TVET CERTIFICATE V in MULTIMEDIA · 17. Prepare Shotlist 18. Construct Storyboard Panels 19. Edit Video 2.2 Minimum entry requirements TVET Certificate IV in Multimedia or other relevant

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5

TVET CERTIFICATE V in

MULTIMEDIA

CODE

ICTMMD5001

Kigali January, 2019

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ICTMMD5001-TVET CERTIFICATE V

Multimedia

REQF Level 5 CURRICULUM

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© Rwanda Polytechnic, 2019

Copies available from:

Rwanda Polytechnic (RP)

Email: [email protected]

Web: www.rp.ac.rw

P.O. Box: 164 Kigali, Rwanda

Original published version updated:

January, 2019

http://www.rp.ac.rw/

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Copyright

The Competent Development Body of this Curriculum is © Rwanda Polytechnic (RP).

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 RP. 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 RP. The competent Body does not give warranty nor accept

any liability.

The RP 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 RP copyright must

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

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

© Rwanda Polytechnic (RP) 2019

Published by

Rwanda Polytechnic (RP)

Internet: http://www.rp.ac.rw

P.O. Box: Kigali, Rwanda


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Table of Contents

C o p y r i g h t i i

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

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

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

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

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

2.1 Description 2

2.2 Minimum entry requirements 2

2.3 Information about pathways 2

2.4 Job related information 2

2.5 Employability skills and life skills 3

2.6 Information about competencies 5

3 . T R A I N I N G P A C K A G E 6

3.1 Course structure 6

3.2 Competencies chart 6

3.4 Flowchart 8

4 . A S S E S S M E N T G U I D E L I N E S 9

4.1 Assessment Methodology 9

4.2 Portfolio 9

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

LU 1: Participate as part of a team and respect the rules of the training environment 15

LU 2: Explain the occupation and learning process 19

LU 3: Respect the facilitation and apply learning methods 22

LU 4: Develop personal plans based on self-assessment practices 25

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

LU 1: Conduct OSH (occupational safety and health) monitoring 34

LU 2: Collect and analyze Occupational health, safety incidents report 38

LU 3: Train all staff on occupational health and safety matters 44

C C M 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 5 1

LU 1: Communicate orally in social and professional situations with ease 53

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LU 2: Read correctly a range of materials 58

LU 3: Listen to audio messages with different English accents to get the intended message 62

LU 4: Produce a variety of medium texts on professional and general topics 67

LU 1: Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 76

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

no gukoresha ibinyazina binyuranye. 84

LU 3: Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 94

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

gukoresha ibinyazina binyuranye 104

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

y’Ikinyarwanda. 114

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 2 4

LU 1:Ecrire en respectant l’orthographe courante 126

LU 2:Employer le vocabulaire technique dans différents écrit 130

LU 3:Présider des débats et des discussions 135

LU 4:Conduire des réunions. 139

LU 5:Rédiger et présenter un exposé 143

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 4 7

LU 1:Kutunga hati za mawasiliano mbali mbali za kiofisi. 149

LU 2:Kuchambua hati za mawasiliano mbali mbali za kiofisi 153

LU 3: Kupanga mbinu za uwasilishaji wa hati mbali mbali. 157

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 6 1

LU 1: Communicate with customers and colleagues from diverse backgrounds 163

LU 2: Address cross-cultural misunderstandings 167

C C M I W 5 0 1 - I C T A T W O R K P L A C E 1 7 2

LU 1: Prepare document Layout 174

LU 2: Apply basic computer operations 179

LU 3: Manage data 186

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 3

LU 1: Identify activities to be accomplished for real business operations 195

LU 2: Create a productive working environment 201

LU 3: Run real business operation 209

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LU 4: Monitor and evaluate the business 216

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 2 2 2

LU 1:Apply human values 224

LU 2:Respect engineering ethics 231

LU 3:Apply safety 235

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 ) 2 4 0

LU 1: Demonstrate supervisory skills 242

LU 2: Get briefed on industrial attachment program 248

LU 3: Develop one’s competences on the workplace 253

G E N A M 5 0 1 - M A T H E M A T I C S 2 5 8

LU 1:Apply fundamentals of trigonometry 261

LU 2:Apply fundamentals of complex numbers 268

LU 3:Determine and analyze numerical functions 273

LU 4:Apply fundamentals of differentiation 278

LU5:Apply natural logarithmic functions 283

LU 6: Apply exponential functions 289

LU 7: Apply fundamentals of integrals 295

LU 8: Identify measures of dispersion and interpret bivariate data 299

M M D 2 D 5 0 1 - 2 D D R A W I N G S C O N C E P T I O N 3 0 3

LU 1: Create Basic Drawings 305

U 2: Make 1-point perspective and 2-point perspective 314

LU 3: Make digital painting 319

LU 4: Apply Textures and patterns 324

M M D S W 5 0 1 - S C R I P T W R I T I N G 3 3 3

LU 1: Brainstorm story ideas 335

LU 2: Write treatment 340

LU1: Compose a flash draft 345

Summative Assessment 349

M M D S P 5 0 1 - S H O T L I S T P R E P A R A T I O N 3 5 2

LU 1: Breakdown the screenplay into shots 354

LU 2: Describe and evaluate shots 359

LU 3: Create shotlist table 364

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P U T E R 5 0 1 - S T O R Y B O A R D P A N E L S C O N S T R U C T I O N 3 7 1

LU 1: Design and draw the shapes of the panels 373

LU 2: Develop and sketch the storyline 378

Emphasize action motions and camera positions 382


M M D V E 5 0 1 - V I D E O E D I T I N G 3 9 1

LU 1: Import and manage media files 393

LU 2: Trim video 398

LU 3: Work with audio 409

LU 4: Export project 414


M M D S S 5 0 1 - S O U N D R E I N F O R C E M E N T S Y S T E M 4 2 2

LU 1: Design sound 424

LU 2: Identify audio equipment and cables 429

LU 3: Connect the sound reinforcement system 434

M M D A P 5 0 1 - A U D I O P R O D U C T I O N 4 4 2

LU 1: Record Sound 444

LU 2: Edit Audio 448

LU 3: Master audio mix 453

G L O S S A R Y a

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List of abbreviations

EQ Equalizer

SHE Safety Health and Environment

CBA Compentence Based Assessment

CD Compact Disc

CDU Curriculum Development Unit

CM Complementary Modules

ICT Information and Communication Technology

IPRC Integrated Polytechnics Regional Centers

PPE Personal Protective Equipment

REQF Rwandan Education Qualification Framework

RP Rwanda Polytechnic

TSS Technical Secondary School

TVET Technical and Vocational Education and Training

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Acknowledgments

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

the development of this curriculum:

Coordination

RWAMASIRABO Aimable, Curriculum Coordinator-RP

Facilitation

HATEGEMANA Gratien, External verifier-RP

Curriculum Development Team

# Names Function Institution

1. NYIRANSABIMANA Angélique Director of Studies and Trainer in Multimedia

Director of Studies and Trainer in Multimedia

2. HABARUGIRA Valens Camera Operator Private

3. SHEMA Yves Chief Editor BLARTS

4. NTAHOBARI Maurice IT Officer Let Us Transform Life Initiatives (LUTI) Ltd

5. TUYISHIME Jean Claude Operation Manager BLARTS

6. DUSHIMIMANA Light Bonkey Audio Producer Light Music

7. MUTAMBO John Audio Specialist IPRC Kigali

8. BYIRINGIRO Clément MUSONERA Creative Director MENTO PRO LTD

9. MUHAYIMANA Valens IT /Data Manager Techno Smart

10. MUSAFIRI Ernest Instructor IPRC NGOMA

11. MUSONI Jean Claude Trainer Nyabihu TVET School

12. UWERA Marceline Socio-linguistics Officer RALC

13. MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara

14. MATATA Jean Bosco Teacher College Ami des Enfants

15. GASIMBA François Xavier Lecturer UR/College of Education

16. KAMBARI Vincent Teacher GS St Marcel/Kayonza

17. MUREGO Yves Quality Assurance Officer WDA

18. BUCYENSENGE Vincent Instructor IPRC KARONGI

19. GASANA Vedaste Lecturer INES

20. FURAHA INEZA Jean Raymond Trainer Lycee de Gisenyi

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1. GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies to

acquire to perform the occupation of a Multimedia Technician. It is designed

with an approach that takes into account the training needs, the work

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

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

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

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

certification.

