts)

Search/Find .Replace

Deleting a range of text

The undo command

Spelling and grammar

Synonyms

o Practical exercises on data validation based on calculation in another cell

o

Computer Lab Projector



141 | P a g e




Written evidence

Oral evidence




IDs



Checklist Score

Yes No

Observation


Proper application of data validation

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Learning Outcome 3.3:Apply logical functions

Logical function overview (AND, OR, XOR and NOT)

Between condition (IF function)

o Practical exercises on use of logical operators and construct more elaborate logical tests to perform more complex calculations and more powerful data analysis





Written evidence

Oral evidence




IDs




Adequate application of Logical functions


143 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 3.4:Analyse data

Create different types of charts Line and column charts Pie Bar Miniature graphs (spark lines)

Table style and application of conditional formatting

Duplication removal

o Perform practical exercises on data analysis

o compile activities reports





Adequate performance of data analysis, duplication removal and Conditional

formatting


144 | P a g e


Written evidence

Oral evidence




IDs



Checklist Score

Yes No

Observation

Learning Outcome 3.5:Apply data protection

Data protection principles Fair and lawful Purposes Adequacy Accuracy Retention Rights Security

o Compile activities reports



145 | P a g e




Written evidence

Oral evidence




IDs



Checklist Score

Yes No

Observation

Reference books:

1. http://msdn.microsoft.com/en-us/library/bb687869.aspx Data type in Microsoft Excel


Appropriate application of data protection

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C C M P E 5 0 1 - PROFESSIONAL ETHICS

CCMPE501 Apply professional ethics


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This particular module describes the skills, knowledge and attitude required for the trainee to apply

professional conduct at workplace.

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Not applicable







1. Apply human values 1.1. Adequate valuation of human right. 1.2. Adequate promotion of integrity 1.3. Convenient valuation of time 1.4. Careful variety of moral issues

2. Respect engineering ethics 2.1. Appropriate application of rules and regulations of the work.

2.2. Adequate application ofcredible management of the work.

2.3. Adequate team spirit at the work.

3. Apply safety 3.1. Proper risk analysis 3.2. Convenient personal safety precautions 3.3. Adequate respect of hygienic rules

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LU 1:Apply human values

1

Learning Outcomes:

1. Valuate human right 2. Promote integrity 3. Valuate time 4. Analyse variety of moral issues

7 Hours

Learning Outcome1.1: Valuate human right

Human Right Issues Privacy Independence Security Right to vote Medication Education Employment Promotion Leave( Holydays)

Intellectual Property Right

Confidentiality

o Brainstorming on Human Right Issues, Intellectual Property Right and Confidentiality

o Group Discussion on Human Right Issues, Intellectual Property Right and Confidentiality

o Demonstration by video/ Picture of Human right issues

- Books - World Health

Organization Reports - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Pictures - Computer



Adequate valuation of human right.


149 | P a g e




Written evidence

Oral evidence

Multiple choice exercises

Essay

Matching exercise Exercises

True or false questioning

Sentence completion

Checklist Score

Yes No

Privacy

Independence

Security

Right to vote

Medication

Education

Employment

Promotion

Leave( Holydays)

Observation

Learning Outcome 1.2:Promote integrity

Civic Virtues Tax Compliance Environmental Protection Self reliance Honesty

Respect for others

o Brainstorming on Civic Virtues o Group Discussion on Civic Virtues o Role play on Civic Virtues o Sketches on Civic Virtues o Site visit on environmentally

Protected areas

- Books - Environmental reports

( National and International)

- Notebook - Pen - Workshop - Whiteboard/ Black

board - Marker pen - Chalks


150 | P a g e

- Projector - Pictures - Computer





Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Tax Compliance

Environmental Protection

Self-reliance

Honesty

Observation


Adequate promotion of integrity

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Learning Outcome 1.3: Valuate time

Preparation of Agenda Agenda of Meeting Personal Agenda

o Brainstorming on preparation of Agenda

o Group Discussion on preparation of Agenda

o Practical exercise on preparation of Agenda

- Books - Agenda of some meetings - Personal Agenda - Notebook - Pen / Pencil - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Pictures - Computer





Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion


Convenient valuation of time


152 | P a g e

Checklist Score

Yes No

Agenda of Meeting

Personal Agenda

Observation

Learning Outcome 1.4: Analyse variety of moral issues

Reason of Behaving Unethically

Resource Crunch Opportunity Attitude

o Brainstorming on Reason of Behaving Unethically

o Group Discussion on Reason of Behaving Unethically

- Books - Chocks - Blackboard





Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion


Careful analysis of variety of moral issues


153 | P a g e

Checklist Score

Yes No

Resource Crunch

Opportunity

Attitude

Observation

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LU 2:Respect engineering ethics

2

Learning Outcomes:

1. Apply rules and regulations of the work. 2. Apply credible management of the work. 3. Work with team spirit

15 Hours

Learning Outcome 2.1:Apply rules and regulations of the work.

Different Professional rules and regulations Public Building

regulations Human Settlement

Policies

Labor Code National International

o Brainstorming on Professional rules and regulations and Labor Code

o Group Discussion on Professional rules and regulations and Labor Code

o Demonstration by video/ on Professional rules and regulations and Labor Code

- Books - Notebook - Pen - Workshop - Whiteboard/ Black board - Marker pen - Chalks - Projector - Pictures - Computer





Appropriate application of rules and regulations of the work.


155 | P a g e


Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Public Building regulations

Human Settlement Policies

Observation

Learning Outcome 2.2: Apply credible management of the work.

Ethical theories about Right Action Utilitarian Theory Duty Ethics The virtue Theory Self- realization ethics Justice (Fairness) theory

o Brainstorming on ethical theories about Right Action

o Group Discussion on ethical theories about Right Action

- Books - Notebook - Pen - Workshop - Whiteboard/ Black

board - Marker pen - Chalks - Projector - Computer





Adequate application of credible management of the work


156 | P a g e


Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Utilitarian Theory

Duty Ethics

The virtue Theory

Self- realization ethics

Justice (Fairness) theory

Observation

Learning Outcome 2.3: Work with team spirit

Cooperation

Empathy Understanding Others Service Orientation Uplift others Leveraging diversity Political awareness

o Brainstorming on cooperation and empathy

o Group Discussion on cooperation and empathy

- Books - Notebook - Pen - Workshop - Whiteboard/

Black board - Marker pen - Chalks - Projector - Computer



Adequate team spirit at the work.


157 | P a g e




Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Understanding Others

Service Orientation

Uplift others

Leveraging diversity

Political awareness

Observation

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LU 3:Apply safety

3

Learning Outcomes:

1. Analyse risk 2. Apply personal safety precautions 3. Respect hygienic rules

8 Hours

Learning Outcome 3.1: Analyse risk

Analytical Methods for Risk Analysis Scenario Analysis Failure Mode and Effect Analysis Fault-tree Analysis Event-tree Analysis Human Error

o Brainstorming on analytical Methods for Risk Analysis

o Group Discussion on analytical Methods for Risk Analysis

- Books - Notebook - Pen - Workshop - Whiteboard/ Black

board - Marker pen - Chalks - Projector - Computer





Proper risk analysis


159 | P a g e


Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Scenario Analysis

Failure Mode and Effect Analysis

Fault-tree Analysis

Event-tree Analysis

Human Error

Observation

Learning Outcome 3.2:Apply personal safety precautions

Safety and Risk

Saving Endangered Lives ( Occupational hazards)

Safe Exit

o Brainstorming on Application of personal safety precautions

o Group Discussion on Application of personal safety precautions





160 | P a g e




Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Observation

Learning Outcome 3.3:Respect hygienic rules

Maintenance of Hygiene

Importance of PPE

o Brainstorming on Maintenance of Hygiene and Importance of PPE

o Group discussion on Maintenance of Hygiene and Importance of PPE





Convenient personal safety precautions

161 | P a g e





Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Maintenance of Hygiene

Observation

Reference books:

1. R.S.Naagarazan 2006, Professional Ethics and Human Values, NEW AGE INTERNATIONAL

PUBLISHERS, India

2. GordanaDodig-Crnkovic 2004, Professional Ethics in Science and Engineering,DEPARTMENT OF

COMPUTER SCIENCE AND ENGINEERINGMÄLARDALEN UNIVERSITY

3. Vee, C. and Skitmore, R.M. (2003) Professional ethics in the construction industry. Engineering

Construction and Architectural Management 10(2):pp. 117-127. Copyright 2003 Emerald.

4. AAT Code of Professional Ethics – Version 2.0 January 2014


Adequate respect of hygienic rules

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C C M F T 5 0 1 - TECHNIQUES D’EXPRESSION ORALE ET ECRITE EN FRANÇAIS

CCMFT501 Pratiquer les techniques d’expression orale et écrite

Niveau: 5 Heures d’apprentissage

Credits: 3 30

Section: Toutes

Option: Toutes

Date d'élaboration:Décembre, 2016

But visé

Ce module décrit les techniques d’expression orale et écrite. A la fin de ce module, l’apprenant

sera capable d’écrire en respectant l’orthographe courante, employer le vocabulaire technique

dans différents écrits, présider des débats et des discussions, conduire des réunions, rédiger et

présenter un exposé.

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Prérequis pour le nouvel apprentissage

Non appliqué

Eléments de compétence et lesCritères de performance

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

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

Elements de competence Critères de performance

1. Ecrire en respectant

l’orthographe courante.

1.1. Application correcte des lettres minuscules et majuscules

1.2. Utilisation adéquate des accents et signes de

ponctuation

1.3. Application appropriée des espacements entre les mots

2. Employer le vocabulaire

technique dans différents écrits.

2.1. Emploi abondant de vocabulaire technique dans un récit

se rapportant à son métier

2.2. Utilisation appropriée du vocabulaire technique dans une

présentation adressée au

public

2.3. Application appropriée du vocabulaire technique dans la

rédaction des rapports de

service

2.4. Rédaction méthodique des lettres d’affaire

3. Présider des débats, des

discussions.

3.1. Fixation claire des thèmes de discussions contradictoires

3.2. Définition claire des directives à suivre pour la sérénité des

débats

3.3. Modération méthodique des interventions respectives des

membres du groupe

4. Conduire des réunions. 4.1.. Elaboration adéquate de l’ordre du jour

4.2. Exposé introductif méthodique définissant les règles à

suivre et le déroulement de la

réunion

4.3. Prise de notes méthodiques pour harmoniser les diverses

interventions

Rédiger et présenter un exposé. 5.1. Organisation méthodique des arguments dans une

présentation écrite

5.2. Exploitation méthodique des règles de la rhétorique

devant l’auditoire

5.3. Conclusion concise et ouverte de son exposé reprenant les

grandes lignes d’une part

et dégageant des perspectives d’autre part

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LU 1:Ecrire en respectant l’orthographe courante

1

Résultats d’apprentissage:

4. Appliquer les lettres minuscules et majuscules 5. Utiliser les accents et signes de ponctuation. 6. Appliquer les espacements entre les mots.

6 Heures

Résultats d’apprentissage 1.1:Appliquer les lettres minuscules et majuscules

Lettres

Minuscules

Majuscules

o Ecrire les noms propres et noms

communs

o Ecrire un paragraphe de différente

phrase.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et tableaux

feutres

- Projecteurs

- Flash Disc

- Matériels tactiles

Evaluation Formative 1.1

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

performance à observer atteint ou a atteint le résultat escompté

Critère de performance

Application correcte des lettres minuscules et majuscules

Ressources Activités d’Apprentissage Contenus

165 | P a g e

Types de preuves Instruments d’evaluation du portfolio

Preuvesécrites

Preuvesorales

Liste de contrôle Résultat

Oui Non

Orthographe de cinq (5) noms propres et cinq (5) noms communs

Composition d’un paragraphe de du moins trois (3) différentes phrases.

Orthographe de cinq (5) mots avec différents accents « é ; ü ; â ; è ; ô ; à ; ç ;

î ; û ; ê ; ö. »

Observations

Résultats d’apprentissage 1.2: Utiliser les accents et signes de ponctuation

Accents

Aigüe

Grave

Circonflexe

Cédille.

Signes de

ponctuation

Point

Point

d’Interrogation

Point

d’exclamation

Point de

suspension

Virgule

Point-virgule

Guillemets

Double points

o Ecrire les mots avec différents accents

o Composer les phrases terminées par

différents signes de ponctuation.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs

- Flash Disc




166 | P a g e



Types de preuves Instruments d’evaluation du portfolio

Preuvesécrites

Preuvesorales


Oui Non

Composition de cinq (5) phrases terminées par différents signes de

ponctuation

Observations

Résultats d’apprentissage 1.3:Appliquer les espacements entre les mots.

Espacements entre les

mots

o Composer une phrase de beaucoup de

mots.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels

- Photographies

- Figurines et

tableaux feutres

- Projecteurs

- Flash Disc





Utilisation adéquate des accents et signes de ponctuation

167 | P a g e



Types de preuves Outils d’evaluation Portfolio

Preuves écrites

Preuvesorales


Oui Non

Composition d’une phrase avec dix (10) mots

Observations


Application appropriée des espacements entre les mots

168 | P a g e

LU 2:Employer le vocabulaire technique dans différents écrit

2

Résultatsd’apprentissage:

1. Préciser la réponse relative au texte. 2. Prononcer des énoncés de ses réponses. 3. Articuler en tenant compte de la ponctuation. 4. Rédiger les lettres d’affaire.

4 Heures

Résultats d’apprentissage 2.1:Préciser la réponse relative au texte..

Vocabulaire

technique

Récit à son

métier

o Rédiger le récit en utilisant les mots

spécifiques pour le métier en question.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels





Preuvesecrites

Preuves orales


Emploi abondant de vocabulaire technique dans un récit se rapportant à

son métier.


169 | P a g e


Oui Non

Rédaction d’un texte sur une page contenant au moins cinq (5) mots

spécifiques pour le métier en question.

Observations

Résultats d’apprentissage 2.2: Prononcer des énoncés de ses réponses.

Vocabulaire

technique

Présentation

adressée au public

o Présenter en classe le récit contenant

les termes techniques sur le métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels





Preuves écrites

Preuves orales

Liresilencieusement les énoncés.


Utilisation appropriée du vocabulaire technique dans une présentation

adressée au public.


170 | P a g e


Oui Non

Composition et présentation en classe d’un écrit contenant les termes

techniques sur le métier

Observations

Résultats d’apprentissage 2.3:Articuler en tenant compte de la ponctuation.

Vocabulaire technique

Rapports de service

o Etablir un rapport de service en

utilisant les termes techniques lies au

métier.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels





Preuvesecrites

Preuves orales


Application appropriée du vocabulaire technique dans la rédaction des

rapports de service.


171 | P a g e


Oui Non

Etablissement d’un rapport de service en utilisant les termestechniques lies au

métier.

Observations

Résultats d’apprentissage 2.4:Rédiger les lettres d’affaire.

Lettres d’affaire

Réquisition

Commande

Livraisons

Recouvrement

o Composer les lettres de réquisitions,

commandes, livraisons, recouvrements.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels





Preuves ecrites

Preuves orales


Rédaction méthodique des lettres d’affaire


172 | P a g e


Oui Non

Composition des lettres :

Lettre de réquisitions

Lettre de commande

Lettre de livraison

Observations

173 | P a g e

LU 3:Présider des débats et des discussions

3

Résultatsd’apprentissage:

1. Fixer les thèmes de discussions contradictoires 2. Définir les directives à suivre pour la sérénité des débats 3. Modérer les interventions respectives des membres du groupe.

6 Heures

Résultats d’apprentissage 3.1: Fixer les thèmes de discussions contradictoires.

Thèmes de discussions o Proposer les sujets de controverse. - Textes

- Illustrations

- Dialogues

- CD audio-visuels





Preuves écrites

Preuves orales


Fixation claire des thèmes de discussions contradictoires


174 | P a g e


Oui Non

Suggestion de cinq (5) sujets de controverse

Observations

Résultats d’apprentissage 3.2:Définir les directives à suivre pour la sérénité des débats.

Directives à suivre

Durée d’intervention

Tolérance

o Fixer le délai d’intervention et les

normes de tolérance.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels





Preuves écrites

Preuves orales

Organiser un débat


Définition claire des directives à suivre pour la sérénité des débats

Ressource

s Activités d’Apprentissage Contenus

175 | P a g e


Oui Non

Fixation de délai d’intervention

Fixation des normes de tolérance

Evitement de la monopolisationde la parole

Pas d’interruption pour les autres

Demande de la parole

Respect des avis des autres

Observations

Résultats d’apprentissage 3.3:Modérer les interventions respectives des membres du groupe.

Interventions des

membres du groupe

o Distribuer les interventions

o Ramener à l’ordre les violateurs

des directives convenues.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels





Preuves écrites

Preuves orales


Modération méthodique des interventions respectives des membres du

groupe


176 | P a g e


Oui Non

Distribution des interventions

Restauration d’ordre des directives convenues

Observations

177 | P a g e

LU 4:Conduire des réunions.

4

Résultats d’apprentissage:

1. Elaborer l’ordre du jour. 2. Exposer les règles à suivre et le déroulement de la réunion 3. Prendre les notes pour harmoniser les diverses interventions.

8 Heures

Résultats d’apprentissage 4.1. Elaborer l’ordre du jour.

Ordre du jour o Fixer les grandes lignes de la réunion. - Textes

- Illustrations

- Dialogues

- CD audio-visuels





Preuves écrites

Preuves orales

Organiser une réunion.


Elaboration adéquate de l’ordre du jour


178 | P a g e


Oui Non

Fixation d’ordre du jour en précisant :

Durée de chaque activité

Responsabilités

Observations

Résultats d’apprentissage 4.2:Exposer les règles à suivre et le déroulement de la réunion.

Règles de réunion à

suivre

Déroulement de la

réunion

o Elaborer des instructions sur le

déroulement de la réunion.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels





Preuves écrites

Preuves orales

Diriger une réunion


Exposé introductif méthodique définissant les règles à suivre et le



179 | P a g e


Oui Non

Elaboration des instructions sur le déroulement de la réunion :

Vérification du quorum

Adoption de l’ordre du jour

Adoption du rapport de la réunion précédente

Etat d’avancement des décisions de la réunion précédente

Examen détaillé de l’ordre du jour

Observations

Résultats d’apprentissage 4.3:Prendre les notes pour harmoniser les diverses interventions.

Règles de réunion à

suivre

Déroulement de la

réunion

o Elaborer des instructions sur le


- Textes

- Illustrations

- Dialogues

- CD audio-visuels





Preuves écrites

Preuves orales

Gérer une réunion.


Prise de notes méthodiques pour harmoniser les diverses interventions


180 | P a g e


Oui Non

Elaboration de synthèse d’une réunion tenant compte de :

Prise de notes

Intégration des interventions respectives

Structuration harmonieuse de dites interventions

Observations

181 | P a g e

LU 5:Rédiger et présenter un exposé

5

Résultats d’apprentissage

1. Organiser les arguments dans une présentation écrite. 2. Exploiter les règles de la rhétorique devant l’auditoire. 3. Conclure son exposé reprenant les grandes lignes d’une part et

dégageant des perspectives d’autre part.

6 Heures

Résultats d’apprentissage 5.1: Organiser les arguments dans une présentation écrite.

Arguments

Présentation

écrite

o Rédiger et présenter des arguments. - Textes

- Illustrations

- Dialogues

- CD audio-visuels





Preuves écrites

Preuves orales

Préparer un exposé.

.


Méthodique des arguments dans une présentation

Ressource

s Activités d’Apprentissage Contenus

182 | P a g e


Oui Non

Organisation d’argumentation en précisant

Introduction

Corps

Conclusion

Présentation d’exposé en mettant en exergue (en soulignant) des points forts

de son argumentation

Observations

Résultats d’apprentissage 5.2: Exploiter les règles de la rhétorique devant l’auditoire.

Règles de la

rhétorique

o Appliquer les règles de la rhétorique

dans son exposé.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels



performance à observer atteint ou a atteint le résultat escompté.


Preuves écrites

Preuves orales

S’exprimer individuellement


Exploitation méthodique des règles de la rhétorique devant l’auditoire


183 | P a g e


Oui Non

Application des règles de la rhétorique dans son exposé :

Précautions oratoires

Exposition

Argumentation

Conclusion

Observations

Résultats d’apprentissage 5.3: Conclure son exposé reprenant les grandes lignes d’une part et

dégageant desperspectives d’autre part.

Grandes lignes de

conclusion d’un

exposé

Dégageant des

perspectives de

conclusion d’un

exposé

o Elaborer la synthèse de son exposé.

o Dégager l’espace dans sa conclusion.

- Textes

- Illustrations

- Dialogues

- CD audio-visuels





Conclusion concise et ouverte de son exposé reprenant les grandes lignes

d’une part et dégageant des perspectivesd’autre part.


184 | P a g e


Preuvesécrites

Preuves orales

Clôturer l’exposé.


Oui Non

Elaboration de synthèse en dégageant trois grandes lignes de son exposé

Observations

Références:

1. EDICEF – CNDP MINEDUC (2002). Apprenons le français au Rwanda. ISBN : 978-2-84129-826-.

2. ÉDOUARD BLED ET ODETTE BLED (1998). BLED Orthographe, HACHETTE LIVRE.

3. GREVISSE MAURICE (1990). Précis de grammaire française.

4. LIBRAIRIE LAROUSSE (1972). Dictionnaire PETIT LAROUSSE en couleurs

5. MINISTERE DE L’ENSEIGNEMENT PRIMAIRE ET SECONDAIRE (1983). Ma Colline, Méthode de

français pour les écoles primaires. 5ème, Livre du maître.

6. NATIONAL CURRICULUM DEVELOPPEMENT CENTRE (2007). A l’unisson : Méthode de français.

ISBN : 978-2-7531-0103-6.

7. Y.DELATOUR et al. , (1991). Grammaire du français. HACHETTE, Paris.

185 | P a g e

C C M M K 5 0 1 - MAWASILIANO MBALI MBALI YA KIOFISI KATIKA KISWAHILI

CCMMK501 Kujadili Mawasiliano mbali mbali ya Kiofisi katika Kiswahili

Daraja: 5 Saazinazofaa

Idadiyavipindi: 3 30

Idara: Zote

Mikondo: Yote

Wakatiilipoandaliwa:Januari, 2017

Lengo

Moduli hii inaeleza ujuzi na uwezo vinavyostahiliwa ili mwanafunzi aweze:

Kujadili mawasiliano mbali mbali ya kiofisi kupitia njia ya kuzungumza na kuandika katika shughuli za kazi;

Kutunga kimaandishi na kimazungumzo hati tofauti kwa kuzingatia kanuni na mitindo ya lugha ya kiswahili ifaavyo;

Kuchambua kimazungumzo na kimaandishi hati za mawasiliano mbali mbali za kiofisi;

Kuwasilisha hati mbali mbali mahali zinapotakiwa.

186 | P a g e

Ujuzi wa awali Kutumia kiswahili katika sekta za kikazi

Kitengo na vigezo vya kitengo

Kitengo kinaeleza mategemeo muhimu yanayohitajiwa.

Vigezo vya kitengo vimepangwa kupima ikiwa mwanafunzi anazingatia kitengo ifaavyo.

Mwishoni mwa moduli hii mwanafunzi atakuwa na uwezo wa:

Kitengo Vigezovyakitengo

1. Kutunga hati za mawasiliano

mbali mbali za kiofisi.

1.1 Uwezo wa kuonyesha kwa mchoro sehemu kuu za hati

2.1 Uwezo wa kutumia mtindo wa lugha inayostahili

kulingana na hati

3.1 Uwezo wa kutunga hati za mawasiliano tofauti za

kiofisi

2. Kuchambua hati za mawasiliano

mbali mbali za kiofisi

zilizopokewa.

2.1 Uwezo wa kutambua kimaandishi aina za hati mbali

mbali

2.2 Uchambuzi wa Habari kuhusu utungaji wa hati fulani

2.3 Uchambuzi wa njia za mawasiliano zilizotumiwa

3. Kupanga mbinu za uwasilishaji

wa hati mbali mbali.

3.1 Zingatio la mazingira ya uwasilishaji wa hati

inayohitajiwa

3.2 Zingatio la vifaa vinavyohitajiwa kuhitimisha

uwasilishaji

3.3 Zingatio la njia za uwasilishaji wa hati mbali mbali

187 | P a g e

LU 1:Kutunga hati za mawasiliano mbali mbali za kiofisi.

1

Yanayotegemewa:

7. Uwezo wa kuonyesha kwa mchoro sehemu kuu za hati. 8. Uwezo wa kutumia mtindo wa lugha inayostahili kulingana na

hati. 9. Uwezo wa kutunga hati za mawasiliano tofauti za kiofisi.

Saa10

Yanayotegemewa 1.1:Uwezo wa kuonyesha kwa mchoro sehemu kuu za hati.

Kifungu cha michoro ya hati za:

Aina mbali mbali za barua

Ripoti

Simu ya mdomo

Simu ya kuandika

Risala

Uwasilishaji

Wasifu-kazi (CV)

Ajenda

Kumbukumbu za

mkutano

o Kutega sikio

o Kusoma kimya

o Kusoma kwa makund

o Kuandika mchoro

- Vitabu vya

utungaji

- Vitabu vya

sarufi

- Kanda (CD)

- Mtandao

- Kamusi

- Ubao

- Chaki

TathiminiEndelezi /Arifu1.1

Mwongozo wa Tathimini. Tathimini Endelezi/Arifu

Vigezo vya kitengo

Kuonyesha kwa mchoro sehemu kuu za hati.

Vifaa Kazi ya mwanafunzi Yaliyomo

188 | P a g e

Aina za thibitisho Vifaa

Kanda ya Filamu

Andishi

Hati za kiofisiza mawasiliano mbali mbali Uwasilisho wa sehemu kuu za hati sa hati mbali mbali

Yatakayochunguzwa Matokeo

Ndiyo Bado

Maonyesho:Sehemu kuu za hati kwa mchoro

Orodha ya sehemu kuu za hati

Mchoro wa sehemu kuu za hati

Maoni

Yanayotegemewa 1.2:Uwezo wa kutumia mtindo wa lugha inayostahili kulingana na hati.

Kifungu cha mitindo ya

lugha:

Lugha ya ishara

Lugha ya heshma

Istilahi za lugha

Lugha fasaha

o Kusoma

o Kutamka na kusikiliza

o Kutunga mifano ya hati za mawasiliano

kwa kutumia mtindo wa luhga

unaostahili

- Vitabu vya

utungaji

- Vitabu vya

sarufi

- Kanda (CD)

- Mtandao

- Kamusi

- Ubao

- Chaki

Tathimin iEndelezi /Arifu1.2


Vigezovyakitengo

Kutumia mtindo wa lugha inayostahili kulingana na hati


189 | P a g e


Kanda Ya Filamu

Andishi

Utungaji wa hati Uwasilisho wa hati mbali mbali


Ndiyo Bado

Maonyesho: Lugha inayostahili kwa utungaji wa hati

Mtindo wa lugha kulingana na walengwa

Mtindo wa lugha kulingana na aina ya hati

Maoni

Yanayotegemewa 1.3:Uwezo wa kutunga hati za mawasiliano tofauti za kiofisi.

Mbinu za kutunga hati mbali mbali za:

Barua

Ripoti

Simu ya mdomo

Simu ya kuandika

Uwasilishaji

Wasifu-kazi (CV)

Ajenda

Kumbukumbu za

mkutano

o Kutunga hati mbali mbali katika makundi

o kutunga hati mbali mbali peke yake

o Kuigiza hati za kimazungumzo

- Vitabu vya

utungaji

- Vitabu vya sarufi

- Kanda (CD)

- Mtandao

- Kamusi

- Ubao

- Chaki

TathiminiEndelezi /Arifu1.3


Vigezovyakitengo

Kutunga hati za mawasiliano tofauti za kiofisi.


190 | P a g e


Andishi

Simulizi

Kanda ya Filamu

Utungaji wa hati za mawasiliano tofauti za kiofisi Uwasilisho wa hati za mawasiliano tofauti za kiofisi


Ndiyo Bado

Maonyesho:Hati za mawasiliano tofauti za kiofisi

Tungo sahihi

Mantiki

Maoni

191 | P a g e

LU 2:Kuchambua hati za mawasiliano mbali mbali za kiofisi

2

Yanayotegemewa:

1. Uwezo wa kutambua kimaandishi aina za hati tofauti. 2. Uchambuzi wa habari kuhusu mtindo wa utungaji wa hati Fulani. 3. Uchambuzi wa njia za mawasiliano zilizotumiwa.

Saa10

Yanayotegemewa 2.1:Uwezo wa kutumbua kimaandishi aina za hati tofauti.

Kifungu cha hati mbali mbali:

Barua

Ripoti

Simu ya mdomo

Simu ya kuandika

Uwasilishaji

Wasifu-kazi (CV)

Ajenda

Kumbukumbu za

mkutano

o Kutega sikio hati inaotamkwa

o Kusoma kimya

o Kusoma katika makundi

- Vitabu vya

utungaji

- Kanda (CD)

- Mtandao

- Kamusi

- Ubao

- Chaki

TathiminiEndelezi /Arifu 2.1


Vigezo vya kitengo

Kutambua kimaandishi aina za hati mbali mbali.


192 | P a g e


Andishi

Simulizi

Ufahamu kimaandishi wa aina za hati mbali mbali Uwasilisho kuhusu aina za hati mbali mbali


Ndiyo Bado

Maonyesho: Aina za hati mbali mbali

Viashiria vya kila hati

Lengo la kila aina

Maoni

Yanayotegemewa 2.2:Uchambuzi wa habari kuhusu mtindo wa utungaji wa hati fulani.

Kifungu cha hati:

Mtungaji Wakati wa

kutunga Sababu za

utungaji Ujumbe

muhimu

o Kusoma hati tofauti

o Kugundua mtungaji

o Kugundua wakati zilizotungwa

o Kupanga mtiririko wa mambo muhimu

- Vitabu vya utungaji

- Kanda (CD)

- Mtandao

- Kamusi

- Ubao

- Chaki

Tathimin iEndelezi /Arifu 2.2



Andishi

Simulizi

Ufahamu

Uwasilisho habari kuhusu utungaji wa hati fulani

Vigezo vya kitengo

Uchambuzi wa habari kuhusu utungaji wa hati fulani.


193 | P a g e


Ndiyo Bado

Maonyesho:Habari kuhusu utungaji wa hati fulani

Walengwa

Wakati wa kutunga

Lengo la utungaji

Maoni

Yanayotegemewa 2.3:Uchambuzi wa njia za mawasiliano zilizotumiwa.

Njia ya masimulizi

Njia ya maandishi ya hati tofauti

Baruwa pepe

Simu ya mdomo

Simu ya kuandika

o Kutoa umuhimu wa kila njia

o Kugundua na kujadili migogoro

ipatikanayo katika kila njia

o Kutoa mbinu za utatuzi wa migogoro

- Vitabu vya

utungaji

- Kanda (CD)

- Mtandao

- Kamusi

- Ubao

- Chaki




Andishi

Simulizi

Ufahamu wa njia za mawasiliano Uwasilisho kuhusu njia za mawasiliano

Vigezo vya kitengo

Uchambuzi wa njia za mawasiliano zilizotumiwa.


194 | P a g e


Ndiyo Bado

Maonyesho: Njia mbali mbali za mawasiliano

Umuhimu wa kila njia

Migogoro ya kila njia

Mbinu za utatuzi wa migogoro ya kila njia

Maoni

195 | P a g e

LU 3: Kupanga mbinu za uwasilishaji wa hati mbali mbali.

3

Yanayotegemewa:

1. Zingatio la mazingira ya uwasilishaji wa hati inayohitajiwa 2. Zingatio la sanii ya utungaji wa hati mbali mbali. 3. Zingatio la njia za uwasilishaji wa hati mbali mbali.

Saa10

Yanayotegemewa 3.1:Zingatio la mazingira ya uwasilishaji wa hati inayohitajiwa.

Mazingira ya uwasilishaji:

Wapokeaji

Mila na desturi za

wapokeaji

Mandhari

Lugha inayohitajiwa

o Kutoa tabia za wapokeaji wa kila hati

o Kusikiliza na kutoa mifano ya lugha

inayotumiwa katika kila hati

o Kuonyesha mandhari

- Vitabu vya

utungaji

- Kanda (CD)

- Mtandao

- Kamusi

- Ubao

- Chaki




Andishi

Simulizi

Uchambuzi wa hati na mazingira yake Uwasilisho wa hati na mazingira yake

Vigezo vya kitengo

Zingatio la mazingira ya uwasilishaji wa hati inayohitajiwa.


196 | P a g e


Ndiyo Bado

Manonyesho: Mazingira ya uwasilishaji wa hati

Walengwa

Mila na desturi za walengwa

Mandhari

Maoni

Yanayotegemewa 3.2:Zingatio la sanii ya utungaji wa hati mbali mbali.

Sanii za utungaji:

Aina za karatasi Lafudi na shada Rangi Hati (herufi)

o Kusoma hati tofauti

o Kujadili sifa za matini katika makundi

o Kutunga tungo fupi kwa kutumia sifa

zilizotajwa

- Vitabu vya

utungaji

- Kanda (CD)

- Mtandao

- Kamusi

- Ubao

- Chaki

Tathimini Endelezi /Arifu 3.2



Andishi

Simulizi

Kanda ya filamu

Uchambuzi wa sanii ya hati mbali mbali

Vigezo vya kitengo

Zingatio la sanii ya utungaji wa hati mbali mbali.


197 | P a g e


Ndiyo Bado

Maonyesho: sanii ya utungaji wa hati mbali mbali

Orodha ya vifaa kulingana na hati

Umuhimu wa kila kifaa

Maoni

Yanayotegemewa 3.3:Zingatio la njia za uwasilishaji wa hati mbali mbali.

Ana kwa ana

Simu

Mtandao

Posta

o Kutoa sifa za kila njia,

o Kugundua na kujadili migogoro

ipatikanayo katika kila njia

o Kutoa mbinu za utatuzi wa migogoro

- Vitabu vya

utungaji

- Kanda (CD)

- Mtandao

- Kamusi

- Ubao

- Chaki




Andishi

Simulizi

Uchambuzi wa hati mbali mbali

Vigezo vya kitengo

Zingatio la njia za uwasilishaji wa hati mbali mbali.


198 | P a g e

Marejeo:

1. NKwera F.V.M.(1985). Sarufi na Fasihi Sekondari na Vyuo, Tanzania Publishing House,

Dar es Salaam.

2. TUKI (2004), Kamusi ya Kiswahili Sanifu. Dar Es Salaam: Oxford University Press

3. Wamitila, K.W.(2003), Kamusi ya Fasihi, Istilahi na Nadharia. Nairobi: Focas Book

4. Hassan O. Ali& Ali Mazrui (2004). Teach yourself Swahili.Nairobi: Oxford University

Press.

5. Niyomugabo.C. (2013) Mafunzo ya Kiswahili , kitabu cha mwanafunzi, Kidato cha tano,

fountain Publisher Rwanda Kigali

6. (2013) Mafunzo ya Kiswahili , Kitabu cha mwanafunzi, kidato cha sita, Fountain

Publisher Rwanda, Kigali

7. Wekesa S.P. (2000) . Uandishi wa Insha, Nairobi: Acacia Stantex Publishers


Ndiyo Bado

Maonyesho: Njia za uwasilishaji wa hati mbali mbali

Sifa za kila njia

Migogoro katika kila njia

Mbinu za utatuzi wa migogoro ya kila njia

Maoni

199 | P a g e

C C M B O 5 0 1 - BUSINESS ORGANISATION

CCMBO501 Organize a business


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This module covers the skills, knowledge and attitude to organize a business which is linked to

organizational strategic outcomes and facilitates the achievement of service delivery. The module will

allow the learner to identify activities to be accomplished before real business operations, create a

productive working environment, run real business operations and monitor and evaluate the business.

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Business plan development







1. Identify activities to be

accomplished before real

business operations

1.1 Proper verification of business start-up

requirements

1.2 Accurate recruiting of employees in line with task

requirements

1.3 Effective performing purchasing of business

requirements in line with business plan

2. Create a productive working

environment

2.1 Accurate setting business ethical conduct

2.2 Effective assigning of responsibilities in accordance

with organisation structure

2.3 Permanent matching personal characteristics with

business requirements

2.4 Proper maintain good relationship with customers

and suppliers

3. Run real business operations 3.1 Proper setting of short-term business goals

3.2 Accurate optimizing the utilization of available

resources

3.3 Regular employing targeted promotional and

marketing campaigns

4. Monitor and evaluate the

business

4.1 Clear preparation of a daily report of business

activities

4.2 Regular organization of employee’s meeting in

accordance with customer’s inquiries and needs

4.3 Regular consultation of business plan

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LU 1: Identify activities to be accomplished for real business operations

1

Learning Outcomes:

1. Verify business start-up requirements 2. Recruit employees in line with task requirements 3. Perform purchasing of business requirements in line with

business plan

5 Hours

Learning Outcome 1.1: Verify business start-up requirements

Meaning of business requirements

Steps of business requirements estimation

Business location Working place layout Office equipment Office furniture

Raw materials for initial storage Production

equipment and machinery

Production consumables

Start-up finances Quantity of financial

needs Sources finances Allocation of finance

resources

o Brainstorming o Questions and answers o Story telling o Problem solving o Role play o Practical exercise

- Flipchart - Marker pen - Internet - Reference books - Case studies - Scenarios - Post note



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Written evidence

Product evidence

Essay&case studies True or false question A produced start up plan

Checklist Score

Yes No

Indicator: Business requirements are well discussed

Indicator: Steps of business requirements estimation are well enumerated

Indicator: Business location is well identified

Working place layout is well done

Office equipment is well prepared

Office furniture is well prepared

Indicator: Raw materials for initial storage are well identified:

Production equipment and machinery are well identified

Production consumables are well identified

Indicator: Start-up finances are well worked-out

Quantity of financial needs are well estimated

Sources finances are well identified

Allocation of finance resources is well done.