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

learning are developed on the basis of this document.

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

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

part presents the qualification, 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

tasks and activities that require the application

of practical skills in a defined context. Work

would be undertaken in various ICT and

Multimedia sector/industries. Learners may

work with minimum supervision.

At the end of this qualification, qualified

learners will be able to:

1. Describe the occupation and learning

process

2. Monitor occupational SHE at the

workplace

3. Maintain professional conversation in

upper-intermediate English

4. Gukoresha Kinyarwanda cy’intyoza

5. Work in a socially diverse environment

6. Use ICT at the workplace

7. Pratiquer les techniques d’expression

orale et écrite

8. Kujadili Mawasiliano mbali mbali ya

Kiofisi katika Kiswahili

9. Appy general mathematics

10. Organize a business

11. Apply professional ethics

12. Integrate workplace

13. Setup Sound System

14. Produce Audio

15. Conceive 2D Drawings

16. Write Script

17. Prepare Shotlist

18. Construct Storyboard Panels

19. Edit Video

2.2 Minimum entry requirements

TVET Certificate IV in Multimedia or other relevant qualifications or through recognition of prior learning.

Title: TVET Certificate V in Multimedia

Level: REQF Level 5

Credits: 120

Sector: Media and films making

Sub-sector: Multimedia

Issue date: January, 2019

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2.3 Information about pathways

2.4 Job related information

This qualification prepares individuals to integrate the ICT industry with the professionalization of

Multimedia Technician; this qualification again offers the opportunity to execute the works as Audio

Production Technician, 2D concept Artist, Storyboard Artist or Video Editor while ensuring that safety,

security and environmental regulations are respected.

Possible jobs related to this qualification

Audio Production Technician,

2D concept Artist,

Storyboard Artist,

Video Editor

Preferred pathways for candidates entering

this qualification include:

Candidates enter this qualification after

achieving TVET Certificate V in

Multimedia 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 Multimedia

Pathways into the qualification

Pathways from the qualification

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2.5 Employability skills and life skills

Through the generic modules, individuals with this qualification have acquired the life and

employability skills to meet the following industry or enterprise requirements:

Communication

Documenting technical work in plain English

Writing and presenting reports

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

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Technology

Manipulate computer

Using the internet

Languages other than Kinyarwanda

Using English as the medium of communication in the working environment

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Number of competencies: 19 Core competencies : 8 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. GENAM501 Apply general mathematics 7

SPEC

IFIC

2. MMDSS501 Setup Sound System 8

3. MMDAP501 Produce Audio 10

4. MMD2D501 Conceive 2D Drawings 10

5. MMDSW501 Write Script 6

6. MMDSP501 Prepare Shotlist 5

7. MMDCO 501 Construct Storyboard Panels 6

8. MMDVE501 Edit Video 8

Total 60

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3. TRAINING PACKAGE

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

modules, the course structure, and the assessment guidelines.

3.1 Course structure

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

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

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

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

3.2 Competencies chart

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

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

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

of the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general competencies and specific

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

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

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

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

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

account in the description of the specific competency.

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

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

competencies in the order they should be acquired.

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

the following pages.

Section

3

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MULTIMEDIA TECHNICIAN

PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES

SPECIFIC COMPETENCIES

Du

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(5

30

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#

1

2

3

4

5

6

7

8

9

10

11

12

Duration (670 Hrs) 3

0

30

30

30

30

30

30

30

30

30

30

0

70

1

Setup Sound System

80

▲ ▲ ▲

○ ○ ○ ○ ○ ○ ○ ● ○ ○ ○ ○

2

Produce Audio

100 ∆ ▲ ▲ ▲

○ ○ ○ ○ ○ ○ ○ ● ○ ○ ○ ○

3

Conceive 2D Drawings

100

▲ ▲ ▲ ▲

○ ○ ○ ○ ○ ○ ○ ● ○ ○ ○ ○

4

Write Script

60 ▲ ▲ ▲

○ ○ ○ ○ ○ ○ ○ ● ○ ○ ○ ○

5

Prepare Shotlist

50 ▲ ▲ ▲

○ ○ ○ ○ ○ ○ ○ ● ○ ○ ○ ○

6

Construct Storyboard Panels

60 ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ● ○ ○ ○ ○

7

Edit Video

80 ∆ ▲ ▲ ▲

○ ○ ○ ○ ○ ○ ○ ● ○ ○ ○ ○

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.

General mathematics 7

Figure 2: Flowchart

2D Drawing conception 10

Script Writing 6

Shotlist Prepartion 5 Storyboard Panels Construction 6

Sound System Setup 8 Video Editing 8

Audio Production 10

Occupation and learning process 3

Upper intermediate workplace english 3

Ikinyarwanda cy’intyoza 3

Working in a socially diverse environment 3 ICT at workplace 3

Business organisation 3

Industrial attachment program (IAP) 30

Techniques d’expression orale

et ecrite en francais3

Mawasiliano mbali mbali ya

kiofisi katika kiswahili3

Monitoring of occupational SHE at work place 3

Professional Ethics 3

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4. ASSESSMENT GUIDELINES

4.1 Assessment Methodology

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

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

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

4.2 Portfolio

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

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

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

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

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

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

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

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

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

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

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

assessment for specific modules.

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

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

Formative Assessment

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

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

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

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

on that module

All formative assessment should be declared competent before taking the

summative/integrated assessment

Summative/Integrated Assessment

Section

4

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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%

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

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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 get to know the other

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

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

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

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

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

better integration of various learning.

14 | P a g e

Learning assumed to be in place

Not applicable

Elements of 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 oneself 1.2 Appropriate integration in team 1.3 Appropriate participation in setting rules and adhere

to them

2. Explain the occupation and learning process

2.1 Proper description of the main/major elements of occupation

2.2 Adequate explanation about the one’s qualification

3. Respect the facilitation and apply learning methods

3.1Proper engagement in active and participatory learning methods

3.2 Adequate description of the assessment procedures

4. Develop personal plans based on self-assessment practices

4.1 Proper identification of values, skills and interests 4.2 Proper assessment of values, skills and interests 4.3 Correct Setting of goals 4.4 Proper development of plans in order to reach the set

goals 4.5 Proper assessment of one’s learning style 4.6 Adequate identification of learning strategies

15 | P a g e

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

16 | 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


Appropriate integration in team


17 | P a g e

Yes No

Observation

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

Rules of the classroom

Group responsibilities

o Brainstorming o Discussions o Assign class tasks

- Trainer manual





Checklist Score


Appropriate participation in setting rules and adhere to them


18 | P a g e

Yes No

Observation

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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


20 | P a g e


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


21 | P a g e

Checklist Score

Yes No

Observation

22 | P a g e

LU 3: Respect the facilitation and apply learning methods

3

Learning Outcomes:

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

2 Hours

Learning Outcome 3.1: Engage in active and participatory learning methods

Overview of the active and participatory teaching and learning methods

Experiential learning cycle

o Experience sharing. o Presentation by the trainer

- Trainer manual





Proper engagement in active and participatory learning methods


23 | 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






Adequate description of the assessment procedures


24 | P a g e

Checklist Score

Yes No

Observation

25 | P a g e

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

4

Learning Outcomes:

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

10 Hours

Learning Outcome 4.1: Identify values, skills and interests

Values, skills and interests

Relating values, skills and interests to the workplace

o -






Proper identification of values, skills and interests


26 | 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






Proper assessment of values, skills and interests


27 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 4.3: Set goals

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

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

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual






Correct Setting of goals


28 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 4.4: Develop plans

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

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

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual






Proper development of plans in order to reach the set goals


29 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 4.5: Assess one’s learning style

Types of learning styles

Determining one’s preferred way of learning

Strategies for using one’s learning style in workplace/school

o Paper folding activities o Completing self-assessment

learning style o Scenario based activities

- Trainer manual






Proper assessment of one’s learning style


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Checklist Score

Yes No

Observation

Learning Outcome 4.6: Identify learning strategies





o -


Adequate identification of learning strategies


31 | 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.

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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.

33 | 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

34 | 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

o Brainstorming

o Documentary research

o Group discussion

- Flipcharts

- Markers

- Flipcharts stand

- Internet


35 | 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

safe

Personnel protective

equipment

Health of employees

Facilities

Reporting of incidents and

accidents

Emergency preparedness

procedures


Proper checking of application of OSHE policies, procedures and regulations

36 | P a g e

Learning Outcome 1.2: Monitor use of PPEs

Types of PPEs to be used

according to the trade

Physical verification of PPEs

Cleaning and storage of

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


Proper monitoring of the use of PPEs


37 | P a g e

Learning Outcome 1.3: Monitor compliance of OSHE best practice

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


38 | P a g e

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


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


39 | 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





Proper collection of data regarding OSHE incidents

40 | P a g e

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 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





Proper analysis of OSHE data collected

41 | P a g e


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

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







Adequate elaboration of a compiled incident reports


42 | P a g e


Written

Oral

Performance

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

Checklist Score

Yes No

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


43 | 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

44 | P a g e

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

o Brainstorming

o Group work

o Discussion

- Reference books

- Internet

- Hand-outs

- Stories and

pictures


45 | P a g e

Responsibilities of the staff:

Responsibilities of workers

Using personal protection

and safety equipment as

required by the employer.

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

46 | P a g e

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

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


Appropriate provision of information and instructions

47 | P a g e

Checklist Score

Yes No

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

A brief description of A policy statement is provided

A brief description of the program elements is provided

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

Observation

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

Training on SHE regulations

Safety roles of employees

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

o Brainstorming

o Group work

o Discussion

- Reference

books

- Internet

- Hand-outs

- Stories and

pictures


48 | P a g e





Written

Oral

Performance

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

Checklist Score

Yes No

A brief description of SHE regulations is provided

A brief description of SHE standards is provided

Observation


Appropriate training to all employees and supervisors on OSHE

standards/regulations

49 | P a g e

Learning Outcome 3.3: Evaluate trained OSHE programs

Evaluation forms

Learning assessment Questions and responses, topic of discussion

Training impact assessment

o Brainstorming o Group work o Discussion

- 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

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:


Proper evaluation of trained OSHE programs


50 | P a g e

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

51 | P a g e

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

52 | 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

53 | 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

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


54 | P a g e

Identification of categories of audience Familiar audience 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

55 | 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


56 | 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


57 | 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

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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



59 | 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



Adequate reading of different trade-related texts

60 | P a g e

Lesson plan

Trainee manual





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


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

61 | P a g e

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





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


62 | 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 for General 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


63 | 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

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

- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Stationeries - Audiovisual material - Recordings



Appropriate listening and responding to others

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Rhotic accent Change of stress Changes in articulation

- Trainee manual - Lesson plan





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


Clear identification of differences between common English accents

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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





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


Accurate reporting of information listened to in different accents


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Checklist Score

Yes No

Listening strategies

Understanding of Differences between American and British accents

Types of listening

Reporting information accurately

Observation

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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



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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

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

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Requisition 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


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

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Checklist Score

Yes No

Identification of business documents

Awareness of characteristics of business documents

Observation

Learning Outcome 4.3: Write business documents perfectly

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





Appropriate writing of business documents


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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

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


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


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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

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C C M K N 5 0 1 - IKINYARWANDA K’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.

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4.5. Kumurika ingero zifatika zihamya imitunganyirize iboneye y’ubutaka.

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

˗ Ibitabo by’ubuvanganzo (inkurushusho) ;

˗ Ibinyamakuru bikoresha inkurushusho ;

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

Imfashanyigisho Ibikorwa by’uwiga

activities

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y’abantu; 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.

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.


Inkurushusho




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

n’utwatuzo.

Udukino dufatiye ku

nkurushusho









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

o Gukoresha ikinyarwanda kiboneye agaragaza insanganyamatsiko z’ingenzi;




o Gutahura isomo ry’ingenzi; o Guhimba udukino dufatiye

ku nkurushusho.






activities

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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.


Inkurushusho




by’inkurushusho;











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Yashubije mu mvugo iboneye ibibazo ku nkurushusho

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isomo ry’ingenzi; ihimbankuru; isesekaza

n’utwatuzo.

Udukino dufatiye ku

nkurushusho








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


Yasomye neza inkurushusho yubahiriza uturango n’isesekaza.

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


Inkurushusho



















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

nkurushusho.







Yahinduye inkurushusho mo agakino akurikiranya neza ingingo


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Gihamya Isuzuma

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


Yego Oya


Umwanzuro

Umusaruro w’inyigisho 1.5: Guhimba no kwandika inkurushusho.


Inkurushusho

















o Gusobanura inshoza





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n’uturango by’inkurushusho; o Guhina mu magambo

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

nkurushusho.



Gihamya Isuzuma

Inyandiko y’inkurushusho


Yego Oya

Ihimbankuru

Umwanzuro


Yahimbye anandika inkurushusho

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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;

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

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

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


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Ihangamwandiko ku nsanganyamatsiko yo gukemura amakimbirane.

Ibinyazina: Nyereka Ngenera Ngenga

kumva umwandiko. 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 ;














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.







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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;





o Kuvumbura insanganyamatsiko ivugwa


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


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Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.

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Ingingo z’umuco ;







mu mwandiko. o Gukoresha Ikinyarwanda

kiboneye agaragaza indangagaciro y’ubworoherane.










˗ Inkoranyamagambo.



Gihamya Isuzuma

Amajwi n’amashusho ry’isomwa ry’umwandiko


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.

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Yego Oya


Umwanzuro

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



Inyunguramagambo;


Ingingo z’umuco ;






















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;





o Kuvumbura


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


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Yahinnye anahimba umwandiko akurikiranya neza ingingo.

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Ingingo z’umuco ;







insanganyamatsiko ivugwa mu mwandiko.











˗ Murandasi; ˗ Inkoranyamagambo.



Gihamya Isuzuma

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


Yamuritse ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu

muryango

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Yego Oya

Ingero zifatika zigaragaza uburyo bwo gukemura amakimbirane mu muryango

Umwanzuro

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



Inyunguramagambo;


Ingingo z’umuco ;
























activities

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Gihamya Isuzuma

Inyandiko y’ibisubizo ku binyazina


Yego Oya

Ibinyazina

Umwanzuro


Yakoresheje ibinyazina binyuranye ku buryo bukwiye

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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;

˗ 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

95 | P a g e

Ibinyazina Ngenera ngenga Ndafutura/ndasigura Mpamagazi

o -Bamurika mu ruhame ibyavuye mu matsinda ;


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.

96 | 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

97 | 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;




o Gukoresha Ikinyarwanda kiboneye agaragaza indangagaciro yo kubaha



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


activities

Ibyigwa



98 | P a g e








Ibinyazina Ngenera

ngenga Ndafutura/n

dasigura Mpamagazi

ubuzima (Kubaha uburenganzira bwa muntu, kwirinda ihohotera iryo ari ryo ryose,kwiyitaho ).


akomeye; o -Ibisubizo by’ibibazo byo

kumva umwandiko; o -Bamurika mu ruhame

ibyavuye mu matsinda ; o Gusoma aranguruye agaragaza


ibitekerezo ku isuku n’isukura. o Gukora inshamake




˗ Murandasi; ˗ Inkoranyamagambo; ˗ Itangazo Mpuzamahanga

ry’uburenganzira bwa Muntu,





Gihamya Isuzuma

Amajwi n’amashusho by’isomwa ry’umwandiko



99 | P a g e


Yego Oya


Umwanzuro

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



Inyunguramagambo;


















o Gukora inshamake








activities

Ibyigwa

100 | 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


Yahinnye anahimba umwandiko akurikiranya neza ingingo.