Observation


Proper verification of business start-up requirements.

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Learning Outcome 1.2: Recruit employees in line with task requirements

Meaning of employee recruitment

Functions of employees’ recruitment Job design and development Identifying and seeking

candidates Receiving and tracking

applicants Reference and background

checks Testing Interview Evaluation and hiring

Principles of strategic employee recruitment

Factors influencing employees’ recruitment Internal factors

Budget constraints Expected or trend of

employee separations Production levels Sales increases or

decreases Global expansion plans

External factors

Changes in technology Changes in laws Unemployment rates Shifts in population Shifts in urban, suburban,

and rural areas Competition

Recruitment process Staffing plans and forecasting Write the job description and

job specifications. Confirm job analysis Have a bidding system to

o Brainstorming o Questions and answers o Story telling o Problem solving

- Flipchart - Marker pens - Pens - Internet - Reference books - Case studies - Scenarios - Employee recruitment

template


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recruit and review internal candidate qualifications for possible promotions.

Determine the best recruitment strategies for the position.

Implement a recruiting strategy.





Oral evidence

Product evidence

Observation checklist. Number of employees recruited.

Checklist Score

Yes No

Indicator: Employee recruitment is well discussed

Indicator: Functions of employees’ recruitment are well discussed

Job design and development is well done

Identifying and seeking candidates is well done

Receiving and tracking applicants is well done

Reference and background checks are well done

Testing is well done

Interview is well conducted

Evaluation and hiring is well done

Indicator: Principles of strategic employee recruitment are well applied.

Indicator: Factors influencing employee’s recruitment are well identified

Internal factors are well considered

External factors are well applied.

Indicator: Recruitment process is well done.


Accurate recruiting of employees in line with task requirements

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Staffing plans and forecasting are well done.

Job description and job specifications are well described

Job analysis is well confirmed

Bidding system to recruit and review internal candidate qualifications for possible promotions are well done.

Best recruitment strategies for the position is well determined

Recruiting strategy is appropriately implemented

Observation

Learning Outcome 1.3: Perform purchasing of business requirements in line with business plan

Meaning of purchasing

Purpose of purchasing

Types of purchasing Centralised purchasing Decentralised purchasing

Principles of purchasing Right price Right quality Right quantity Right time Right place

Purchasing procedures Meaning Steps involved in

purchasing procedures

Documents used in purchasing procedures. Material requisition form Inquiry Reply Purchase order Advice note Delivery note Invoice Credit status inquiry Debit note Credit note Receipt Statement of account

o Brainstorming o Questions and answers o Story telling o Problem solving

- Flipchart - Marker pens - Pens - Internet - Reference books - Case studies - Scenarios - Template of documents

used in purchasing process


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Meaning of suppliers

Factors influencing choice of effective suppliers





Written evidence

Multiple choice exercises Essay& Case studies True or false questioning Sentence completion

Checklist Score

Yes No

Indicator: Purchasing is well discussed

Indicator: Purpose of purchasing is well identified

Indicator: Types of purchasing are well identified

Centralised purchasing is well discussed

Indicator: Principles of purchasing are well identified

Price is well determined

Quality is well identified

Quantity is well identified

Time is well determined

Place is well chosen

Indicator: Purchasing procedures are well applied

Purchasing procedures are well discussed

Steps involved in purchasing procedures are well stated

Indicator: Documents used in purchasing procedures are well prepared

Inquiry is well done


Effective performing purchasing of business requirements in line with business

plan

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Reply document is well prepared

Purchase order is well prepared

Advice note is well prepared

Indicator: Meaning of suppliers is well discussed


Observation

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LU 2:Create a productive working environment

2

Learning Outcomes:

1. Set business ethical conduct. 2. Assign responsibilities in accordance with organization

structure. 3. Match personal characteristics with business requirements. 4. Maintain good relationship with customers and suppliers.

7 Hours

Learning Outcome 2.1: Set business ethical conduct

Define term ethical conduct

Objectives of ethical conduct in a business

Rules and regulations of the business Positive attitude

required to business members

sanctions proposed by the law in business

Types of unethical behaviour in a business Mistreating Employees Financial Misconduct Misrepresentation

Techniques of encouraging a positive ethical behaviour in business Rewards Expectations Training Policies

Ways to address unethical behaviour at the workplace

Methods of handling

o Oral presentation o Brainstorming o Questions and answers o Practical exercise

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

templateIncluding questions that guiding trainee to write a business plan


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unethical conduct in business

Importance of positive ethical conduct in the business





Written evidence

Oral evidence

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion

Problem solving Observation checklist

Checklist Score

Yes No

Indicator: Ethical conduct is well defined

Indicator: Objectives of ethical conduct in a business are well discussed

Indicator: Rules and regulations of the business are stated

Positive attitude required to business members are well applied

Sanctions proposed by the law in business are well applied

Indicator: Types of unethical behavior in a business are well discussed.

Mistreating Employees is well discussed

Financial Misconduct is well discussed

Misrepresentation is well discussed

Indicator: Techniques of encouraging a positive ethical behavior in business are well discussed

Rewards are well discussed

Expectations are well discussed

Training is well discussed

Policies are well discussed

Indicator: Ways to address unethical behavior at the workplace are well discussed


Accurate setting business ethical conduct.

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Indicator: Methods of handling unethical conduct in business are well identified.

Indicator: Importance of positive ethical conduct in the business is well discussed

Observation

Learning Outcome 2.2: Assign responsibilities in accordance with organisation structure

Meaning of responsibilities assignment in business

Attribution of responsibilities Estimation of volume of task Determination of task’s

requirements Allowing time to the volume

of task

Responsibility assignment matrix RAC (Responsible,

Accountable, Consulted and Informed).








Written evidence

Oral evidence

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist


Effective assigning of responsibilities in accordance with organization structure.


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Checklist Score

Yes No

Indicator: Meaning of responsibilities assignment in business is well discussed.

Indicator: Attribution of responsibilities is well done.

Estimation of volume of task is well done.

Determination of task’s requirements is well done.

Allowing time to the volume of task is well done.

Indicator: Responsibility assignment matrix is well discussed.

RAC (Responsible, Accountable, Consulted and Informed).

Observation

Learning Outcome 2.3: Match personal characteristics with business requirements

Self-assessment of time management practices Defining tool of

assessment Self-Assessment Measuring gap between

personal characteristics and business requirements

Defining strategies to eliminate gaps

Self-assessment in motivating employees’ practices Defining tool of




Self-assessment in financial practices





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Defining tool of assessment

Self-Assessment Measuring gap between



Self-assessment in inventory practices Defining tool of






performance criterion has been achieve.


Written evidence

Oral evidence



Permanent matching personal characteristics with business requirements

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Checklist Score

Yes No

Indicator: Self-assessment of time management practices are well discussed.

Tool of assessment is well defined.

Self-Assessment is well done.

Gap between personal characteristics and business requirements are well measured.

Strategies to eliminate gaps are well defined.

Indicator: Self-assessment in motivating employees’ practices is well discussed.





Indicator: Self-assessment in financial practices are well done.





Indicator: Self-assessment in inventory practices are well discussed.

Defining tool of assessment is well done.


Measuring gap between personal characteristics and business requirements is well done

Defining strategies to eliminate gaps is well done.

Indicator: Meaning of suppliers is well discussed


Observation

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Learning Outcome 2.4: Maintain good relationship with customers and suppliers

Meaning of a term relationship in a business

Purpose of maintaining a good relationship with customers and suppliers

Methods used to Maintain good relationship with: customers suppliers

Importance of maintaining good customers and suppliers’ relationship to the business: With customers With suppliers

Ways to address: Customer complaints Suppliers complaints

Manual procedures for business operations as tool for maintain customer and suppliers’ relationship.








Oral evidence

Written evidence



Proper maintaining of good relationship with customers and suppliers.


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Checklist Score

Yes No

Indicator: term relationship in a business is well defined.

Indicator:Purpose of maintaining a good relationship with customers and suppliers is well done

Indicator: Methods used to Maintain good relationship are well identified.

Customers are well maintained.

Suppliers are well maintained.

Indicator: Importance of maintaining good customers and suppliers’ relationship to the business

Customers are well maintained.

Suppliers are well maintained.

Indicator: ways to address customers and suppliers complains are well discussed

Indicator: Manual procedures for business operations as tool for maintain customer and suppliers’ relationship are well discussed.

Observation

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LU 3: Run real business operation

3

Learning Outcomes:

1. Set of short-term business goals 2. Optimize the utilization of available resources 3. Employ targeted promotional and marketing campaigns

10 Hours

Learning Outcome 3.1: Set of short-term business goals

Defining business goals

Categorization of business goals Long-term goals Medium goals Short-term goals

Setting business: Long-term goals Medium goals Short-term goals


- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Risk analysis template





Proper setting of short-term business goals


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Written evidence

Oral evidence

Multiple choice exercises Essay& Cases study

True or false questioning Sentence completion Observation checklist

Checklist Score

Yes No

Indicator: Business goals are well defined.

Indicator:Categorization of business goals

Long-term goals

Medium goals

Short-term goals

Indicator:Setting business:

Long-term goals

Medium goals

Short-term goals

Observation

Learning Outcome 3.2: Optimize the utilization of available resources

Meaning of business resources

Types of business resources Financial resources Assets Human resources Technological resources

Purpose of optimizing the utilisation of available resources

Methods to optimise utilisation of available resources

Methods used to control utilisation of resources: Procedures of using

o Brainstorming on identifying meaning of key words

o Oral presentation Demonstration of contingency plan samples

o Group discussion o Documentary research o Internet research o Practical exercise on identifying

risk to be covered by a contingency plan

- Flipchart - Markers - Pen - Internet - Reference books - Case studies - Business plan - Computer


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resources Targeted result Anticipated emergencies

in planning Inventory planed

Importance of optimizing available resources for: Employees Business owners Business stakeholders





Written evidence

Oral evidence


Checklist Score

Yes No

Indicator: Meaning of business resources is well defined.

Indicator: Types of business resources are well identified.

Financial resources re well identified.

Assets are well identified.

Human resources are well identified

Technological resources are well discussed.

Indicator: Purpose of optimizing the utilisation of available resources is well discussed.

Indicator: Methods to optimise utilisation of available resource are well identified.

Indicator: Methods used to control utilisation of resources are well identified.

Procedures of using resources are well identified.

Targeted result is well discussed.


Accurate optimizing the utilization of available resources.

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Anticipated emergencies in planning are well done.

Inventory planed is well done.

Indicator: Importance of optimizing available resources is well discussed.

Employees

Business owners

Business stakeholders

Observation

Learning Outcome 3.3:Employ targeted promotional and marketing campaigns

Product promotion Meaning Aspects of product

promotion Advertising product or brand

Generating sales Creating brand loyalty

Elements/tools/piece of promotional mi/plan

Public relations/publicity Advertising Sales promotion Personal selling Direct marketing

Promotional strategies

Get the most out of social media

Generate conversation with swag

Offer incentives with targeted landing pages

Appeal locally and create an event

Boost your brand with education

Establishing promotional

mix/plan

o Brainstorming on identifying meaning of key words.

o Oral presentation Demonstration of contingency plan samples

o Group discussion. o Documentary research. o Internet research. o Practical exercise on defining

contingency plan.

- Flipchart - Markers - Pen - Internet - Reference books - Case studies - Role play scenarios - Business plan - Computer


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Marketing campaign Meaning Aspects of marketing

campaign

Components of marketing campaign

Marketing Offer Creation

Goal Setting Landing Page Drive Traffic Lead Nurturing End &Analyze Your Campaign

Views Leads Customers

Marketing campaign

strategy

Clear & concise calls-to-action.

Hyper-target to a niche Audience.

Create a story that speaks to all Medias.

Make it easy to Share. Inspire interaction. Use a memorable and repeatable Spokesperson.





Regular employing targeted promotional and marketing campaigns

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Written evidence

Oral evidence

Multiple choice exercises Essay& Cases study True or false questioning

Sentence completion Observation checklist

Checklist Score

Yes No

Indicator: Product promotion is well discussed

Meaning is well discussed

Aspects of product promotion is well verified

Elements/tools/piece of promotional mi/plan is well identified

Promotional strategies are well identified

Establishing promotional mix/plan is well done

Indicator:Marketing campaign is well discussed

Meaning is well discussed.

Aspects of marketing campaign well identified.

Marketing campaign strategy is well discussed.

Observation

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LU 4: Monitor and evaluate the business

4

Learning Outcomes:

1. Prepare a daily report of business activities 2. Organize employee’s meeting in accordance with customer’s

inquiries and needs 3. Consult to business plan

8 Hours

Learning Outcome 4.1: Prepare a daily report of business activities

Meaning of business daily report

Purpose of business daily report

Format of daily report of business activities

Importance of business daily report to the business

o Brainstorming on present the business plan

o Demonstration on present the business plan

o Practical exercise on present the business plan

- Flipchart - Markers - Pen - Internet - Reference books - Case studies - play scenarios - Computer





Clear preparation of a daily report of business activities


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Written evidence


Checklist Score

Yes No

Indicator: Meaning of business daily report is well discussed.

Indicator: Purpose of business daily report is well identified.

Indicator: Format of daily report of business activities is well done.

Indicator: Importance of business daily report to the business is well discussed.

Observation

Learning Outcome 4.2: Organize employee’s meeting in accordance with customer’s inquiries

and needs

Meaning of effective employees’ meeting

Purpose of employee’s meeting

Meaning of customer inquiries and needs

Ways of gathering customer’s inquiries and needs

Steps ofeffective employee’s meeting

Setting meeting objectives

Preparing meeting

o Brainstorming on communication of business plan, strategy and outcomes

o Role play on communication of business plan, strategy and outcomes

- Flipchart - Markers - Pen - Internet - Reference books - Case studies - scenarios - Computer - Internet


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requirements Running employee’s

meeting Ways to make employee meeting more engaging

Facilitate brainstorming session

Stand up Set meeting goals

together Offer incentives and

rewards Set a clear framework

in advance





Written evidence

Oral evidence



Regular organization of employee’s meeting in accordance with customer’s

inquiries and needs

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Checklist Score

Yes No

Indicator:Meaning of effective employees’ meeting

Indicator:Purpose of employee’s meeting

Indicator: Meaning of customer inquiries and needs

Indicator: Steps of effective employee’s meeting

Indicator: Stepsof effective employee’s meeting

Setting meeting objectives

Preparing meeting requirements

Running employee’s meeting

Observation

Learning Outcome 4.3: Consult to business plan

Purpose of business plan for the business

Purpose of consulting business plan during a business operation

Critical part of the business to be considered while running business

Identification of what to be consulted in your business plan

Using business plan as tool

o Brainstorming on importance of presenting business plan.

o Role play on importance of presenting business plan.

- Internet - Reference books - Case studies - scenarios - Computer - Internet



Regular consultation of business plan


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Oral evidence

Product evidence

Proposed tools: Observation checklist A produced consultation plan

Checklist Score

Yes No

Indicator:Purpose of business plan for the business

Indicator:Purpose of consulting business plan during some business operations

Indicator: Critical part of the business to be considered while running business

Indicator: Identification of what to be consulted in your business plan

Indicator: Using business plan as tool

Observation

Reference books:

1. Omagor, P. a. (2010). Entrepreneurship education for advanced level students.

2. Ssempijja, M. (2011). Entrepreneurship education for advanced level and business institutions,

third edition. Uganda: Kyambogo University.

3. SANGSTER, F. W. (2005). Business accounting, tenth edition. UK: Pearson Education Limited.

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

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C U A P M 5 0 1 - PROPERTY MANAGEMENT SYSTEM

CUAPM501 Apply property management system


Credits: 7 70

Sector: Hospitality and tourism

Sub-sector: Culinary Arts

Issue date: October, 2015

Purpose statement

This module describes the skills, knowledge and attitudes required to apply property

management system in the hospitality sector and workplace. Also, it covers the different

property management systems software used in hospitality industry, determine features and

functions in property management system as well as in the organization, then it covers also the

functionality of property management system which is required in hospitality industry..

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N/A







1. Describe property

management system

1.1 Proper analysis of property management system as per

the procedures

1.2 Appropriate identification of features in property

management systems as per the procedures

1.3 Adequate identification of functions in property

management systems as per the guidelines

2. Determine organization outlets

software in Property

management systems

2.1 Systematic Identification of organization software in the

property management systems according to the operating

procedures

2.2 Proper identification and analysis of organization features

as per the procedures

2.3 Adequate confirmation of functionality of all organization

features in the property management system according to

organization standard

3.Use property management

system

3.1 Proper Obtaining of credentials for use in Property

management system from superior as per the guidelines

3.2 Proper itemization of guest accounts and functioning of

property management systems features as per the

procedures

3.3 Systematic maintenance and protection of management

information system as per the procedures

3.4 Appropriate production and provision of relevant reports

with accurate information as per the guidelines

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Learning Outcome 1.1: Analyze property management system as per the procedures

Definition of property

management system

Definition of key terms

Concept of property

management system

Different property

management systems used

in hospitality properties

Opera

General advantages and

disadvantages of

‘computerizing’ the hotel

o Brainstorming on definition of

property management system

o Group Discussion on concept of


o Practices on concept of different


- Computers

- References Books

- Journals

- E- books

- Sample reports

- Internet

- CDs

- Projector

- Flip chart

- marker




LU 1: Describe property management system

1

Learning Outcomes:

1. Analyze property management system as per the procedures 2. Identify the features in property management systems as per the

procedures 3. Identify functions in property management systems as per the

guidelines 10 Hours


Proper analysis of property management system as per the procedures


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Written evidence

Oral evidence


Product evidence

Multi choice questions

True or False questions

Matching questions

Short or open questions

Case study

Record voice

Recorded video

Observation check list

Pictures

Checklist

Physical end product

Report

Checklist Score

Yes No

Definition of property management system

Definition of key terms

Concept of property management system

Different property management systems used in hospitality properties

Opera

General advantages and disadvantages of ‘computerizing’ the hotel

Definition of property management system

Observation

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Learning Outcome 1.2: Identify the features in property management systems as per the

procedures

Function of property management systems: Front office function Housekeeping function Reservation management

function Group reservations Rate management

function Global distribution Integrated booking

engine Cashiering function

Third party interface: Key card system Telephone system Financial accounting

system Credit card payment

system

o Brainstorming on functions in property management systems

o Group Discussion on functions in property management systems

o Further research o Presentation o videos

- Computers - References Books - Journals - E- books - Sample reports - Internet - CDs - Projector - Flip chart - marker





Appropriate identification of features in property management systems as per

the procedures


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Written evidence

Oral evidence


Product evidence



Matching questions


Case study

Record voice

Recorded video


Pictures

Checklist


Report

Checklist Score

Yes No

Indicator:Function of property management systems

Front office function

Housekeeping function

Reservation management function

Group reservations

Rate management function

Global distribution

Integrated booking engine

Cashiering function

Indicator:Third party interface

Key card system

Telephone system

Financial accounting system

Credit card payment system

Observation

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Learning Outcome 1.3: Identify functions in property management systems as per the

guidelines

Features in Property management systems used in organizations Front office:

Check in Check out Departure use Registration card/form Night audit Extra charges payment

Housekeeping: Room/unit status Maintenance block Work order Housekeeping

management Food and beverage:

Make orders Payment Delivery services

Group reservation: Multiple type room

reservation Group color code Group check in and

check out Group folio/ invoice

Reservation management: Reservation

confirmation Arrival list E mail print reservation

voucher Confirmed reservation Wait listed reservation

Rate management: Rate type management Seasonal rate Travel agent rate Room taxes Extra charges taxes

Global distribution:

o Brainstorming on explanation of different features in management systems

o Group Discussion on explanation of different features in property management systems

o Further researches o Presentation o Videos/ role play



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Online travel agency connectivity (OTA)

Global distribution system connectivity (GDS)

Yield management Facebook and trip

advisor Competitive sales

representatives/clerks

Integrated booking engine Multicurrency and

multilingual Packages and

promotion Travel agent and

corporate Mobile booking engine Customized look and

feel Cashiering:

Track miscellaneous sales/expense

Invoices and folios City ledger payment Travel agent

commission





Adequate identification of functions in property management systems as per the

guidelines

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Written evidence

Oral evidence


Product evidence



Matching questions


Case study

Record voice

Recorded video


Pictures

Checklist


Report

Checklist Score

Yes No

Indicator:Features in Property management systems used in organizations

Front office:

Check in

Check out

Departure use

Registration card/form

Night audit

Extra charges payment

Housekeeping:

Room/unit status

Maintenance block

Work order

Housekeeping management

Food and beverage:

Make orders

Payment

Delivery services

Group reservation:

Multiple type room reservation

Group color code

Group check in and check out

Group folio/ invoice

Reservation management:

Reservation confirmation

Arrival list

E mail print reservation voucher

Confirmed reservation

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Wait listed reservation

Rate management:

Rate type management

Seasonal rate

Travel agent rate

Room taxes

Extra charges taxes

Global distribution:

Online travel agency connectivity (OTA)

Global distribution system connectivity (GDS)

Yield management

Facebook and trip advisor

Competitive sales representatives/clerks

Integrated booking engine

Multicurrency and multilingual

Packages and promotion

Travel agent and corporate

Mobile booking engine

Customized look and feel

Cashiering:

Track miscellaneous sales/expense

Invoices and folios

City ledger payment

Travel agent commission

Observation

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LU 2:Determine organization outlets software in Property management system

2

Learning Outcomes:

3. Identify organization software in the property management systems according to the operating procedures

4. Identify and analyze organization features as per the procedures

5. Confirm functionality of all organization features in the property management system according to organization standard

20 Hours

Learning Outcome 2.1: Identify organization software in the property management systems

according to the operating procedures

Identification of Property

management systems used in

organizations

Micros

Fidelio express

Opera

King smart

Amadeus

Galileo

Sage

PA Bx

o Brainstorming on analysis of

organization software

o Group Discussion and

explanation on organization

software

o Presentation

o Videos

o Demonstrations

- Computers

- References Books

- Journals

- E- books

- Sample reports

- Internet

- CDs

- Projector

- Flip chart

- marker





Systematic Identification of organization software in the property management

systems according to the operating procedures


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Written evidence

Oral evidence

Performance

evidence

Product evidence



Matching questions


Case study

Record voice

Recorded video


Pictures

Checklist


Report

Checklist Score

Yes No

Indicator: Identification of Property management systems used in organizations

Micros

Fidelio express

Opera

King smart

Amadeus

Galileo

Sage

PA Bx

Observation

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Learning Outcome 2.2: Identify and analyze organization features as per the procedures

Front office: Check in format Check out format Reservations procedures Business center:

Internet E-mail Printing and scanning Fax

Housekeeping: Rooms management Rooms occupancy Room types Room amenities Room service Laundry service Special services

Food and beverages: Bar management Restaurant management Coffee shop Banqueting Room services

Kitchen Kitchen management Store management Food cost Beverages cost

Test of features in property management system procedures

o Brainstorming on organization in property management systems

o Group Discussion on organization outlets in property management systems

o Further researches






Proper identification and analysis of organization features as per the procedures


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Written evidence

Oral evidence


Product evidence



Matching questions


Case study

Record voice

Recorded video


Pictures

Checklist


Report

Checklist Score

Yes No

Front office:

Check in format

Check out format

Reservations procedures

Business center:

Internet

E-mail

Printing and scanning

Fax

Housekeeping:

Rooms management

Rooms occupancy

Room types

Room amenities

Room service

Laundry service

Special services

Food and beverages:

Bar management

Restaurant management

Coffee shop

Banqueting

Room services

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Learning Outcome 2.3: Confirm functionality of all organization features in the property

management system according to organization standard

Front office: Check in steps Check out steps Reservations procedures Business center

functionality

Housekeeping: Check Rooms

management procedures

Check Room occupancy Check Rooms status Check Room types Check Room amenities Check laundry services Check room services

o Brainstorming on confirmation of functionality in Property management systems used in organizations

o Group Discussion on functionality of all features in Property management systems used in organizations

o Further researches o Practices of testing on all

organization features in the property management system

- Computers - References

Books - Journals - E- books - Sample reports - Internet - CDs - Projector - Flip chart - marker -

Room service

Laundry service

Special services

Food and beverages:

Bar management

Restaurant management

Coffee shop

Banqueting

Room services

Kitchen

Kitchen management

Store management

Food cost

Beverages cost


Observation


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Food and beverages: Check Bar management Check Restaurant

management Check Coffee shop

options Check Banqueting

options

Kitchen Check Stores

management Check kitchen

management Check Food cost Check Beverages cost




performance criterion has been achieved


Written evidence

Oral evidence


Product evidence

Multi choice questions True or False questions Matching questions Short or open questions Case study Record voice Recorded video Observation check list Pictures Checklist Physical end product Report


Adequate confirmation of functionality of all organization features in the

243 | P a g e

Checklist Score

Yes No

Front office:

Check in steps

Check out steps

Reservations procedures

Business center functionality

Housekeeping:

Check Rooms management procedures

Check Room occupancy

Check Rooms status

Check Room types

Check Room amenities

Check laundry services

Check room services

Food and beverages:

Check Bar management

Check Restaurant management

Check Coffee shop options

Check Banqueting options

Kitchen

Check Stores management

Check kitchen management

Check Food cost

Check Beverages cost


Observation

244 | P a g e

Learning Outcome 3.1: Obtain credentials for use in Property management system from your

Front office manager

identification of credentials

Procedures to obtain credentials

Reporting

Identification of Access level

o Brainstorming on credentials for use in Property management system

o Group Discussion on credentials for use in property management

o System o Practices on use of credentials



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


LU 3: Use property management system

3

Learning Outcomes:

1. obtain credentials for use in Property management system from superior as per the guidelines

2. Itemize guest accounts and functioning of property management systems features as per the procedures

3. maintain and protect management information system as per the procedures

4. Produce and provide relevant reports with accurate information as per the guidelines

40 Hours


Proper Obtaining of credentials for use in Property management system from

superior as per the guidelines


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Written evidence

Oral evidence


Product evidence



Matching questions


Case study

Record voice

Recorded video


Pictures

Checklist


Report

Checklist Score

Yes No

identification of credentials

Procedures to obtain credentials

Reporting

Identification of Access level

Observation

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Learning Outcome 3.2 : Itemize guest accounts and functioning of property management

systems features as per the procedures

Itemized guest accounts:

posting all deposits,

prepayments,

room charges and extra charges for

inclusion in the final bill),

automatic generation of bills,

paying processing, and automatic links

through to general accounts functions

Database for recording enquiries

Automatic night audit functions (checking

and balancing all reports and accounts)

Computer-aided housekeeping and

maintenance scheduling

Management information system

compiling forecasts,

graphs,

charts and statistical reports and

analyses from all the other data stored

in the system

Electronic Point of sale (EPOS) links from:

the restaurant,

bar and reception through to guest

billing, so that sales are automatically

charged to accounts as they are

processed

Calendar, diary and message facilities

Internal and external telephone call

handling (switchboard),

call logging, allocation of call charges

to guests' accounts

and automated early morning calls

o Brainstorming on itemize

guest accounts and

functioning of property

o management systems

o features

o Group Discussion on itemize

guest accounts and



o features

o Role Play scenario on itemize

guest accounts and



o features

o Practices on itemization of

guest accounts and



features

o Further research

- Computers

- References Books

- Journals

- E- books

- Sample reports

- Internet

- CDs

- Projector

- Flip chart

- markers


Resources Learning activities

Content

247 | P a g e




Written evidence

Oral evidence


Product evidence



Matching questions


Case study

Record voice

Recorded video


Pictures

Checklist


Report


Proper itemization of guest accounts and functioning of property management

systems features as per the procedures

248 | P a g e

Checklist Score

Yes No

Itemized guest accounts:

posting all deposits,

prepayments,

room charges and extra charges for inclusion in the final bill),

automatic generation of bills,

paying processing, and automatic links through to general accounts functions

Database for recording enquiries

Automatic night audit functions (checking and balancing all reports and accounts)

Computer-aided housekeeping and maintenance scheduling

Management information system

compiling forecasts,

graphs,

charts and statistical reports and

analyses from all the other data stored in the system

Electronic Point of sale (EPOS) links from:

the restaurant,

bar and reception through to guest billing, so that sales are automatically

charged to accounts as they are processed

Calendar, diary and message facilities

Internal and external telephone call handling (switchboard)

call logging, allocation of call charges

to guests' accounts

automated early morning calls

Observation

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Learning Outcome 3.3: ResultMaintain cleanliness and tidiness of work areas following

company guidelines

information should be kept in guest

history records

Name,

contact and registration details of

the guest

Date of arrival

Room occupied

Number of nights

Room rate

Amount spent in total during the

stay

Special requests/preferences

noted (e.g.. newspaper taken,

view requested

o Brainstorming on maintaining

and protecting of

management information

system

o Group Discussion on

maintaining and protecting of


system

o Role Play scenario on

maintaining and protecting of


system

o Practices on maintaining and

protection of management of

information system

o Further research

- Computers

- References Books

- Journals

- E- books

- Sample reports

- Internet

- CDs

- Projector

- Flip chart

- markers





Appropriate production and provision of relevant reports with accurate

information as per the procedures


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Written evidence

Oral evidence


Product evidence



Matching questions


Case study

Record voice

Recorded video


Pictures

Checklist


Report

Checklist Score

Yes No

information should be kept in guest history records

Name

contact and registration details of the guest

Date of arrival

Room occupied

Number of nights

Room rate

Amount spent in total during the stay

Special requests/preferences noted (e.g.. newspaper taken, view requested

Observation

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Learning Outcome 3.4: Produce and provide relevant reports with accurate information as

per the guidelines

Types of report:

Reservations report

Reservation forecast report

Contingency reports

Room discrepancies report

Daily operational report

High balance report

Group report

VIPs report

ADR (Average daily rate)

Flash sales report

Handover report

o Brainstorming on producing

and providing relevant

reports with accurate

information

o Group Discussion on

producing and providing

relevant reports with

accurate information

o Role Play scenario on

producing and providing

relevant reports with

accurate information

o Practices on how to produce

and provide of report

o Further research

- Computers

- References Books

- Journals

- E -books

- Reports

- Internet

Computers

- References Books

- Internet

- CDs

-





Systematic maintenance and protection of management information system


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Written evidence

Oral evidence


Product evidence



Matching questions


Case study

Record voice

Recorded video


Pictures

Checklist


Report

Checklist Score

Yes No

Types of report:

Reservations report

Reservation forecast report

Contingency reports

Room discrepancies report

Daily operational report

High balance report

Group report

VIPs report

ADR (Average daily rate)

Flash sales report

Handover report

Observation

Reference books:

1. Abbott, P., & Lewry, S. 1997. Front Office Procedures, Social Skills and Management. Butterworth Heinneman, ISBN: 0750600241.

2. Bagavathi, R.S.N (2003). Office Management. First Edition.S.Chand & Company Ltd. New Delhi.

India

3. Baker, S., Bradley, P., & Huyton, J. 1994. Principles of Front Office Operations. Cassell, ISBN:

0304334405.

253 | P a g e

4. Bardi J.A. 2003. Hote Front Office Management (Third edition). John Wiley Sons, Inc., ISBN: 0-

471-01396-X.

5. Boella, M., & Pannett, A. 1999. Principles of Hospitality Law. Cassell, ISBN: 0304704725.

6. Braham, B. 1999. Hotel Front Office. S. Thornes, ISBN: 0748716327.

7. Clutterbuck, D. 1994. Making Customer Count: A Guide to Excellence in Customer Service.

Management Books 2000, ISBN: 1852521090.

8. Dix, C., & Baird C. 1998. Front Office Operations. Longman, ISBN: 0-582-31931-5.

9. DR .R. K. Singh, (2006). Front office Management. First Edition. Aman Publication. New

Dheli.India.

10. DR .R.K (2007). Safety and Security in Hotels and Restaurants. First Edition. Aman Publication.

New Dheli.India.

11. Ghosh, G.S. 2005. Hotel Front Office Training Manual. New Delhi: Aman Publications, ISBN: 81-

8204-008-6.

12. Ghosh, S.G (2005). Hotel Front Office Training Manual. First Edition. Aman Publication. New

Dheli.India.

13. Hayes, J., & Dredge, F. 1998. Managing Customer Service. Gower Publishing Ltd., ISBN:

0566080052.

14. Kasavana M.L., & Brooks R.M. 2009. Managing Front Office Operations (Eighth Editions).

American Hotel & Lodging Educational Institute, ISBN: 978-0-86612-338-9.

15. Michael L. Kasavana, R. M. (2009). Managing Front Office Operations Eight Edition. Michigan:

American Hotel & Lodging Education Institute.

16. Pease, A. 1994. Body Language. Sheldon Press, ISBN: 0859697827.

17. Smith, I. 1997. Meeting Customer Needs. Butterworth Heinneman, ISBN: 0750633913.

18. Stewart, M. 1996. Keeping the Right Customers. McGraw-Hill, ISBN: 0077091396.

19. Tranter K.A., Sturt-Hill T., & Parker J. 2008. An Introduction to Revenue Management for the

Hospitality Industry. Principles and Practices for the Real World. Pearson Prentice Hall, ISBN-13:

978-0-13-188589-1; ISBN-10: 0-13-188589-8.

Websites

1. www.bha-online.org.uk British Hospitality Association 2. www.caterer.com Caterer and Hotelkeeper

3. www.dataprotection.gov.uk Office of the Data Protection Registrar

4. www.hcima.org.uk Hotel and Catering International Management

Association

5. www.htf.org.uk Hospitality Training Foundation

6. www.instituteofcustomerservice.com Institute of Customer Service (ICS)

http://www.bha-online.org.uk/

http://www.caterer.com/

http://www.dataprotection.gov.uk/

http://www.hcima.org.uk/

http://www.htf.org.uk/

http://www.instituteofcustomerservice.com/

254 | P a g e

C U A F T 5 0 1 - PROCESSING FINANCIAL TRANSACTIONS

CUAFT501 Financial transactions processing


Credits: 4 40

Sector: Hospitality and Tourism



Purpose statement

This module describes the skills, knowledge and attitudes required for a learner of certificate III,

Level V to process financial transactions. By the end of this module, the learner will be able to

Record and balance petty cash transactions, to balance all transactions, in hospitality

establishments without supervision.

255 | P a g e


N/A







1. Record and balance petty cash

transactions

1.1. Proper Ensuring of Petty cash voucher are prepared in

accordance with workplace procedures

1.2. Proper checking of Petty cash claims and vouchers

for accuracy and authenticity before processing as per

the standards

1.3. Proper ensuring of petty cash transactions are

recorded referring to the recording system used.

1.4. Appropriate ensuring of irregularities noted and

referred to nominated person/section in accordance

with workplace procedures

2. Balance all transactions

2.1 . Proper ensuring that transactions are presented to

nominated person/section for checking in accordance

with workplace procedures.

2.2 Proper ensuring of invoices payment to creditors are

reconciled in accordance with workplace procedures

2.3 Proper ensuring of discrepancies between invoices

and delivery notes/service agreements are identified

and reported for resolution in accordance with

workplace procedures

2.4 Proper ensuring of errors in invoice charges are

identified and corrective action is undertaken within

scope of authority in accordance with workplace

procedure.

256 | P a g e

LU 1:Record and balance petty cash transactions

1

Learning Outcomes:

1. Ensure that Petty cash vouchers are prepared in accordance with workplace procedure

2. Check Petty cash claims and vouchers for accuracy and authenticity before processing

3. Ensure that petty cash transactions are recorded 4. Ensure irregularities are noted and referred to nominated

person/section in accordance with workplace procedures

25 Hours

Learning Outcome 1.1: Ensure that Petty cash vouchers are prepared in accordance with


Introduction to recording and

balancing petty cash transactions

Definitions :

Petty cash

Petty cash Voucher

Petty cash voucher preparation

Procedures and Techniques

Details

The date

The purpose/details of the

expenditure

The amount paid

The account number

including the use code

The signatures of the

Claimant and cashier

o Brainstorming on meaning of

petty cash and petty cash

voucher

o Group discussion and

presentation on petty cash

voucher

o Practical exercises on Petty

cash voucher preparation

Research on petty cash voucher

details

- Template petty cash

vouchers

- Books

- Computer

- Internet

- Flipchart

- Markers

- Projector

- Dummy


257 | P a g e





Written evidence

oral evidence

Performance

True or false questions

Multiple choice questions

Matching questions

Recorded voices

Recorded videos

Observation checklist

Checklist Score

Yes No

Indicator:definitions

Petty cash voucher

Petty cash

Petty cash voucher preparation

Procedures and Techniques

Details

The date

The purpose/details of the expenditure

The amount paid

The account number including the use code

The signatures of the Claimant and cashier

Observation


Proper Ensuring of Petty cash voucher are prepared in accordance with


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Learning Outcome 1.2: Check Petty cash claims and vouchers for accuracy and authenticity

before processing

Definitions of petty cash claims

and authenticity

Types of petty cash claim form

Petty cash claims Checking

methods :

Proof reading

Observation

Analysis

Revision of calculations

Petty cash claims and voucher

Checking procedures

Importance of checking petty

cash

o Group discussion on petty cash

claims and voucher checking

o Brainstorming on Petty cash

claims and voucher Checking

procedures:

o Demonstration on sample

petty

o Cash voucher and claim form

o Practical Exercise on checking

vouchers and claims

- Sample petty cash

vouchers

- Sample petty cash

claim form

- Books

- Computer

- Internet

- Flipchart

- Markers

- Projector





Written Evidence

Performance Evidence



Matching questions

Recorded voices

Recorded videos



Proper checking of Petty cash claims and vouchers for accuracy and authenticity

before processing as per the standards


259 | P a g e

Checklist Score

Yes No

Indicator:Definitions of petty cash claims and authenticity

Indicator:Types of petty cash claim form

Indicator:Petty cash claims Checking methods

Proof reading

Observation

Analysis


Indicator:Petty cash claims and voucher Checking procedures

Indicator:Importance of checking petty cash

Observation

Learning Outcome 1.3: Ensure that Petty cash transactions are recorded

Definition of Petty cash

transactions

Types of petty cash

transactions :

cash

credit cards

cheques

advance payments

vouchers

company charges

refunds

travellers cheques

Foreign currency.

o Group discussion on Petty cash transactions

o Brainstorming on types Petty cash transactions

o Group discussion on Procedures of petty cash transactions:

o Practical exercises on petty cash transactions

- Receipts

- Invoices

- Delivery notes

- Credit cards

- Cheques

- Books

- Computer

- Internet

- Projector


260 | P a g e

Minor expenses

People involved in petty

cash transactions

Procedures of petty cash

transactions:

Assignment of

responsibility for the

petty cash fund to

concerned people

Writing of a cheque to

the petty cash custodian

to establish the fund

expenditure of money

from the petty cash

fund

Placement of the

receipt from the

purchase into the cash

box

Replenishment of the

petty cash fund when it

gets low





Proper ensuring of petty cash transactions are recorded referring to the

recording system used.

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Written evidence


Oral evidence



Matching questions

Recorded voices

Recorded videos


Checklist Score

Yes No

Indicator:Definition of Petty cash transactions

Indicator:Types of petty cash transactions

cash

credit cards

cheques

vouchers

advance payments

company charges

refunds

travellers cheques

Foreign currency

Indicator:People involved in petty cash transactions

Indicator:Procedures of petty cash transactions

Assignment of responsibility for the petty cash fund to concerned people

Writing of a check to the petty cash custodian to establish the fund

expenditure of money from the petty cash fund

Placement of the receipt from the purchase into the cash box

Replenishment of the petty cash fund when it gets low

Observation

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Learning Outcome1.4: Ensure irregularities are noted and referred to nominated


Possible irregularities in petty

cash transactions:

Discrepancy between

receipt and cash

Missing cash or receipts

Omitted transactions

Wrongly recorded

transactions

Procedures of dealing with

transactions irregularities:

Identification of

irregularities

Notification of

irregularities

Irregularity references

o Brainstorming on Possible

irregularities in petty cash

transactions

o Demonstration on dealing with

transactions irregularities

o Practical exercise on dealing

with transactions irregularities

o Research on Procedures of

dealing with transactions

irregularities

- Receipts

- Invoices

- Delivery notes

- Books

- Computer

- Internet

- Projector





Written evidence

oral evidence

Performance



Matching questions

Recorded voices

Recorded videos



Appropriate ensuring of irregularities noted and referred to nominated



263 | P a g e

Checklist Score

Yes No

Indicator: Possible irregularities in petty cash transactions:

Discrepancy between receipt and cash

Missing cash or receipts

Omitted transactions

Wrongly recorded transactions

Indicator: Procedures of dealing with transactions irregularities

Identification of irregularities

Notification of irregularities

Irregularity references

Observation

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LU 2:Balance all transaction

2

Learning Outcomes:

6. Ensure transactions are presented to nominated person/section

for checking in accordance with workplace procedures.

7. Ensure invoices payment to creditors are reconciled in


8. Ensure discrepancies between invoices and delivery

notes/service agreements are identified and reported for

resolution in accordance with workplace procedures

9. Ensure that errors in invoice charges are identified and

corrective action is undertaken within scope of authority in


15 Hours

Learning Outcome 2.1: Ensure transactions are presented to nominated person/section for

checking in accordance with workplace procedures

Presentation Procedures of

transactions.

Checking of

transactions record

Explanation of

cash transactions

Getting feedback

from the

nominated person/

section

o Group discussion on

presentation Procedures of

transactions

o Role play on Presentation of

transactions

- Receipts

- Invoices

- Delivery notes

- Books

- Computer

- Projector



Proper ensuring of transactions are presented to nominated person/section for

checking in accordance with workplace procedures


265 | P a g e




Written evidence


Oral evidence



Matching questions

Recorded voices

Recorded videos


Checklist Score

Yes No

Indicator:Presentation Procedures of transactions

Explanation of cash transactions

Check transacts record

Explanation of cash transaction

Getting feedback from the nominated person/section

Observation

Learning Outcome 2.2: Ensure invoices payment to creditors are reconciled in accordance


Definitions :

Invoice

Creditors

Invoice reconciliation principles

Invoice reconciliation procedures

The role of invoice

reconciliation

o Brainstorming on Invoice

reconciliation principles

o Group discussion on invoice

reconciliation procedures

o Oral presentation on invoice

reconciliation procedures

o Practical exercises on invoice

reconciliation

- Receipts

- Invoices

- Delivery notes

- Electronic billing

machine(EBM)

- Books

- Computer

- Internet

- Projector



266 | P a g e




Written evidence


Oral evidence



Matching questions

Recorded voices

Recorded videos


Checklist Score

Yes No

Indicator:Definitions

Invoice

Creditors

Indicator:Reconciliation principles

Indicator:Invoice reconciliation procedures

Indicator:The role of invoice reconciliation

Observation


Proper ensuring of invoices payment to creditors are reconciled in accordance


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Learning Outcome 2.3: Ensure discrepancies between invoices and delivery note/service

agreements are identified and reported for resolution in accordance with workplace

procedures

Definitions :

Delivery note

Discrepancies

Identification of

discrepancies between

invoices and delivery

notes/service agreements

Methods :

Checking specifications on

delivery Note

Comparison between

delivery note and invoice

Reporting discrepancies

Description of irregularities

between invoice and

delivery note

Reporting systems

Report submission

o Brainstorming on methods for

Identifying discrepancies

between invoices and delivery

notes/service agreements

o Group discussion on reporting

discrepancies

o Role play on reporting

discrepancies

- Receipts

- Invoices

- Delivery notes

- Computer

- Internet

- Flips chart

- Marker pen


machine(EBM)

- Projector





Proper ensuring of discrepancies between invoices and delivery notes/service

agreements are identified and reported for resolution in


268 | P a g e


Written evidence


Oral evidence



Matching questions

Recorded voices

Recorded videos


Checklist Score

Yes No

Indicator:Definitions

Delivery note

Discrepancies

Indicator:Identification of discrepancies between invoices and delivery notes/service agreements

Methods

Comparison between delivery note and invoice

Checking specifications on delivery Note

Reporting discrepancies

Description of irregularities between invoice and delivery note

Reporting systems

Report submission

Observation

Learning Outcome 2.4: Ensure that errors in invoice charges are identified and corrective

action is undertaken within scope of authority in accordance with workplace procedures

Identification of errors in invoice charges Types of errors: Over charge

Undercharge

Transposition

Not Itemizing

o Brainstorming on errors in

invoice charges.

o Group discussion on types of

errors in invoice charges.

o Oral presentation on errors

identification

o Practical exercises on errors

- Receipts

- Invoices

- Delivery notes

- Books

- Computer

- Calculator



269 | P a g e

No Due Dates

No Logo on Your Invoice

Unstated Mode/form of

payment

Errors identification methods: Proof reading

Observation

Analysis


identification

o Research on Errors

identification methods:

machine(EBM)

- Projector





Written evidence

oral evidence

Performance

True or false questions Multiple choice questions Matching questions Recorded voices Recorded videos Observation checklist


Proper ensuring of errors in invoice charges are identified and corrective action

is undertaken within scope of authority in accordance with workplace

procedure.

270 | P a g e

Checklist Score

Yes No

Indicator: Identification of errors in invoice charges

Undercharge

Overcharge

Transposition

Not Itemizing

No Due Dates

No Logo on Your Invoice

Unstated Mode/form of payment

Indicator: Errors identification methods:

Proof reading

Observation

Analysis


Observation

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C U A K O 5 0 1 - KITCHEN ORGANIZATION

CUAKO501 Organize kitchen set up

RTQF Level: 5 Learning hours

Credits: 5 50



Issue date: November 2014

Purpose statement

This particular module describes the skills, knowledge and attitude required to organize kitchen

set-up. The trainee will be able to identify the basis of kitchen organization, determine classical

brigade of kitchen set up, determine modern and classical kitchen set up, apply general

categories of skills on kitchen staffs and develop other professional opportunities, prepare the

kitchen diagram and set up accordingly.

272 | P a g e


Occupation and learning process

Hygiene and food safety control

Mise en place

Food safety procedure implementation


Learning units describe the essential outcomes of a competence


of the learning unit. By the end of the module, the trainee will be able to:


1. Identify the basis of kitchen

organization.

1.1. Suitable analyzing menu needed for kitchen

set up

1.2. Proper classification of kitchen set-up depends

on establishment

1.3. Appropriate determiningthe size of operation

according to the efficient physical facilities

including tools and equipment in use number

of customers and quantity of products.

1.4. Efficient determinationphysical facilities

including tools and equipment in use

2. Determine classical brigade of kitchen

set up

2.1. Proper interpretation the division of kitchen into

department according to the products being

served.

2.2. Efficient Complying exercise of function of

kitchen brigade

2.3. Suitable setting position of kitchen brigade of

each section

3. Determine modern kitchen set up. 3.1. Right description of position depends on duty

3.2.Precise the types of modern kitchen depend on

the requirement of quantity operation

3.3. Proper arrangement of tools and equipment

depends on their uses

3.4. Convenient commissioning of the installation

273 | P a g e

4. Apply general categories of skillson

kitchen

4.1. Accurate supervision of kitchen staff depends on

their duties.

4.2. Appropriate determination for technical skills of

kitchen staff according to their production

4.3. Suitable experience of kitchen staff depends on

establishment standards

5. Develop other professional

opportunities.

5.1. Proper identification of requirement advanced

training in other fields in addition of products

5.2. Right classification of requirement advanced

training in other fields in addition of products

5.3. Precise the other professional opportunities

according of production sales

274 | P a g e

LU 1:Identify the basis of kitchen organization

1

Learning Outcomes:

1. Analyze menu needed for kitchen set up 2. Classify kitchen set-up depends on establishments 3. Determine the quantity of products as per the number of

customers.

4. Determine physical facilities by using tools and equipment

7Hours

Learning Outcome1: Analyse menu needed for kitchen set up

Definition of kitchen set

up

Factors of kitchen

organization:

Types of menus

Types of

establishments

The size of

operation

Physical facilities

Scheme of kitchen set up plan and legend

o Brainstorming on kitchen set up

o Research on kitchen set up


establishments of kitchen set up

o Display different types of

establishment of kitchen set up

o Presentation on types of

establishments of kitchen set up

o Individuals exercises on kitchen set

up establishments

o Study tour

- Reference books - Flip Chart - Boards - Markers - Video aids - Internet - Pictures - Menu - Books - Brochures - Pens - Papers


275 | P a g e





Written evidence

Essay Multiple choice exercises Matching Exercises True or false questioning

Sentence completion

Checklist Score

Yes No

Indicator :Suitable analyzing menu needed for kitchen set up is well applied

Type of menu Types of establishment

Schema of kitchen set up plan

Observation


Suitable analyzing menu needed for kitchen set up

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Learning Outcome 1.2: Classify kitchen set-updepends on establishments

Classification of kitchen set

up:

Modern

Classical

Major positions of kitchen set

up

The major classification of

brigades

o Brainstorming on positions and

brigades of kitchen set up

o Research on positions and


o Display positions and brigades of

kitchen set up

o Observation on positions and


o Group discussion on positions

and brigades of kitchen set up

o Individual exercises on positions

and brigades of kitchen set up

o Group work on positions and


o Study tour

- Video aids - Reference books - Internet - Catalogues - Board - Flipchart - Markers - Pictures - Projectors - Brochure - Pens - Papers





Written evidence

True or false questioning Multiple question choice Sentence completion Essay


Proper classification of kitchen set-up depends on establishment


277 | P a g e

Checklist Score

Yes No

Indicator : Proper classification of kitchen set-up depends on establishment is well classified

Modern kitchen

Classical kitchen

Observation

Learning Outcome 1.3: Precise the quantity of products as per the number of customers.

Determination of kitchen

size:

Types of kitchen

operation size (small,

medium, large )

o Display and observation on

types of kitchen operation

size.

o Brainstorming on types of

kitchen operation size.

o Group Discussion on types

of kitchen operation size.

o Individual exercise on types

of kitchen operation size

o Group work on types of

operation size

o Study tour

- Video aids - Reference books - Internet - Catalogues - Board - Flipchart - Markers - Pictures - Projectors - Brochure - Pens - Papers





Appropriate size of operation according to the number of customers and

quantity of products.


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Written evidence

Essay

Margin exercises


Multiple choice question

Sentence completion

Checklist Score

Yes No

Indicator: Accurate operation size is considered

Small

Medium

Large

Observation

Learning Outcome 1.4:Determine physical facilities by using tools and equipment

Modern Kitchen physical

facilities

Classical physical facilities


classical and modern

physical facilities

o Presentation on Kitchen

physical facilities

o Group work on

o classical and modern

physical facilities

o Individual exercise on

classical and modern

physical facilities.

o Study tour

- Reference books - Video aids - Internet - Pictures - Flip chart. - Boards - Markers - Modern and classical Tools

and equipment - Pens - Papers - Magazines



Efficient determining physical facilities including tools and equipment in use


279 | P a g e




Written evidence

Essay Merging Exercises


Matching

Checklist Score

Yes No

Indicator:Efficient determining physical facilities including tools and equipment in use is determined

Modern facilities

Classical facilities

Observation

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LU 2:Determine classical brigade of kitchen set up

2

Learning Outcomes:

10. Interpret division of kitchen according to the final products 11. Comply functions of kitchen brigade 12. Set position of kitchen brigade of each section

10 Hours

Learning Outcome 2.1: Interpret division of kitchen according to the final products

Types of kitchen

Convection kitchen

Combination of

prepared kitchen

Preparation and

finishing kitchen

Open / fast food

kitchen

Industrial kitchen

Kitchen division into

sections and stations:

Kitchen sections

Entremetier /

vegetable cook

Soups,

Eggs

Starches

Pastry

Garde-manger /

Pantry (Dressing and

Salades)

o Brainstorming on Kitchen

division into sections and

stations

o Group discussion on Kitchen


stations



stations

o Individual exercise on kitchen


stations

o Group work on kitchen


stations

- Reference books - Flip Chart - Boards - Markers - Video aids - Internet - Brochures - Pictures - Pens - Papers

- Magazines


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Ladder

Butchery

Saucier

Steel room

Stewarding

Kitchen stations

Sauces station

Fish station

Roast station

Vegetable and fruit

stations

Pastry and bakery

station

Boucher station

Swing cook station

Expediters station





Written evidence

Multiple choice exercises Merging Exercises


Proper division of kitchen into department according to the products being

served.

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Checklist Score

Yes No

Indicator:Proper division of kitchen into department according to the productsbeing served is considered

Sauces station

Fish station

Roast station

Pantry station

Vegetable and fruit stations

Pastry and bakery station

Boucher station

Swing cook station

Expediters, station

Observation

Learning Outcome 2.2: Comply functions of kitchen brigade

Kitchen brigade functions:

Chef\ Executive chef

Management

Leadership

Chef de cuisine

Reporting to executive

chef

Food services operation

activity

Sous chef

In Charge of production

and Monitor directly

workers

Assistant to executive chef

and chef de cuisine

Station chefs/chef de partie

In charge of particular

areas of production

o Explain kitchen brigade

functions

o Display Kitchen brigade

functions

o Observation on Kitchen

brigade functions

o Research on Kitchen brigade

functions:


brigade functions


Kitchen brigade functions

o Group work on Kitchen

brigade functions

- Reference books - Video aids - Internet - Catalogue - Pictures - Boards - Markers - Pens - Papers - Flip chart


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Cooks

Cook food

Help assistants

Assistants

Prepare Mise en place

Cook food under supervision





Written evidence

Essay Multiple choice questions True or false questions Sentence completion Matching

Checklist Score

Yes No

Indicator:Efficientcomplying exercise of function of kitchen brigade is considered

Management

Leadership

Reporting to executive chef

Food services

Operation activity

In Charge of production and Monitor directly workers

Assistant to executive chef and chef de cuisine

In charge of particular areas of production

Cook food

Help assistants


Kitchen plan set up

Observation


Efficient complying exercise of function of kitchen brigade

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Learning Outcome 2.3: Set position of kitchen brigade of each section

Position of kitchen brigade according to : Kitchen plan set up Size of kitchen set up

o Explain on orientation position of kitchen brigade

o Display on orientation position of kitchen brigade

o Observation on orientation position of kitchen brigade

o Research on orientation position of kitchen brigade

o Presentation on orientation position of kitchen brigade

o Individual exercise on orientation position of kitchen brigade

o Group work on orientation position of kitchen brigade

- Video aids - Reference books - Internet - Catalogue - Boards - Markers - Pictures - Flip chart - Projector





Written evidence

Essay



Sentence completion

Matching

Checklist Score

Yes No

Indicator :Position of kitchen brigade of each section is done

Size of kitchen set up

Kitchen plan set up

Observation


Suitable position of kitchen brigade of each section


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LU 3:Determine modern kitchen set up

3

Learning Outcomes:

5. Describe positions duties 6. Precise modern kitchen depending on operations 7. Arrange tools and equipment depends on uses

20 Hours

Learning Outcome 3.1: Describe positions duties

Kitchen staff duties according to

different positions:

Saucier /Sauce chef

Poissonier / fish cook

Entremetier /vegetable cook

Rotisseur /roast cook

Garde manger/pantry chef

Patissier /pastry chef

Tournant /swing/relief cook

Aboyeur /expediter

o Research on description position of kitchen staff duties

o Brainstorming on description position of kitchen staff duties

o Display description position of kitchen staff duties

o Observation on description position of kitchen staff duties

o Explain on description position of kitchen staff duties

o Group discussion on description position of kitchen staff duties

o Presentation on description position of kitchen staff duties

o Individual exercises on description position of kitchen staff duties

o Study tour

- Reference books - Flip Chart - Boards - Markers - Video aids - Internet - Pictures - Pens - Papers


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Written evidence

Essay

Merging Exercises


Matching

Sentence completion

Checklist Score

Yes No

Indicator :Description of position depends on duty is clarified

Saucier /Sauce chef

Poisoned / fish cook

Entremetier /vegetable cook

Rotisseur /roast cook

Garde manger/pantry chef

Patissier /pastry chef

Tournant /swing/relief cook

Aboyeur /expediter

Match the position with their duty

Observation


Right description of position depends on duty

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Learning Outcome 3.2: Precise modern kitchen depending on operations

Types of modern kitchens.

Large establishments

Medium establishments

Small establishments

Size and location of modern

o Brainstorming on modern

kitchen

o Research on modern

kitchen

o Display on modern kitchen

o Observation on modern

kitchen

o Presentation on modern

kitchen

o Group work on modern

kitchen

Study tour

- Video aids

- Internet

- Markers

- Reference books

- Pictures

- Boards

- Markers

- Brochure

- Magazine





Written evidence

Essay

Merging Exercises True or false questioning Matching Sentence completion


Precise types of modern kitchen depends on the requirement of quantity

operation


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Checklist Score

Yes No

Indicator :Precision on types of modern kitchen depends on the requirement of quantity operation is precise

Large establishments

Medium establishments

Small establishments

Observation

Learning Outcome3.3: Arrange tools and equipment

Organization of tools and equipment

according to the use:

Heavy equipment

Electrical tools

Hand tools

Pots and pans and their use:

Stockpot

Saucepot

Brazier

Saucepan

Sauté pan straight-sided

Sauté pan, slope-sided

Cast-iron skillet

Double boiler

Sheet pan or bun pan

Bake pan

Roasting pan

Fish poacher

Wok counter pan

Bain marie stainless-steel bowl

Measuring devices

Scales

Volume measures

Measuring cups

Measuring jugs

o Brainstorming on.

Arrangement of tools and

equipment according to

their use

o Display on arrangement of

tools and equipment

according to their use

o Research on arrangement of

tools and equipment

according to their use

o Observation on

arrangement of tools and


their use

o Presentation on

arrangement of tools and


their use

- Reference books

- Video aids

- Internet

- Brochures


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Spoons

Ladles

Scoops

Thermometers

Knives

French knife or chef’s knife

Santoku knife

Utility knife or salad knife

Paring knife

Boning knife

Slicer......

Hand tools

Ball cutter, melon ball scoop

Cook’s folk

Palette knife

Sandwich spreader

Offset spatula.......

Organization of equipment:

Cooking equipment

Range tops

Types of cook tops

Open element

Flattop or hot top

Heavy-duty flattop

Induction cook top

Ovens

Broilers and salamanders

Grills

Griddles

Rotisseries

Deep fryers

Tilting skillet

Steam-jacketed kettles



Proper arrangement of tools and equipment depends on uses

Proper arrangement of tools and equipment depends on uses

290 | P a g e




Written evidence


Essay

Merging exercises

Matching


Sentence completion

Integrated situation


Checklist Score

Yes No

Indicator: Arrangement of tools and equipment depends on uses is done

Organize tools depends on uses:

Organize equipment depending on their use

Observation

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LU 4:Apply general categories of skills on kitchen staff

4

Learning Outcomes:

1. Supervise kitchen staff 2. Determine technical skills of kitchen staff according to their

production 3. Classify the experience of kitchen staff depending on

establishment standards 8Hours

Learning Outcome 4.1:Supervise kitchen staff

Definition of skills levels

General categories of skills

levels

Supervisory

Skilled and technical

Entry level

o Brainstorming on general

categories of skills levels

o Research on general categories

of skills levels

o Presentation on general

categories of skills levels

Group discussion on general categories of skills levels

- Reference books - Flip Chart - Boards - Markers - Video aids - Internet - Pens - Papers





Accurate supervision of kitchen staff depends on their duties.


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Written evidence


Essay

Merging exercises

Matching


Sentence completion

Multiple choice exercises Role play

Checklist Score

Yes No

Indicator: Supervision of kitchen staff depends on their duties is considered.

Supervisory

Skilled and technical

Entry level

Observation

Learning Outcome 4.2: Determine technical skills of kitchen staff according to their

production

Technical skills of Kitchen

staffs

Cooking skills

Motivating skills

Planning skills

Managing skills

Organizing skills

Leading skills

o Brainstorming on technical skills

of Kitchen staffs

o Research on technical skills of

Kitchen staffs

o Group work on technical skills

of Kitchen staffs

o Individual exercises on technical skills of Kitchen staffs

- Video aids - Internet - Boards - Markers - Reference books - Pictures - Pens - Papers


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Written evidence

Essay

Merging exercises

Matching


Sentence completion


Checklist Score

Yes No

Indicator :Technical skills of kitchen staff according to their production is considered

Cooking skills

Motivating skills

Planning skills

Managing skills

Organizing skills

Leading skills

Observation


Appropriate technical skills of kitchen staff according to their production

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Learning Outcome 4.3: Classify the experience of kitchen staff depending on establishment

standards

Classification of kitchen staff

on establishment standards:

Classical establishment

Size

Standards

Locations

Modern establishment Size

Standards

Locations

o Brainstorming of kitchen staff

on establishment standards

o Presentation of kitchen staff

on establishment standards

o Group work on differentiation

of classical and modern

establishment standards


differentiation of classical and

modern establishment

standards

- Video aids - Internet - Boards - Markers - Reference books - Pictures - Pens - Paper





Written evidence

Essay Essay

Merging exercises

Matching


Sentence completion


Suitable experience of kitchen staff depends on establishment standards


295 | P a g e

Checklist Score

Yes No

Indicator :Experience of kitchen staff depends on establishment standards is considered

Staffs experience of classical establishment

Staffs experience of modern establishment

Observation

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LU 5:Develop other professional opportunities

5

Learning Outcomes:

1. Identify and classify the training in other fields in addition of products

2. Precise the other professional opportunities according to the production sales

5 Hours

Learning Outcome 5.1: Identify the training in other fields in addition of products

Training Requirement for kitchen staffs:

Training staffs to use kitchen

tools and equipment

Training staffs on hygiene :

Food standard

Food poisoning

Training staff for food

handling: four –hours

rule

Training staffs on hygiene

of food catering

Training staffs on food safety

Training staffs on kitchen

safety

Danger

Safety Precaution

Safety symbols

First aid kit

Resuscitation

Training staffs on food

o Brainstorming on the training

requirements in other fields in

addition of products

o Individual exercise on the

training requirements in other

fields in addition of products

o Group discussion on the

training requirements in other

fields in addition of products

o Research on food safety.

o Group work on hygiene of food

catering

- Reference books - Flip Chart - Boards - Markers - Video aids - Internet - Pictures - Tools and equipment - Brochures - Pens - Papers - Magazine - Thermometers - Internet - Freezers - Fridges - Garnishes


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preparation assignments

,investigations and

examinations:

Type of assignment

Choice of practical work

Methods of cooking

Skills for food

Sensible use of food and

economy

Preparation of food

Sources of information

for investigation

Plan work

Sample assignment

Food presentation

The appearance of

food

Colour (Food

colours and colour

of surroundings)

Design and

decoration

Garnish and

decoration of food

Suitable garnishes

and their

preparation,

Suitable

decoration

Flavour

Serving dishes

Texture

Training staffs on managing

kitchen

Training kitchen staffs to

store food in:

Four- hours rule

Refrigerators:

Temperature

distribution

Choosing refrigerators

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Care of refrigerators

Freezer and fridge-

freezers

Energy manufacturer

model

More efficient

Less efficient

Noise





Written evidence


Essay

Merging exercises

Matching


Sentence completion


Integrated situation (Roleplay)/task


Proper identification of requirement advanced training in other fields in addition

of products

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Checklist Score

Yes No

Indicator:Identification of requirement advanced training in other fields in addition of products is identified

Hospitality management

Product developments and research for food manufactures

Product sales representatives for food and beverages distributors

Product sales representatives for equipment companies

Restaurant design and consulting

Food styling for photograph in books, magazines and other publications while food packaging and marketing materials

Training the next generation for chefs in culinary schools

Observation

Learning Outcome 5.2: Precise other professional opportunities according to the production

sales

Hospitality management in:

Hotels

Restaurant

Large catering

companies

Organization with Food

service components

Product

developments and

research for food

manufactures

Product sales

representatives for

food and beverages

distributors

Product sales

representatives for

equipment

companies

o Brainstorming on other

professional opportunities

o Research on other


o Presentation on other


o Group discussion on other


- Reference books - Pictures - Video aids - Internet - Markers - Boards - Brochures - Pens - Papers


300 | P a g e

Restaurant design

and consulting

Food styling for

photograph in books,

magazines and other

publications while

food packaging and

marketing materials

Training the next generation for chefs in culinary schools and large hospitality companies with in house training programs





Written evidence

Essay

Merging exercises

Matching


Sentence completion



Right classification of requirement advanced training in other fields in addition

of products

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Checklist Score

Yes No

Indicator:classification of requirement advanced training in other fields in addition of products is well identified

Type of assignment


Methods of cooking

Skills for food

Sensible use of food and economy

Preparation of food

Sources of information for investigation

Plan work

Sample assignment

Food presentation

Observation

Summative Assessment

Integrated situation Resources

ISOGIHotel is going to host 200 guests in Christmas.ISOGI Hoteldoesn’t have the professionals in kitchen organization in classical and modern kitchenorganization and general categories skills and develop other professional opportunities on kitchen for preparing the salads of 200 guests because their daily service capacity is 50guests,as fresh graduate you are extra appointed to revise the kitchen organization based to the previous services order to be ready for this coming event within one day.

- Kitchen tools and equipment

- Kitchen organization chart

- Markers

- Board

- Flipchart

- Pens

- Printer

- Bins

- Papers

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Assessment Criterion 1: Quality of hygiene Checklist Score

Yes No

Indicator: Personal hygiene is applied

Finger nails are cut

Hands are washed

Uniform is clean

Indicator: Working surface is cleaned and sanitized

Using clean water

Sanitized

Dry

Observation

Assessment Criterion 2: Quality of process Checklist Score

Yes No

Indicator:Analyzing menu needed for kitchen set up is respected

Type of menu Types of establishment

Schema of kitchen set up plan

Indicator:Classification of kitchen set-up depends on establishment is corrected

Modern kitchen

Classical kitchen

Indicator: Operation size is considered

Small

Medium

Large

Indicator:Division of kitchen into department according to the products being served is considered

Sauces station

Fish station

Roast station

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Pantry station

Vegetable and fruit stations

Pastry and bakery station

Boucher station

Swing cook station

Expediters, station

Indicator:comply exercisefunction of kitchen brigade is done

Management

Leadership

Reporting to executive chef

Food services

Operation activity

In Charge of production and Monitor directly workers

Assistant to executive chef and chef de cuisine

In charge of particular areas of production

Cook food


Kitchen plan set up

Indicator :Position of kitchen brigade of each section is respected

Size of kitchen set up

Kitchen plan set up

Observation

Assessment Criterion 3: safety

Checklist Score

Yes No

Indicator: Determining physical facilities including tools and equipment is used

Modern facilities

Classical facilities

Indicator: Arrangement of tools and equipment depends on uses is respected

Organize tools depends on uses

Organize equipment depending on their use

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Observation

Assessment Criterion 4: Quality of product/ kitchen organization Checklist Score

Yes No

Indicator: Identification of requirement advanced training in other fields in addition of products is identified

Hospitality management

Product developments and research for food manufactures

Product sales representatives for food and beverages distributors

Product sales representatives for equipment companies

Restaurant design and consulting

Food styling for photograph in books, magazines and other publications while food packaging and marketing materials

Training the next generation for chefs in culinary schools

Indicator: Classification of requirement advanced training in other fields in addition of products is well identified

Type of assignment


Methods of cooking

Skills for food

Sensible use of food and economy

Preparation of food

Sources of information for investigation

Plan work

Food presentation

Sample assignment

Observation

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Assessment Criterion 5: Relevance Checklist Score

Yes No

Indicator: Kitchen Organization is prepared

Respecting time

Prepared all kitchen organization

Observation

Assessment Criterion 6: Perfection marks Checklist Score

Yes No

Indicator:Creativities and innovation kitchen organization is created and innovated

Creativities inkitchen organization

Innovations in kitchen organization

Observation

Assessment Criterion 5: Passing line < 80% Reference books: - Professional Cookery, 2nd Edition, Level 2 Diploma, Pam Rabone, Holly Bamunuge; Trevor Eeles,

Mark Furr ShyamPatior, Dereick Rushton, Sue J Wood with Len Unwin; First edition 2007, this

Edition 2010

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C U A A R 5 0 1 - ASIAN RICE AND NOODLE DISHES

CUAAR501 Prepare Asian rice and noodle dishes


Credits: 4 40




Purpose statement

This module describes the skills and knowledge required toidentify ingredients, prepare and use

tools and equipment, prepare ingredients for a range of purposes. This module will allow the

trainee tocook, present and garnish rice and noodle dishes.

307 | P a g e


Food safety procedures implementation.

Stocks control and ordering.







1. Identify ingredients. 1.1 Proper selection of types of rice according to the standard

recipes.

1.2 Proper selection ingredients of rice and noodles dishes

according to the recipe

1.3 Accurate calculation of ingredient amounts according to

the standard of recipes.

2. Prepare and use tools and

equipment

2.1. Proper selection of tools and equipment according the

type and size.

2.2. Suitable dismantling and assembling to ensure

cleanliness of tools and equipment before use.

Correct use tools and equipment safely and hygienically

according to manufacturer Instructions.

3. Prepare Asian ingredients 3.1 Proper measuring, weighing and blending herbs, spices

and other ingredients according to the recipe.

3.2 Proper marinating of ingredients.

Regular minimization of waste and store reusable by-

product

4. Cook rice and noodle dishes 4.1 Appropriate cooking methods for rice and noodle

dishes according to the recipe.

4.2 Proper preparation of accompaniments, flavourings and

sauce mixtures and store at correct temperature.

4.3 Appropriate selection of reheating methods for rice and

noodles maintaining quality, freshness, eating

characteristics and appearance.

5. Present, garnish and store rice

and noodle dishes.

5.1 Proper presentation of rice and noodle dishes on

appropriate service tableware.

5.2 Suitable addition of accompaniments garnishes and

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sauces.

5.3 Proper labelling and arrangement of dishes according to

the classification of products.

5.4 Proper adjustments of temperature according to the

dishes.

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LU 1:Identify ingredients

1

Learning Outcomes:

1.1Select rice according to the standard recipes

1.2 Select ingredients of rice and noodle dishes according to the

recipe

1.3Calculate ingredients amounts according to the standard of

recipes

5Hours

Learning Outcome: 1.1Select rice according to the standard recipes.

Varieties of rice: Chinigura rice Bashmoti rice Kalijira rice Binni rice Basmati White rice Red cargo rice Black glutinous rice Brown rice Jasmine rice Irri rice

Varieties of noodles Farfalle Shells Butacini Gnocchi Campanelle Accini de pepe

Classification of varieties rice: Long grains

o Research on different types and

varieties of rice

o Brainstorming on types and

varieties of rice

o Discussion on different types and

varieties of rice

o Presentation on types and varieties

types rice

o Demonstration on good quality of

rice

o Observation on good quality of rice

o Examination of quality signs of rice

- Reference books and journals

- Flip Chart - Boards - Dusters - Markers - Video aids - Internet

- Pictures of rice

- Containers

- Different types of rice


310 | P a g e

Medium grains Short grains





Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Video recording

Checklist Score

Yes No

Indicator:Classification of varieties rice is respected

Short grains

Long grains

Medium grains

Short grains

Observation


Proper selection of types of rice according to the standard recipes.

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Learning Outcome: 1.2Select ingredients of rice and noodle dishes according to the recipe

Types of Asian ingredients for

rice and noodle dishes

Cumin seeds

Brown cardamom

Cloves

Bay leaves

Garlic

Butter

Cheese

Oil

Curry powder

Peppers

Onions

Salt

Thyme

Vegetables

Eggs

Meat

Soy sauce

Tomato paste

Mushroom

Mustard

Oregano


ingredients

o Research on different types of

ingredients


ingredients

o Demonstration on categories of

ingredients

o Observation on types of

ingredients

- Asian ingredients

- Internet

- Books

- Video aids





Proper selection ingredients of rice and noodles dishes according to the recipe


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Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Video recording

Checklist Score

Yes No

Indicator Identification of types of ingredients is respected

Vegetables

Herbs

Cereals

Spices

Vegetables

Observation

Learning Outcome: 1.3 Calculate ingredients amounts according to the standard of recipes

Types of calculation of

ingredients amounts:

Weighing

Measuring

Numbering

o Brainstorming on amount of ingredients according to the recipe

o Group work on amount of ingredients calculation according to the recipe

o Individual practice on amount of ingredients calculation according to the recipe

- Ingredients - Weighing scales - Measuring jugs - Measuring cups - Measuring Spoons



313 | P a g e




Written evidince nce


Product evidence


Essay

Merging Exercises


Integrated situation/task


Checklist Score

Yes No

Indicator:Calculation of ingredients amounts are corrected

Weighing

Measuring

Observation


Accurate calculation of ingredient amounts according to the standard of recipes

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LU 2:Prepare and use tools and equipment

2

Learning Outcomes:

2.1 Select tools and equipment Dispose safely spoiled supplies and waste to minimize negative environment impacts 2.2 Dismantle and assemble to ensure cleanliness of tools and equipment before use. 2.3 Use tools and equipment safely and hygienically according to manufacturer Instructions. 6Hours

Learning Outcome: 2.1Check the quality and quantity of supplies to report findings

Types of tools and equipment:

Cleaning tools and equipment.

Cooking tools and equipment.

Storage tools and equipment.

Processing equipment

Mixers

Food cutters

Slicer machines

Food choppers

Blenders

Service tools.

o Research on types of tools

and equipment


tools and equipment


processing equipment

o Individual practical exercises

on selecting tools and

equipment

- Reference books

- Video aids

- Internet

- Pictures

- Markers

- Boards

- Dusters

- Kitchen tools and

equipment





Proper selection of tools and equipment according the type and size.