101 | P a g e

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



Inyunguramagambo;






























activities

Ibyigwa

102 | P a g e


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




Inyunguramagambo;














˗ Itegeko Nshinga rya


activities

Ibyigwa


Yamuritse ingero zifatika zihamya akamaro k’isuku n’isukura

103 | P a g e













Repubulika y’u Rwanda;




Gihamya Isuzuma

Ibisubizo by’imyitozo ku binyazina


Yego Oya

Ibinyazina

Umwanzuro



104 | 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

105 | 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




Gihamya Isuzuma



Yego Oya

Umwandiko ku nsanganyamatsiko yerekeye imitunganyirize y’ubutaka

Ibimenyetso by’uteze amatwi atarogoya

Umwanzuro


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko ku

mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye

106 | P a g e

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




inyunguramagambo;





ihimbamwandiko.

Ikinyazina:

Mbaza

Mboneranteko

Nyamubaro








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.










activities

Ibyigwa

107 | P a g e

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

Gihamya Isuzuma

Amajwi n’amashusho ku bisubizo byo kumva umwandiko


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;










activities

Ibyigwa



108 | P a g e





ihimbamwandiko.

Ikinyazina:

Mbaza

Mboneranteko

Nyamubaro














Gihamya Isuzuma

Amajwi n’amashusho ku isomwa ry’umwandiko


Yego Oya


Umwanzuro



109 | P a g e

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




inyunguramagambo;





ihimbamwandiko.

Ikinyazina:

Mbaza

Mboneranteko

Nyamubaro























Yahinnye anahimba umwandiko akurikiranya neza ingingo


activities

Ibyigwa

110 | P a g e

Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ihimba n’imurikamwandiko


Yego Oya

Ihimbamwandiko;

Umwanzuro

111 | 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

112 | 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.


















activities

Ibyigwa

113 | P a g e

Ikinyazina:

Mbaza

Mboneranteko

Nyamubaro






Gihamya Isuzuma

Ibisubizo ku mikoreshereze y’ibinyazina


Yego Oya

Ikinyazina

Umwanzuro



114 | 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

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

115 | P a g e

ikocamye Imvugo

isanzwe Imvugo

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

116 | 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

117 | 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 08/10/2014 agenga imyandikire


activities

Ibyigwa


Yashubije neza ibibazo mu mvugo iboneye ku ikinamico

118 | 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





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


Yasomye neza ikinamico yubahiriza uturango twayo

119 | P a g e


Yego Oya


Umwanzuro

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

















activities

Ibyigwa

120 | P a g e


Gihamya Isuzuma

Amajwi n’amashusho n’inyandiko ku kinamico


Yego Oya

Udukino ku nsanganyamatsiko ishingiye ku bwumvane

Umwanzuro

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













o Gukorera mu matsinda, bungurana ibitekerezo ku




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


activities

Ibyigwa


Yahimbye anakina ikinamico ahuza imvugo n’ingiro.

121 | P a g e



nsanganyamatsiko ivugwa mu ikinamico.




Leta N0 41 bis yo ku wa 13/10/2014.



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





activities

Ibyigwa


Yakoresheje neza inzego z’ururimi

122 | P a g e






















Gihamya Isuzuma

Ibisubizo ku myitozo yo kwandika amazina bwite


Yubahiriza imyandikire y’amazina bwite

123 | P a g e


Yego Oya

Amazina bwite

Umwanzuro

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.

124 | P a g e

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.

125 | P a g e

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

126 | P a g e

LU 1:Ecrire en respectant l’orthographe courante

1

Résultats d’apprentissage:

1. Appliquer les lettres minuscules et majuscules 2. Utiliser les accents et signes de ponctuation. 3. 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

Types de preuves Instruments d’evaluation du portfolio

Preuvesécrites

Preuvesorales

Critère de performance

Application correcte des lettres minuscules et majuscules

Ressources Activités d’Apprentissage Contenus

127 | P a g e

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



128 | 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

129 | 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

130 | 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.


131 | 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.


132 | 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.


133 | 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


134 | P a g e


Oui Non

Composition des lettres :

Lettre de réquisitions

Lettre de commande

Lettre de livraison

Observations

135 | 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


136 | 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

137 | 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


138 | P a g e


Oui Non

Distribution des interventions

Restauration d’ordre des directives convenues

Observations

139 | 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


140 | 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



141 | 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


142 | 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

143 | 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

144 | 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


145 | 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.


146 | 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.

147 | 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.

148 | 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

149 | P a g e

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

1

Yanayotegemewa:

1. Uwezo wa kuonyesha kwa mchoro sehemu kuu za hati. 2. Uwezo wa kutumia mtindo wa lugha inayostahili kulingana na

hati. 3. 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

150 | 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


151 | 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.

Vigezovyakitengo

Kutumia mtindo wa lugha inayostahili kulingana na hati

152 | P a g e

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



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

Vigezovyakitengo

Kutunga hati za mawasiliano tofauti za kiofisi.


153 | 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.


154 | 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


Vigezo vya kitengo

Uchambuzi wa habari kuhusu utungaji wa hati fulani.


155 | P a g e


Andishi

Simulizi

Ufahamu

Uwasilisho habari kuhusu utungaji wa hati fulani


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



Vigezo vya kitengo

Uchambuzi wa njia za mawasiliano zilizotumiwa.


156 | P a g e


Andishi

Simulizi

Ufahamu wa njia za mawasiliano Uwasilisho kuhusu njia za mawasiliano


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

157 | 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




Vigezo vya kitengo

Zingatio la mazingira ya uwasilishaji wa hati inayohitajiwa.


158 | P a g e

Andishi

Simulizi

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


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



Vigezo vya kitengo

Zingatio la sanii ya utungaji wa hati mbali mbali.


159 | P a g e

Andishi

Simulizi

Kanda ya filamu

Uchambuzi wa sanii ya hati mbali mbali

kayochunguzwa Matokeo

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


Mwongozo wa Tathimini. Tathimini Endelezi/Arifu Aina za thibitisho Vifaa

Vigezo vya kitengo

Zingatio la njia za uwasilishaji wa hati mbali mbali.


160 | P a g e

Andishi

Simulizi

Uchambuzi wa hati mbali mbali

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

161 | 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 all verbal 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

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

describe goods and services


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

verbal communication and overcoming language barriers.

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

organisations when required





Written

Oral

Multiple choice True or false question Ticking Expose (presentation)

Checklist Score

Yes No

Partnerships for efficient communication

Observation

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


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


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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


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

workplace.

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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





Written

Oral

Performance



Adequate consideration of possible cultural differences when difficulties or

misunderstandings occur.


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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





Written

Oral

Performance



Appropriate referring of problems and unresolved issues to the appropriate

team leader or supervisor for follow-up.


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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.