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Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Video recording

Checklist Score

Yes No

Indicator:Identification of tools and equipment is respected

Washing tools and equipment.

Cooking tools and equipment.

Indicator:Performance of practices to ensure food safety and quality is well done

Pre-preparation.

Processing equipment.

Service tools.

Observation

Learning Outcome: 2.2Dismantle and assemble to ensure cleanliness of tools and equipment

before use.

Clean, sanitise and dry tools and

equipment

Safe practices on dismantling and

assembling tools and equipment

o Brainstorming on

dismantling and assembling

tools and equipment

o Demonstration on


tools and equipment

o Observation on dismantling

and assembling tools and

equipment


- Reference books

- Video aids

- Internet

- Pictures

- Sanitizers

- Water

- Sinks

- Ware cloths

- Kitchen tools and

equipment


316 | P a g e


tools and equipment.

o Group work on dismantling

and assembling tools and

equipment.

o Individual practice on

dismantle and assemble

tools and equipment






Product evidence

Written evidence

Integrated situation /task



Essay


Merging Exercises


Sentence completion


Suitable dismantling and assembling to ensure cleanliness of tools and

equipment before use

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Checklist Score

Yes No

Indicator:Application of handling techniques of supplies to minimize spoilage and wastage is respected

Dismantling and

Assembling

Washing

Observation

Learning Outcome 2.3 Use tools and equipment safely and hygienically according to

manufacturer Instructions.

Hygienic practices of Asian tools

and equipment

Cleaning Asian tools and

equipment

Sanitising Asian tools and

equipment

Tips to safefly use asian tools and

equipment as per

Hand tools

Heavy equipment

Electrical tools and equipment

o Research on Hygienic practices of

Asian tools and equipment

o Research on tips to safely use

asian tools and equipment

o Brainstorming on hygienic

practices and tips to safely use

Asian tools and equipment

o Demonstration on Hygienic

practices of Asian tools and

equipment

o Observation on Hygienic practices

of Asian tools and equipment

o Practical exercises on Hygienic

practices of Asian tools and

equipment

o Practical exercises on use of asian

tools and equipment according to

manufacturer’s instructions

- Reference books

- Video aids

- Internet

- Pictures

- Markers

- Boards

- Flipchart

- Dusters

- Sanitizers

- Cleaning tools

- Kitchen tools and

equipment

- Chemicals

products



318 | P a g e





Product evidence

Written evidence

Observation check list Integrated situation/task Multiple choice exercises Essay Merging Exercises True or false questioning Sentence completion

Checklist Score

Yes No

Indicator:Use of tools and equipment respecting manufacturer’s directions is respected

Respect of capacities of tools and equipment

Surfaces that touch foods are cleaned and sanitized Cooking temperaturesare

maintained

Use dry towels to handle hot pans

Carefully opening Compartment steamers

vented Keep knives sharp

Observation


Correct use tools and equipment safely and hygienically according to

manufacturer Instructions

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LU 3:Prepare Asian ingredients

3

Learning Outcomes:

3.1 Measure, weigh and blendingredients 3.2 Marinateingredients 3.3 Minimise waste and preserve reusable by-products

10Hours

Learning Outcome 3.1: Measure, weigh and blend ingredients

Measuring devices:

Scales

Volume measures

Measuring cups

Measuring spoons

Ladles

Scoops (Scoops size)

Thermometers

Preparation procedures of

ingredients:

Safe practices in weighing,

measuring of ingredients

Washing, peeling and cutting of

ingredients.

Mixing ingredients

o Demonstration on

measuring devices

o Practical exercises on

measuring by use of

measuring devices

o Demonstration on weighing,



weighing and measuring

ingredients

o Group work on washing,

peeling and cutting of

ingredients.

o Demonstration on mixing

ingredients

o Observation on weighing,

measuring and mixing

ingredients

- Measuring devices

- Graduated jags

- Cups

- Calculators

- Spoons

- Containers

- Internet

- Videos aids

- Reference books

- Peelers

- Knives

- Cutting boards

- Cleaning tools

- Wiping cloths


320 | P a g e






Product evidence

Written evidence

Multiple choice ex



Sentence completion


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Indicator: Correct Use of measuring tools is respected

Scales

Thermometer

Measuring jugs

Measuring spoons

Observation


Proper measuring, weighing and blending herbs, spices and other ingredients

according to the recipe.

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Learning Outcome 3.2 Marinate ingredients

Importance of marinating

Types of ingredients marination:

Acidic ingredients (Salt, Soya sauce,

Vinegar, …)

Fat ingredients (Oil, butter, coconut

butter, …)

Spices and herbs (Celery, Chopped

onions, Maggi cubes, Thyme, Rose

mary, Parsely, karibata, dhania, basil,

Garlic, Ginger, sesame, …)

o Research on importance of

marination


marinating ingredients

o Group discussions on


o Demonstration on

marinating techniques

o Practical exercise on

marinating techniques

o Observations on marinating

techniques

o Presentation on marinated

products

- Video aids

- Internet

- Reference

books

- Journals

- Containers

- Marinating

ingredients

- Pictures





Proper marinating of ingredients.


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Product evedince

Written evidence

Observation check list Integrated situation/task

Multiple choice exercises Essay Merging Exercises True or false questioning Sentence completion

Checklist Score

Yes No

Indicator: identification of marinating ingredients are identified

Fats; olive oil, soy oil, butter, sunflower oil

Acids; lemon juice, vinegar, wines

Flavourings and seasoning (spices); Celery, Salt, Soy sauce, Chopped onions,

Maggi cubes, Thyme, Rose mary, Parsley

Fats; olive oil, soy oil, butter, sunflower oil

Acids; lemon juice, vinegar, wines

Flavourings and seasoning (spices); Celery, Salt, Soy sauce, Chopped onions,

Maggi cubes, Thyme, Rose mary, Parsley

Observation

Learning Outcome 3.3.Minimise waste and preserve reusable by-products

Portioning of ingredients according to

the recipe

Importance of preservation.

Conservation methods and

techniques:

Freezing

Canning

Drying

o Research on conservation

methods and techniques

o Brainstorming on importance

of conservation

o Presentation on conservation


o Demonstration on

conservation methods and

- Reference books

- Video aids

- Internet

- Conservation

products

- Cans

- Freezer

- Fridge


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Cooking

Chilling

Cooling

techniques


conservation methods and

techniques

o Group work on importance of

conservation

o Study tour on conservation


- Conservation

containers





Written evidence


Product evidence


Essay

Merging Exercises


Sentence completion




Regular minimization of waste and store reusable by-products

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Checklist Score

Yes No

Indicator:Description of conservation methods and techniquesare respected

Freezing

Canning

Drying

Cooking

Chilling

Cooling

Freezing

Canning

Observation

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LU 2:Cook rice and noodle dishes

4

Learning Outcomes:

1. Apply cooking methods for rice and noodle dishes 2. Prepare accompaniments of rice and noodle dishes 3. Reheat rice and noodle dishes

7Hours

Learning Outcome: 4.1Apply cooking methods for rice and noodle dishes

Cooking methods:

Boiling

Steaming

Braising

Shallow frying

Stir frying

o Research on cooking rice and

noodle dishes

o Observation on cooking rice

and noodle dishes

o Demonstration on cooking

rice and noodle dishes

o Group work on cooking rice

and noodle dishes


on cooking rice and noodle

dishes

- Internet

- Videos aids

- Reference books

- Pictures

- Asian ingredients for

rice and noodle

dishes

- Kitchen tools and

equipment

- Projectors

- Boards

- Markers

- Flipcharts



Appropriate cooking methods for rice and noodle dishes according to the recipe.


326 | P a g e





Product evidence

Written evidence




Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Indicator:Applicationcooking methods is respected

Boiling

Steaming

Braising

Shallow frying

Stir frying

Observation

Learning Outcome: 4.2Prepare accompaniments of rice and noodle dishes

Types of accompaniment of rice and

noodles:

Meat dishes (Stir-fried beef,

Garden Swiss steak, Chicken carry,

Stuffed squash, Greek beef and

onion stew, Chicken with

mushroom, … )

Vegetable dishes (Spring rolls,


accompaniment of rice and

noodles.

o Brainstorming types of


noodles.

o Observations of


- Video aids

- Internet

- Reference books

- Journals

- Pictures

- Kitchen tools and

equipment

(Cookers, Pots,


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Pesto asparagus salad, String

beans, Cherry tomatoes and

olives, … )

Sauces (Bolognaise sauce, Tomato

sauce, Carbonara sauce, Pesto

sauce, Cheese sauces, …)

Sea food dishes (grilled fish,

prawns hukkernoodle,… )

Egg dishes (Holiday smoked egg, …

)

noodles.

o Group discussions of


noodles.


preparation of


noodle dishes.

Pans, Wooden,

spoons, Ladles,

Containers,

Peelers, Knives,

Cutting boards)






Product evidence

Written evidence


Integrated situation /Task


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Indicator:Preparation of accompaniment of rice and noodles are prepared

Spring rolls.

Stir-fried beef.

Garden Swiss steak.

Chicken curry.

Stuffed squash.

Greek beef and onion stew.

Observation


Proper preparation of accompaniments, flavorings and sauce mixtures and store

at correct temperature.

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Learning Outcome 4.3 Reheat rice and noodle dishes

Reheating methods:

Reheating by

Stir fry

Stove-top steam

Oven

Microwave

Bain-marie

o Demonstration on reheating

methods

o Practical exercise on reheating

methods

o Conservation reheating

methods

o Research on reheating methods

o Presentation on reheating

methods

o Brainstorming on reheating

methods

o Group work of reheating

methods.

- Reference books

- Video aids

- Internet

- Rice and noodle

dishes

- Reheating tools

and equipment

- Pictures






Produc evidence

Written evidence




Essay

Merging Exercises


Sentence completion


Appropriate selection of reheating methods for rice and noodles maintaining

quality, freshness, eating characteristics and appearance.


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Checklist Score

Yes No

Indicator:Application of reheating methods are respected

Stir fry.

Stove-top steam.

Oven.

Reheated microwaves

Boiling water.

Stir fry.

Stove-top steam.

Observation

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LU 2:Present, garnish and store rice and noodle dishes

5

Learning Outcomes:

1. Arrange accompaniments, garnishes and sauces. 2. Arrange accompaniments, garnishes and sauces. 3. Store dishes according to the classification of products

12Hours


Presentation guidelines of dish;

Shape

Size

Number of portions

Serving tools

o Research on presentation

guidelines of dish;

o Brainstorming on

presentation guidelines of

dish;



dish;

o Demonstration on


dish;



dish;

- Reference books

- Video aids

- Internet

- containers

- Pictures

- Journal

- Rice and noodle

dishes

- Serving tools

- Flip chart

- Boards

- Markers



Proper presentation of rice and noodle dishes on appropriate service tableware.


331 | P a g e





Produc evidence

Writtenn evidence




Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Indicator:Presentation of rice and noodle dishes respecting guidelines of dishare respected

Shape

Size

Number of portions

Serving tools

Observation

Learning Outcome: 5.2Arrange accompaniments, garnishes and sauces.

Dressing rules of accompaniments,

garnishes according to the types.

Garnish do not dominate main

ingredients and

accompaniments

Garnishes should be edible

Do not over load the plate

Use cold plate for cold dishes

o Research on arrangement

procedures of

accompaniments, garnishes

o Brainstorming on

arrangement procedures of





- Reference books

- Video aids

- Internet

- Containers

- Pictures

- Journal

- Serving tools

- Ingredients

- Flip chart


332 | P a g e

and hot plate on hot dishes

Plate should be well garnished

and clean

The ways of dressing a sauces;

At side

Over the food

In sauce boat

o Demonstration on



o Practical exercise



and sauces

- Boards

- Markers

- Accompaniments,

garnishes and

sauces






Product evidence

Written evidence




Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Indicator:Arrangement of accompaniments, garnishes and sauces respecting dressing rules are respected

Garnish do not dominate main ingredients and accompaniments

Garnishes should be edible

Do not over load the plate

Use cold plate for cold dishes and hot plate on hot dishes

Plate should be well garnished and clean

Observation


Suitable addition of accompaniments garnishes and sauces.

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Learning Outcome 5.3 Store dishes according to the classification of products.

Holding and storage equipment

Classification of products;

Rice products

Noodles products

o Research on holding and storage

equipment

o Brainstorming on classification of

products


classification of products

o Presentation on classification of

products

o Observation on classification of

products

o Practical exercise on holding and

storage equipment

- Reference books

- Video aids

- Internet

- Containers

- Pictures

- Journal

- Holding and

storage

equipment

- Dishes

- Flip chart

- Boards

- Markers






Product evidence

Written evidence




Essay

Merging Exercises


Sentence completion


Proper labelling and arrangement of dishes according to the classification of

products


334 | P a g e

Checklist Score

Yes No

Indicator: Classification of products using labeling are respected

Asian Rice products recipes

Asian Noodles product recipes

Observation

Learning Outcome 5.4Set temperature according to the dishes.

Temperature levels of dishes

according to the types;

Hot dishes

Cold dishes

o Brainstorming on temperature

levels of dishes.

o Research on temperature levels of

dishes.

o Presentation on temperature

levels of dishes

o Group discussion on temperature

levels of dishes.


temperature levels of dishes.

- Reference books

- Video aids

- Internet

- Thermometer

- Pictures

- Journal

- Dishes

- Flip chart

- Boards

- Markers





Proper adjustments of temperature according to the dishes.


335 | P a g e



Product evidence

Written evidence




Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Indicator: Setting of temperature levels of dishes according to the types is respected

Hot dishes

Cold dishes

Observation

336 | P a g e



UMUNYINYA Hotel is going to host1 guest of China parliament for Rwanda parliament study visit. UMUNYINYA Hotel doesn’t have the professional cook for Asian dishes, as fresh graduate you are urgentlyappointed to prepare Asian rice(Basmati and brown rice) andnoodles(Gnocchi Romaine and Bucatini)for 4 guests that will be served in that occasion within 3 hours.

Tools and equipment

Cleaning tools and

equipment.

Cooking tools and

equipment.

Storage tools and

equipment.

Processing

equipment:

Mixers

Food cutters

Slicer machines

Food choppers

Blenders

Service tools.

Consumables

Cumin seeds

Brown cardamom

Cloves

Bay leaves

Garlic

Butter

Cheese

Oil

Curry powder

Peppers

Onions

Salt

Thyme

Vegetables

Eggs

Meat

Soy sauce Tomato paste Mushroom Mustard Oregano

337 | P a g e

Assessment Criterion 1: Hygiene

Checklist Score

Yes No

Indicator: Personal hygiene is maintained


Hands are washed

Uniform is clean

Indicator: Appropriate selection of Ingredients are washed properly

Using cold running water

Correct sanitizer

Drained properly colander

Indicator: Working surface is clean and sanitized

Using clean water

Sanitized

Dry

Indicator: Three-system container is well used

Container for prepared ingredients

Container for off cuts container

Container for ingredients to be prepared

Observation

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Assessment Criterion 2: Safety Checklist Score

Yes No

Indicator:Kitchen gear are worn

Pant

Apron or mini skirt

Chef’s hat

Double breast shirt

Chef coat

Closed tight shoes

Indicator: Tools and equipment are used safely

Safe practices dismantling

Safe practices assembling

Washing

Cleaning

Storage

Cookers (switch on& off)

Indicator: Storage techniques are respected

FIFO

LIFO

Observation

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Assessment Criterion 3: Quality of process Checklist Score

Yes No

Indicator: Processing equipment are well selected and used

Mixers

Food cutters

Slicer machines

Food choppers

Blenders

Service tools

Indicator: measuring of ingredient are respected

Ingredients are properly Weight

Ingredients are properly Measured

Ingredients are properly Numbered

Ingredients are properly Washed

Ingredients are properly Peeled

Ingredients are properly Cut

Ingredients are properly Marinated

Ingredients are properly Boiled

Ingredients are properly Fried

Basmati and brown rice are well presented

Gnocchi romaine and Butacini are well presented

Basmati and brown rice are well garnished

Gnocchi romaine and Butacini are well garnished

Observation

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Assessment Criterion 4: Quality of product Checklist Score

Yes No

Indicator: Cooking methods for rice and noodle dishes according to the recipe respected

Boiling

Steaming

Braising

Shallow frying

Indicator: Presentation of rice and noodle dishes respecting guidelines of dish is respected

Shape

Size

Number of portions

Serving tools

Basmati and brown rice texture are well respected

Basmati and brown rice color are correct

Basmati and brown rice are shaped

Basmati and brown rice are well done

Basmati and brown rice flavour are well respected

Basmati and brown rice temperature are well respected

Gnocchi romaine and Butacini texture are well respected

Gnocchi romaine and Butacinicolor are correct

Gnocchi romaine and Butacini are shaped

Gnocchi romaine and Butacini are well done

Gnocchi romaine and Butacini flavour are well respected

Gnocchi romaine and Butacini temperature are well respected

Observation

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Assessment Criterion 5: Relevance Checklist Score

Yes No

Indicator: Requested dishes are prepared

Time (3hours)

Potion size for Basmati and brown rice for 4pax

Potion size for Basmati and brown rice for for 4pax

Potion size for Gnocchi romaine and Butacini for 4pax

Potion size for Gnocchi romaine and Butacini for for 4pax

Observation

Assessment Criterion 6: Perfection Checklist Score

Yes No

Indicator: the creative and innovations are represented

The Creative and Innovations Inpresentation

The Creative and Innovations Ingarnishing

Observation

Passing line:<80% Reference books:

1. Professional cooking (seventh edition), WAYNE GISSLEN, 2011

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C U A K S 5 0 1 - KITCHEN SUPPLIES RECEPTION AND STORING

CUAKS501 Receive and store kitchen supplies


Credits: 4 40




Purpose statement

This module describes the skills and knowledge and attitude required to receive delivery

section supplies, rotate and maintain kitchen section supplies for a range of purposes. This

module will allow the trainee to establish appropriate storage of kitchen section supplies.

343 | P a g e


Hygiene and food safety implementation






1. Receive delivery section

supplies.

3.1 Proper checking of incoming supplies according

to the orders and delivery documentation.

3.2 Regular recording details of incoming supplies

according to organizational procedures.

3.3 Regular checking of stock items to prevent

damage.

3.4 Appropriate classification of record and report

inconsistency.

2. Rotate and maintain kitchen

section supplies.

3.1. Proper rotation of supplies for maximum use and

minimum wastage.

3.2. Proper checking of the quality and quantity of

supplies and report findings.

3.3. Precise safely disposal of spoilt supplies and waste to

minimize negative environmental impacts.

3.4. Proper maintaining of cleanliness supplies handling

and storage areas

Systematic using of control supplies according to

accuracy required.

3. Store kitchen section

supplies.

4.4 Proper description storing of transportation kitchen

section supplies

4.5 Proper identification of risks for using un safe

manual handling techniques kitchen supplies

4.6 Accurate management of records and secure storage solutions.

4.7 Proper following rules of safe products storage and determine temperature location of kitchen section.

344 | P a g e

LU 1:Receive delivery section supplies

1

Learning Outcomes:

1.1 Check incoming supplies according to the orders and delivery

documentation.

1.2 Record details of incoming supplies according to the

organizational procedures

1.3 check damaged items

1.4 Classify records and report inconsistency

5Hours

Learning Outcome: 1.1 Check incoming supplies according to the orders and delivery

documentation.

Factors to consider in orders

and delivery documentation

of incoming supplies

Quantity

Size

Weight

Quality

Freshness

Guidance on taking delivery

of goods

Purchase orders Taking Delivery Damaged goods Quantity Discrepancies Incorrect goods Commissioning and

Installation Receiving

o Brainstorming on factors to

consider in orders and delivery

documentation

o Research on factors to consider in

orders and delivery

documentation

o And guidance on taking delivery

of goods

o Group discussion on tips to

consider before planning events

and types of catering events

o Presentation on tips to consider

before planning events and types

of catering events

o Study tour on types of catering

events

Reference books

Internet

Projector

Packaging supplies

Pictures

Markers

Boards

Flipchart



345 | P a g e




Written evidence

Oral evidence


Product Evidence


Essay

Merging Exercises


Sentence completion



Checklist Score

Yes No

Indicator: Identification of factors to consider in orders and delivery documentation of incoming supplies is well identified

Quantity

Size

Weight

Quality

Freshness

Observation


Proper checking of incoming supplies according to the orders and delivery

documentation.

346 | P a g e

Learning Outcome: 1.2Record details of incoming supplies according to the organizational

procedures

Details of incoming supplies

on file record;

Delivery date

Name article

Quantity

Quality

Signature

Types of receiving

documents:

Requisition form

Registration form

Transfer notes

o Brainstorming on details of

incoming supplies on file record

o Research on details of incoming

supplies on file record and types

of receiving documents

o Observation on types of receiving

documents

o Group discussion on details of


and types of receiving documents

o Group work on details of



o Presentation on details of



o Study tour on types of receiving

documents

Reference books

Internet

Projector

Pictures

Markers

Supplies receiving documents

Boards

Flipchart






Product evidence

Written evidence

Observation checklist Integrated situation /task Multiple choice exercises Essay Merging Exercises True or false questioning Sentence completion


Regular recording details of incoming supplies according to organizational

procedures.


347 | P a g e

Checklist Score

Yes No

Indicator:Use of receiving documents is applied

Requisition form

Registration form

Transfer notes

Requisition form

Registration form

Transfer notes

Requisition form

Observation

Learning Outcome: 1.3 Check damaged items

Effects of damaged items

Causes of damaged items

Poor packaging

Expiration date

Transportation channel

o Brainstorming on effects of

damaged items causes of

damaged items

o Research on effects of


damaged items

o Group discussion on effects

of damaged items causes of

damaged items

o Group work on effects of


damaged items

o Presentation on effects of


damaged items

Reference books

Internet

Projector

Pictures

Markers


Boards

Flipchart



348 | P a g e




Written evidence

Oral evidence

Product Evidence



Essay

Merging Exercises


Sentence completion

Video recording



Checklist Score

Yes No

Indicator : Check damaged items is done

Poor packaging

Expiration date

Transportation channel

Poor packaging

Observation


Relevant inspection for damaged items.

349 | P a g e

Learning Outcome: 1.4 Classify records and report inconsistency

Importance of records

classification

Tips to improve classification

accuracy;

Simplify your file plan

scheme

Use easily recognize

codes

Create cheat-

sheets/format for users

Consider an intuitive

solution

Types of report inconsistency

(discrepancy)

Excess supplies

Damaged supplies

Insufficient supplies

o Brainstorming on

importance of records

classification and tips to

improve classification

accuracy


records classification and

tips to improve

classification accuracy


importance of records

classification, tips to

improve classification

accuracy and types of

report inconsistency

o Presentation on importance

of records classification, tips

to improve classification

accuracy and types of

report inconsistency

Reference books

Internet

Projector

Pictures

Markers


Boards

Flipchart





Appropriate classification of record and report inconsistency


350 | P a g e



Written evidence

Product evidence




Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Indicator: Respect of tips to improve classification accuracy is considered

Simplify your file plan scheme

Use easily recognize codes

Create cheat-sheets for users

Consider an intuitive solution

Indicator: Maketypes of reports inconsistency (discrepancy) is done

Excess supplies

Excess supplies

Insufficient supplies

Observation

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LU 2:Rotate and maintain kitchen section supplies

2

Learning Outcomes:

2.1 Check the quality and quantity of supplies to report findings 2.2 Dispose safely spoiled supplies and waste to minimize negative environment impacts 2.3 Clean and rotate supplies in storage areas for maximum use and minimum wastage 2.4 Control supplies according to the accuracy required 20Hours


Practices to ensure food safety and

quality of food

Put perishable goods in cold (or

frozen) storage immediately

Unpack fruit and vegetables

from cardboard containers and

place in clean containers

Keep the delivery area clean

and free from pests

Quality points of good supplies

Durability

Profitability

Easy usage

Fitness

Purpose and importance of

checking quality and quantity of

supplies

o Brainstorming on quality

points of good supplies

o Research on purpose,

importance of checking

quality and quantity of

supplies purpose and

importance of checking

quality and quantity of

supplies

o Group discussion on purpose, importance of checking quality and quantity of supplies purpose and importance of checking quality and quantity of supplies

o Presentation on purpose, importance of checking quality and quantity of supplies purpose and importance of checking quality and quantity of supplies

Reference books

Internet

Projector

Supplies

Pictures

Markers

Boards

Flipchart


352 | P a g e






Product evidence

Written evidence




Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Indicator: Performance of practices to ensure food safety and quality is done Put perishable goods in cold (or frozen) storage immediately

Unpack fruit and vegetables from cardboard containers and place in clean

containers

Observation


Proper checking of the quality and quantity of supplies and report findings..

353 | P a g e

Learning Outcome: 2.2Dispose safely spoiled supplies and waste to minimise negative

environment impacts

Causes of supplies to spoil;

Incorrect storage

Poor handling practices

Poor handling tools

Handling techniques of supplies to

minimize spoilage and wastage;

Cleaning

Labelling

Packaging

Tips to dispose spoiled supplies and

waste

Rules for handling garbage

o Brainstorming on causes of

supplies to spoil and rules

for handling garbage

o Research on causes of

supplies to spoil; handling

techniques of supplies to

minimize spoilage and

wastage and tips to dispose

spoiled supplies and waste

o Demonstration handling



wastage


handling techniques of

supplies to minimize

spoilage and wastage

o Group discussion on causes

of supplies to spoil; handling





o Presentation on causes of

supplies to spoil; handling





Reference books

Internet

Projector

Pictures

Markers


Boards

Flipchart



Appropriate selection of sound proofing tools


354 | P a g e





Product evidence

Written evidence




Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Indicator: Application of handling techniques of supplies to minimize spoilage and wastage is respected

Cleaning

Labelling

Packaging

Observation

Learning Outcome 2.3 Clean and rotate supplies in storage areas for maximum use and

minimum wastage

Techniques of minimizing

wastage;

Resources optimization

Improve quality control and

process monitoring

Waste exchange

Ship to point of use

Zero waste

Reuse and recycle waste

o Brainstorming on cleaning

guidelines of storage area

benefits of maximizing use and

minimizing wastage

o Research on techniques of

minimizing wastage, cleaning

guidelines of storage area,


minimizing wastage

Reference books

Internet

Projector

Supplies

Pictures

Markers

Boards

Flipchart


355 | P a g e

Cleaning guidelines of storage

area

Benefits of maximizing use and

minimizing wastage

o Demonstration on techniques of

minimizing wastage

o Group discussion on techniques of




minimizing wastage

o Presentation on techniques of




minimizing wastage

o Practical exercises on techniques

of minimizing wastage





Written evidence

Oral evidence

Product evidence



Merging Exercises

Sentence completion


Video recording




Appropriate maintenance of rotation and cleanliness of supplies in storage areas

to maximize use

356 | P a g e

Checklist Score

Yes No

Indicator: Description of techniques of minimizing wastage is described

Resources optimization

Improve quality control and process monitoring

Waste exchange

Ship to point of use

Zero waste

Reuse and recycle waste

Observation

Learning Outcome 2.4Control supplies according to the accuracy required

Control considerations of supplies

Store arrangement

Cleanliness of storage area

Storage containers

Storage duration

Storage temperature

Quality and quantity of

supplies in store

Purpose control of supplies

o Brainstorming on Purpose control

of supplies

o Research on control

considerations of supplies and

purpose control of supplies

o Group discussion on control



o Group work on control



o Presentation on control



Reference books

Internet

Projector

Supplies

Pictures

Markers

Boards

Flipchart



Control supplies according to the accuracy required


357 | P a g e




Written evidence

Oral evidence

Product evidence vince

Product Evidence


Essay

Merging Exercises


Sentence completion



Checklist Score

Yes No

Indicator: Description of control considerations of supplies is done

Store arrangement

Cleanliness of storage area

Storage containers

Storage duration

Storage temperature

Quality and quantity of supplies in store

Observation

358 | P a g e

LU 3:Store kitchen section supplies

3

Learning Outcomes:

3.1 Deliver and store kitchen section supplies 3.2 Identityrisks for usingunsafemanuel handling techniques of Kitchen supplies 3.3 Follow rules of safe products storage and determine temperature location of kitchen section

15Hours

Learning Outcome 3.1: Deliver and store kitchen section supplies

Tools of delivering kitchen section

supplies;

Containers

Trolleys

Wrappers

Facilities

Principles of safe storage

Temperature control for

perishable food items

Time control

Prevention of cross-

contamination

o Brainstorming on types

tools of delivering kitchen

section supplies and

principles safe storage

o Demonstration and

observation on principles of

safe storage

o Observation on types tools

of delivering kitchen section

supplies

o Research on types tools of

delivering kitchen section

supplies and principles safe

storage

o Group discussion on types

tools of delivering kitchen

section supplies and

principles safe storage

o Group work on types tools



Reference books

Internet

Projector

Video aids

Delivering tools

Pictures

Markers

Boards

Flipchart


359 | P a g e

storage

o Presentation on types tools



storage

o Practical exercises

principles of safe storage






Product evidence

Written evidence




Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Indicator: Use of tools for delivering and storing kitchen section supplies are used Containers

Trolleys

Wrappers

Facilities

Observation


Proper description delivering and storing kitchen section supplies

360 | P a g e

Learning Outcome 3.2 Identify risks for using unsafe manual handling techniques of Kitchen

supplies

Unsafe manual handling techniques

Risk factors of unsafe manual handling

techniques:

Weight of an object

Layout of the workplace

Location of an object

Duration and frequency

Condition of an object

Awkward loads (uncomfortable

package of goods)

Tips of reducing or eliminating risks:

Change the task

Change the object

Change the workspace

Change the nature of the work

Offer proper training

Use mechanical aids

o Brainstorming on unsafe manual handling techniques, risk factors of unsafe manual handling techniques

o Observation on unsafe manual handling techniques, risk factors of unsafe manual handling techniques

o Research on unsafe manual handling techniques, risk factors of unsafe manual handling techniques and tips of reducing or eliminating risks

o Group discussion on unsafe manual handling techniques, risk factors of unsafe manual handling techniques and tips of reducing or eliminating risks

o Group work on unsafe manual handling techniques, risk factors of unsafe manual handling techniques and tips of reducing or eliminating risks

o Presentation on unsafe manual handling techniques, risk factors of unsafe manual handling techniques and tips of reducing or eliminating risks

o Study tour on tips of reducing or eliminating risks

Reference books

Internet

Projector

Handling tools

Pictures

Markers

Boards

Chalks

Flipchart


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Written evidence

Oral evidence

Multiple choice exercises Essay Merging Exercises True or false questioning Sentence completion Video recording

Checklist Score

Yes No

Indicator: Identification of risk factors of unsafe manual handling techniques is identified

Weight of an object





Awkward loads (uncomfortable package of goods)

Observation


Proper identification of risks for using un safe manual handling techniques of

kitchen supplies

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Learning Outcome 3.3.Follow rules of safe products storage and determine temperature

location of kitchen section

The 2 hour/4 hour rules

Rules of food safety storage:

Beware of temperature danger

zone

Take special care with high-risk

foods

Storing food in the fridge at 5oc

or below

Freezing food safely

Storing cooked safely

Avoid refreezing thawed food

Store raw food separately from

cooked food

Choose strong, non-toxic food

storage containers

Safe products storage procedures;

Packaging products

Wrapping products

Labelling products

Products arrangement in the

store

o Brainstorming on the 2

hour/4 hour rules

o Demonstration on safe

products storage procedures

o Research on rules of food

safety storage andsafe


o Group discussion on rules of

food safety storage andsafe


o Group work on rules of food

safety storage and safe


o Practical exercises on safe


o Presentation on safe


and safe products storage

procedures

Reference books

Internet

Projector

Products

Pictures

Markers

Thermometer

Boards

Chalks

Brochures

Flipchart





Proper following rules of safe products storage and determination of

temperature location of kitchen section respecting right purpose


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Written evidence

Oral evidence

Product evidence



Essay

Merging Exercises


Sentence completion



Checklist Score

Yes No

Indicator: identifications of Safe storage procedures of products are resected

Packaging products

Wrapping products

Labelling products

Products arrangement in the store

Take special care with high-risk foods

Storing food in the fridge at 5oc or below



Observation


Integrated situation Resources UMUTEKANOHotel is going to host 100guests in yearly youth forum within 20 days. UMUTEKANO Hoteldoesn’t have the professionals’ supplies reception and storing to reception and storing hotelconsumables for all consumables within respectful events that will be used within 20 days, as fresh graduate you are extra appointed to Receive delivery section supplies within one hour, rotate and maintain kitchen section supplies within one hour, andStore kitchen section supplies within two hours.

Kitchen storing tools and equipment

Pens

Papers

Reference books

Internet

Projector

Packaging supplies

Pictures

Markers

Board

Flipchart

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Assessment Criterion 1: Quality of hygiene

Checklist Score

Yes No

Indicator:Personal hygiene is maintained


Hands are washed

Uniform is clean


Using clean water

Sanitized

Dry

Observation

Assessment Criterion 2: safety

Checklist Score

Yes No

Indicator: identification of risks for using unsafe manual handling techniques of Kitchen supplies is considered

Weight of an object





Awkward loads (uncomfortable package of goods)

Indicator:Use of tools for delivering and storing kitchen section supplies is applied

Containers

Trolleys

Wrappers

Facilities

Observation

Assessment Criterion 3: Quality of process

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Checklist Score

Yes No

Indicator: Identification of factors to consider in orders and delivery documentation of incoming supplies is respected

Quantity

Size

Weight

Quality

Freshness

Indicator: Details of incoming supplies on file record are covered

Purchase orders

Taking Delivery

Damaged goods

Quantity Discrepancies

Incorrect goods

Indicator: Guidance on taking delivery of goods is respected

Purchase orders

Taking Delivery

Damaged goods


Incorrect goods

Indicator: identification Use of receiving documents is respected

Requisition form

Transfer notes

Registration

Observation

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Assessment Criterion 4: Quality of product/results

Checklist Score

Yes No

Indicator: use of2 hours/4-hour rules/Rules of food safety storage is respected

Beware of temperature danger zone


Storing food in the fridge at 5oc or below



Avoid refreezing thawed food

Store raw food separately from cooked food

Choose strong, non-toxic food storage containers

Beware of temperature danger zone


Indicator:use of Safe products storage procedures is respected

Packaging products

Wrapping products

Labelling products

Products arrangement in the store

Packaging products

Observation

Assessment Criterion 5: Relevance

Checklist Score

Yes No

Indicator: Appropriate all supplies reception and storing is respected

Respecting time of three hour

Prepared all document supplies reception and storing

Observation

Assessment Criterion 6: Perfection marks

Checklist Score

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Yes No

Indicator:Creativities and innovation of kitchen supplies and storing are well created and innovated

Creativities inkitchen supplies and storing

Innovations in kitchen supplies and storing

Observation

Assessment Criterion 5: Passing line < 80%

Reference books:

1. Professional Cookery, 2nd Edition, Level 2 Diploma, Pam Rabone, Holly Bamunuge; Trevor Eeles,


Edition 2010

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C U A M K 5 0 1 - MONITORING OF KITCHEN SECTION STAFF

CUAMK501 Monitor kitchen section staff performance


Credits: 5 50


Sub-sector: Culinary art

Issue date:November 2014

Purpose statement

This module describes the skills and knowledge required to monitor and improve workplace,

plan and organize workflow for a range of purposes. Moreover this module will also allow the

learner to solve problems related to the kitchen section and making decisions.

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Lead and manage section kitchen staff

Catering control principles







1. Monitor and improve workplace

operations

1.1. Appropriate organization of workplace operations

for the kitchen section

1.2. Proper identification of problems resolution

procedures to improve workplace operations.

1.3. Adequate application of positive consultation with

colleagues about ways of innovations on the kitchen

section.

1.4. Efficient communication of feedback to colleagues

for future planning.

2. Plan and organize workflow

2.1. Accurate work assignment following principles of

organization.

2.2. Efficient assistance of colleagues and prioritization

of workload through supportive feedback in the

kitchen section.

2.3. Suitable provision of management input regarding

staffing needs in the kitchen section.

3. Solve problems and make decisions.

3.1. Proper classification and analysis of workplace

problems basing on the kitchen section.

3.2. Relavant application of immediate problems

resolution procedures for making better decision.

3.3. Right encouragement of individual participation in

solving problems according to the kitchen section

team.

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LU 1:Monitor and improve workplace operations

1

Learning Outcomes:

1.1 Organize workplace operations 1.2 Identify problem resolution procedures 1.3 Apply positive consultations with colleagues for innovation 1.4 Communicate the feedback to colleagues for future plan

20 Hours

Learning Outcome 1.1: Organize workplace operations

Types of operations according

to the sections

Receiving and stores

Stewarding

Larder/Garde manger

Hot dishes preparations

Outside catering

Butchery

Pastry and bakery

Division factors of different

operations in section:

Menu

Catering events

Spoilage

Work Completion

Avoidance of food hazard

(cross-contamination)


operations

o Research on division factors of

different operations in section

o Presentation on division factors

of different operations in section

o Group discussion on division

factors of different operations in

section

o Display on types of operations

- Reference books

- Video aids

- Internet

- Pictures

- Markers

- Boards

- Flipchart

- Brochures



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Oral evidence

Written evidence

Proposed Activities: Multiple choice exercises

Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Indicator: Organization of kitchen section operations is done


Stewarding

Larder/Garde manger


Outside catering

Butchery

Pastry and bakery

Indicator: Division factors for different kitchen section operations are identified

Menu

Catering events

Spoilage

Work Completion

Avoidance of food hazard (cross-contamination)

Observation


1.1. Appropriate organization of workplace operations for the kitchen section

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Learning Outcome1.2:Identify and solve problems on workplace

Types of problems on the

workplace

Lack communications

Poor prioritizing, timing,

scheduling.

Preventable accidents

Inaccuracies, errors

Spoilage and waste of

materials

Customer dissatisfaction

Failure to meet expectations

for product quality, cost or

service

Inappropriate or poor work

methods

Causes of problems on

workplace;

Lack of training

Insufficient tools and

equipment

Stress and conflict of work

style

Lack of motivation

Problems solving procedures;

Identify issue

Understand everyone’s

interest

List the possible solutions

Evaluate the options

Select options

Document the agreement

Agree an contingencies,

monitoring and evaluation


problems on the workplace


problems on the workplace

o Research on causes of

problems on workplace and

problems solving procedures

o Group discussion on causes of



o Group work on causes of



o Presentation on causes of



- Reference books

- Video aids

- Internet

- Pictures

- Markers

- Boards

- Flipchart

- Projector


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Written Evidence

Oral evidence


Essay

Merging Exercises

Matching exercises


Sentence completion


Checklist Score

Yes No

Indicator: Problems on the workplace are identified Lack of communications

Poor prioritizing, timing, scheduling,



Spoilage and waste of materials


Failure to meet expectations for product quality, cost or service

Inappropriate or poor work methods

Indicator: Identification of causes of problems on workplace is done

Lack of training

Insufficient tools and equipment

Stress and conflict of work style

Lack of motivation

Indicator: Identification of problems solving procedures is done

Identify issue

Understand everyone’s interest


1.2. Proper identification of problems resolution procedures to improve

workplace operations.

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Select options

Document the agreement Agree an contingencies, monitoring and evaluation

Observation

Learning Outcome 1.3: Apply positive consultations with colleagues for innovation

Ways of creating innovation

at workplace

Give employees a reason

to care

Clarify the importance of

innovation

Schedule time for

brainstorming

Train staff in innovation

techniques

Encourage positive

change

Challenge the way staff

work

Tolerate mistakes

Be supportive

Reward creativity

Act/react on ideas

Importance of innovation on

the workplace

Inconvenient of lack of

innovations

Poor service

Decrease of guest

turnover

Lack of benefits

o Brainstorming on ways of

creating innovation at

workplace

o Research on ways of


workplace, importance of

innovation on the

workplace and inconvenient

of lack of innovations

o Group discussion on ways of


workplace, Importance of

innovation on the

workplace and Inconvenient


o Presentation on Ways of


workplace, Importance of

innovation on the

workplace and Inconvenient


- Reference books

- Internet

- Pictures

- Markers

- Boards

- Flipchart


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Business decline





Written evidence

Oral evidence

proposed Activities:


Essay

Merging Exercises


Sentence completion

Matching exercises

Observation checklist.

Checklist Score

Yes No

Indicator: Ways for creating innovation at workplace are identified

Give employees a reason to care

Stress the importance of innovation

Schedule time for brainstorming

Train staff in innovation techniques

Encourage change

Challenge the way staff work

Tolerate mistakes

Be supportive

Reward creativity

Act/react on ideas

Indicator: Inconvenience of lack of innovations is identified

Poor service

Decrease of guest turnover


1.3. Adequate application of positive consultation with colleagues about ways

of innovations on the kitchen section.

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Lack of benefits

Business decline

Observation

Learning Outcome 1.4. Communicate the feedback to colleagues for future plan

Rules to provide feedback to

colleagues

Be timely

Be specific

Criticize in private

Make it regular

Prepare your comments

Limit your focus

Provide specific

suggestion

Follow-up

Key points

Importance and

fundamentals of providing

feedback

o Brainstorming on Rules to

provide feedback to

colleagues

o Research on Importance

and fundamentals of

providing feedback

o Group discussion on rules

to provide feedback to

colleagues, importance and

fundamentals of providing

feedback

o Group work on Importance

and fundamentals of

providing feedback

o Presentation on Importance

and fundamentals of

providing feedback

- Reference books

- Internet

- Pictures

- Markers

- Boards

- Flipchart

- Brochures

- Journals





1.4 Efficient communication of feedback to colleagues for future planning.


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Written evidence

Oral evidence



Essay

Merging Exercises


Sentence completion

Matching exercises

Observation checklist.

Checklist Score

Yes No

Indicator: Rules to communicate feedback to colleagues are identified Be timely

Be specific


Make it regular


Limit your focus

Provide specific suggestion

follow-up the key points

Observation

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LU 2:Plan and organize workflow

2

Learning Outcomes:

2.1 Assign work depending on the principles of organization 2.2 Assist colleagues and prioritize work 2.3 Provide contribution concerning proper management for staffing needs.

10 Hours

Learning Outcome 2.1: Assign work depending on the principles of organization

Factors to consider in work

assignment

Ability

Nature of work

Work environment

Experience

Relevance

Organization principles of

work assignment

Task procedures

Clear Work

instructions

Methods to apply

Type of monitoring

applied.

Quality product

expected

Working conditions

o Brainstorming on Factors to

consider in work assignment

o Research on factors to


and organization principles of

work assignment

o Group discussion on factors to


and organization principles of

work assignment

o Group work on organization

principles of work assignment

o

o Presentation on factors to


and organization principles

- Reference books - Internet - Pictures - Markers - Boards - Flipchart - Journals


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Oral evidence

Written evidence

Proposed Activities:


Essay

Merging Exercises


Sentence completion


Checklist Score

Yes No

Indicator: Identification of factors to consider in work assignment is done

Ability

Nature of work

Work environment

Experience

Relevance

Indicator: Organization principles of work assignment are identified

Task procedures

Clear Work instructions

Methods to apply

Type of monitoring applied.

Quality product expected

Working conditions


2.1 Accurate work assignment following principles of organization.

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Observation

Learning Outcome 2.2:Assist colleagues and prioritize work

Assistance techniques of

colleagues

Treat others with respect and

dignity

Manage your emotions

Checking your thought

patterns

Practicing relaxation

techniques

Communicate effectively

Learn to work with other in a

team

Be responsible for your

assigned role for the team

Make work fun and

rewarding

Steps of prioritizing

Know what your work is

Break down it down (single

tasks, recurring, projects)

Start by urgent task

o Brainstorming on assistance

techniques of colleagues

o Research on steps of

prioritizing

o Observation on assistance


o Group discussion on steps of

prioritizing and assistance


o Group work on steps of

prioritizing and assistance


o Presentation on benefit on

Steps of prioritizing and

assistance techniques of

colleagues

o Role play on assistance


- Reference books - Internet - Pictures - Markers - Boards - Flipchart -





2.2 Efficient assistance of colleagues and prioritization of workload through

supportive feedback in the kitchen section.


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Oral evidence

Written evidence



Essay

Merging Exercises


Sentence completion


Checklist Score

Yes No

Indicator: Identification of techniques to assist colleagues is done

Treat others with respect and dignity


Checking your thought patterns

Practicing relaxation techniques


Learn to work with other in a team

Be responsible for your assigned role for the team

Make work fun and rewarding

Indicator: Steps of prioritizing are identified

Know what your work is

Break down it down (single tasks, recurring, projects)

Start by urgent task

Observation

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Learning Outcome 2.3: Provide contribution concerning proper management for staffing

needs.

Types of staffing needs

Recruitment

Employment

Salary payments

Weakness signs of

management

Loss of highly skilled

staff

Underperforming staff

lack of motivation

Lack of clear

information,

Bad leadership

application

Lack of reassurance

Importance of contributing

in management for staffing

needs


staffing needs

o Research on types of staffing

needs, importance of

contributing in management

for staffing and weakness

signs of management


staffing needs, importance of



signs of management


staffing needs and weakness

signs of management


staffing needs, importance of



signs of management

- Reference books - Internet - Pictures - Markers - Boards - Flipchart





2.3 Suitable provision of management input regarding staffing needs in the

kitchen section.


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Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion


Checklist Score

Yes No

Indicator: Identification of types of staffing needs to provide contribution for proper management is done.

Recruitment

Employment

Salary payments

Indicator: Weakness signs of management are identified

Loss of highly skilled staff

Underperforming staff

Lack of motivation

Lack of clear information

Bad leadership application

Lack of reassurance

Observation

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Learning Outcome 3.1: Classify and analyse workplace problems

Categories of workplace problems

for staff:

Harassment

Incompetence

Culture and ethnics

Racists comments and gestures

Gender diversity

Intimidation

Victimization

Isolation

Workplace problems analysis

Causes

Prevention measures

Problem solving techniques

o Brainstorming on Categories

of workplace problems

o Research on categories of

workplace problems


categories of workplace

problems

o Group work on categories of

workplace problems

o Presentation on categories

of workplace problems



LU 3: Solve problems and making decisions

3

Learning Outcomes:

3.1 Classify and analyze workplace problems 3.2 Apply immediate problems resolution procedures

3.3 Encourage participation in solving problems from team member

20Hours


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Oral evidence

Written evidence

proposed Activities: Multiple choice exercises Essay Merging Exercises Matching exercises True or false questioning Sentence completion Observation checklist

Checklist Score

Yes No

Indicator: Classification of workplace problems is well done

Harassment

Incompetence

Culture and ethnics

Racists comments and gestures

Gender diversity

Intimidation

Victimisation

Isolation

Indicator: Workplace problems are analyzed

Causes

Prevention measures

Problem solving techniques

Observation


3.1 Proper classification and analysis of workplace problems basing on the

kitchen section.

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Learning Outcome 3.2: Apply immediate problems resolution procedures

Steps of immediate problem

solving:

Identify the problem

Explore the problem

Set goals

Look at alternatives

Select a possible solution

Implement a possible

solution

Evaluate

o Brainstorming Steps of

immediate problem solving

o Research on steps of immediate

problem solving

o Group discussion on steps of


o Group work on steps of


o Demonstration on steps of


o Role play on steps of immediate

problem solving






Written evidence

Oral evidence



Essay

Merging Exercises


Sentence completion



3.2 Relavant application of immediate problems resolution procedures for

making better decision.


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Checklist Score

Yes No

Indicator: Immediate problem solving procedures are applied

Identify the problem

Explore the problem

Set goals

Look at alternatives

Select a possible solution

Implement a possible solution

Evaluate

Observation

Learning Outcome 3.3:Encourage participation in solving problems from team member

Factors of problem solving

Type of problem

Situation

Experience

Attitude

Types of team

Problem solving approach

Sequences of problem solving;

Identify the issues

Understand everyone’s

interest



Select an option or options

Document the agreement(s)

Agree on contingencies,

monitoring and evaluation

o Brainstorming on Factors of

problem solving

o Research on factors and

procedures of problem solving

o Group discussion on factors

and procedures of problem

solving

o Group work on categories of

workplace problems and


o Presentation on categories of

workplace problems and


o Role play on procedures of

problem solving




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Oral evidence

Written evidence



Essay

Merging Exercises


Sentence completion


Checklist Score

Yes No

Indicator: Identification of factors for problem solving is done

Type of problem

Situation

Experience

Attitude

Types of team

Problem solving approach

Indicator: Sequences for problem solving are applied

Identify the issues




Select an option or options

Document the agreement(s)

Agree on contingencies, monitoring and evaluation

Observation


3.3 Right encouragement of individual participation in solving problems

according to the kitchen section team.

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Madonna Hotel, it is the hotel located at Musanze district/Muhoza/Cyuve which provides food and beverage service and accommodation. Madonna Hotel will host 1 function of 100 guests from University of Rwanda (U.R) but its service is doubtful because nowadays there are complaints of poor products and service delivery caused by kitchen staff conflicts resulted from unfair work assignment. As chef de partie monitor kitchen staff performance accordingly to improve service delivery for this function within 4 hours.

Instructions:

Monitor kitchen staff performance within 5 hours

Assign work efficiently

Create innovative spirit

Solve work problems

Prioritize workload

- Reference pictures

- Brochures

- Mark pens

- Flip charts

- Reference books

- Internet websites

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Assesment Criterion 1: Quality process

Checklist Score

Yes No

Indicator: Workplace operations are well positioned


Stewarding

Larder/Garde manger


Outside catering

Butchery

Pastry and bakery

Indicator: Workplace problems are well identified

Lack communications

Poor prioritizing, timing, scheduling.



Spoilage and waste of materials


Failure to meet expectations for product quality, cost or service

Inappropriate or poor work methods

Indicator:Causes of workplace problems are identified

Lack of training

Insufficient tools and equipment

Stress and conflict of work style

Lack of motivation

Indicator:problem solving procedures are applied

Identify issue




Select options

Document the agreement

Agree an contingencies, monitoring and evaluation

Indicator:feedback is well communicated according to the rules

Be timely

Be specific


Make it regular

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Limit your focus

Provide specific suggestion

Follow-up

Indicator:work is assigned efficiently according depending on organization principles

Ability

Nature of work

Work environment

Experience

Relevance

Observation

Assesment Criterion 2: Monitoring efficiency

Checklist Score

Yes No

Indicator: team work performance is well monitored.

Task procedures

Clear Work instructions

Methods to apply

Type of monitoring applied.

Quality product expected

Working conditions

Indicator: Assistance is well provided using proper techniques Treat others with respect and dignity


Checking your thought patterns

Practicing relaxation techniques


Learn to work with other in a team

Be responsible for your assigned role for the team

Make work fun and rewarding

Indicator: Kitchen staff is well motivated and productive with innovation spirit

Give employees a reason to care

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Clarify the importance of innovation

Schedule time for brainstorming

Train staff in innovation techniques

Encourage positive change

Challenge the way staff work

Tolerate mistakes

Be supportive

Reward creativity

Act/react on ideas

Observation

Assesment Criterion 3: Relevance

Checklist Score

Yes No

Indicator: Time is respected

4 hours

Indicator: Workplace problems is analyzed and solved

kitchen staff conflicts resulted from unfair work assignment are solved

Observation

Reference books:

1. Akazi kanoze work readiness, 2. Practical cookery level 3 for VRQ and NVQ) courses

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C U A P C 5 0 1 - PRINCIPLES OF CATERING CONTROL

CUAPC501 Apply catering control principles


Credits: 4 40


Sub-sector: Culinary Art


Purpose statement

This module describes the skills and knowledge required to identify catering control principles, apply procedures to reduce wastagefor a range of purposes. Moreover, this module will also allow the trainee

to implement catering procedures.

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Learning assumed to be in place Food safety procedures and implementation

Kitchen organization







1. Identify catering control principles.

1.1. Relevant discussion and clarify purpose of catering

within staff section.

1.2. Proper identification of specific customer needs,

preference and determine catering requirements.

1.3. Proper selection of dishes according to the guest to

be served

2. Apply procedures to reduce

wastage.

2.1. Appropriate storage of food to minimize

contamination, wastage, loss and theft.

2.2. Proper selection of tools and equipment for catering

service are required.

2.3. Careful respecting the guidelines of recipes to avoid

wastage.

2.4. Proper reuse of remaining ingredients.

3. Implement working plan for the

catering procedures.

3.1. Proper making plan of catering provision and

additional products.

3.2. Careful packaging products of catering.

3.3. Appropriate following catering plan for the event

making preparation.

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LU 1:Identify catering control principles

1

Learning Outcomes:

4. 1.1 Describe catering 5. 1.2 Identify customer needs, preferences according to catering

requirements 6. 1.3 Select dishes according to the types of guest

10 Hours

Learning Outcome 1.1: Identify catering control principles

Definition of catering

Catering guidelines:

Service area

Transport mode

Delivery time

Type of the menu

Storage conditions

Cooking methods

Type of customers

Food cost

Importance of catering

services :

Food availability by time

and area needed

Quality food provision

Business for income generation

Types of catering services; Restaurant and hotel

catering services Traditional catering

services


catering, catering guidelines and

importance of catering services

o Display on types of catering

services

o Research on catering guidelines

and types of catering services


catering services and catering

guidelines

o Group work on types of catering

services and catering guidelines

o Presentation on types of catering

services and catering guidelines


services

- Reference books - Internet - Video aids - Projector - Pictures - Markers - Boards - Flipchart


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Written evidence

Oral evidences

Multiple choice exercises Essay Merging Exercises True or false questioning Sentence completion

camera video Record

Checklist Score

Yes No

Indicator: catering description is described

Catering definition

Indicator: catering guidelines are identified

Service area

Transport mode

Delivery time

Type of the menu

Storage conditions

Cooking methods

Type of customers

Food cost

Indicator: Types of catering services are identified

Restaurant and hotel catering services

Traditional catering services

Indicator: Importance of catering services is considered

Food availability by time and area needed

Quality food provision

Business for income generation

Observation


Relevant discussion and clarify purpose of catering within staffs section.

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Learning Outcome1.2:Identify customer needs, preferences according to catering

requirements

Strategies for identifying

customer needs and

preferences:

Research

Customer Feedback

Social Media

Collaboration

Customer Relationship

Management

o Brainstorming on strategies for

identifying customer needs and

preferences

o Observation on strategies for


preferences

o Research on strategies for


preferences

o Group discussion on strategies

for identifying customer needs

and preferences

o Group work on strategies for


preferences

o Presentation on strategies for


preferences

o Role play on strategies for


preferences






Proper identification of specific customer needs, preference and determine

Catering requirements.


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Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion


camera video Record

Checklist Score

Yes No

Indicator: Identification of strategies for identifying customer needs is identified

Research

Customer Feedback

Social Media

Collaboration

Customer Relationship Management

Observation

Learning Outcome 1.3: Select dishes according to the types of guest

Catering considerations when

planning menu for guest;

Know Your Guest

Profile

Know Your Guest

Preferences

Provide Menu Choices

Incorporate Seasonal

and Fresh Items

Select a Menu that Fits

the Event Schedule

Anticipate Special

Needs

o Brainstorming on catering

considerations when

planning menu for guest

o Research on catering

considerations when



catering considerations

when planning menu for

guest

o Group work on catering

considerations when




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Allow for a

Comfortable Room

Setup

Create Ethnic or

Regional Menus

(Asian/Chinese/Japane

se, French, German,

Greek, Italian, Mexican

)

Consider the Final

Presentation of dishes

o Presentation on catering

considerations when






Written evidence

Multiple choice exercises Essay Merging Exercises True or false questioning Sentence completion Observation checklist


Proper selection of dishes according to the guest to be served

400 | P a g e

Checklist Score

Yes No

Indicator:Description of catering considerations when planning guest menu is described

Know Your Guest Profile

Know Your Guest Preferences

Provide Menu Choices

Incorporate Seasonal and Fresh Items

Select a Menu that Fits the Event Schedule

Anticipate Special Needs

Allow for a Comfortable Room Setup

Create Ethnic or Regional Menus

(Asian/Chinese/Japanese, French, German, Greek, Italian, Mexican )

Consider the Final Presentation of dishes

Observation

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LU 2:Apply procedures to reduce wastage

2

Learning Outcomes:

2.1 Minimize food wastage and contamination 2.2 Select catering service tools and equipment 2.3 Apply recipe guidelines to reduce wastage 2.4 Reuse remaining ingredients

20Hours

Learning Outcome 2.1: Minimize food wastage and contamination

Introduction to food contamination ways in which food can

be contaminated symptoms of food

poisoning define food spoilage kinds of high risk and

low risk foods Define cross

contamination and the do’s and don’ts around it.

Ways for protecting food from wastage and contamination; Correct food handling

rules Correct storage

temperature Correct cooking

temperature Safe food shops and

stores

o Brainstorming to food contamination and ways for protecting food from wastage

o Display on ways for protecting food from wastage and contamination

o Demonstration on ways for protecting food from wastage and contamination

o Research on ways for protecting food from wastage and contamination

o Group discussion on protecting food from wastage and contamination

o Group work on protecting food from wastage and contamination

o Practical exercises on protecting food from wastage and contamination

o Presentation on protecting food from wastage and contamination

- Food items - Reference books - Internet - Video aids - Projector - Pictures - Markers - Boards - Flipchart


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Written evidence

Oral evidence



Essay

Merging Exercises


Sentence completion



Checklist Score

Yes No

Indicator:Introduction to food contamination is introduced

ways in which food can be contaminated

symptoms of food poisoning

definition food spoilage

types of high risk and low risk foods

Definition of cross contamination

ways in which food can be contaminated

Indicator:Storage of food to protect wastage and contamination is applied

Correct food handling rules

Correct storage temperature

Correct cooking temperature

Safe food shops and stores

Observation


Appropriate storage of food to minimize contamination, wastage, loss and theft

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Learning Outcome 2.2:Select catering service tools and equipment

Types of tools and equipment for catering service;

Food carriers Fountains Place card holders Banquet holding cabinets Beverage dispensers Disposable plastics Steamwares

o Brainstorming types of tools and equipment for catering service

o Display on types of tools and equipment for catering service

o Research on types of tools and equipment for catering service

o Group discussion on types of tools and equipment for catering service

o Group work on selecting tools and equipment for catering service

o Presentation on types of tools and equipment for catering service

- Tools and equipment for catering service







Written evidence




Essay

Merging Exercises


Sentence completion


Proper selection of tools and equipment for catering service are required.


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Checklist Score

Yes No

Indicator: Selection of tools and equipment for catering services is done

Food carriers

Fountain

Place card holders

Banquet holding cabinets

Beverage dispensers

Disposable plastic stemware

Observation

Learning Outcome 2.3:Apply recipe guidelines to reduce wastage

Recipe guidelines depending on the recipe name: Ingredient

measurements Portioning standards Preparation Cooking Presentation

o Brainstorming on recipe guidelines

o Research on recipe guidelines o Demonstration and

observation on recipe guidelines

o Group discussion on recipe guidelines

o Presentation on recipe guidelines

o Group work on application of recipe guidelines

o Practical exercises on application of recipe guidelines

- Reference books - Internet - Video aids - Projector - Pictures - Markers - Boards - Flipchart - Ingredients - Tools and equipment



Careful respecting the guidelines of recipes to avoid wastage.


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Product evidence

Written evidence




Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Indicator: Respect of recipe guidelines is done

Ingredient measurements

Portioning standards

Preparation

Cooking

Presentation

Observation

Learning Outcome 2.4: Reuse remaining ingredients

Preparation methods of remaining ingredients according to the type of dishes: For hot dishes (baking,

boiling, steaming, frying, roasting and smoking)

For cold dishes (thawing, defrosting, peeling, cooling)

o Brainstorming on preparation methods of remaining ingredients

o Demonstration and observation on preparation methods of remaining ingredients

o Research on preparation methods of remaining ingredients


- Reference books - Internet - Video aids - Projector - Pictures - Markers - Boards - Flipchart - Remaining ingredients - Tools and equipment


406 | P a g e

preparation methods of remaining ingredients

o Group work on preparation methods of remaining ingredients

o Practical exercises on preparation methods of remaining ingredients

o Presentation on preparation methods of remaining ingredients

o Individual practice on preparation methods of remaining ingredients






Product evidence

Written evidence


Observation checklist/task


Essay

Merging Exercises


Sentence completion


Proper reuse of remaining ingredients.

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Checklist Score

Yes No

Indicator: Reuse remaining ingredient of hot dishes is respected

baking,

boiling,

steaming,

frying,

roasting

smoking)

Indicator :Reuse remaining ingredients of cold dishes is respected

thawing,

defrosting

peeling,

Cooling

Observation

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LU 3:Implement working plan for the catering procedures

3

Learning Outcomes:

3.1 Plan catering provision and additional products 3.2 Pack catering products 3.3 Plan catering event

10 Hours

Learning Outcome 3.1:Plan catering provision and additional products

Catering service supplies

Catering Objectives Provide a high quality

catering service, Aid your recovery with

nutritionally healthy meals, cooked in the traditional way

Provide a service that caters for all appetites and dietary requirements

Provide an appetizing and varied menu

Deliver your exact meal requirements within the specified delivery time at the appropriate temperature

Factors considered in planning products addition; Speed with which the

product is sold; Quantities that can be

sold;

o Brainstorming on catering service supplies and catering Objectives

o Observation on catering service supplies

o Research on catering service supplies, factors considered in planning products addition

o Group discussion on catering Objectives, catering service supplies and factors considered in planning products addition

o Presentation on catering Objectives, catering service supplies and factors considered in planning products addition

o Study tour on catering service supplies

- Reference books

- Internet

- Projector

- Catering supplies

- Pictures

- Markers

- Boards

- Flipchart


409 | P a g e

Range of products to be

stocked;

The strength of the manufacturer





Written evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Indicator: Description of catering Objectives is considered

Provide a high-quality catering service

Aid your recovery with nutritionally healthy meals, cooked in the traditional way



Deliver your exact meal requirements

within the specified delivery time at the appropriate temperature

Observation


Proper making plan of catering provision and additional products.

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Learning Outcome 3.2:Pack catering products

Packages of supplies Paper bags Plastic carry bags Take away packages Wrappers ( plastic

wrap, aluminium foil )

Functions of products; Physical protection Barrier protection Containment or

agglomeration Information

transmission Marketing Security Convenience Portion control

o Brainstorming on packaging supplies and functions of products

o Observation on packaging supplies

o Research on packaging supplies and functions of products

o Group discussion on packaging supplies and functions of products

o Presentation on packaging supplies and functions of products

o Study tour on packaging supplies

- Reference books - Internet - Projector - Packaging supplies - Pictures - Markers - Boards - Flipchart





Careful packaging products of catering


411 | P a g e


Written evidence



Essay

Merging Exercises


Sentence completion



Checklist Score

Yes No

Indicator: Use of packaging of supplies is done

Paper bags

Plastic carry bags

Take away food packaging

Wrappers (

Indicator: Functions of products determination is considered

Physical protection

Barrier protection

Containment or agglomeration

Information transmission

Marketing

Security

Convenience

Portion control

Observation

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Learning Outcome 3.3:Plan catering event

Types of catering events;

Wedding catering

Corporate catering

Social events catering

Concession catering

Tips to consider before planning

events;

Know your guest count

Decide on your delivery

method

How do you want to

enhance your event

Know your budget before

you order


catering events


catering events

o Research on tips to consider

before planning events and

types of catering events

o Group discussion on tips to

consider before planning

events and types of catering

events

o Presentation on tips to

consider before planning

events and types of catering

events


events

- Reference books - Internet - Projector - Packaging supplies - Pictures - Markers - Boards - Flipchart





Written evidence

Product evidence


Essay

Matching

Sentence completion

Multiple choice




Appropriate preparation of a catering plan for an event.


413 | P a g e

Checklist Score

Yes No

Indicator:Description of types of catering events is described

Wedding catering

Corporate catering


Concession catering

Indicator: Different tips to consider for planning events is respected

Know your guest count

Decide on your delivery method

Know how do you want to enhance your event

Know your budget before you order

Observation



Last year MADINA convention ended with complaints of participants because of bad organization and insufficient food deliveries especially for breaks fast. Monday next week, the companies have been chosen by RDB to cater for a 400 participant’s Madina convention meeting, which will take place at RDB headquarters auditorium. This event catering execution requires a technical schedule document specifying the full plan and execution of the catering event, as a graduate prepare full plan catering control within one day, waste reduction and management for all breads leftovers within two days, and the catering procedures which will be applied in order for this time to get expected customer satisfaction within one day.

- kitchen Tools and equipment - Papers - Pen - Pencils - Computer - Breads - Packaging - Wrappers - printer

414 | P a g e

Assessment Criterion 1: Quality of hygiene Checklist Score

Yes No



Hands are washed

Uniform is clean


Using clean water

Sanitized

Dry

Observation

Assesment Criterion 2: Quality of catering Process

Checklist Score

Yes No

Indicator: Identify customer needs, preferences according to catering requirement is identified

Research

Customer Feedback reports

Social Media messages

Collaboration

Customer Relationship Management

Indicator: Select dishes according to the types of guest is done

Knowledge of the Guest Profile

Information about Guest Preferences

Menu Choices proposals

Incorporation of Seasonal and Fresh Items

Proposal of a Menu that Fits the Event Schedule

Anticipation on Special Needs

Create Ethnic or Regional Menus (Asian/Chinese/Japanese, French,

415 | P a g e

German, Greek, Italian, Mexican )

Plan for a Final Presentation of dishes

Indicator: Plan for a catering event is applicated: Provide a high quality catering service type,



Include in a menu with dishes cooked in the traditional way.

Specify delivery time with the appropriate food temperature.

Indicator :Recipe guidelines to reduce wastage respected


Portioning standards

Preparation

Cooking methods

Presentation


Observation

416 | P a g e

Assesment Criterion 3: Quality of planned catering

Checklist Score

Yes No

Indicator:Plan for a specific catering service type is done

Wedding catering

Corporate catering


Concession catering

Indicator: Respect of key points of catering type is respected

Delivery time

Sitting set up ( class, U shape, two sides,

Food service type ( plating, self service)

Beverages service type ( soft, alcohol, hot beverages, wine, spirits )

Observation

Assesment Criterion 4: Safety

Checklist Score

Yes No

Indicator: Knowledge about food contamination is considered

Ways in which food can be contaminated

Symptoms of food poisoning

Cases of food spoilage

High risk and low risk foods

Types of cross contamination

Indicator: Ways for protecting food from wastage and contamination is respected

Correct food handling rules

Correct storage temperature

Correct cooking temperature

Safe food shops and stores

Observation

417 | P a g e

Assessment Criterion 5: Relevance

Assessment Criterion 6: Perfection marks

Checklist Score

Yes No

Indicator: Creativities and innovation principles of catering control is respected

Creativities in principles of catering control

Innovations in principles of catering control

Observation

Assessment Criterion 5: Passing line < 80% Reference books: - Professional Cookery, 2nd Edition, Level 2 Diploma, Pam Rabone, Holly Bamunuge; Trevor Eeles,


Edition 2010

- Professional cooking (seventh edition), WAYNE GISSLEN, 2011

Checklist Score

Yes No

Indicator: Principles of catering control is respected Respecting time

Prepared all principles of catering control

Observation

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C U A S C 5 0 1 - STOCKS CONTROL AND ORDERING

CUASC501 Control and order stocks


Credits: 5 50




Purpose statement

This module describes the skills and knowledge required to maintain stock levels and records, process

stock orders, minimize stock losses, and pursues orders for a range of purposes. Moreover this module

will also allow the trainee to minimize losses and ordering stock.

419 | P a g e


Food safety procedures implementation

Principles of catering control







1. Maintain stock level and record.

1.1. Proper use of stock control systems and equipment

is done to administer all stock control and ordering

processes.

1.2. Accurate identification of stock levels is made to

meet organizational requirements.

1.3. Appropriate stock security and adjustment

procedures are made to maintain standard stock

levels.

1.4. Proper recording reports of stock levels

according to organizational procedures.

1.5. Accurate stock report creation is performed

successfully.

1.6. Proper correct and adjustment of stock reorder

cycles is made to maintain stock security.

2. Process stock orders

2.1. Proper identification ofstock orders is made

according to the organizational procedures.

2.2. Appropriate application of organizational strategies

for stock ordering made according to the institution.

2.3. Efficient performance and record of incoming stock

is made against purchase and supply agreements.

3. Minimize stock losses

3.1 Regularly check-up of the storage arrangement is

made to ensure the stock protection.

3.2 Precise recording and reporting of stock losses is

made to avoid the future stock management failure.

420 | P a g e

3.3 Regular establishment of avoidable losses along with

reasons is done to avoid stock losses.

3.4 Precise application of implementation procedures for

stock loss prevention is made to maintain the positive

future stock solutions.

4. Pursue orders 4.1 Proper deliveries of stock to ensure agreed deadlines.

4.2 Appropriate suppliers to ensure continuity of supply.

4.3 Correct routine supply problems or refer to

appropriate person for action.

4.4 Proper distribution of stock within the organisation

according to required allocations.

5. Organize and administer stock

takes.

5.1 Systematic identification and maintenance of stock

takes is made following appropriate intervals.

5.2 Suitable coordination of stocktaking responsibilities is

maintained for betterstaff supervision within the

stock take operations.

5.3 Accurate reporting of stock takes is made within

designated timelines.

421 | P a g e

LU 1:Maintain stock level and record

1

Learning Outcomes:

1.1 Use stock control systems and equipment 1.2 Maintain stock levels 1.3 Maintain stock security 1.4 Record reports of stock levels 1.5 Report fast/ slow selling items. 1.6 Maintain stock reorder cycles.

7 Hours

Learning Outcome 1.1:Use stock control systems and equipment

Definition of stock control

Identification of tools and

equipment for stock control

systems

Accounting tools

Recording tools

Storage equipment

Types of Stock:

Raw materials and

components

Work in progress(tool

and unfinished goods in

production)

Finished goods ready for

sales

Consumables (fuel and

station)

Types of stock control

systems:

o Research on identification of

tools and equipment for stock

control systems, definition, types

of stock control systems and

types of stock

o Brainstorming on types of stock

control systems, types of Stock

and definition of stock control


identification of tools and

equipment for stock control

systems, types of stock control

systems and types of stock

o Presentation on identification of


control systems, types of stock

control systems and types of

stock

o Individual on identification of

- Reference books and journals

- Flip Chart - Boards - Dusters - Markers - Internet

- Pictures

- Tools and equipment

- Projector


422 | P a g e

Track stock system levels

Make orders

Issue stock

Stock cards

Stock tags


control systems, types of stock


stock

o Group work on types of stock


stock





Oral evidence

Written evidence

Matching Exercises

Sentence completion

Essay

True or false

Checklist Score

Yes No

Indicator: Identification of tools and equipment for stock control systems

Accounting tools

Recording tools

Storage equipment

Indicator: Identification of types of stock

Raw materials and components

Work in progress(tool and unfinished goods in production)

Finished goods ready for sales

Consumables (fuel and station)

Raw materials and components

Work in progress(tool and unfinished goods in production)

Finished goods ready for sales

Consumables (fuel and station)

Identification of stock control systems:

Track stock system levels


1.1. Proper use of stock control systems and equipment is done to administer

all stock control and ordering processes.

423 | P a g e

Make orders

Issue stock

Stock cards

Stock tags

Observation

Learning Outcome1.2:Identify stock levels

Stock control procedures:

Inspection

Counting

Measuring and

Tasting

Types of stock levels

Maximum stock level

Minimum stock level

Low stock level

o Research on stock control

procedures and types of stock

levels

o Brainstorming on stock control


levels

o Demonstration and observation

on stock control procedures

o Group discussion on stock

control procedures and types of

stock levels

o Individual exercises on stock

control procedures and types of

stock levels

o Presentation on stock control


levels

- Reference books - Internet - Video aids - Pictures - Flip chart - Boards - Markers - Chalk - Projector





Accurate identification of stock levels is made to meet organizational

requirements.


424 | P a g e


Oral evidence

Written evidence

True or false questioning Sentence completion

Checklist Score

Yes No

Indicator: identification of Stock control procedures:

Inspection

Counting

Measuring and

Tasting

Indicator: Identification of stock levels

Maximum stock level

Minimum stock level

Low stock level

Observation

Learning Outcome 1.3: Secure stock

Factors to be considered for

ensuring stock security:

Crop production (pest

drought, etc…)

Agriculture(disruptionof

export or import)

Food prices(large, sudden

price rises)

Employment

Health (infectious diseases,

for example. Resulting in

labour productivity decline)

Politics and policy failure

o Research on factors to be

considered for ensuring stock

security, keeping systems of

stock records, stock control

methods

o Demonstration on maintain

stock security

o Brainstorming on factors to be

considered for security of stock

and stock control methods

o Group discussion on factors to

be considered for ensuring

stock security, keeping systems

- Reference books - Video aids - Internet - Boards - Markers - Pictures - Chalks - Stock security tools - Supplies - records files


425 | P a g e

Adequate space

Location

Stock Keeping systems

Stock control methods:

Reorder lead-time

Economic order quantity

Batch control

First in-first out

of stock records, stock control

methods

o Individual practice on maintain

stock security

o Presentation of stock security





Written evidence

Sentence completion Observation checklist True or false Matching exercises Problem solving

Checklist Score

Yes No

Indicator: Applying stock control methods:

Reorder lead-time


Batch control

First in-first out

Indicator: Factors to be considered for ensuring stock security:

Crop production (pest drought, etc…)

Agriculture(disruption of export or import)

Food prices(large, sudden price rises)

Employment

Health (infectious diseases, for example. Resulting in labour productivity decline)

Politics and policy failure


1.2. Appropriate stock security and adjustment procedures are made to

maintain standard stock levels.