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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

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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


175 | 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


Proper set up of a grid structure

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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

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

o Practical exercise on editing and arrange a given document






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

order


177 | P a g e


Written evidence

Oral evidence




IDs



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




178 | P a g e




Written evidence




IDs



Checklist Score

Yes No

Observation


Proper use of special effects

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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


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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

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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 Partitioning Erase data

o Brainstorming on storage types

o Practical exercises on disk formatting

- Projector - White Board - Computer Lab - Storage devices





Written evidence

Oral evidence


Written evidence



Task:


IDs




Appropriate use of storage media


182 | P a g e

Checklist Score

Yes No

Observation

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





Appropriate application of Printer settings


183 | P a g e


Written evidence

Oral evidence


Written evidence



Task:


IDs



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

o Exercises on connect computer to the internet

o

- Computer Lab With Internet

- Projector


184 | P a g e

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





Written evidence

Oral evidence




Task:


IDs




Appropriate connect computer to the network

185 | P a g e

Checklist Score

Yes No

Observation

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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


187 | P a g e




Written evidence

Oral evidence


Written evidence



Task:


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

188 | P a g e

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





Written evidence

Oral evidence


Written evidence



Task:


IDs



Checklist Score

Yes No


Proper application of data validation


189 | P a g e

Observation

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


Written evidence



Task:


IDs




Adequate application of Logical functions


190 | 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

-





Written evidence

Oral evidence




Adequate performance of data analysis, duplication removal and Conditional

formatting


191 | P a g e


Task:


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 -





Appropriate application of data protection


192 | P a g e


Written evidence

Oral evidence




Task:


IDs



Checklist Score

Yes No

Observation

Reference books:

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

193 | 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 organise a business which is linked to

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

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

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

194 | P a g e


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

195 | P a g e

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 Outcome1.1: 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

Brainstorming

Questions and answers

Story telling

Problem solving

Role play

Practical exercise

Flipchart

Marker pen

Internet

Reference books

Case studies

Scenarios

Post note


196 | P a g e

Allocation of finance resources





Written evidence

Product evidence

Essay& Cases study

True or false question A produced start up plan

Checklist Score

Yes No

Steps of business requirements estimation

Business location

Raw materials for initial storage

Observation


Proper verification of business start-up requirements

197 | P a g e

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

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


198 | P a g e

Write the job description and job specifications.

Confirm job analysis Have a bidding system to

recruit and review internal candidate qualifications for possible promotions.

Determine the best recruitment strategies for the position.

Implement a recruiting strategy.





Oral evidence

Prodiuct evidence

Observation checklist

Number of employees recruited

Checklist Score

Yes No

Functions of employees recruitment

Principles of strategic employee recruitment

Factors influencing employees recruitment

Recruitment process

Observation


Accurate recruiting of employees in line with task requirements

199 | P a g e

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

Meaning of suppliers

Factors influencing choice of effective suppliers

Brainstorming


Story telling

Problem solving

Flipchart

Marker pens

Pens

Internet

Reference books

Case studies

Scenarios

Template of documents used in

purchasing process



Effective performing purchasing of business requirements in line with business

plan


200 | P a g e




Written evidence

Multiple choice exercises

Essay& Cases study

True or false questioning Sentence completion

Checklist Score

Yes No

Purpose of purchasing

Types of purchasing

Principles of purchasing

Purchasing procedures

Documents used in purchasing procedures

Factors influencing choice of effective suppliers

Observation

201 | P a g e

LU 2: Create a productive working environment

2

Learning Outcomes:

1. Set business ethical conduct 2. Assign responsibilities in accordance with organisation structure 3. Match personal characteristics with business requirements 4. Maintain good relationship with customers and suppliers

7 Hours

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 behavior in a business Mistreating Employees Financial Misconduct Misrepresentation

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

Ways to address address

Oral presentation

Brainstorming


Practical exercise

Flipchart

Marker pen

Pen

Internet

Reference books

Case studies

Business plan templateIncluding

questions that guiding trainee

to write a business plan


202 | P a g e

unethical behaviour at the workplace

Methods of handling unethical conduct in business

Importance of positive ethical conduct in the business





Written evidence

Oral evidence


Essay& Cases study


Problem solving


Checklist Score

Yes No

Objectives of ethical conduct in a business

Rules and regulations of the business

Types of unethical behavior in a business

Techniques of encouraging a positive ethical behaviour in business

Ways to address unethical behaviour at the workplace

Methods of handling unethical conduct in business

Importance of positive ethical conduct in the business

Observation


Accurate setting business ethical conduct

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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).

Oral presentation

Brainstorming


Practical exercise

Flipchart

Marker pen

Pen

Internet

Reference books

Case studies

Business plan

templateIncluding

questions that guiding

trainee to write a

business plan





Written evidence Oral evidence

:Multiple choice exercises

Essay& Cases study

True or false questioning

Sentence completion



Effective assigning of responsibilities in accordance with organisation structure


204 | P a g e

Checklist Score

Yes No

Attribution of responsibilities

Responsibility assignment matrix

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 Defining tool of


personal characteristics and business

o Oral presentation

o Brainstorming



- Flipchart

- Marker pen

- Pen

- Internet

- Reference

books

- Case studies

- Business plan

templateInclu

ding

questions

that guiding

trainee to

write a

business plan


205 | P a g e

requirements Defining strategies to

eliminate gaps

Self assessment in inventory practices Defining tool of








Written evidence

Oral evidence

Multiple choice exercises Essay& Cases study


Sentence completion Observation checklist


Permanent matching personal characteristics with business requirements

206 | P a g e

Checklist Score

Yes No

Self assessment of time management practices

Self assessment in motivating employees practices

Self assessment in financial practices

Self assessment in inventory practices

Observation

207 | P a g e

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.





Proper maintaining of good relationship with customers and suppliers


208 | P a g e


Oral evidence

Written evidence


Essay& Cases study


Sentence completion


Checklist Score

Yes No

Purpose of maintaining a good relationship with customers and suppliers

Methods used to Maintain good relationship

Importance of maintaining good customers and suppliers relationship

Ways to address:

Customer complaints Suppliers complaints

Manual procedures for business operations as tool for maintain customer and suppliers

relationship

Observation

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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

4 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

o Oral presentation

o Brainstorming



- Flipchart

- Marker pen

- Pen

- Internet

- Reference

books

- Case studies

- Risk analysis

template



210 | P a g e





Multiple choice exercises Essay& Cases study


Sentence completion


Checklist Score

Yes No

Categorization of business goals

Setting business:

Long-term goals Medium goals Short-term goals

Observation


Proper setting of short-term business goals

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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 resources Targeted result Anticipated emergencies in

planning Inventory planed

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

o Brainstorming on

identifying meaning of

key words

o Oral presentation

Demonstration of

contingency plan

samples

o Group discussion


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





Accurate optimizing the utilization of available resources


212 | P a g e


Written evidence

Oral evidence


Essay& Cases study


Sentence completion


Checklist Score

Yes No

Types of business resources

Purpose of optimizing the utilisation of available resources

Methods to optimise utilisation of available resources

Methods used to control utilisation of resources:

Importance of optimizing available resources

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

o Brainstorming on

identifying meaning of

key words

o Oral presentation

Demonstration of

contingency plan samples

o Group discussion


o Internet research

- Flipchart

- Markers

- Pen

- Internet

- Reference

books

- Case studies

- Role play


213 | P a g e

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

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.

o Practical exercise on

defining contingency plan

scenarios

Business plan

Computer

214 | P a g e







Essay& Cases study True or false questioning

Sentence completion



Regular employing targeted promotional and marketing campaigns

215 | P a g e

Checklist Score

Yes No

Product promotion:

Aspects of product promotion

Elements/tools/piece of promotional plan

Promotional strategies

Establishing promotional mix/plan of marketing campaign

Aspects of marketing campaign

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

Brainstorming on present the

business plan

Demonstration on present the

business plan

Practical exercise on present the

business plan

Flipchart

Markers

Pen

Internet

Reference books

Case studies

play scenarios

Computer



217 | P a g e




Written evidence


Essay& Cases study


Checklist Score

Yes No

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

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

o Brainstorming on

communication of business

plan, strategy and

outcomes

o Role play on

communication of business

- Flipchart

- Markers

- Pen

- Internet



Clear preparation of a daily report of business activities

218 | P a g e

needs

Steps of effective employee’s meeting

Setting meeting objectives

Preparing meeting 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

plan, strategy and

outcomes

- Reference books

- Case studies

- scenarios

- Computer

- Internet






Multiple choice

exercises

Essay& Cases study


Sentence completion



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

inquiries and needs

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Checklist Score

Yes No

Meaning of customer inquiries and needs

Ways to make employee meeting more engaging

Purpose of employee’s meeting

Ways of gathering customer’s inquiries and needs

Steps of effective employee’s meeting

Observation

Learning Outcome 4.3: Consult to business plan

Purpose of business plan for the business

Purpose of consulting business plan during a business operations

Critical part of the business to be considered while running business

Identification of what to be consulted in your business plan

Using business plan as tool

o Brainstorming on

importance of presenting

business plan.

o Role play on importance of

presenting business plan.