426 | P a g e

Adequate space

Location

Observation

Learning Outcome 1.4: Record stock reports

Documents used in store

control recording:

Bin card

The store ledger sheet

Departmental requisition

book

Order book

Stock sheet

Classification of records of

stock outgoing:

Issue stock internally

Return stock to supplier

Issue stock free of change

Write off a stock items

Types of standard reports

production:

Status report

Stock listing

Details of traceable items

Details analysis of

transactions

Stock takes

o Research on types of producing

standard reports, classification

of records of stock outgoing

and documents used in store

control recording


producing standard reports,

classification of records of stock

outgoing and documents used

in store control recording

o Display documents used in

store control recording and

types of producing standard

reports











- Video aids - Reference books - Internet - Boards - Markers - Pictures - Chalks - Report files - Record files



427 | P a g e




Written evidence


Multiple choice exercises True or false Sentence completion Observation checklist

Checklist Score

Yes No

Indicator: identification of standard reports production:

Status report

Stock listing


Details analysis of transactions

Stock takes

Indicator: Identification of documents used in stock control records

Bin card


Departmental requisition book

Order book

Stock sheet

Indicator: Classification of record for outgoing stock:

Issue stock internally

Return stock to supplier

Issue stock free of change

Write off a stock items

Indicator: Production of standard reports:

Status report

Stock listing




Proper recording reports of stock levels according to organizational

procedures.

428 | P a g e

Observation

Learning Outcome 1.5:Create stock report.

Classification of stock in

terms of movement:

Fast moving

Slow moving

Dormant

Obsolete

Main parts of stock report:

o Research on Classification of

stock in terms of movement

o Brainstorming on Classification

of stock in terms of movement


Classification of stock in terms

of movement

o Individual

exercisesonclassification of


o Presentation on classification of


- Video aids - Reference books - Internet - Boards - Markers - Pictures - Report files





Product evidence

Written evidence

Sentence completion Observation checklist True or false Matching exercises Problem resolving


Accurate stock report creation is performed successfully.


429 | P a g e

Checklist Score

Yes No

Indicator: Creation and classification of stock in terms movement

Fast moving

Slow moving

Dormant

Obsolete

Observation

Learning Outcome 1.6:Maintain stock reorder cycles.

Definition of stock reorder

The main factors that

influence the stock reorder

cycle:

Lead-time between

ordering the material and

its delivery from the

supplier.

Rate of usage.

Allowance for fluctuations

in supply or demand.

When the stock is paid for.

Type of stock it is.

o Research on definition of stock

reorder, the main factors that

influence the stock reorder cycle




o Brainstorming on definition of stock



o Group discussion on definition of

stock reorder, the main factors that


o Individual exercise on definition of

stock reorder, the main factors that


o Presentation on definition of stock



- Video aids - Reference books - Internet - Boards - Markers - Flip chart - Chalks


430 | P a g e





Oral evidence

Written evidence

Multiple choice exercises True or false questioning Essay Sentence completion

Checklist Score

Yes No

Indicator: identification of factors that influence the reorder cycle identification:

Lead-time between ordering the material and its delivery from the supplier.

Rate of usage.

Allowance for fluctuations in supply or demand.


Type of stock provided.

Observation


1.6 Proper correction and adjustment of stock reorder cycles is made to maintain

stock security.

431 | P a g e

LU 2:Process stock orders

2

Learning Outcomes:

2.1 Identify stock ordering responsibilities 2.2 Apply organizational strategies for stock ordering 2.3 Record incoming stock against purchase and supply agreements

10 Hours

Learning Outcome 2.1: Identify stock ordering responsibilities

Duties and tasks for stock

ordering;

Obtain customers' names,

addresses, and billing

information, product

numbers, and

specifications of items to

be purchased, and enter

this information on order

forms

Prepare invoices.

Inform customers by mail

or telephone of order

information

Receive and respond to

customer complaints.

Verify customer and order

information for

correctness

Direct specified

departments

o Brainstorming on duties and

tasks for stock ordering

o Research on duties and tasks

for stock ordering

o Brainstorming on duties and


o Group work on duties and


o Individual exercises on

duties and tasks for stock

ordering

o Presentation on duties and


- Reference books

- Video aids

- Internet

- Telephone

- Calculator

- Markers

- Flip chart

- Boards

-


432 | P a g e





Oral evidence

Written evidence

Multiple choice


Essay

Checklist Score

Yes No

Indicator: Identification of responsibilities for stock ordering;

Obtain customers' names, addresses, and billing information, product

numbers, and specifications of items to be purchased, and enter this

information on order forms

Prepare invoices.

Inform customers by mail or telephone of order information

Receive and respond to customer complaints.

Verify customer and order information for correctness

Direct specified departments

Observation


Proper identification of stock orders is made according to the organizational

procedures.

433 | P a g e

Learning Outcome 2.2:Apply organizational strategies for stock ordering

Factors for setting goals

Sales process

Keys value point

Focus of effort

Order stock organizational

strategies;

Inventory positioning

Buffer profile and levels

Dynamic adjustment

Demand driven planning

Highly visible and

collaborative execution

o Research on factors for setting

goals and order stock

organizational strategies

o Brainstorming on factors for

setting goals and order stock


o Group discussion on factors

for setting goals and order

stock organizational strategies

o Individual exercises on factors

for setting goals and order

stock organizational strategies

o Presentation on factors for

setting goals and order stock


- Reference books

- Video aids

- Internet

- Supplies

- Markers

- Boards

- Flip chart





Written evidence

Matching Exercises

Sentence completion

Essay questions

True or false


Appropriate application of organizational strategies for stock ordering made

according to the institution.


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Checklist Score

Yes No

Indicator: Duties and tasks for stock ordering considerations

Adequate food

Access food

Obtain customers' names, addresses, and billing information, product numbers, and specifications of items to be purchased, and enter this information on order forms

Prepare invoices

Inform customers by mail or telephone of order information

Receive and respond to customer complaints

Verify customer and order. Information for correctness

Direct specified departments

Observation

Learning Outcome 2.3:Record incoming stock against purchase and supply agreements

Supply agreements;

Negotiation and buying

Means of transportation

Ways of transportation

Terms of payment

Needs

Follow-up and auditing

Tasks to follow when

recording an incoming stock;

Requisition supplies from

stock and send orders to

production departments and

other firms

Confirm completion of

orders and compliance with

specified details

Receive and check purchase

requests against inventory

o Research on tasks to follow

when recording an incoming

stock and supply agreements

o Brainstorming on tasks to

follow when recording an

incoming stock and supply

agreements

o Demonstration on tasks to

record an incoming stock

o Practical exercises on tasks to


o Group discussion on tasks to

follow when recording an

incoming stock and supply

agreements

o Presentation on tasks to


- Reference books

- Video aids

- Internet

- Markers

- Supplies

- Boards

- Flipchart

- Dusters

- Document records


435 | P a g e

records and stock on hand

Examine orders and compile

data for production

schedules

Check inventories and

prepare delivery schedules

Investigate and identify

supply sources and prepare

and process purchase orders

Count incoming stock and

reconcile it with requisitions

Update inventory and stock

location records an incoming

stock;





Written evidence

Multiple choice

Essay

Sentence completion

True or false

Problem resolving


Efficient performance and record of incoming stock is made against purchase

and supply agreements.

436 | P a g e

Checklist Score

Yes No

Indicator:Identification of supply agreement

Negotiation and buying

Means of transportation

Ways of transportation

Terms of payment

Needs

Follow-up and auditing

Indicator:Tasks to follow when recording an incoming stock identification:

Requisition supplies from stock and send orders to production departments and other firms

Confirm completion of orders and compliance with specified details

Receive and check purchase requests against inventory records and stock on hand

Examine orders and compile data for production schedules

Check inventories and prepare delivery schedules

Investigate and identify

Supply sources and prepare and process purchase orders

Count incoming stock and reconcile it with requisitions

Update inventory and stock location records an incoming stock;

Observation

437 | P a g e

LU 3: Minimize stock losses

3

Learning Outcomes:

3.1 Arrange the store for protection 3.2 Record reports of stock losses 3.3 Establish reasons for avoidable losses 3.4 Maintain solutions and implement prevention procedures

for stock losses.

8 Hours

Learning Outcome 3.1: Arrange the store for protection

Tips and guidelines that will

guide a good storage;

General

Create an inventory list of all items.

Protection of items Label boxes or

containers on all sides. Consider clear plastic

tips containers. Do not store any toxins

or flammables. Do not store any food

items. Always secure a

contents protection program.

Furniture

Apply furniture oil to wooden pieces before storing for added

o Research on tips and guidelines

that will guide a good storage

o Brainstorming on tips and

guidelines that will guide a

good storage

o Demonstration on tips and


good storage

o Practical exercises on tips and


good storage

o Demonstration and

observation on Checking the

storage of stock

o Group discussion on tips and


good storage

o Group work on tips and

guidelines that will help for a

good storage

- Tools and equipment

- Internet

- Supplies

- Videos aids

- Reference books

- Markers

- Boards

- Projector

- Flip chart


http://www.pods.com/Contents-protection.aspx

http://www.pods.com/Contents-protection.aspx

438 | P a g e

protection. Disassemble larger

items Put all hardware in

bags and label accordingly.

Use paper pads when stacking furniture to prevent scratching.

Electronics

Original boxes for electronics are best.

Label corresponding cords and components by using color coded stickers.

Appliances

Clean appliances well prior to storing.

Leave doors opened slightly, to prevent mildew.

Pictures and Mirrors

Wrap pictures that are small and stand them on end in boxes.

For larger ones, buy special picture moving boxes.

Always store mirrors or framed pieces on end, not flat.

Crystal, China, and

Glassware

Buy boxes designed for this with dividers.

Wrap each item with paper or foam.

Label these boxes as fragile.

Clothing, Curtains, Drapes

Use special wardrobe

o Presentation on Checking the

storage of stock

439 | P a g e

boxes or garment bags to hang items.

Hang items on non-rusting hangers.

Dresser drawers can be used to save space for storing smaller items.

If storing wool item





Written evidence

Multiple choice

Matching

Sentence completion

Checklist Score

Yes No

Indicator:Guiding tips for checking storage:

General tips

Tips on Furniture

Tips on electronic

Tips on appliances

Tips on pictures and Mirrors

Tips on crystal, China, and Tips on glassware

Tips on clothing, Curtains, Drapes

Observation


Regularly check-up of the storage arrangement is made to ensure the stock

protection.

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Learning Outcome 3.2: Record reports of stock losses

Types of stock losses;

Long term stock loss

Short term stock

loss

Steps considered in

reporting stock

losses:

Step 1

Short-term losses occur when you sell a stock you held for one year or less. Long-term losses occur when you sell a stock you held for more than one year.

Step 2

You must report the name of the stock, the date you acquired it, the date you sold it, the amount you received when you sold the stock, and the amount you paid for the stock, also known as your basis

Step 3

Combine your stock loss

Step 4

Enter the loss on the appropriate line based on whether it is short-term or long-term

o Research on reasons, types

and steps of stock losses

o Brainstorming on reasons,

types and steps of stock

losses

o Display on record reports


reasons, types and steps of

stock losses

o Group work on reasons,


losses


reasons, types and steps of

stock losses

o Presentation on reasons,


losses

- Video aids

- Internet

- Reference books

- Boards

- Marks

- Flip chart

- Projector

- Record files


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Step 5

Calculate your net

loss.





Written evidence

Multiple choice

Matching

Checklist Score

Yes No

Indicator:Types of stock losses identification:


Short term stock loss

Steps1-5)

Observation


Precise recording and reporting of stock losses is made to avoid the future

stock management failure.

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Learning Outcome 3.3: Establish reasons for avoidable losses

Reasons that cause stock losses

Making errors

Failing to include additional

income

Claiming too many

charitable donations

Reporting too many losses

Claiming too many business

expenses

Claiming a home office

deduction

Misuse of nice, neat, round

numbers

o Research on reasons that

causes stock losses

o Brainstorming on reasons that

causes stock losses

o Group discussions on reasons

that causes stock losses

o Group work on reasons that

causes stock losses

o Individual exercises on reasons

that causes stock losses

o Presentation on reasons that

causes stock losses

- Video aids

- Internet

- Reference books

- Boards

- Marks

- Flip chart

- Projector

- Record files





Written evidence

Multiple choice Essay

Checklist Score

Yes No

Indicator:Identification of reasons that cause losses:

Failing to include additional income

Claiming too many

Charitable donations


3.3 Regular establishment of avoidable losses along with reasons is done to

avoid stock losses.


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Reporting too many losses

Claiming too many business expenses

Claiming a home office deduction

Misuse ofnice, neat, round numbers

Observation

Learning Outcome 3.4: Maintain solutions and implement prevention procedures for stock

losses.

Define loss prevention

Loss prevention procedures

of stock losses;

Articles of high value

Prompt attentions

Inspection for empty box

Frequent inventories of

expensive

Legitimate purchases

o Research on definition of loss

prevention

o Research on procedures of

preventing stock losses

o Brainstorming on procedures of


o Presentation on procedures of



procedures of preventing stock

losses

o Group work on procedures of


- Reference books

- Video aids

- Internet

- Markers

- Boards

- Chalks

- Flip chart





Precise application of implementation procedures for stock loss prevention is

made to maintain the positive future stock solutions.


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Written evidence

Multiple choice

Calculation question

Essay

Checklist Score

Yes No

Indicator:Loss prevention procedures of stock losses identification:


Prompt attentions


Frequent inventories of expensive


Observation

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LU 4: Pursue orders

4

Learning Outcomes:

1. Deliver stock to ensure agreed deadlines. 2. Identify suppliers to ensure the continuity of supply 3. Identifysupply problems to avoid routine supply issues. 4. Distribute stock within the organization

15 Hours

Learning Outcome 4.1:Deliver stock ensuring agreed deadlines.

Definition of stock delivering

Guidance for taking delivery

of goods:

Purchase orders

Taking delivery

Damaged goods


Incorrect goods

Commissioning and

Installation

Receiving

Storing deliveries

o Research on guidance for

taking delivery of goods

o Brainstorming on guidance for


o Group discussion on guidance

for taking delivery of goods and

definition of stock delivering

o Group work on guidance for


o Presentation definition of stock

delivering and guidance for


- Internet - Videos aids - Reference books - Projectors - Boards - Markers - Flipcharts - Stock documents





Efficient delivery of stock is done to ensure agreements related to deadlines.


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Written evidence


Multiple choice

Essay questions


Checklist Score

Yes No

Indicator Guidance for taking delivery of goods;

Purchase orders

Taking delivery

Damaged goods


Incorrect goods

Commissioning and installation

Receiving

Storing deliveries

Observation

Learning Outcome 4.2:Identify suppliers to ensure the continuity of supply

Factors in identifying

suppliers;

Escalation plan

Process/product

Recovery plan

Communication plan

o Research on factors in identifying

suppliers

o Brainstorming on factors in

identifying suppliers

o Group discussions on factors in


o Individual exercises on factors in


o Presentation on factors in


- Video aids - Internet - reference books - Boards - Markers - Flip chart


447 | P a g e





Written evidence

Multiple choice

Essay question

Checklist Score

Yes No

Indicator Identification factors in identifying suppliers;

Escalation plan

Process/product

Recovery plan

Communication Plan

Observation


Appropriate identification of suppliers is made to ensure continuity of supply.

448 | P a g e

Learning Outcome 4.3:Identify supply problems to avoid routine supply issues.

Tips for mitigating problems

with suppliers

Production capacity

Miscommunication

between customer and

supplier

Your tools and systems

Shared planning between

supplier and buyer

Planning for reductions in

requirement

Personnel turnover

Production risks and issues

Continuous improvement

Formal capacity planning

program

Learning from lessons when

things go wrong

o Research on tips for mitigating

problems with suppliers

o Brainstorming on tips for

mitigating problems with

suppliers

o Group work on tips for


suppliers

o Individual work on tips for


suppliers

o Presentation on tips for


suppliers

- Reference books - Video aids - Internet - Flip chart - Markers - Boards - Project






Efficient identification of supplying problems is made to avoid routine

supply issues.


http://supplychain-mechanic.com/?p=361




















449 | P a g e

Checklist Score

Yes No

IndicatorTips for mitigating problems with Suppliers;

Production capacity

Miscommunication between customer and supplier

Miscommunication between Your tools and Systems

Shared planning between supplier and buyer

Planning for reductions in requirement

Personnel turnover



Formal capacity planning program

Learning from lessons when things go wrong

Observation

Learning Outcome 4.4:Distribute stock within the organization

Stock distribution factors;

Storage locations

Storage containers

Scaling

Storage volume

Processing

Costs

Distribution center

organization

Distribution center

planning

Simple distribution center

outline

.

o Research on stock distribution

factors

o Brainstorming on stock

distribution factors

o Group work on stock


o Group discussion on stock


o Individual exercises on stock


o Presentation on stock


- Reference books - Video aids - Internet - Flip chart - Markers - Boards



450 | P a g e




Written evidence Multiple choice exercises

Checklist Score

Yes No

IndicatorStock distribution factors identification:;

Storage locations

Storage containers

Scaling

Storage volume

Processing

Costs

Distribution center organization

Distribution center planning

Simple distribution center outline

Observation


Proper distribution of stock is carried out within the organization according to

the required allocations.

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Learning Outcome 5.1:Maintain stocktaking.

Definition of stock taking

Stock taking principles: The amount in the stores

The amount issued to

whom and when

The amount bellow which

stock should not fall

Tools for the stock take Clipboards

Stock sheets

Write-off sheets

Pens, in different colors

Calculators

Hand held scanners for bar-

coded inventory

Steps to successful

stocktaking:

Clearly identify what stock

is owned by the business

and where it is.


stock take


taking, stock taking principles,

tools for the stock take, steps

to successful stocktaking


stock taking, stock taking

principles, tools for the stock

take, steps to successful

stocktaking

o Group discussion on definition

of stock taking, stock taking



stocktaking


definition of stock taking, stock

taking principles, tools for the

stock take, steps to successful

stocktaking

o Presentation on definition of

- Reference books - Video aids - Internet - Journals - Flip chart - Markers - Boards - Stock taking tools

LU 5: Organize and administer stock takes

5

Learning Outcomes:

1. Identify and maintain stocktaking 2. Coordinate and supervise staff with their responsibilities 3. Report stock-takes within designated timelines.

10 Hours


452 | P a g e

Ensure the stock room is

clean and tidy and

inventory items are clearly

laid out.

Tools for the stock take

Discourage radios, mobile

phones, ipods and idle

chitchat.

Count every item of your

inventory, don’t estimate.

Check the physical count

against accounting records

and recheck discrepancies.

Definition of stock delivering

Guidance for taking delivery

of goods:

Purchase orders

Taking delivery

Damaged goods


Incorrect goods

Commissioning and

Installation

Receiving

Storing deliveries

stock taking, stock taking



stocktaking

o





Written evidence

True - false questions

Sentence completion

Essay questions


5.1 Systematic identification and maintenance of stock takes is made following

appropriate intervals.

453 | P a g e

Checklist Score

Yes No

IndicatorTools for the stock take identification:

Clipboards

Stock sheets

Write-off sheets

Pens, in different colours

Calculators

Hand held scanners for bar-coded inventory

Stock taking principles

The amount in the stores

The amount issued to whom and when

The amount bellow which stock should not fall

Observation

Learning Outcome 5.2:Coordinate stocktaking responsibilities and supervise staff

Tasks in stock taking;

Spot checking

Stock reconciliation

Issuing to the user

department

Recording and

reporting

Benefits of stocktaking:

Checks your gross

profit

Tells if you have any

stock problems, i.e.

Theft

Helps you with your

pricing strategy

Helps you place the

right orders

Provides the

o Research on tasks and benefits of

stocktaking

o Brainstorming on tasks in stock

taking and benefits of stocktaking

o Group discussion on tasks and

benefits of stocktaking

o Group work on tasks in stock

taking and benefits of stocktaking

o Presentation on tasks and

benefits of stocktaking

- Reference books - Video aids - Internet - Flip chart - Markers - Boards - Projector


454 | P a g e

performance

information you

need to run your

business profitably

Provides an accurate

picture of your stock

holding

Highlights product

sales performance

Helps reduce stock

levels and improve

cash flow





Written evidence

Matching exercises


Essay

Checklist Score

Yes No

IndicatorIdentification of tasks in stock taking:

Spot checking

Stock reconciliation

Issuing to the user department

Recording and reporting

Benefits of stocktaking

Checks your gross profit

Tells if you have any stock problem

Helps you with your pricing strategy

Helps you place the right orders

Provides the performance information youneed to run your business


Suitable coordination of stocktaking responsibilities is maintained for better staff

supervision within the stock take operations.

455 | P a g e

profitably

Provides an accurate picture of your stock holding

Highlights product sales performance

Helps reduce stock levels and improve cash flow

Observation

Learning Outcome 5.3: Report stock-takes within designated timelines.

Reporting considerations of

stocktaking:

Closing stock value for

each section

Total purchases for the

period

Gross Profit achieved for

each section

Days Stockholding

Estimated Gross Profit

Actual Gross Profit

Surplus/Deficit

Allowances/ Waste for the

period

Yield

Budget Gross Profit

o Research on reporting

considerations of stocktaking

o Brainstorming on reporting


o Group discussion on reporting


o Group work on reporting


o Individual work on reporting


o Presentation on reporting


- Reference books - Video aids - Internet - Journals - Flip chart - Markers - Boards - Duster





5.3 Accurate reporting of stock takes is made within designated timelines.


456 | P a g e


Written evidence

Multiple choice Essay

Checklist Score

Yes No

IndicatorReporting considerations of stocktaking:

Closing stock value for each section

Total purchases for the period

Gross Profit achieved for each section

Days Stockholding

Estimated Gross Profit

Actual Gross Profit

Surplus/Deficit

Allowances/ Waste for the period

Observation



Cowboy Hotel is located at Bugesera district/Nyamata providing catering services, spas and accommodation. In hotel food and beverage department there is stock losses caused by poor stock management system used, you are asked to order and control your stock successfully for stock loss prevention within 4 hours.

Instructions:

Four hours

To make stock card

To make bin card

- Reference pictures

- Brochures

- Mark pens

- Flip charts

- Reference books

- Internet websites

- Bin card

- The store ledger sheet

- Departmental requisition

book

- Order book

- Stock sheet

457 | P a g e

Assesment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicator: Stock control systems and equipment are used. Tools and equipment for stock control systems

Types of stock control systems

Indicator: Suppliers are well identified to ensure the continuity of supply

Factors of suppliers identification:

Escalation plan

Process/product

Recovery plan

Communication plan

Indicator: Supply problems are identified to avoid routine supply issues.

Tips for mitigating problems with suppliers

Production capacity

Miscommunication between customer and supplier

Your tools and systems

Shared planning between supplier and buyer

Planning for reductions in requirement

Personnel turnover



Formal capacity planning program

Learning from lessons when things go wrong

Indicator: Stock levels are Identified

Stock control procedures: Inspection, Counting, Measuring and Tasting

Types of stock levels:

Maximum stock level

Minimum stock level

Low stock level

Indicator: stock within the organization is distributed

Stock distribution factors:

Storage locations

Storage containers

Scaling

Storage volume

Processing

Costs


458 | P a g e

Assesment Criterion 2: Quality of product

Distribution center organization

Distribution center planning

Simple distribution center outline

Indicator: Stock control methods are applied for stock security and adjustment.

Reorder lead-time


Batch control

First in-first out

Indicator: Organizational strategies for stock ordering are applied

Order stock organizational strategies:

Inventory positioning

Buffer profile and levels

Dynamic adjustment

Demand driven planning

Highly visible and collaborative execution

Indicator: Stock loss prevention procedures are applied

Loss prevention procedures of stock losses:


Prompt attentions


Frequent inventories of expensive


Observation

Checklist Score

Yes No

Indicator:Stock control systems and equipment to administer all stock control and ordering processes are used.

Accounting tools

Recording tools

Storage equipment

Indicator:Stock reports are created

Stock in terms of movement:

Fast moving

459 | P a g e

Slow moving

Dormant

Obsolete

Indicator:Reports for stock levels are recorded. Documents used in store control recording:

Bin card


Departmental requisition book

Order book

Stock sheet

Indicator: Standard reports are produced

Status report

Stock listing



Stock takes

Indicator: Stock reorder cycles are corrected and adjusted

Factors that influence the stock reorder cycle:

Lead-time between ordering the material and its delivery from the supplier.

Rate of usage.

Allowance for fluctuations in supply or demand.


Type of stock it is.

Indicator: Stock losses are recorded and reported

Types of stock losses:


Short term stock loss

Indicator: Reasons for avoidable losses are established

Reasons that cause stock losses

Making errors

Failing to include additional income

Claiming too many charitable donations

Claiming too many business expenses

Claiming a home office deduction

Misuse of nice, neat, round numbers

Indicator: Stock is well delivered

Guidance for taking delivery of goods:

Purchase orders

Taking delivery

Damaged goods

Quantity discrepancies

460 | P a g e



Incorrect goods

Commissioning and Installation

Receiving

Storing deliveries

Indicator: Stocktaking is identified and maintained

Stock taking principles:

The amount in the stores

The amount issued to whom and when

The amount bellow which stock should not fall

Observation

Checklist Score

Yes No

Indicator: Tools for the stock take are handled safely Clipboards

Stock sheets

Write-off sheets


Calculators


Steps to successful stocktaking:

Clearly identify what stock is owned by the business and where it is.

Ensure the stock room is clean and tidy and inventory items are clearly laid

out.


Discourage radios, mobile phones, ipods and idle chitchat.

Count every item of your inventory, don’t estimate.

Check the physical count against accounting records and recheck

discrepancies.

Observation

461 | P a g e

Checklist Score

Yes No

Indicator: Tools for the stock take are handled safely Clipboards

Stock sheets

Write-off sheets


Calculators


Steps to successful stocktaking:

Clearly identify what stock is owned by the business and where it is.

Ensure the stock room is clean and tidy and inventory items are clearly laid

out.


Discourage radios, mobile phones, ipods and idle chitchat.

Count every item of your inventory, don’t estimate.

Observation

Assesment Criterion 4: Perfection

Checklist Score

Yes No

Indicator:

Observation

Reference books:


Mark FurrShyamPatior, Dereick Rushton, Sue J Wood with Len Unwin; First edition 2007, this

Edition 2010

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C U A S D 5 0 - SHELLFISH DISHES

CUASD501 Prepare shellfish dishes


Credits: 7 70




Purpose statement

This particular module describes the knowledge and attitude required to prepare shellfish dishes. The

trainee will be able to select and prepare ingredients for shellfish dishes and then cook and present fish

and shellfish.

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Learning assumed to be in place HOTCA501-Food safety procedures implementation

HOTCA508-Kitchen organization

HOTCA505-Principles of catering control



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:


1. Selectingredients.

1.1. Proper identification of shellfishesfor the recipe.

1.2. Accurate ingredients portioning for the recipe.

1.3. Adequate selection of shellfish ingredients following

the freshness measures.

2. Prepare and Cook shellfish 2.1. Appropriate application of mise en place techniques for

shellfish ingredients.

2.2. Adequate preparation of accompaniment sauces

forshellfish dishes for standard recipe.

2.3. Proper application of cooking methods for shellfish

depending on the recipe.

3. Present shellfish dishes. 3.1. Propergarnishingof shellfish dishesensuringgarnishing

techniques.

3.2. Appropriate application of presentation techniques

foraccompaniments and garnishes.

3.3. Proper storage of shellfish dishes for the food safety

standards.

464 | P a g e

LU 1:Select ingredients

1

Learning Outcomes:

1.1 Identify shellfish 1.2 Portion ingredients 1.3 Select shellfish ingredients

10 Hours

Learning Outcome1.1:Identify shellfish

Definition ofshellfish

Classifications of shellfish

Molluscus

Crustaceans

shellfish Characteristics

Quality points of shellfish

The freshness

The spoilage

Purchasing points for

shellfish

The freshness

Size

Research on different types of

shellfish

Presentation on different types of

shellfish

Brainstorming on classification of

shellfish.

Study tour to the

Hotel/supermarket

Research on quality points of shellfish

- Reference books - Flip Chart - Boards - Markers - Video aids - Internet - Shellfish - Pictures





Proper identification of fish and shellfish for the recipe.


465 | P a g e


Written evidence

Oral evidence


True or false question

Sentence completion

Essay

Learning Outcome 1.2: Portion ingredients

Types of ingredients according

to the recipe;

Shellfish

Vegetables

Herbs

Spices

Portioning techniques for

Ingredients

Measuring Volume of items

Measuring Capacity of items

Weighing mass of items

Measuring length of items

Counting numbers of items

o Demonstration on

measurement


measurement

o Brainstorming on importance

of measuring ingredients

o Group work on measuring

o Observation on measuring

- Video aids

- Reference books

- Internet

- Catalogues

- Weighing scales

- Ingredients

- Containers

- Board

- Flipchart

- Markers

- Pictures

- Projectors


Checklist Score

Yes No

Indicator: Shellfishes are identified.

Molluscus

Crustaceans

Indicator: Purchasing points for shellfishes are identified.

Freshness

Size

Observation


466 | P a g e




Written evidence

Multiple choice question True or false question Sentence completion Essay

Checklist Score

Yes No

Indicator: ingredients to be portioned are identified according to the type:

Shellfish

Vegetables

Herbs

Spices

Indicator: Portioning techniques are applied

Measuring volume of items

Measuring capacity of items

Measuring mass of items

Measuring length of items

Measuring number of items

Observation


Accurate ingredients portioning for the recipe.

467 | P a g e

Learning Outcome 1.3: Select shellfish ingredients

Selection factors of

Ingredients from stores:

Recipe

Freshness

Quality

Quantity

Practical exercises on selection of ingredients from stores

Brainstorming on shellfish products

Group work on selection of ingredients

Study tour to the nearest market/Hotel

- Reference books - Video aids - Internet - Shellfish products and other

Ingredients - Pictures - Flip chart. - Boards - Markers





Products evidence


Task



Adequate selection and preparation of fish and shellfish ingredients following

the proper techniques.


468 | P a g e

Checklist Score

Yes No

Indicator: Selection factors for ingredients are considered

Freshness

Recipe

Quality

Quantity

Recipe

Indicator: Pre-preparation(Mise en place) of Shellfish products is performed

Washing

Shelling

Cutting

Observation

469 | P a g e

LU 4:Cook fish and shellfish

2

Learning Outcomes:

1. Perform mise en place 2. Prepare shellfish accompaniments 3. Apply cooking methods of shellfish

15 Hours

Learning Outcome 2.1: Perform mise en place

Preparation tools for shellfishes

Small scale cooking tools (wok,

skillets, etc)

Scissors

Knives

Chopping boards

Pre-preparation techniques of

shellfish ingredients:

Thawing

Washing

Shelling

Cutting

Marinating

o Research on cooking

methods of shellfish

o Brainstorming on cooking





- Reference books

- Flip Chart

- Boards

- Markers

- Video aids

- Internet

- Kitchen tools and

equipment



Appropriate application of mise en place techniques for shellfish ingredients.


470 | P a g e




Products evice


Task


Checklist Score

Yes No

Indicator: Preparation tools for shellfishes are identified

Small scale cooking tools (wok, skillets, etc)

Scissors

Knives

Chopping boards

Indicator: Pre-preparation techniques of shellfish ingredients are applied

Thawing

Washing

Shelling

Cutting

Marinating

Observation

471 | P a g e

Learning Outcome 2.2: Prepareaccompaniments sauces for shellfish dishes

Shellfish accompaniment sauces:

Mushroom sauce

Carbonara sauce

Caramel sauce

Alfredo sauce

Robert sauce

Piquant sauces

Sauce Royal

o Research on Shellfish

accompaniment sauces

o Research on Shellfish


o Brainstorming on Shellfish


o Group work on Shellfish


o Presentation on Shellfish



Shellfish accompaniment

sauces preparation

- Reference books

- Flip Chart

- Boards

- Markers

- Video aids

- Internet

- Kitchen tools and

equipment





Product evidence


Task



Proper application of cooking methods for shellfish depending on the recipe.


472 | P a g e

Learning Outcome 2.3: Prepare shellfish accompaniments

Cooking methods:

Grilling

Poaching

Deep-frying

Steaming

Stir frying

Pan frying

Baking

Broiling

Braising

Roasting

Boiling

o Research on cooking methods of

shellfish






- Video aids

- Internet

- Boards

- Markers

- Reference books

- Pictures

- Kitchen tools and

equipment

- Ingredients


Checklist Score

Yes No

Indicator: Preparation of Shellfish accompaniment sauces is done

Mushroom sauce

Carbonara sauce

Caramel sauce

Alfredo sauce

Robert sauce

Piquant sauces

Sauce Royal

Observation


2.3 Adequate preparation of accompaniments forfish and shellfish.


473 | P a g e




Product evidence


Task


Checklist Score

Yes No

Indicator: Cooking methods for shellfish dishes are applied:

Grilling

Poaching

Deep-frying

Steaming

Stir frying

Pan frying

Baking

Boiling

Braising

Roasting

Boiling

Observation

474 | P a g e

LU 5:Present fish and shellfish

3

Learning Outcomes:

1. Present shellfish dishes 2. Present accompaniments for shellfish dishes. 3. Store shellfish dishes

5 Hours

Learning Outcome 3.1: Garnish shellfish dishes

Types of garnishing agents

(depend on the recipes)

Chives

Onion juliennes

Sauces

Lemon or oranges

Watercress

Parsley

Cans (Black olives, capers,

gherkins…)

Garnishing techniques

o Research on garnishing

agents

o Brainstorming on garnishing

agents

o Presentation on shellfish

garnishing

o Individual practices on

garnishing

- Research on garnishing

agents

- Brainstorming on

garnishing agents

- Presentation on shellfish

garnishing

- Individual practices on

garnishing



3.1. Proper presentation of fish and shellfish dishesensuringgarnishing

techniques.


475 | P a g e




Written evidence

Product evidence


Sentence completion Observation checklist

Learning Outcome 3.2: Present accompaniment sauces for shellfish dishes

Types of garnishing sauces

Veloute sauce and its derivatives

Gravies

Ketchup

Mayonnaise sauce and its

derivatives

Cold sauces

Piquant sauces

Demi glace and its derivatives

o Research on types of

garnishing sauces

o Demonstration on

presenting techniques

o Practical exercises on types

of sauces and garnishes

presentation

- Video aids

- Internet

- Boards

- Markers

- Reference books

- Pictures

- Serving tools

- Sauces and

garnishes

Checklist Score

Yes No

Indicator: Garnishing agents for fish and shellfish dishes are used

Chives

Onion juliennes

Sauces

Lemon or oranges

Watercress

Parsley

Cans (Black olives, capers, gherkins…)

Observation


476 | P a g e

Hollandaise sauce and its

derivatives

Presenting techniques

Garnishing with Herbs Garnishing with Vegetables Garnishing with Sauces Garnishing with Fruits (lemon,

oranges…)

- Sauce pots





Product evidence



Checklist Score

Yes No

Indicator: Use of sauces garnishes :

Indicator: Garnishing sauces are used

Veloute sauce and its derivatives

Gravies

Ketchup

Mayonnaise sauce and its derivatives

Cold sauces

Piquant sauce

Demi glace and its derivatives

Hollandaise sauce and its derivatives

Indicator: Presenting techniques are applied:


3.2. Appropriate application of presentation techniques foraccompaniments and

garnishes.

477 | P a g e

Learning Outcome 3.3: Store shellfish dishes

Holding and storage equipment:

Hot food holding equipment

Steam tables

Bain-marie

Overhead infrared lamps

Cold food holding equipment

Reach-in

Freezers

o Research on holding and

storage equipment

o Brainstorming on holding and

storage equipment

o Presentation on holding and

storage equipment


shellfish dishes storage

- Reference books

- Pictures

- Video aids

- Internet

- Hot food holding

equipment

- Cold food holding

equipment

- Markers




Garnishing with Herbs

Garnishing with Vegetables

Garnishing with Sauces

Garnishing with Fruits (lemon, oranges…)

Observation


Proper storage of fish and shellfish dishes for the food safety standards.


478 | P a g e



Product evidence

Proposed Activities: Multiple choice question True or false question Sentence completion Essay Observation checklist

Checklist Score

Yes No

Indicator: Holding and storage equipment are safely used



Observation

479 | P a g e



The RAIN Hotel located in Gasabo district/Kimironko/Zindiro will host a workshop of 50 participants from Rwanda Broadcasting Agency (RBA), and two participants from Asian order Oysters Casino with carbonara sauce and Baked Fish Steak Maitre D’hôtel and no one is familiar with fish and shellfish cooking style in the kitchen. As TVET graduate from Level V who have been trained on fish and shellfish dishes preparations you are asked to prepare those two dishes within 3 hours.

Tools, equipment and

Materials

- Stoves

- Ovens

- Griddle

- Cutting tools

- Chopping boards

- Skillets or sauté pans

Consumables Oyster

Casino

- Butter

- Green bell pepper

- Pimento

- Shallots

- Parsley

- Lemon

- Salt and pepper

- Bacon

Baked Fish Maitre

d’hôtel

- Maitre d’hotel butter

(butter, lemon juice,

mustard, paprika,

parsley, salt, pepper)

- Bread crumbs

- Butter or oil

- Fish steaks

- Salt and white

pepper

- Lemon wedges

480 | P a g e


Checklist Score

Yes No

Indicator: Ingredients, tools and equipment are well selected

Cutting tools(scissors, knives ) according to the code

Color coded chopping boards

Fresh produces for fish and shellfish dishes

Dry ingredients (spices)

Fish and shellfish

Indicator: Ingredients are properly pre-prepared

Washing

Peeling

Trimming

Deboning

Marination

Coating

Indicator: Cooking methods are well performed

Sautéing

Baking

Shallow frying

Observation

481 | P a g e


Checklist Score

Yes No

Indicator: Oysters Casino with carbonara sauce is well presented

Flavor

Taste(salt)

Color ( brown and white)

Texture

Serving temperature 60oC and above

Indicator: Baked Fish Steak Maitre D’hôtel is presented attractively

Flavor (very mild)

Taste (lightly spicy)

Color (lightly brown)

Texture

Serving temperature 55oC and above

Observation


Checklist Score

Yes No


3 hours


Oysters Casino with Carbonara sauce

Baked Fish Steak Maitre D’hôtel

Observation

482 | P a g e


Checklist Score

Yes No

Indicator: Kitchen gear are worn

Pants

Double breast shirt (chef coat)

Mini skirt (apron)

Chef’s napkin

Chef’s hat or Cap

Apron

Indicator: Tools and equipment are well used and rearranged

Safe practices dismantling tools

Safe practices assembling tools

Washing and wiping

Greasing

Storage of tools after use


FIFO

LIFO

Observation

483 | P a g e

Assesment Criterion 5: Hygiene

Checklist Score

Yes No



Hands are washed

Uniform is clean

Shaving

No makeup nor finger nails varnish

Indicator: Ingredients are washed properly


Correct sanitizer

Drained properly using colander

Indicator: Three-system container is used

Container for collecting ingredients

Container for trimming or off cuts

Container for prepared ingredients

Observation


Checklist Score

Yes No

Indicator: Creativity is encouraged

Innovation

Observation

Reference books:

1. Professional cooking (7th Edition), WAYNE GISLEN

484 | P a g e

C U A T D 5 0 1 - TANDOORI DISHES

CUATD501 Tandoori Dishes


Credits: 5 50




Purpose statement

This particular module describes the knowledge and attitude required to prepare tandoori

dishes. The trainee will be able to identify tandoori dishes, prepare ingredients, tools and

equipment, and cook tandoori dishes, present, garnish and store tandoori dishes. This will allow

the trainees to easily prepare tandoori dishes at higher standards.

485 | P a g e


Asian rice and noodle dishes

Asian Sushi and sauces






1. Identify tandoori dishes

1.1. Suitable identification of tandoori dishes is done

referring to the common ingredients for Indian

cuisine.

1.2. Accurate calculation of ingredient amounts is made

according to the recipe.

1.3. Appropriate selection of ingredients for tandoori

dishes from stores according to the recipe, quality,

freshness and stock rotation requirements.

2. Prepare, use tools and equipment 2.1. Proper selection of tools and equipment is done

according to the type of recipe.

2.2 Efficient basic maintenance of tools and equipment is

performed according to the task to ensure food

safety.

2.2. Proper use of tools and equipment is safely

respected according to the manufacturer

instructions.

3. Prepare ingredients 3.1. Appropriate Sorting and collecting of ingredients is

performed according to the food production

sequencing.

3.2. Correct portioning of ingredients is performed

according to the recipe requirements.

3.3. Appropriate marinade of ingredients under required

conditions.

4. Cook tandoori dishes.

4.1. Accurate application of cooking methodsis done

according to tandoori recipe.

486 | P a g e

4.2. Accurate maintenance of standard recipes is made

basing on food quality adjustments.

4.3. Appropriate application of Tandoori cooking

techniques is carried out according to the recipe.

5. Present, garnish and store tandoori

dishes.

5.1. Appropriate presentation of tandoori dishes is

perfomed according to the desired service style.

5.2. Precise preparation of accompaniments for tandoori

dishes is made according to the recipe requirements.

5.3. Proper storage of tandoori dishes is performed safely

depending on the environmental conditions.

487 | P a g e

LU 1:Identify Tandoori dishes

1

Learning Outcomes:

1.1 Identify ingredients according to the recipe. 1.2 Calculate ingredient amounts according to the recipe 1.3 Select ingredients for tandoori dishes

7 Hours

Learning Outcome1.1: Identify ingredients according to the recipe.

Definition of tandoori

Types of ingredients for

Tandoori dishes:

Flavoring Herbs

Spices

Meat (white and red)

Milk and milk

products

Fish

Vegetables

Eggs

Seeds

Flour

o Research on definition of Tandoori

dishes


Tandoori dishes

o Discussion on definition of

Tandoori dishes

o Demonstration on ingredients for

Tandoori dishes


identification of types of

ingredients for Tandoori dishes


ingredients for Tandoori dishes

- Reference books - Journals - Flip Chart - Boards - Dusters - Markers - Video aids - Internet

- Pictures

- Ingredients for Tandoori

dishes

- Projector



Suitable identification of tandoori dishes is done referring to the common

ingredients for Indian cuisine.


488 | P a g e




Written evidence Oral evidence


True or false question

Sentence completion

Essay

Checklist Score

Yes No

Indicator:Identification of ingredients for Tandoori dishes;

Herbs

Spice

Meat

Vegetables

Eggs

Seeds

Rice

Observation

489 | P a g e

Learning Outcome 1.2:Calculate ingredient amounts according to the recipe

Types of calculations of

ingredients amounts:

Weighing

Measuring

Numbering

o Brainstorming on amount of

ingredients calculation according

to the recipe

o Group work on amount of


to the recipe

o Individual practice on amount of


to the recipe

- Reference books - Internet - Video aids - Pictures - Flip chart - Boards - Markers - Chalk - Ingredients - Weighing scales - Measuring tools (jugs,

cups, spoons)





Product evidence




Accurate calculation of ingredient amounts is made according to the recipe.


490 | P a g e

Checklist Score

Yes No

Indicator:Following standard amount of ingredient

Weighing

Measuring

Numbering

Observation

Learning Outcome 1.3: Select ingredients for tandoori dishes

Selection of Ingredients

according to

Recipe

Freshness

Quality

Quantity

o Brainstorming on selection

of ingredients


selection of ingredients

o Group work on selection of

ingredients

o Individual practical

exercises on selection of

ingredients

- Reference books - Video aids - Internet - Recipes - Pictures - Flip chart. - Boards - Markers - Projector





Product evidence




Appropriate selection of ingredients for tandoori dishes from stores according to

the recipe, quality, freshness and stock rotation requirements.


491 | P a g e

Checklist Score

Yes No

Indicator:Selection of Ingredients according to

Recipe

Freshness

Quality

Quantity

Observation

492 | P a g e

LU 2:Prepare, use tools and equipment

2

Learning Outcomes:

2.1 Select tools and equipment

2.2 Perform basic maintenance of tools and equipment.

2.3 Use tools and equipment according to the manufacturer

instructions

13Hours

Learning Outcome 2.1: Select tools and equipment

Identification of tools and

equipment

Washing tools and

equipment

Cutting tools and

equipment

Cooking tools and

equipment

Processing tools and

equipment

Storing and Serving

tools

Preparation of tools and

equipment;

Washing

Cutting

Cooking

Storing and Serving

o Brain storming on preparation

of tools and equipment

o Demonstration on preparation



identification of tools and

equipment


preparation of tools and

equipment

- Reference books - Flip Chart - Boards - Markers - Video aids - Internet - Washing tools and

equipment - Cutting tools and equipment - Cooking tools and

equipment - Processing tools and

equipment - Storing and Serving tools - Tandoori - Running water - Cleaning agents - Charcoals - Catalogues - Pictures



493 | P a g e




Product evidence



Checklist Score

Yes No

Indicator:Selection of tools and equipment

Washing

Cutting

Cooking

Storing

Serving

Observation


Proper selection of tools and equipment is done according to the type of

recipe.

494 | P a g e

Learning Outcome 2.2: Perform basic maintenance of tools and equipment.

Maintenance materials

Maintenance procedures :

Dismantling and assembling

techniques

Cleaning techniques

Sterilizing techniques

Greasing techniques

o Research on maintenance

materials

o Demonstration on


techniques of tools and

equipment



techniques of tools and

equipment

o Observation on dismantling

and assembling techniques


o Presentation on

maintenance materials

- Reference books - Video aids - Internet - Markers - Boards - Flipchart - Dusters - Kitchen tools and

equipment - Ingredients - Catalogues - Projector





Product evidence Performance Evidence



Efficient basic maintenance of tools and equipment is performed according to

the task to ensure food safety.


495 | P a g e

Checklist Score

Yes No

Indicator:Using tools and equipment respecting procedures

Dismantling and

Assembling techniques

Cleaning techniques

Sterilizing techniques

Greasing techniques

Observation

Learning Outcome 2.3: Use tools and equipment according to the manufacturer instructions

Safe practices on handling tools

and equipment:

Tandoori

Other tools and

equipment

Cleaning procedures for tools

and equipment

Soaking

Washing

Rinsing

Wiping

Polishing

Respecting storage procedures

Packaging

Wrapping

Labeling

Stock arrangement

o Brainstorming on safe practices

on handling tools and

equipment.

o Demonstration on safe practices

on handling tools and

equipment.

o Observation on safe practices on

handling tools and equipment

o Practical exercises on handling

tools and equipment.

o Practical exercise on storage

procedures

o Presentation on handling of

tools and equipment

- Reference books - Video aids - Internet - Markers - Tandoori - Boards - Flipchart - Dusters - Catalogues - Kitchen tools and

equipment - Ingredients - Shelves



496 | P a g e






Checklist Score

Yes No

Indicator: handling tools and equipment

Tandoori oven

Small scale tools and equipment

Large scale equipment

Indicator: cleaning procedures for tools and equipment

Soaking

Washing

Rinsing

Wiping

Polishing

Indicator: Storage procedures for tools and equipment

Packaging

Wrapping

Labeling

Stock arrangement

Observation


Proper use of tools and equipment is safely respected according to the

manufacturer instructions.

497 | P a g e

Learning Outcome 3.1: 3 Sort and collect ingredients.

Ingredients for different tandoori

dishes:

Chicken Tikka masala recipe

Naan recipes

Chicken tangri

Fish curry

Paneer papadam

Barval-aloo

Baluchi-aloo

o Research on ingredients for

different tandoori dishes

o Brainstorming on ingredients

for different tandoori dishes


collection of ingredients for

different tandoori dishes

o Demonstration on

ingredients for different

tandoori dishes

o Observation on ingredients


o Presentation on ingredients



on collection of ingredients


- Internet

- ingredients for

tandoori dishes

- Videos aids

- Reference books

- Markers

- Boards

- Chalks

- Projector

- Flip chart

- Pictures

- Brochures


LU 3:Prepare ingredients

3

Learning Outcomes:

3.1 Sort and collect ingredients. 3.2 Weigh, measure and portion ingredients according to the recipe. 3.3 Marinate ingredients

7 Hours


498 | P a g e




Product evidence



Checklist Score

Yes No

Indicator:Preparation of Ingredients for different tandoori dishes

Chicken Tikka masala recipe

Naan recipes

Chicken tangri

Fish curry

Paneerpapadam

Barval-aloo

Baluchi-aloop

Observation


Appropriate Sorting and collection of ingredients is made according to the

recipe.

499 | P a g e

Learning Outcome 3.2: Portion ingredients for dishes.

Portioning techniques for ingredients:

Weighing

Measuring

Factors for ingredients porting:

Type menu standard

Recipe

Health benefits

Economic budget

o Brainstorming on measuring

ingredients

o Demonstration on

measuring ingredients


measuring and portioning

by use of measuring

ingredients

o Demonstration on weighing,



weighing and measuring

ingredients

o Demonstration on mixing

ingredients

o Observation on weighing,

measuring and mixing

ingredients

- ingredients

- Measuring devices

(Graduated jags,

Cups, scales,

Calculators,

Scoopers)

- Containers

- Internet

- Videos aids

- Reference books

- Projector

- Markers

- Boards

- Chalks

- Flip chart





Product evidence




Correct portioning of ingredients are performed according to the recipe.


500 | P a g e

Checklist Score

Yes No

Indicator: Portioning techniques for ingredients:

Weighing

Measuring

Indicator: Factors for ingredients porting:

Type of menu standard

Recipe

Health benefits

Economic budget

Observation

Learning Outcome 3.3: Marinate ingredients

Importance of marinating

Marinating conditions depends on

type of dishes:

Green dishes

Red dishes

White dishes

Types of ingredients marination:

Acidic ingredients (Salt, Soya

sauce, Vinegar, …)

Fat ingredients (Oil, butter,

coconut butter, dairy products

…)

Dairy products (milk, yoghurt,

cream, coconut milk, cheese)

Spices and herbs (Celery, chill,

Chopped onions, Masala

powder, Thyme, Rose mary,

Parsely, curry powder, dhania,

basil, Garlic, Ginger, chilli,

peppercorns, food color, …)


ingredients marination and

importance of marination





o Demonstration and

observation on marinating

types of ingredients


marinating types of

ingredients

o Presentation on marinated

products

o Individual practical exercise

on marinating types of

ingredients

- Video aids

- Internet

- Reference books

- Journals

- Tools and

equipment

(Containers, …)

- Marinating

ingredients

- Pictures



501 | P a g e




Product evidence


Observation Checklist

Checklist Score

Yes No

Indicator:Type of dishes that influence the color of marination:

Green dishes

Red dishes

White dishes

Indicator:Types of ingredients marination:

Acidic ingredients (Salt, Soya sauce, Vinegar, …)

Fat ingredients (Oil, butter, coconut butter, dairy products …)

Dairy products (milk, yoghurt, cream, coconut milk, cheese)

Spices and herbs

Observation


Appropriate marination of ingredients is perfomed according to the recipe.

502 | P a g e

LU 4:Cook tandoori dishes

4

Learning Outcomes:

1. Apply tandoori cooking methods 2. Maintain standard recipe 3. Apply techniques of tandoori cooking

15 Hours

Learning Outcome 4.1: Apply tandoori cooking methods

Cooking methods of Tandoori dishes;

Grilling

Grilling and Blanching

Grilling and Boiling


methods of Tandoori dishes



o Demonstration and

observation on cooking


o Group work on cooking



on cooking methods of

Tandoori dishes

- Internet

- Videos aids

- Reference books

- Projectors

- Boards

- Markers

- Flipcharts

- Kitchen tools and

equipment





Accurate application of cooking methods is done according to tandoori recipe.


503 | P a g e


Product evidence Performance evidence


Essay

Checklist Score

Yes No

Indicator: Cooking methods of Tandoori dishes

Grilling

Roasting

Boiling

Branching

Observation

Learning Outcome 4.2: Maintain standard recipe

Portioning standards of recipe:

Standards sizes and quantities)

Standards number of pieces

Balance diet of the recipe:

Cut adequate nutrients within

calories needs

Manage weight

Engage in physical activity

Select from the right food

group

Mange consumption of fats

Mange consumption of

carbohydrates

Mange consumption of sodium

and potassium

Mange consumption of

o Research on portioning

standards and balance diet

of recipe

o Brainstorming on portioning

standards and balance diet

of recipe


portioning standards and

balance diet of recipe


portioning standards and

balance diet of recipe

- Video aids

- Internet

- Reference books

- Boards

- Markers

- Flip chart

- Dusters

- Journals

- Kitchen tools and

equipment

- Tandoori dishes


504 | P a g e

alcoholic beverages





Performance Evidence Observation checklist

Checklist Score

Yes No

Indicator:Portioning standards of recipe:

Standards sizes and quantities

Standards number of pieces

Indicator:Balance diet of the recipe:

Cut adequate nutrients within calories needs

Manage weight

Engage in physical activity

Select from the right food group

Mange consumption of fats

Mange consumption of carbohydrates

Mange consumption of sodium and potassium

Mange consumption of alcoholic beverages

Observation


Accurate maintenance of standard recipes is made basing on food quality

adjustments.

505 | P a g e

Learning Outcome 4.3: Apply techniques of tandoori cooking

Cooking techniques for Tandoori

dishes;

Arm position in Tandoori

Techniques of operating tools

and Equipment for Tandoori

(put in and removing)


techniques for Tandoori

dishes



dishes



dishes

o Practical group work on

cooking techniques for

Tandoori dishes

o Individual work on cooking


dishes

- Reference books

- Video aids

- Internet

- Journals

- Flip chart

- Markers

- Boards

- Duster

- Tandoori

- Tools and

equipment

- Ingredients








Appropriate application of Tandoori cooking techniques is carried out according

to the recipe.


506 | P a g e

Checklist Score

Yes No

Indicator: Cooking techniques for Tandoori dishes;

Arm position in Tandoori

Techniques of operating tools and Equipment for Tandoori (put in and

removing)

Observation

507 | P a g e

Learning Outcome 5.1: Present tandoori dishes

Types of Garnishing agents:

Cheese

Creams

Herbs

Vegetables

Sauces

Garnishing techniques (depend on the

recipes)

Creams

Herbs

Vegetables

Sauces

Presenting techniques (depend on the

serving tools)

o Research on garnishing

agents

o Brainstorming on garnishing

agents

o Demonstration and

observation on garnishing

for Tandoori dishes

o Presentation on garnishing

for Tandoori dishes


garnishing for Tandoori

dishes

- Reference books - Video aids - Internet - Journals - Flip chart - Markers - Boards - Duster - Serving and

garnishing Tools - Garnishes - Dishes


LU 5:Present, garnish and store tandoori dishes

5

Learning Outcomes:

1. Present tandoori dishes 2. Prepare accompaniments for tandoori dishes 3. Store tandoori dishes

8 Hours


Appropriate presentation of tandoori dishes is perfomed according to the

desired service style.


508 | P a g e




Product evidence


Observation checklist True or false question Sentence completion Essay

Checklist Score

Yes No

Indicator: Types of Garnishing agents:

Cheese

Creams

Herbs

Vegetables

Sauces

Indicator: Garnishing techniques (depend on the recipes)

Garnishing with Cheeses

Garnishing with Creams

Garnishing with Herbs

Garnishing with Vegetables

Garnishing with Sauces

Observation

509 | P a g e

Learning Outcome 5.2: Prepare accompaniments for tandoori dishes

Different types of accompaniments

for Tandoori dishes;

Vegetables

Sauces

Starch

Papadam

Flatbread

o Research on different types

of accompaniments for

Tandoori dishes

o Brainstorming on different

types of accompaniments for

Tandoori dishes

o Demonstration and

observation on presentation

of different types of

accompaniments for

Tandoori dishes


presentation of different

types of accompaniments for

Tandoori dishes

- Reference books - Video aids - Internet - Journals - Flip chart - Markers - Boards - Duster - Ingredients - Tools for Tandoori

dishes





Product evidence




Precise preparation of accompaniments for tandoori dishes is made

according to the recipe requirements.


510 | P a g e

Checklist Score

Yes No

Indicator: Preparation of accompaniments for Tandoori dishes;

Vegetables

Sauces

Starch

Papa dam

Flatbread

Observation

Learning Outcome 5.3: Store tandoori dishes

Conditions of storing tandoori dishes

Techniques for holding and storing

tandoori dishes:


Steam tables

Bain-marie

Overhead infrared lamps


Reach-in

Cold room

o Research on holding and

storing of equipment

o Brainstorming on holding

and storing of equipment

o Presentation on holding and


o Demonstration and

observation on holding and


o Group work on storing

Tandoori dishes

o Individual practical

exercises on storing

Tandoori dishes

- Reference books - Video aids - Internet - Journals - Flip chart - Markers - Boards - Duster - Labels - Labelling tools - Storing Tools and

equipment - Projector - Pictures



Appropriate presentation of tandoori dishes is perfomed according to the

desired service style.


511 | P a g e






Checklist Score

Yes No

Indicator: Techniques for holding and storing tandoori dishes:

Hot food holding equipment (Steam tables, Bain-marie and Overhead

infrared lamps )

Cold food holding equipment (Reach-in, Cold room)

Observation

512 | P a g e



TopTaste Fast-Food restaurant locate in Northern

province/Musanze/Muhozareceived the orders for group of 15 guest

who wish to have a lunch, in the group there is 1 guest who wish to eat

Tandoori chicken with French fries and seasonal vegetable and there is

no cook to help it. As Level V intern the chef de cuisine asks you to

cook that dish and present it within 3 hours.

Tools and equipment:

- Tandoori oven

- Skewers

- Food container for

mise en place

- Mixing bowls

- Cutting tools

- Chopping boads

- Plastic wraps

- Fridge

Consumables/ingredient

- Yoghurt

- Paprika

- Mustard

- Minced garlic

- Salt and White

pepper

- Red chili powder

- Turmeric

- Ginger powder

- Chicken

- Seasonal vegetables

(cauliflower, carrots

and green beans and

)

513 | P a g e


Checklist Score

Yes No

Indicator: Ingredients, tools and equipment are selected correctly according to the recipe

Types of ingredients for tandoori dishes:

Spices

Vegetables

Herbs

Meat, fish and poultry

Seasonings

Types of tools and equipment:

Measuring

Cooking

Presentation

Cutting

Holding and storing

Indicator: Ingredients are well prepared

Washing

Peeling

Cutting

Defrosting, thawing

Marinating

Blanching

Shallow frying (sautéing)

Mixing

Indicator: Cooking method is well performed

Grilling in tandoori oven

Sautéing

Observation

514 | P a g e


Checklist Score

Yes No

Indicator: Tandoori chicken with French fries and seasonal vegetable is presented attractively.

Texture

Color

Shape

Taste

Flavor

Serving temperature

Observation


Checklist Score

Yes No

Indicator: Kitchen gear are worn

Pant

Apron or mini skirt

Chef’s hat or Cap

Double breast shirt

Chef coat

Closed tight shoes

Indicator: Tools and equipment are used safely

Safe practices dismantling tools

Safe practices assembling tools

Storage of tools after use


Fifo

Lifo

Observation

515 | P a g e


Checklist Score

Yes No


3 hours


Tandoori chicken with French fries and seasonal vegetable

Observation


Checklist Score

Yes No



Hands are washed

Uniform is clean

Indicator: Ingredients are washed properly


Correct sanitizer

Indicator: Three-system container is used

Container for collecting ingredients

Container for preparing

Container for collecting prepared ingredients

Indicator: Workplace is cleaned properly.

Work surfaces are clean between and after the tasks

Work floor is clean

Tools and equipment used are clean

Observation

516 | P a g e


Checklist Score

Yes No

Indicator: Creativity is encouraged

Innovation

Observation

Reference books:

1. Professional cooking (7th Edition), WAYNE GISLEN

517 | P a g e

C U A A S 5 0 1 - ASIAN SUSHI AND SAUCES

CUAAS501 Prepare Asian sushi and sauces


Credits: 6 60




Purpose statement

This particular module describes the skills, knowledge and attitude required to prepare Asian Sushi and

Sauces. The trainee will be able to prepare Asian Sushi and Sauces by respecting the selection of

ingredients, preparation and use of tools and equipment, preparation of ingredients, presentation,

garnishing and storing of sushi and sauces accordingly.

518 | P a g e


Food safety procedures implementation.


Asian rice and noodle dishes







1. Select ingredients.

1.1. Right confirmation of food production

requirements from food preparation list and

standard recipes.

1.2. Precise calculation of ingredient amounts according

to requirements of sushi and sauces.

1.3. Proper identification and selection of sushi and

sauces ingredients from stores according to recipe,

quality, freshness and stock rotation requirements

2. Prepare and use tools and

equipment of sushi and sauces.

2.1. Proper Selection of tools and equipment according

to the size of sushi and type of sauces.

2.2. Proper assembling and dismantling of tools and

equipment of sauces to ensure cleanliness before

use.

2.3. Proper use of tools and equipment safely and

hygienically of sushi and sauces according to

manufacturer instructions.

3. Prepare ingredients of sushi and

sauces.

3.1. Accurate collecting ingredients of sushi according to

food production sequencing.

3.2. Correct Weighing and measuring sushi and sauce

ingredients.

3.3. Appropriate preparation of sushi and sauce

ingredients.

3.4. Appropriate preparation of stocks for sushi and

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sauce according to recipe.

3.5. Regular minimization of wastage and store reusable

products..

4. Prepare sushi and sauces.

4.1. Appropriate making of sushi items by using sushi

mat.

4.2. Suitable cooking of sauces by using appropriate

spices.

4.3. Suitable Following recipes standard and making

adjustments within scope

5. Present, garnish and store sushi and

sauces.

5.1. Proper presentation of sushi and sauces with

required garnishes, dips and accompaniments

5.2. Right evaluation of dish and adjust presentation.

5.3. Convenient food safety, quality and shelf life by

storing food in appropriate environmental

conditions.

5.4. Proper Preparation accompaniments and garnishes

of sushi and sauces according to required style and

recipe

5.5. Proper serving of sushi according to the shape, size

and sauces depends on color on appropriate

tableware

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LU 1:Select ingredients

1

Learning Outcomes:

1.1 Identify ingredients for Asian sushi and sauces 1.2 Select ingredients for Asian Sushi and sauces 1.3 Precise ingredient of Asian sushi and sauces calculation quantity

7 Hours

Learning Outcome 1.1:Identify ingredients for Asian sushi and sauces

Ingredients for Asian Sushi and

sauces

Ingredients for Asian Sushi

Neta (raw seafood)

Shari (sushi rice)

Yakumi (condiments)

Seasoning (soya sauce,

sea salt )

Ingredients for Asian sauces

Soya sauce

Chili sauce

Coconut milk

Curry paste

Curry sauce

Quality points of ingredients for

Asian Sushi and sauces

Freshness

Size

Types nori (vegetables and

fish )

o Research on ingredients and

quality points for Sushi and

Asian

o Brainstorming on ingredients

and quality points for Sushi

and Asian

o Display ingredients on quality

points of for Sushi and Asian

sauces

o Observation on ingredients and

quality points of for Sushi and

Asian sauces

o Presentation ingredients on


Asian sauces

o Group discussion on ingredients


Asian sauces

o

- Video aids

- Reference books

- Internet

- Catalogues

- Boards

- Flipchart

- Markers

- Pictures

- Projectors

- Brochures

- Ingredients of Asian

sushi and sauce


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Written evidence

Matching Exercises


Multiple questions

Sentences completion /fill in the blanks

Essay (short responses/extended responses)

Checklist Score

Yes No

Indicator: Identification of ingredients for Asian Sushi is identified Neta (raw seafood) Shari (sushi rice) Yakumi (condiments) Seasoning (soya sauce, sea salt )

Indicator:Identification of Ingredients for Asian sauces identified Soya sauce

Chili sauce

Coconut milk

Curry paste

Curry sauce

Soya sauce

Observation


Proper identification of Asian sushi and sauces ingredients from stores

according to recipe

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Learning Outcome1.2:Select ingredients for Asian Sushi and sauces

Types of sushi

Sashimi sushi

Tempura roll

Rainbow roll

Dragon roll

Unagi roll

Types of ingredients for sauces

Garlic

Ginger

Sea salt

Herbs

Soya sauce

Type of sauces

Hot sauce :

Chicken sauce

Mushroom sauce

Cold sauce:

Spinach sauce

Stir fry sauce

Sweet corn sauce

Curry sauce

o Research on types Asian sushi

and sauces Ingredients

o Brainstorming on types Asian

sushi and sauces Ingredients

o Group discussion on types

Asian sushi and sauces

Ingredients

o Display and observation on

types of Asian sushi and sauces

Ingredients

o Presentation on types Asian

sushi and sauces Ingredients

o Individual practical on

selection of Asian Sushi and

sauces ingredients

- Reference books

- Flip Chart

- Boards

- Markers

- Video aids

- Internet

- Pictures

- Brochures

- Magazines

- Asian Sushi and

sauces

ingredients(Fish, rice,

fats , herbs,

vegetables, dairy

products, seasonings

thickening agents,

eggs , sheets of nori

- Bay leaves and spices

)

- Sushi





Proper selection of Asian sushi and sauces ingredients from stores according to

recipe, quality, freshness and stock rotation requirements


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Written evidence


Product evidence

Sentence completion

Essay


Integrated situation /task Observation checklist

Checklist Score

Yes No

Indicator: Types of Asian sushi are selected

Sashimi sushi

Tempura roll

Rainbow roll

Dragon roll

Unagi roll

Sashimi sushi

Observation

Learning Outcome 1.3:Precise ingredient of Asian sushi and sauces calculation quantity

Calculation of quantity for Asian

sushi according

Number of customers

Number of pieces needed

Calculation of quantity for sauces

ingredients

Recipes

o Brainstorming on calculation of

quantity for Asian sushi and

sauces

o Group discussion on calculation

of quantity for Asian sushi and

sauces

o Demonstration on calculation

of quantity for Asian sushi and

sauces

o Observation on calculation of

quantity for Asian sushi and

sauces


calculation of quantity for



- Video aids

- Reference books

- Internet

- Catalogues

- Boards

- Flipchart

- Markers

- Pictures

- Projectors

- Brochures

- Pens

- Papers

- Weighting tools

- Measuring devices

- Ingredients


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calculation of quantity for







Product evidence

Written evidence



Sentence completion

Essay


Checklist Score

Yes No

Indicator: Factors to be considered for security of stockis identified

Number of customers


Recipes

Observation


Precise calculation of ingredients according to requirements of Asian sushi and

sauces

525 | P a g e

LU 2:Prepare and use tools and equipment of sushi and sauces

2

Learning Outcomes:

2.1 Select tools and equipment 2.2 Assemble and dismantle tools and equipment. 2.3 Use of tools and equipment safely and hygienically of sushi and sauces.

8 Hours

Learning Outcome 2.1: Select tools and equipment

Tools and equipment for Asian

sushi and sauces :

Tools for making sushi

Equipment for preparing

Asian sushi and sauces.

o Research on selection of

tools and equipment for


o Brainstorming on selection

of tools and equipment for


o Display tools and equipment

for Asian sushi and sauces


selection of tools and

equipment for Asian sushi

and sauces

o Presentation on selection of

tools and equipment for



selection of tools and

equipment for Asian sushi

and sauces

- Reference books - Flip Chart - Boards - Markers - Video aids - Internet - Brochures - Pictures - Tools and equipment for

Asian sushi and sauces - Mat


526 | P a g e





Written evidence


Product evidence

Matching Exercises


Multiple questions

Sentences completion /fill in the blanks

Essay (short responses/extended responses



Checklist Score

Yes No

Indicator: Tools and equipment for Asian are selected

Sushi plate

Electric rice cooker

Wooden spatula

Sashimi knife

Moist hands

Sushi rolling mats

Observation


Proper selection of tools and equipment according to the size of sushi and type

of sauces.

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Learning Outcome 2.2:Assemble and dismantle tools and equipment.

Procedures for dismantling tools

and equipment for Asian sushi

and sauces

Manufacturer’s instructions

Procedures for assembling tools

and equipment of Asian sushi and

sauces


o Research on assemble and

dismantle tools and

equipment for Asian sushi and

sauces

o Brainstorming on assemble

and dismantle tools and


sauces

o Demonstration and

observation on assemble and

dismantle tools and


sauces


assemble and dismantle tools


and sauces


assemble and dismantle tools


and sauces

o Presentation on assemble and

dismantle tools and


sauces

- Reference books - Video aids - Internet - Catalogues - Pictures - Pens - Papers - Tools and equipment





Proper assembling and dismantling of tools and equipment of sauces to ensure

cleanliness before use.


528 | P a g e


Written evidence


Product Evidence

Sentence completion

Essay



Performance checklist


Checklist Score

Yes No

Indicator: Procedures for dismantling and assembling equipment for Asian sushi and sauces is done


Indicator: Procedures for dismantling and assembling tools for Asian sushi and sauces is done


Observation

Learning Outcome 2.3:Use of tools and equipment safely and hygienically of sushi and sauces.

Uses of tools and equipment

safely and hygienically of sushi

and sauces according to:

Manufacturer instructions.

Techniques for using tools

and equipment for;

Preparing tools and

equipment for Sushi and

Asian sauce.

o Demonstration on use of tools

and equipment safely and

hygienically of sushi and

sauces Observation on use of

tools and equipment safely

and hygienically of sushi and

sauces

o Presentation on Practical

exercises use of tools and

equipment safely and

hygienically of sushi and

sauces

- Video aids - Reference books - Boards - Markers - Internet - Catalogues - Kitchen tools and

equipment - Pens - Papers


529 | P a g e





Written evidence


Product evidence

Sentence completion

Essay




Checklist Score

Yes No

Indicator: Tools and equipment for Asian sushi and saucesare respected

Manufacturer instructions

Observation


Proper use of tools and equipment safely and hygienically of Asian sushi and

sauces according to manufacturer instructions.

530 | P a g e

LU 3: Prepare ingredients of sushi and sauces

3

Learning Outcomes:

3.1 Collect ingredients of sushi and Asian sauces 3.2 Weigh and measure sushi and Asian sauce ingredients. 3.3 Prepare sushi and Asian sauces 3.4 Prepare stock for Asian sushi and sauce according to recipe. 3.5 Minimize wastage and store reusable products 12 Hours

Learning Outcome 3.1:Collect ingredients of sushi and Asian sauces

Collection of ingredients for

Sushi and Asian sauces

according to the recipes

standards

o Brainstorming on collection of

ingredients according to the

recipes standards

o Practical exercises on collection

oingredient according to the

recipes standards

o Group work on collection of

ingredients according to the

recipes standards

- Reference books - Flip Chart - Boards - Markers - Ingredients - Containers for Sushi

and Asian sauces - Recipes Sushi and

Asian sauces





Accurate ingredients collection for sushi according to food production

sequencing.


531 | P a g e


Written evidence


Product evidence

Sentence completion

Essay




Checklist Score

Yes No

Indicator :Collection of ingredients for Asian Sushi and sauces are collected

Quality

Quantity

Observation

Learning Outcome 3.2:Weigh and measure sushi and Asian sauce ingredients.

Weigh and measure

ingredients for sushi and

Asian sauces depending

on :

Types of Sushi

Quantity of Sushi

Size of Sushi

Quantity sauces

o Research on Weighing and

measuring ingredients for Asian

sushi and sauces

o Brainstorming Weighing and


sushi and sauces

o Group discussion Weighing and


sushi and sauces

o Demonstration Weighing and


sushi and sauces

o Practical exercises Weighing and


- Video aids - Internet - Markers - Reference books - Pictures - Measuring devices - Paper - Pens - Recipes - Type of sushi - Types of sauces


532 | P a g e

sushi and sauces

o Individual practices Group discussion Weighing and measuring ingredients for Asian sushi and sauces





Written evidence


Product evidence

Sentence completion

Essay




Checklist Score

Yes No

Indicator: Measurement of ingredients for Asian sushi and sauces are measured

Types of Sushi

Quantity of Sushi

Size of Sushi

Quantity sauces

Observation


Correct Weighing and measuring of Asian sushi and sauces ingredients.

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Learning Outcome 3.3:Prepare sushi and Asian sauces

Preparation methods of sushi Wet your hands with cold

water to keep the rice from sticking and form a bit of rice into small oval in one hands

Pick up slice of fish and smear a dab of wasabi on the bottom of it

Top the rice with the fish , wasabi side against the rice and press in place in the palm of one hand with two fingers of the other

Turn it over and press the same .then press the side with thumb and fore finger to finish shaping it

For rolled sushi , put a half piece of nori on bamboo mat then wetting your hand with cold water to keep the rice from sticking to them ,spread a layer of sushi rice over the bottom two-third of the nori.

Lay strips of the filling across the middle of the rice

Holding the filling in place of fingers, lift the corner of the mat with the thumbs and roll up.

Press the mat firmly and evenly to make tight roll

Using a dampened knife , cut the roll in half with single forward stroke

Wipe the blade between cuts and cut each half roll into three or four pieces

Preparation methods of Asian sauces.

o Demonstration on preparation

of sushi and Asian sauces


preparation of sushi and Asian

sauces

o Brainstorming on preparation

of sushi and Asian sauces



sauces



sauces

o Group work on preparation of

sushi and Asian sauces

- Reference books - Video aids - Internet - Boards - Markers - Erase - Pens - Papers - Pictures - Brochures


534 | P a g e





Written evidence


Product evidence

Sentence completion

Essay




Checklist Score

Yes No

Indicator :Methods of Sushi Preparation is respected

Wet your hands with cold water

Pick up slice of fish and smear

Top the rice with the fish

Observation

Learning Outcome 3.4:Prepare stock for Asian sushi and sauce according to recipe.

Preparation of stock depending

on :

Type of sushi

Types nori

Type sauces

o Research on preparation of

stock for Asian and sushi

sauces

o Brainstorming on stock for

Asian and sushi sauces

- Reference books - Internet - Boards - Markers - Eraser



Appropriate preparation of sushi and sauces ingredients.

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preparation of stock for Asian

and sushi sauces

o Individual practical exerciseson


and sushi sauces



and sushi sauces

o Presentation of stock on

preparation for Asian and sushi

sauces

- Pens - Papers - Pictures - Brochures - Ingredients - Tools and equipment

for stock





Written evidence


Product evidence

Sentence completion

Essay





Appropriate preparation of stocks for sushi and sauces according to recipe.