- Internet

- Reference books

- Case studies

- scenarios

- Computer

- Internet






Regular consultation of business plan


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Oral evidence Product evidence

Proposed tools:


A produced consultation plan

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Checklist Score

Yes No

Purpose of consulting business plan during a business operations

Critical part of the business to be considered while running business

Identification of what to be consulted in your business plan

Using business plan as tool

Observation

Reference books:

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

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

edition. Uganda: Kyambogo University.

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

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

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C C M 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


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Written evidence

Oral evidence


Essay

Matching exercise Exercises


Sentence completion

Checklist Score

Yes No

Privacy

Independence

Security

Right to vote

Medication

Education

Employment

Promotion

Leave( Holydays)

Observation


Adequate valuation of human right.

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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 - Projector - Pictures - Computer





Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion


Adequate promotion of integrity


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Checklist Score

Yes No

Tax Compliance

Environmental Protection

Self-reliance

Honesty

Observation

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



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Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion


Convenient valuation of time

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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





Careful analysis of variety of moral issues


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Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

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.


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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



233 | 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



Adequate application of credible management of the work

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- Projector - Computer





Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Understanding Others

Service Orientation

Uplift others

Leveraging diversity

Political awareness

Observation


Adequate team spirit at the work.

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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


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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



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safety precautions

Black board - Marker pen - Chalks - Projector - Computer





Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion

Checklist Score

Yes No

Observation


Convenient personal safety precautions

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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


Black board - Marker pen - Chalks - Projector - Computer





Written evidence

Oral evidence


Essay

Merging Exercises


Sentence completion


Adequate respect of hygienic rules


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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

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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.

241 | P a g e


All the modules covered







3. Demonstrate supervisory skills 1.4 Proper exploration of industrial attachment policy. 1.5 correct identification of labor contracts 1.6 Proper identification of supervisor’s roles and

responsibilities. 1.7 correct preparation of technical report as supervisor 1.8 Appropriate filing of work related documents.

4. Get briefed on industrial attachment program

2.6 Proper setting of industrial attachment goals. 2.7 Proper description of IAP documents 2.8 Clear explanation on how IAP assessment is

conducted.

5. Develop one’s competences on the workplace

3.3 Expected competencies are fully developed. 3.4 Trainee logbook is completely and well filled. 3.5 Proper description of gained work experience.

242 | 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





Proper exploration of industrial attachment policy.


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Written

Oral

Essay (short responses and extended responses) Expose (presentation)

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





Correct identification of labor contracts


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Written evidence

Oral evidence

Multiple choice True or false question Matching Sentence completion Essay (short responses and extended responses


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




Proper identification of supervisor’s roles and responsibilities.


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Written evidence

Oral evidence

Essay (short responses and extended responses) Multiple choice True or false question Matching Sentence completion


Question and answer

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

o Research on steps in making technical report

o Asking questions o Small group work o Large group discussion



246 | P a g e

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.





Written evidence

Product evidence

(Check list)

Essay (short responses and extended responses)

Checklist Score

Yes No

Well prepared Technical report

Observation


Correct preparation of technical report as supervisor

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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





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


Appropriate filing of work related documents.


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LU 2: Get briefed on industrial attachment program

2

Learning Outcomes:

1. Set industrial attachment goals 2. Describe IAP documents 3. Explain how IAP assessment is conducted

5 Hours

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





Proper setting of industrial attachment goals


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Written evidence

Oral evidence

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

Question and answer

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 -



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Written evidence


Multiple choice True or false question Question and answer

Checklist Score

Yes No

Essential elements of IAP documents

Observation


Proper description of IAP documents

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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)


Clear explanation on how IAP assessment is conducted


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Checklist Score

Yes No

Explanation of IAP procedures

Observation

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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.


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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



Trainee logbook is completely and well filled


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Written evidence

Product evidence

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.



Proper description of gained work experience.


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Written evidence

Oral evidence

Essay (short responses / extended responses) Expose (presentation)

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

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

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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

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

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G E N A M 5 0 1 - MATHEMATICS

GENAM501 Apply Mathematics


Credits: 7 70

Sector: All

Sub-sector: All


Purpose statement

This general module describes the knowledge, skills and attitude required to apply mathematics. At the

end of this module, the trainee of Level Fivewill be able to apply fundamentals oftrigonometry, complex

numbers and determine with analysis numerical functions. He/she will also be able to apply

fundamentals of differentiation, natural logarithmic and exponential functions, integration, measure of

dispersion and interpret bivariate data. As Mathematics is a tool of different fields, this module will be

useful to trainee as a means of both measuring and improving their understanding of Mathematics and

he/she will be prepared to perform well in higher education or anywhere in any fields that require some

knowledge of mathematics as well as working in design, maintenance of electricity work, financial and

economics,good performance in critical thinking, and so on.

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Not applicable



Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.



1. Apply fundamentals of trigonometry

1.1. Appropriate description of angles based on rotating an initial side, about a fixed point to terminal considered position.

1.2. Appropriate determination of trigonometricratiosbased on isosceles rightangledtriangle and equilateral triangle.

1.3. Appropriate description of trigonometric identities based on comparison of trigonometric ratios of two defined angles.

1.4. Perfect solving of trigonometric equationsbasedontrigonometric ratios.

1.5. Appropriate solving of agiventriangle based on Pythagorean Theorem and trigonometric ratios.

2. Apply fundamentals of complex numbers

1. Adequatedescriptionofcomplexnumbers based on calculation process.

2. Proper application of operations on complex numbersbased on calculationstheory.

3. Perfect calculation of complex numbers in polar form based on modulus and argument of given complex numbers.

3. Determine and analyze numerical functions

3.1. Accurate determination of the domain and range of numerical function based on existence condition.

3.2. Adequate identification of symmetry (parity) of numerical function based on definitions of key words (even and odd).

3.3. Perfect determination of limits of a function based on theory of calculating limits.

3.4. Accurate determination of the asymptotes to the rational and polynomial functions based on limits calculation.

4. Apply fundamentals of differentiation

4.1. Proper determination of derivative from given definition. 4.2. Adequate interpretation of derivative of a function by

illustrating a curve with its tangent and secant line. 4.3. Appropriate application of derivativebasedon definitions

260 | P a g e

and calculation of derivatives. 4.4. Accurate curve sketching of a numerical functionfrom the

table of variation of the given function.

5. Apply natural logarithmic functions

5.1. Proper determination of the domain of natural logarithmic functions based on existence conditions.

5.2. Accurate calculation of limit of natural logarithmic functions based on logarithmic properties.

5.3. Appropriate solving ofequations involving logarithms based on domain of validity.

5.4. Perfect differentiation of natural logarithmic functions according to differentiation definition.

5.5. Accurate curve sketching of logarithmic functions based on table of variation.

6. Apply exponential functions

6.1. Accurate determination of the domain of definition of function based on existence condition.

6.2. Adequate calculation of limit of exponential functions based on properties of exponentials.

6.3. Appropriate determination of solutions of exponential equations according to domain of validity.

6.4. Perfect differentiation of exponential functions based on definition of derivative.

6.5. Adequate curve sketching of exponential functions according to the table of variation.

7. Apply fundamentals of integrals

7.1. Proper determination of primitive functions based on definition.

7.2. Proper calculation of definite integrals based on definition.

7.3. Proper application of definite integrals through sketching and calculations.

8. Identify measures of dispersion and interpret bivariate data

8.1. Accurate determination of measures of dispersion according to definitions and calculations.

8.2. Appropriate identification of bivariate data measures based on definitions and calculations.

8.3. Appropriate determination of regression line based on calculations and plotting.

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LU 1:Apply fundamentals of trigonometry

1

Learning Outcomes:

1. Describe angle 2. Determine trigonometric ratios 3. Apply trigonometric identities 4. Solve trigonometric equations 5. Solve triangle

5 Hours

Learning Outcome 1.1: Describe angles

Angle definition Rotation

Angles measurement Radian Degree

Units conversion

Pythagorean theorem

o Practical exercises on rotation

o Group discussion on rotation

o Documentary Research

- Ruler - Compass - Protractor - Books - Hand-out notes - Internet





Written evidence Open questions

Multiple questions


Appropriate description of angles based on rotating an initial side, about a

fixed point to terminal considered position


262 | P a g e

Checklist Score

Yes No

Indicator:Angle is well defined

Rotation of a point through a given angle is well done

Application of required direction orientation

Definition of radian is well given

Definition of degree is well given

Indicator:Angles are accurately measured

Measurements in radians are accurately done

Measurements in degrees are accurately done

Indicator: Units conversion is accurately done

Conversion of radians into degrees is accurately done

Conversion of degree into radians is accurately done

Indicator:Pythagorean theorem is well applied

Calculation of hypotenuse given the 2 sides of the right triangle is accurately done

Calculation of a side of the right triangle given hypotenuse and one of its other sides is accurately done

Observation

Learning Outcome1.2:Determine the trigonometric ratios

Definition of trigonometric ratios

Sine

Cosine

Tangent

Cosecant

Secant

cotangent

Calculation of trigonometric ratios

of special angles

030

045

060

o Group discussion on

trigonometric ratios

o Illustration of right triangle

and isosceles triangle

o Practical activity on

trigonometric ratiosfor

special angles


- Ruler - T-square - Protractor - Books - Hand-out notes - Internet



263 | P a g e




Written

Open questions

Matching questions

Multiple questions

Short questions

Checklist Score

Yes No

Indicator:Trigonometric ratios are defined

Definition of sine is well given

Definition of cosine is well given

Definition of tangent is well given

Definition of cosecant is well given

Definition of secant is well given

Definition of cotangent is well given

Indicator:Calculation of trigonometric ratios of special angles is done

Calculation of Trigonometric ratios of 030 is accurately done

Calculation of Trigonometric ratios of 045 is accurately done

Calculation ofTrigonometric ratios of 060 is accurately done

Observation


Appropriate determination of trigonometric ratios based on isosceles right

angled triangle and equilateral triangle

264 | P a g e

Learning Outcome 1.3: Apply trigonometric identities

Relationship between

trigonometric ratios of some

angles

Complementary

angles

Supplementary angles

Trigonometric ratios of Sum

or difference of two angles

Sine

Cosine

Tangent

Trigonometric ratios of

double angle

Sine

Cosine

Tangent

o Brainstorming on trigonometric identities

o Practical exercises on trigonometric identities

o Internet research

- Ruler - T-square - Protractor - Scientific calculator - Books - Hand-out notes - Internet





Written evidence

Open questions

Multiple questions

Short question


Appropriate description of trigonometric identities based on comparison of

trigonometric ratios of two defined angles


265 | P a g e

Checklist Score

Yes No

Indicator:Comparison between trigonometric ratios of complementary angles is done

Sine for Complementary anglesis properly determined

Cosine for Complementary anglesis properly determined

Tangent for Complementary angles is properly determined

Indicator: Comparison between trigonometric ratios of supplementary angles is done

Sine for supplementary anglesis properly determined

Cosine for supplementary anglesis properly determined

Tangent for supplementary anglesis properly determined

Indicator:Trigonometric ratios of Sum of two angles are identified

Sine of sum of two anglesis properly determined

Cosine of sum of two anglesis properly determined

Tangent of sum of two anglesis properly determined

Indicator:Trigonometric ratios of difference of two angles are identified

Sine of difference of two anglesis properly determined

Cosine of difference of two anglesis properly determined

Tangent of difference of two anglesis properly determined

Indicator:Trigonometric ratios of double angle are identified

Sine of double angleis properly determined

Cosine of double angleis properly determined

Tangent of double angleis properly determined

Observation

Learning Outcome 1.4: Solve trigonometric equations

Solution of equations reducible to the form

sin , 1x k k

cos , 1x k k

tan x b

sin nx k

cosnx k

Solution of equation of the

form

o Brainstorming on different forms of trigonometric equations

o Practical exercises on different forms of trigonometric equations


- Mathematics books - Scientific calculator - Internet

sin cosa x b x c


266 | P a g e





Written evidence

Open questions

Multiple questions

Short questions

Checklist Score

Yes No

Indicator:The given equation is correctly solved

Solution of Equation reducible to the form sin , 1x k k is accurately

found

Solution of Equation reducible to the form cos , 1x k k is accurately

found

Solution of Equation reducible to the form tan x b is accurately found

Solution of Equation reducible to the form sin nx k is accuratelyfound

Solution of Equation reducible to the form cosnx k is accurately found

Solution of Equationsof the form sin cosa x b x c is accurately found

Observation


Perfect solving of trigonometric equations based on trigonometric ratios

267 | P a g e

Learning Outcome 1.5: Solve triangle

Methods of solving triangle

Sine law Cosine law

o Brainstorming on trigonometric ratios and Pythagorean theorem

o Practical exercises on different forms of triangle equations


- Mathematics books - Scientific calculator - Internet





Written evidence

Open questions

Short questions

Checklist Score

Yes No

Indicator:Sine law is well applied

Determination of a side of a triangle given one of its sides and two of its corresponding angle is accurately done

Determination of angles of a triangle given its three corresponding sides and one of its angleappropriately done

Indicator:Cosine law is well applied

Determination of a side of a triangle given its opposite angle and two of its other sides accurately done

Determinationof angles of a triangle given its three sides is appropriately done

Observation


Appropriate solving of a given triangle based on Pythagorean Theorem and

trigonometric ratios


268 | P a g e

Learning Outcome 2.1 :Conceptualize complex numbers

Description of complex numbers

Definition and properties of ' 'i Real part Imaginary part

Set of complex number

Geometric representation of a complex number

Argand diagram

o Group discussion on imaginary number

o Practical exercises on representation of a complex number


- Books - Internet - Hand-out notes




LU 2:Apply fundamentals of complex numbers

2

Learning Outcomes:

1. Conceptualize complex numbers 2. Operate on complex numbers 3. Perform calculations of complex numbers in polar form

5 Hours


Adequate description of complex numbers based on calculation process


269 | P a g e


Written evidence Multiple choice questions Open questions

Checklist Score

Yes No

Indicator:Concept of a complex number is achieved

Definition of imaginary number ' 'i is well given

Application of properties of ' 'i is appropriately done

Identification of real part of a complex number is appropriately given

Identification of imaginary part of a complex numberis appropriately given

Definition of a set of complex numbersis well given

Indicator:Geometric representation of a complex number is done

Location of a point in Argand diagram is appropriately done

Location of a vector in Argand diagramis appropriately done

Observation

Learning Outcome 2.2:Operate on complex numbers

Calculations in , ,

Addition Subtraction Multiplication Division Modulus of a complex

number Square roots of a complex

number

Solving equations in Quadratic equations

o Group discussion on operations on complex numbers

o Practical exercises on

solving equation in o Documentary Research



270 | P a g e


Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved.