536 | P a g e

Checklist Score

Yes No

Indicator:Preparation techniques of stock for Asian sushi and sauces according to the recipe are respected

Type of sushi

Types nori

Observation

Learning Outcome 3.5:Minimize wastage and store reusable products

Minimization of wastage and

storing according to:

Quality

Quantity

Hygiene

o Brainstorming on wastage

minimization and storing

reusable products

o Demonstration on wastage


reusable products

o Practical exercises on wastage


reusable products

o Presentation on wastage


reusable products

o Individual practical on wastage


reusable products

- Reference books - Internet - Boards - Markers - Eraser - Pens - Papers - Pictures - Brochures - Reusable product - Tools and equipment



Regular minimization of wastage and store reusable products


537 | P a g e




written evidence


Product evidence

Sentence completion

Essay




Checklist Score

Yes No

Indicator: Minimization of wastageis done

Storing reusable product

Quality

Quantity

Hygiene

Observation

538 | P a g e

LU 4: Prepare sushi and sauces

4

Learning Outcomes:

4.1 Make sushi items by using sushi mat. 4.2 Cook Asian sauces 4.3 Follow recipes standard and making adjustments within scope. 25 Hours

Learning Outcome 4.1:Make sushi items by using sushi mat.

Procedures for making sushi

items by using mat:

Wet your hands with cold

water to keep the rice from

sticking to them and form a

bit of rice into oval in on

hands

Pick up slice of fish an smear

a dab wasabi on the bottom

of it

Top the rice with the fish,

wasabi side in palm with two

fingers

Turn it over and press the

same way press the sides

with the thumb and

forefinger to finish shaping

For rolled sushi ,put a half –

piece of nori on the sudare

(bamboo mat).wetting your

o Research on making sushi

items by using sushi mat

Brainstorming on making sushi

items by using sushi mat.

o Demonstration on making sushi


o Practical exercises on making

sushi items by using sushi mat.

o Presentation on making sushi


o Practical exercises on making

sushi items by using sushi mat.

- Reference books - Flip Chart - Boards - Markers - Video aids - Internet - Pictures - Pens - Papers - Brochures - Magazines - Ingredient for sushi - Mat - Tools


539 | P a g e

hands with cold water to

keep the rice from sticking

to them ,spread a layer of

sushi rice over the bottom

two-thirds of the nori

Lay strips of the filling across

the middle of the rice

In place with the finger lift

the corn of the mat with the

thumbs and roll up

Press the mat firmly and

evenly to make a tight roll

Using a dampened knife ,

cut the roll in half with a

single forward stroke

Wipe the blade between

cuts, and cut each half-roll

into three or four pieces






Product evidence



performance checklist


Appropriate making of sushi items by using sushi mat.

540 | P a g e

Checklist Score

Yes No

Indicator:Proceduresfor making sushi items by using mat are respected


Pick up slice of fish and smear a dab wasabi on the bottom of it

Top the rice with the fish, wasabi side in palm with two fingers

Turn it over and press the same way press the sides with the thumb


In place with the finger lift the corn of the mat

Press the mat firmly and evenly to make a tight roll



Using a dampened knife, cut the roll in half with a single forward stroke

Wipe the blade between cuts

Observation

Learning Outcome 4.2:Cook Asian sauces

Cooking methods of Asian

sauces with their spices :

Boiling

Shallow frying

o Research on cooking methods of

Asian sauces with their spices


methods of Asian sauces with

their spices

o Practical exercises on cooking


their spices

o Group discussion on cooking


their spices.

o Presentation on cooking Asian

sauces by using spices.

- Video aids - Internet - Boards - Markers - Reference books - Pictures - Pens - Papers - Magazines - Ingredients of Asian

sauces - Tools and equipment


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Observation checklist: leaner demonstrating skill and knowledge

in simulated or authentic context witness testimony based on

performance checklist


Checklist Score

Yes No

Indicator :Method of cooking is respected

Boiling

Shallow frying

Observation


Suitable cooking of sauces by using appropriate spices.

542 | P a g e

Learning Outcome 4.3:Follow recipes standard and making adjustments within scope.

Adjustments steps of making

Asian sauce

o Research on Adjustments

steps of making sushi

o Brainstorming on Adjustments

steps of making sushi and Asian

recipes standards

o Group work on Adjustments

steps of making sushi and Asian

recipes standards

o Individual exercises


sushi and Asian recipes

standards



sushi and Asian recipes

standards

- Video aids - Internet - Boards - Markers - Reference books - Pictures - Pens - Papers





Written evidence


Written evidence


Sentence completion

Essay


Observation checklist: leaner demonstrating skill and

knowledge in simulated or authentic context witness

testimony based on performance checklist



Neat respect of recipe standards for Asian sauces


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Checklist Score

Yes No

Indicator:Procedures for making Asian sauce according to recipe are respected


Pick up slice of fish and smear a dab wasabi on the bottom of it

Top the rice with the fish, wasabi side in palm with two fingers

Turn it over and press the same way press the sides with the thumb


In place with the finger lift the corn of the mat


Observation

544 | P a g e

LU 5: Present, garnish and store sushi and sauces

5

Learning Outcomes:

5.1 Present and garnish Asian sushi and sauces 5.2 Prepare accompaniments of Asian sushi and sauces 5.3 Serve and store Asian sushi and sauces

8 Hours

Learning Outcome 5.1:Present and garnish Asian sushi and sauces

Presentation and garnishing

techniques:

Types of Sushi

Types of Asian sauces

Types of garnishes

Types of dips


techniques of Asian sushi and

sauces

o Brainstorming on presentation


sauces


presentation techniques of


o Demonstration and

observation on presentation


sauces


on presentation techniques of




- Video aids - Internet - Boards - Markers - Reference books - Pictures - Magazines - Tools - Garnishes - Asian sushi and

sauces


545 | P a g e





Written evidence


Product evidence

Sentence completion

Essay


Observation checklist: leaner demonstrating skill and

knowledge in simulated or authentic context witness

testimony based on performance checklist


Checklist Score

Yes No

Indicator:Presentation and garnishing techniques are respected

Types of Sushi

Types of Asian sauces

Types of garnishes

Types of dips

Observation


Proper presentation of sushi and sauces with required garnishes, dips and

accompaniments

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Learning Outcome 5.2:Prepare accompaniments of Asian sushi and sauces

Types of

accompaniments

depending on type of

sushi and sauces

Preparation techniques

of accompaniments on


according to recipes



sauces

o Brainstorming on presentation


sauces

o Group discussion on presentation


sauces


on presentation techniques of


o Individual practical exercises on

presentation techniques of Asian

sushi and sauces



- Reference books - Pictures - Video aids - Internet - Markers - Boards - Markers - Accompaniments of

Asian sushi and sauces - Tools of

accompaniments - Magazine





Written evidence


Produc evidence

Sentence completion

Essay





Right evaluation of dish and adjustment of presentation.


547 | P a g e

Checklist Score

Yes No

Indicator: Accompaniments of Asian sushi and sauces are respected

Type of sauces

Types of sushi

Types of dips

Observation

Learning Outcome 5.3:Serve and store Asian sushi and sauces

Serving tools of Asian sushi and

sauces

Serving techniques of Asian

sushi and sauces

Storage tools of Asian sushi and

sauces

Environmental conditions for

storing sushi and Asian sauces

o Research on serving and

storing Asian sushi and sauces

o Brainstorming on serving and


o Group discussion on serving

and storing Asian sushi and

sauces

o Demonstration and

observation on serving and


o Individual practical exercise on

serving and storing Asian sushi

and sauces

o Presentation on serving and


- Video aids - Internet - Boards - Markers - Reference books - Pictures - Projectors - Pens - Papers - Storing tools and

equipment - Serving tools - Sushi - Sauces - Accompaniments



performance criterion has been achieve


Proper serving of sushi according to the shape, size and sauces depends on color

on appropriate tableware


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Written evidence


Product evidence

Sentence completion

Essay



integrated situation /task

Checklist Score

Yes No

Indicator:Serve and store Asian sushi and sauces appropried

garnishes and accompaniments for Asian sushi and sauces are prepared

Observation

549 | P a g e



In the world youth forum of 20/12/2018, UMUGANDA Hotel is going to host 4 guests from Korea who will order Asian menu composed with Asian sushi (Sashimi sushi) and sauces (Chili sauce). UMUGANDA Hotel doesn’t have a professional cook of Asian menu, as fresh graduate you are emergency hired to prepare sashimi sushi and chili sauce that will be served in that event within 3 hours.

Tools and equipment

- Sushi platers

- Electric rice cooker

- Wooden spatula

- Sashimi knife

- Moist hands

- Sushi rolling mats

- Consumables

- Neta (raw seafood)

- Shari (sushi rice)

- Yakumi (condiments)

- Seasoning

(soyasauce, sea salt )

- Soya sauce

- Chili sauce

- Coconut milk

- Curry paste

- Curry sauce


Checklist Score Yes No

Indicator: Kitchen hygiene is respected

Personal hygiene

Cleaning tools and equipment

Clean as you go is applied

Proper cleaning of ingredients

Observation


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Checklist Score

Yes No

Indicator: Identification of ingredients for Asian Sushi are identified

Neta (raw seafood)

Shari (sushi rice)

Yakumi (condiments)

Seasoning (soya sauce, sea salt )

Indicator:Identification of Ingredients for Asian sauces is identified

Soya sauce

Chili sauce

Coconut milk

Curry paste

Curry sauce

Soya sauce

Indicator: Selection of Types of Asian sushi is respected

Sashimi sushi

Tempura roll

Rainbow roll

Dragon roll

Unagi roll

Sashimi sushi

Indicator :Measurement of ingredients for Asian sushi and sauces are measured

Types of Sushi

Quantity of Sushi

Size of Sushi

Quantity sauces

Indicator: Factors to be considered for security of stock identification is respected

Number of customers


Recipes

Observation

551 | P a g e


Checklist Score

Yes No

Indicator:Presentation of sushi and sauces are respected

Taste

Color combination

Flavor

Sauce consistency

Indicator:Methods of Sushi Preparationis respected


Pick up slice of fish and smear

Top the rice with the fish

Indicator: Accompaniments of Asian sushi and sauces well prepared

Type of sauces

Types of sushi

Types of dips

Observation


Checklist Score

Yes No

Indicator: Time is well respected

Time (3hours)

Indicator :Expected products are prepared

Potion size for Chill sauce for 4pax

Potion size for Sashimi sushi for 4pax

Observation

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Checklist Score

Yes No

Indicator: Appropriate use of tools and equipment is respected

Sushi plate

Electric rice cooker

Wooden spatula

Sashimi knife

Moist hands

Sushi rolling mats

Indicator:Food safety principles are applied.

Food contamination

FIFO

Observation


Checklist Score

Yes No

Indicator: Creativity and innovations are prepared

Creative and innovation in Presentation

Creative and innovation in Garnishing

Observation

Passing line: <80%

Reference books: 1. Professional cooking (seventh edition), WAYNE GISSLEN, 2011

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C U A F S 5 0 1 - FOOD SAFETY PROCEDURES IMPLEMENTATION

CUAFS501 Implement food safety procedures


Credits: 5 50




Purpose statement

This general module describes the knowledge and attitude required to apply basic cooking. The learner

will be able to evaluate organizational requirements for food safety, implement food safety procedures

to control hazards and revise food safety procedures. This will allow the Chef de Partie to easily pursue

further learning at higher level.

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Hygiene and food safety control







1. Evaluate organizational

requirements for food safety.

1.1. Proper identification of potential environmental on

food hazards.

1.2. Proper identification of HACCP.

1.3. Appropriate examination of food handling

operations.

1.4. Appropriate assessment of organizational

characteristics that impact on food safety.

1.5. Suitable evaluation of existing policies and

procedures for HACCP.

1.6. Proper monitoring practices, including record

keeping, and assess need for change

2. Implement food safety procedures

to control hazards.

2.1. Relevant discussion with stakeholders to improve

food safety procedures.

2.2. Efficient combination of required standards into

policies and procedures.

2.3. Proper establishment and documentation of HACCP.

2.4. Suitable control methods for each point of HACCP

2.5. Efficient monitoring and keeping HACCP record.

3. Revise food safety procedures

3.1. Proper communication of food safety policies,

procedures and product specifications.

3.2. Appropriate organization of training and mentoring

on food safety policies and procedures.

3.3. Accurate observation operational activities to ensure

policies and procedures.

3.4. Appropriate making changes of practices to avoid

food spoilage.

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LU 1:Evaluate organizational requirements for food safety

1

Learning Outcomes:

1.1 Identify potential environmental of food safety 1.2 Identify HACCP 1.3 Examine and assess food safety. 1.4 Evaluate policies and procedures for HACCP 1.5 Monitor and assess practices including records keeping

15 Hours

Learning Outcome 1.1:Identify potential environmental of food safety

Types of food safety hazards

Physical hazards

Foreign objects from

food handlers

Equipment Packaging Pests Broken glass Metal fragments)

Chemical hazards

Cleaning agents

Pesticides

Toxic metals

Allergens

Colours

Flavours

Biological or microbial

hazards

Micro-organisms:

Bacteria Viruses

o Research on food safety hazards

and controlling food safety

o Brainstorming on food safety

hazards and controlling food

safety

o Group discussion on food safety


safety

o Individual exercise on food safety


safety

- Facilitation aids


556 | P a g e

Moulds.

Cross-contamination:

People Food Pests Utensils

Allergenic hazards

Food poisoning

Controlling food safety

Clean, sanitize and

disinfect

Food spoilage and food

preservation

High temperature





Written evidence


Product evidence


Sentence comprehension

Essay questions


Integrated situation(Roleplay)


Proper identification of potential environmental on food hazards

557 | P a g e

Checklist Score

Yes No

Indicator:Types of food safety hazards is identified

Physical hazard

Biological Allergenic hazards

Chemical hazards

Allergenic hazards

Indicator:Techniques of Controlling food safety respected

Clean, sanitize and disinfect

Food spoilage and food preservation

Observation

Learning Outcome1.2:Identify HACCP

Identification of HACCP

principles;

Conduct a hazard analysis

Determine the control

critical points (CCPs)

Establish critical limits

Establish a system to

monitor control of each CCP

Establish corrective actions

when monitoring indicates

that a particular CCP is not

under control

Establish procedures for

verification to confirm that

HACCP system is working

effectively

Establish documentation and

records of all procedures

relevant to the HACCP

principles and their

o Research on identification of

principles and key points of

monitoring HACCP

o Brainstorming on points of

monitoring HACCP

o Group work on identification of

principles and key points of

monitoring HACCP


identification of principles and

key points of monitoring HACCP

o Presentation on identification

of principles and key points of

monitoring HACCP

- Reference books - Video aids - Internet - Boards - Markers - Pictures - Chalks - Projector - Brochures


558 | P a g e

application

Key points of monitoring HACCP

Identification of critical

control points

Control measures

Monitoring steps to control

food safety hazards

Corrective action to be taken

if control measures are not

being met

Records that must be

completed at each step





Written evidence

Essay Sentence comprehension True or false question


Proper identification of HACCP.

559 | P a g e

Checklist Score

Yes No

Indicator:Identification of HACCP is done

Identification of HACCP principles

Hazards analysis

Determination of control critical points (CCPs)

Establishment of critical limits

Establishment of a system to monitor control of each CCP

Establishment of corrective actions when monitoring indicates that a

particular CCP is not under control

Establishment of procedures for verification to confirm that HACCP system

Observation

Learning Outcome 1.3:Examine and assess food safety.

Importance of food safety;

Temperature control

Avoiding food

contamination

Food safety management

systems ;

Premises

Storage and stock control

Staff hygiene

Pest control

Cleaning, disinfection/waste

Staff training

o Research on Importance and

systems of food safety

management

o Brainstorming on Importance

and systems of food safety

management

o Discussion on Importance and

systems of food safety

management

o Practical exercises on systems

of food safety management

o Demonstration and

Observation on systems of food

safety management

o Individual practical on

importance and systems of

food safety management

- Reference books journals

- Flip Chart - Boards - Markers - Video aids - Internet

- Pictures

- Food thermometer

- Food items



560 | P a g e




Written evidence


Product evidence

Sentence completion Observation checklist Integrated situation (Roleplay)/task

Checklist Score

Yes No

Indicator :Examine and assess food safety is well done

Description of Food safety management systems

Respect food safety management

Temperature control

Avoiding food contamination

Premises

Storage and stock control

Staff hygiene

Pest control

Cleaning,

Disinfection / waste

Staff training

Observation


Appropriate examination and assessment of organizational characteristics that

impact on food safety

561 | P a g e

Learning Outcome 1.4:Evaluate policies and procedures for HACCP.

Food safety control measures;

Temperature - correct

temperature throughout

storage, production and

service

Time limits - restricting time

food spends in danger zone

when temperature cannot

be controlled

Combination of time and

temperature controls

Support programs such as;

personal hygiene

procedures, pest control,

supplier standards, cleaning

procedures, etc

Food regulations and

legislation.

Food safety signs;

o Research on food safety control

measures and food safety signs


control measures and food

safety signs

o Individual exercises on food

safety control measures and

food safety signs



safety signs

o Presentation on food safety


safety signs

- Video aids - Reference books - Internet - Boards - Markers - Pictures - Chalks - Brochures - Records - Magazines





Written evidence

Essay Sentence comprehension True or false question


Suitable evaluation of existing policies and procedures for HACCP.


562 | P a g e

Checklist Score

Yes No

Indicator :Evaluate policies and procedures for HACCPis respected

Temperature

of Food safety control measures

Time limits - restricting time food spends in danger zone when temperature cannot be controlled

Combination of time and temperature controls

Support programs such as personal hygiene procedures, pest control, supplier standards, cleaning procedures, etc

Observation

Learning Outcome 1.5:Monitor and assess practices including records keeping

Types of records of activities for

food safety monitoring

Staff training undertake

(carry out)

Pest control reports

Food safety procedures for:

Prevention food safety

hazards

Controlling food safety

hazards

Eliminating food safety

hazards

o Research on types of records of

activities and food safety

procedures


records of activities and food

safety procedures


on activities and food safety

procedures



safety procedures

o Individual exercises on types of


safety procedures

o Group work on types of records

of activities and food safety

procedures



safety procedures

- Video aids - Reference books - Internet - Boards - Markers - Pictures - Chalk - Documents - Projector - Flip chart - Duster


563 | P a g e





Written evidence

True or false questioning Observation checklist Multiple choice questions

Checklist Score

Yes No

Indicator: Types of the records of activities for food safety is identified

Staff training undertake (carry out)

Pest control reports

Indicator: Food safety procedures is respected

Prevention food safety hazards

Controlling food safety hazards

Eliminating food safety hazards

Observation


Proper monitoring practices, including record keeping, and assess need for

change

564 | P a g e

LU 2:Implement food safety procedures to control hazards

2

Learning Outcomes:

2.1Improve food safety procedures 2.2 Combine policies, methods and procedures for controlling food safety 2.3 Establish and document HACCP records 2.4 Apply control methods for each point of HACCP

20 Hours

Learning Outcome 2.1:Improve food safety procedures

HACCP based standard

operating procedures:

Cleaning and sanitizing

food contact surfaces

Controlling time and

temperature during

preparation

Cooking potentially

hazardous foods

Cooling potentially

hazardous food

Date making and ready to-

eat, potentially hazardous

food

Handling a food recall

Holding hot and cold

potentially hazardous

foods

Personal hygiene

o Research on HACCP; based

standard operating

procedures

o Brainstorming on HACCP;

based standard operating

procedures

o Research on HACCP; based

standard operating

procedures

o Group work on HACCP;


procedures

o group discussion on HACCP;


procedures


HACCP; based standard

operating procedures

o Presentation on HACCP;


procedures

- Reference books - Video aids - Internet - Video aids - Internet - Markers - Flip chart - Boards - Chalks - Projector


565 | P a g e





Written evidence

Sentence completion

Essay questions

True or false

Matching questions

Checklist Score

Yes No

Indicator:Identification of HACCP; Based standard operating procedures is respected

Cleaning and sanitizing food contact surface

Controlling time and temperature during preparation

Cooking potentially hazardous foods

Cooling potentially hazardous food

Date making and ready to-eat, potentially hazardous food

Handling a food recall

Holding hot and cold potentially hazardous foods

Personal hygiene

Observation


Relevant discussion with stakeholders to improve

Food safety procedures

566 | P a g e

Learning Outcome 2.2:Combine policies, methods and procedures for controlling food safety

Policies of food safety;

Food safety legislation

Enforcement of officers

Issue of notices and orders

for non-compliance

Industry guide (to good

hygiene practice)

Food standard agency

Methods and procedures for

controlling food safety;

Food preparation

Cooling Chilling Refrigerating Reheating

Deliveries and storage

Purchase Transport and delivery Check deliveryvehicles Date marks and

temperatures

o Research on policies, methods

and procedures for controlling

food safety

o Brainstorming on policies,

methods and procedures for

controlling food safety

o Group work on policies,



o Group discussion on policies,




policies, methods and

procedures for controlling

food safety

o Presentation on policies,



- Reference books - Video aids - Internet - Markers - Flip chart - Boards





Written evidence

Matching Exercises

Sentence completion

Essay questions

True or false


Efficient combination of required standards into policies and procedures.


567 | P a g e

Checklist Score

Yes No

Indicator:Food safety Policiesis identified

Food safety legislation

Enforcement of officers

Indicator: Issue of notices and orders for non-compliance is respected

Industry guide(to good hygiene practice)

Food standard agency

Food preparation

Deliveries and

Storage

Indicator :Methods and procedures for controlling food safety is done

Food preparation

Deliveries and storage

Observation

Learning Outcome 2.3:Establish and document HACCP records

Seven stages of HACCP;

Conduct a hazards analysis

Determine the critical control

points (CCPs).

Establish critical limits.

Establish a system to

monitor control of each CCP

Establish corrective actions

when monitoring indicates

that a particular CCP is not

under control

Establish procedures for

verification to confirm that a

o Research on stages of HACCP

o Brainstorming on stages of

HACCP and Record keeping

procedures

o Individual exercises on stages

of HACCP and Record keeping

procedures

o Group discussion on stages of


procedures

o Presentation on stages of


procedures

- Reference books - Video aids - Internet - Markers - Boards - Flipchart - Document records


568 | P a g e

HACCP system is working

effectively.

Establish documentation

and record all procedures

relevant to the HACCP

principles and their

application

Record keeping procedures

Support documentation

such as HACCP plan review,

verification and validation

records

Records that are generated

during the operation of the

HACCP system.





Written evidence


Sentence completion


Proper establishment and documentation of HACCP.

569 | P a g e

Checklist Score

Yes No

Indicator :Establish and document HACCP record is done Description of seven stages of HACCP

Establish critical limits.

Establish a system to monitor control of each CCP

Establish corrective actions when monitoring indicates that a particular CCP is not under control

Establish procedures for verification to confirm that a HACCP system is working effectively.

Establish documentation and record all procedures relevant TO THE HACCP principles and their application

Support documentation such as HACCP plan review, verification and

validation records

Records that are generated during the operation of the HACCP system

Observation

Learning Outcome 2.4:Apply control methods for each point of HACCP

Control methods for HACCP;

Food deliveries and storage

Multi-use fridges

Dry food storage

First in-first out

Food labelling codes

Food preparation

Use of temperature

Cooling cooked food

Reheating

Serving food

o Research on Control methods

for HACCP

o Brainstorming on Control

methods for HACCP

o Demonstration and

observation on Control

methods for HACCP

o Practical exercises on methods


food safety

o Group discussion on methods


food safety

o Presentation on Control

methods for HACCP

- Reference books - Video aids - Internet - Markers - Boards - Flipchart - Food items


570 | P a g e





Written evidence


Essay


Integrated situations (Role play)

Checklist Score

Yes No

Indicator: Control method for HCCP is identified


Multi-use fridges

Dry food storage

First in-first out


Food preparation

Use of temperature

Cooling cooked food

Reheating

Serving food

Observation


Suitable control methods for each point of HACCP

571 | P a g e

Learning Outcome 3.1:Communicate food safety procedures

Types of communication

methods and their procedures of

food safety;

Induction

Ongoing staff training

Supervision

Mentoring

Information posters

Leaflet

Labelling

Making food safety issues

parts of staff meeting

Working with EHO

(Environmental Health

Officers)


communication methods and

their procedures of food safety


communication methods

o Individual exercises on types of









o Role play on communication

methods and their procedures

of food safety

- Internet - Videos aids - Reference books - Markers - Boards - Chalks - Projector - Flip chart

LU 3: Revise food safety procedures

3

Learning Outcomes:

3.1 Communicate food safety procedures 3.2 Organize training and mentoring food safety policies and procedures 3.3 Follow operational activities to ensure policies and procedures 3.5 Prevent food spoilage

15 Hours


572 | P a g e





Written evidence

Matching exercises


Checklist Score

Yes No

Indicator:Communication methods and their procedures of food safety is identified

Induction

Health officers ongoing staff training

Supervision

Mentoring inform

Leaflet

Labelling

Making food

Safety issues

Parts of staff meeting

Working with EHO (Environmental Heath Officers)

Observation


Proper communication of food safety policies, procedures and product

specifications.

573 | P a g e

Learning Outcome 3.2:Organize training and mentoring food safety policies and procedures

Food safety training

methods;

Food safety

qualification

Monitoring, control

and auditing

o Research on Food safety training

methods


training methods


training methods

o Group work on food safety

training methods

o Role play on food safety training

methods




- Internet - Videos aids - Reference books - Markers - Boards - Projector - Flip chart





Written evidence

Matching exercises


Essay


Appropriate organization of training and mentoring on food safety policies and

procedures.


574 | P a g e

Checklist Score

Yes No

Indicator: Food safety training methods is identified

Food safety qualification

Monitoring,

control and auditing

Observation

Learning Outcome 3.3:Follow operational activities to ensure policies and procedures

Operational activities of food

safety:

Controlling and reducing

outbreak of food poisoning

Registration of premises and

vehicles

Content and labelling of

food

Prevention of manufacture

and sale of injurious food

Food imports

Prevention of contamination

and equipment

contamination

Training of food handlers

Provision of clean water,

sanitary facilities, washing

facilities

o Research on operational

activities of food safety

o Brainstorming on operational


o Display on operational



operational activities of food

safety



safety

o Presentation on operational


- Reference books - Video aids - Internet - Markers - Boards - Flip chart - Pictures - Projector



Accurate observation operational activities to ensure policies and procedures.


575 | P a g e




Written evidence

Matching exercises


Essay

Checklist Score

Yes No

Indicator:Operational activities of food safety is done


Content and labelling of food

Registration of premises and vehicles

Prevention of manufacture and sale of injurious food

Controlling and reducing outbreak of food poisoning

Food imports

Prevention of contamination and equipment contamination

Provision of clean water, sanitary facilities, washing facilities

Observation

Learning Outcome 3.4: Prevent food spoilage

Identification of spoiled food

Temperature and conditions

for food storage:

Refrigerators

Freezers

Storing foods inside a

freezer

Storage conditions required

by different foods:

Heat treatment

o Research on operational


o Brainstorming on operational


o Display on operational




safety


- Reference books - Video aids - Internet - Markers - Boards - Flip chart - Pictures - Projector


576 | P a g e

Low temperatures

Dehydration

Chemical preservation

Vacuum packing

Smoking

Irradiation

Thawing and defrost food

Food storage and

temperature control

documentation

Temperature control

Cooking and reheating

food

Chilling or freezing food


food for service

Hot food

Cold food

How to use of

temperature probe


safety

o Presentation on operational






Written evidence

Matching exercises


Essay


Appropriate making changes of practices to avoid food spoilage.

577 | P a g e

Checklist Score

Yes No

Indicator: Storage conditions is respected

Heat treatment

Low temperatures

Dehydration


Vacuum packing

Smoking

Indicator: Temperature control is respected

Cooking and reheating food



Observation

578 | P a g e



UBUMWE RESTAURANTis going to host 200guests in an annual youth forumduring 10 days by serving 3 meals per day. Thehosting guest number is very far superior than the optimum that the restaurant use to serve bynormal daily basis; note that the normal clients will also be allowed to attend and be served as always, and then the restaurant doesn’t have professionals in food safety procedures implementation to manage all consumables within standard procedures to avoid food contamination. Asa fresh graduate you are specifically appointed to prepare food safety procedures implementation for that restaurant, by considering the following guidelines:

1. HACCP principles. 2. Organization andcharacteristics of food safety 3. Food safety policies, procedures and food products

specification 4. How to make change of practices to avoid food spoilage.

- Reference books - Internet - Video aids - Pictures - Flip chart - Boards - Markers - Chalk - Projector - Pen - Computer - Printer - Paper

Assesment Criterion 1: hygiene

Checklist Score

Yes No

Indicator:Personal hygiene is respected

Professional chief uniform attire is worn

Hands are washed correctly

Clean as you go is applied

Proper cleaning of ingredients is respected.

Observation

579 | P a g e


Checklist Score

Yes No

Indicator:Operational activities of food safety is respected


Content and labelling of food

Registration of premises and vehicles

Prevention of manufacture and sale of injurious food

Controlling and reducing outbreak of food poisoning

Food imports

Observation


Checklist Score

Yes No

Indicator:Control method for HCCP is done


Multi-use fridges

Dry food storage

First in-first out


Food preparation

Use of temperature

Observation

580 | P a g e


Checklist Score

Yes No

Indicator: Storage conditions is respected

Heat treatment

Low temperatures

Dehydration


Vacuum packing

Smoking

Indicator: Temperature control is respected

Cooking and reheating food



Observation


Checklist Score

Yes No

Indicator: Timed and food safety procedures implementation are respected

Time is respected

Food safety procedures implementation is respected

Observation


581 | P a g e

Checklist Score

Yes No

Indicator: Right innovations and creativity are well done

Innovation in food safety procedures implementations

Creativity in food and safety procedures implementations

Observation

Reference books:



Edition 2010

582 | P a g e

C C M I A 5 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)

CCMIA501 Integrate workplace


Credits: 30 300

Sector: All

Sub-sector: All


Purpose statement

This module describes the skills, knowledge and attitudes required to integrate the

students/internee in workplace for an industrial attachment program or employment. The

module will allow the learner to demonstrate supervisory skills at the workplace get briefed on

industrial attachment program and develop one’s competences on the workplace.

583 | P a g e


All the modules covered







1. Demonstrate supervisory skills 1.1 Proper exploration of industrial attachment policy. 1.2 correct identification of labor contracts 1.3 Proper identification of supervisor’s roles and responsibilities. 1.4 correct preparation of technical report as supervisor 1.5 Appropriate filing of work related documents.

2. Get briefed on industrial attachment program

2.1 Proper setting of industrial attachment goals. 2.2 Proper description of IAP documents 2.3 Clear explanation on how IAP assessment is conducted.

3. Develop one’s competences on the workplace

3.1 Expected competencies are fully developed. 3.2 Trainee logbook is completely and well filled. 3.3 Proper description of gained work experience.

584 | P a g e

LU 1: Demonstrate supervisory skills

1

Learning Outcomes:

1. Explore industrial attachment policy. 2. Identify labor contracts 3. Identify supervisor’s roles and responsibilities. 4. Prepare a technical report as supervisor 5. File work related documents.

10 Hours

Learning Outcome1.1:Explore industrial attachment policy

National workplace policies and procedures.

International workplace policies and procedures.

o Group work on national workplace policies and procedures.

o Research on workplace policies and procedures in different countries

o Asking questions o Large group discussion

- Text books - Notebooks - Pens - Chalkboard - Hand out





Written

Oral

Essay (short responses and extended responses) Expose (presentation)


Proper exploration of industrial attachment policy.


585 | P a g e

Checklist Score

Yes No

Industrial attachment policies

Definitions of labor contract

Types of labor contract

Differences among labor contracts

Observation

Learning Outcome 1.2: Identify labor contracts

Utility of different embroidery material, equipment and tools

o Collection of materials and tool

o Observation of materials, tools, and equipment

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

See Learning Outcome 1.1





Written evidence

Oral evidence

Multiple choice True or false question Matching Sentence completion Essay (short responses and extended responses

Expose (presentation)


Correct identification of labor contracts


586 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 1.3: Identify supervisor’s roles and responsibilities

Supervisor’s roles and responsibilities.

Coach Mentor Advocate for

organization Advocate for

employee

o Small group work o Individual work o Large group discussion o Pair work o Asking questions




criterion has been achieved


Written evidence

Oral evidence

Essay (short responses and extended responses) Multiple choice True or false question Matching Sentence completion Expose (presentation) Question and answer


Proper identification of supervisor’s roles and responsibilities.


587 | P a g e

Checklist Score

Yes No

Possible roles and responsibilities of supervisor

Observation

Learning Outcome 1.4: Prepare a technical report as supervisor

Steps in making technical report

Gather the necessary information about professional activities

Explain the work you have done

Mention any problems you encountered and explain how you solved them

Specify what you hope to accomplish next workday.

o Research on steps in making technical report

o Asking questions o Small group work o Large group discussion






Correct preparation of technical report as supervisor


588 | P a g e


Written evidence

Product evidence

(Check list)

Essay (short responses and extended responses)

Checklist Score

Yes No

Well prepared Technical report

Observation

Learning Outcome 1.5: File work related documents

Different ways to file documents in a filing cabinet o Alphabetical o Category o Date o Numerical o Combination

Considerations in filing technics

o Group work on different ways to file documents

o Individual work o Large group discussion o Asking questions

- Text books - Notebooks - Pens - Chalkboard - Hand out on different ways to

file documents





Appropriate filing of work related documents.


589 | P a g e


Written evidence

Product evidence

Essay (short responses and extended responses)

Checklist Score

Yes No

Completed checklist on documents filing

Different ways to file documents

Observation

590 | P a g e

LU 2:Get briefed on industrial attachment program

2

Learning Outcomes:

1. Set industrial attachment goals 2. Describe IAP documents 3. Explain how IAP assessment is conducted

5 Hours

Learning Outcome 2.1: Set industrial attachment goals

Goals of industrial attachment

o Group discussion on the IAP goal

o Research on the IAP goals o Asking questions o Individual work on the setting

of own IAP goals

- Hand out on industrial attachment goals.

- Text books - Notebooks - Pens - Chalkboard





Written evidence

Oral evidence

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


Proper setting of industrial attachment goals


591 | P a g e

Checklist Score

Yes No

List of possible industrial attachment goals

Observation

Learning Outcome 2.2: Describe IAP documents.

IAP Logbooks: IAP list of competencies to be

developed IAP attendance sheet IAP agreement IAP report form IAP Evaluation form IAP interview form

o Presentation by trainees and trainer

o Small group work on the interpretation of IAP logbooks

o Exercise on the completion of IAP logbooks

o Asking questions o Guided learning on how to

complete IAP logbooks

- Logbooks -





Written evidence


Multiple choice True or false question Question and answer


Proper description of IAP documents


592 | P a g e

Checklist Score

Yes No

Essential elements of IAP documents

Observation

Learning Outcome 2.3: Explain how IAP assessment is conducted.

Written tests

Performance evidence(marked by company supervisor)

Respond to interview questions

o Presentation by trainees and trainer

o Discussion on IAP assessment is conducted

o Asking questions

- Vocational tools - Task sheets -





Written evidence

Oral evidence

Essay (short responses /extended responses) Expose (presentation)

Checklist Score

Yes No

Explanation of IAP procedures

Observation


Clear explanation on how IAP assessment is conducted


593 | P a g e

LU 3: Develop one’s competences on the workplace

3

Learning Outcomes:

1. Develop competencies related to one’s field. 2. Fill Trainee logbook. 3. Describe gained work experience

285 Hours

Learning Outcome 3.1: Develop competencies related to one’s field.

Various activities / tasks related to one’s field.

o Perform various activities / tasks related to one’s field.

- -Vocational tools related to one’ field





Expected competencies are fully developed.


594 | P a g e


Written evidence

Product evidence

Checklist Score

Yes No

List of well performed activities/ tasks given by industry (checklist)

Observation

Learning Outcome 3.2: Fill Trainee logbook.

IAP reports

IAP Evaluation

IAP interview

o Complete trainee logbook - -logbooks





Written evidence

Product evidence


Trainee logbook is completely and well filled


595 | P a g e

Checklist Score

Yes No

List of well performed activities/ tasks given by industry (checklist)

Observation

Learning Outcome 3.3:Describe gained work experience

Work experience related to one’s field. o Presentation - Questionnaires containing questions related to work experience.





Written evidence

Oral evidence

Essay (short responses / extended responses) Expose (presentation)


Proper description of gained work experience.


596 | P a g e

Checklist Score

Yes No

Brief presentation of experience gained during the industrial attachment period

Observation

Reference books:

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

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

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

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

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

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

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

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

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

improve-innovation/

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

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

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

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

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

15. https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-Industrial Attachment Program

(IAP)-challenges/

16. https://www.researchgate.net/profile/Frank_Twenefour/publication/272370787_Industrial_Trainin

g_Programmes_of_Polytechnics_in_Ghana_The_Pertinent_Issues/links/55056a6e0cf24cee3a046df8

/Industrial-Training-Programmes-of-Polytechnics-in-Ghana-The-Pertinent-Issues.pdf

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

Attachment Program (IAP)s

18. Adu peproh J., Frank.B.K Twenefour (2015) industrial training program of polytechnics in Ghana: the

pertinent issues, Ghana

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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



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

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

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] www.wda.gov.rw

Workforce Development Authority

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