Written evidence

Short question on calculation Open questionson calculations in the field of complex number

Checklist Score

Yes No

Indicator:Calculations in , , is well performed

Addition is well done

Subtractionis well done

Multiplicationis well done

Divisionis well done

Modulus of a complex numberis accurately determined

Square roots of a complex number is accurately determined

Indicator:Solutions of given equations are properly found

Solving quadratic equations in is well done

Observation


Proper application of operations on complex numbers based on calculations

theory

271 | P a g e

Learning Outcome 2.3 :Perform calculations of complex numbers in polar form

Definitions Argument of a complex number Polar form of a complex number

Calculations Polar form of product and

quotient of two complex numbers

Power of complex number in polar form

De Moivre’s theorem Changing a complex number

from polar form to algebraic form and vice versa

o Group discussion on set of complex number

o Practical exercises o Documentary Research





Written evidence

Multiple questions on determination of argument of a complex number

Open questions on determination of complex number’s polar form


Perfect calculation of complex numbers in polar form based on modulus and argument of given complex numbers


272 | P a g e

Checklist Score

Yes No

Indicator:Argument is defined

Determination of argument of a complex number is appropriately done

Indicator:Polar form is accurately indicated

Polar form of a given complex number is properly determined

Indicator:Calculation is performed

Determination of polar form of a product of two complex numbersis appropriately done

Determination of polar form of a quotient of two complex numbers is appropriately done

Calculation of a power of complex numbers in polar form is accurately done

Application of DeMoivre’s formula is properly done

Change from polar form to algebraic form is properly done

Change from algebraic form to polar form is properly done

Observation

273 | P a g e

Learning Outcome 3.1: Determine the domain and range of numerical function

Definitions Existence

condition Domain of

definition of a function

Range of a function

Calculations Domain of

definition of a function

Range of a function

o Group discussion on existence condition

o Practical exercises determination of domain and range of a function




LU 3:Determine and analyze numerical functions

3

Learning Outcomes:

1. Determine the domain and range of numerical function 2. Identify thesymmetry of numerical function 3. Determine limits of a function 4. Determine the asymptotes to the rational and polynomial functions

10 Hours


Accurate determination of the domain and range of numerical function based on

existence condition


274 | P a g e




Written evidence Short questions Open questions Matching

Checklist Score

Yes No

Indicator:Definition is well given

Concept of domain of definition (all allowed inputs)is properly given

Concept of range (all possible outcomes) is properly given

Indicator:Calculation is accurately done

Determination of domain of definition is appropriately done

Determination of range is appropriately done

Observation

Learning Outcome 3.2:Identify the symmetry of numerical function

Even function

Odd function

o Group discussion symmetry of

numerical function

o Pairing work





Adequate identification of symmetry (parity) of numerical function based on

definitions of key words (even and odd)


275 | P a g e




Written evidence Open questions Short questions

Checklist Score

Yes No

Indicator:Parameters that influence symmetry are well identified

Identification of even function

Identification of odd function

Observation

Learning Outcome 3.3:Determine limits of a function

Finite limits

Infinite limits

Limit at infinity

Indeterminate case

0

0

0


calculation of limits

o Pairing work

o Practical exercises on calculation of limits







Perfect determination of limits of a function based on theory of calculating limits


276 | P a g e


Written evidence

Open questions Short questions

Checklist Score

Yes No

Indicator:Determination of limit is well done

Finite limits are accurately determined

Infinite limitsare accurately determined

Limit at infinityare accurately determined

Indeterminate caseare accurately determined

Indicator:Determination of limit for indeterminate case is accurately performed

0

0

0

Observation

Learning Outcome 3.4: Determine the asymptotes to the rational and polynomial functions

Definitions

Boundaries of

domain of definition

Horizontal

asymptote

Vertical asymptote

Oblique asymptote

Calculations

Horizontal

asymptote

Vertical asymptote

Oblique asympto

o Pairing work on boundaries of

domain of definition

o Practical exercises on different

types of asymptotes




277 | P a g e





Written evidence

Open questions

Short questions

Checklist Score

Yes No

Indicator:Definition is well given

Definition of Boundaries of domain of definition is properly given

Definition of Horizontal asymptote is perfectly given

Definition of Vertical asymptoteis perfectly given

Definition of Oblique asymptoteis perfectly given

Indicator:Calculation is accurately done

Determination of Horizontal asymptote is appropriately done

Determination of Vertical asymptoteis appropriately done

Determination of Oblique asymptoteis appropriately done

Observation


Accurate determination of the asymptotes to the rational and polynomial

functions based on limits calculation

278 | P a g e

Learning Outcome 4.1:Determine derivative of a function

Definition of derivative

Calculation of derivatives Derivative of function at a given

point Derivative of a polynomial function Derivative of a rational function Derivative of an irrational function Successive derivatives

o Group discussion on derivative of function




Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved. Types of evidence Portfolio assessment tools

Written evidence

Open questions Short questions

LU 4:Apply fundamentals of differentiation

4

Learning Outcomes:

1. Determine derivative of a function 2. Interpret derivative of a function 3. Apply derivative 4. Sketch an accurate curve of a function

15 Hours


Proper determination of derivative from given definition


279 | P a g e

Checklist Score

Yes No

Indicator:Definition is given

Definition of derivative is well given

Indicator : Calculation is well performed

Calculation of derivative of a function at a given point is accurately done

Calculation of derivative of a polynomial function is accurately done

Calculation of derivative of a rational function is accurately done

Calculation of derivative of an irrational function is accurately done

Calculation of successive derivativeis accurately done

Observation

Learning Outcome 4.2 :Interpret derivative of a function

Geometric interpretation of a derivative of a function at a point

Kinematical meaning of a derivative

o Group discussion on derivative function






Written evidence

Short questions Open questions


Adequate interpretation of derivative of a function by illustrating a curve with its

tangent and secant line


280 | P a g e

Checklist Score

Yes No

Indicator: Interpretation of derivative is correctly given

Geometricinterpretation of a derivative is correctly given

Kinematical meaning of a derivativeis correctly given

Observation

Learning Outcome 4.3:Apply derivative

Tangent and normal at a point of a function

Increasing and decreasing function

Maximum and minimum points of a function

Concavity, inflection point on a curve

o Group discussion on differentiation of function

o Practical exercises on different applications of derivative






Written evidence



Appropriate application of derivative based on definitions and calculation of

derivatives


281 | P a g e

Checklist Score

Yes No

Indicator : Application of derivative is accuratelydone

Determination of tangent at a point of a function is properly done

Determination of increasing interval is appropriately done

Determination of decreasing interval is appropriately done

Calculation of Minimum point of a function is accurately done

Calculation of Maximum point of a function is accurately done

Determination of concavity of a curveis appropriately done

Determination of inflexion point on a curveis accurately done

Observation

Learning Outcome 4.4:Sketch an accurate curve of a given function

Parameters required Variation table Additional points

Curve sketching Curve sketching of

polynomial function Curve sketching of rational

function Curve sketching of

irrational function

o Group discussion on different types of function

o Practical exercises on curves sketching


- Ruler - Scientific

calculator - Pencil - Books - Internet - Hand-out notes




Accurate curve sketching of a numerical function from the table of variation of

the given function


282 | P a g e


Written evidence

Short questions Open questions Curve sketched

Checklist Score

Yes No

Indicator : Parameters that influence curve skecthing are well established

Construction of table of variation is appropriately done

Choice of additional points is appropriately done

Indicator : Curve sketching is accurately done

Curve sketching of polynomial function is properly done

Curve sketching of rational functionis properly done

Curve sketching of irrational functionis properly done

Observation

283 | P a g e

Learning Outcome 5.1: Determine the domain of definition of natural logarithmic functions

Existence conditions

Boundaries

Domain of definition

o Brainstorming on existence condition

o Pairing in determining the boundaries of domain of definition

o Group workondetermination of domain of definition

- Hand-out notes - Reference books - Internet




LU5:Apply natural logarithmic functions

5

Learning Outcomes:

1. Determine the domain of definition of natural logarithmic functions

2. Calculate limit of natural logarithmic functions

3. Solve equations involvinglogarithms

4. Perfect differentiation of natural logarithmic functions 5. Sketch the curve of logarithmic functions

10 Hours


Proper determination of the domain of natural logarithmic functions based on

existence conditions


284 | P a g e


Written evidence

Short questions

Open questions

Checklist Score

Yes No

Indicator:Existence condition is appropriate to the given function

Determination of existence conditions is well given

Indicator:Determination of domain is accurate

Determination of boundaries of domain of definition is perfectly done

Deduction of domain of definition is correctly done

Observation

Learning Outcome 5.2: Calculate limit of natural logarithmic functions

Properties of logarithms

Finite limits

Limits at infinity

Deduction of Asymptotes

o Brainstorming on calculation of limits

o Documentary Research o Group work in determining

asymptotes equations

- Reference books - Internet - Hand-out notes





Written evidence



Accurate calculation of limit of natural logarithmic functions based on

logarithmic properties


285 | P a g e

Checklist Score

Yes No

Indicator:Calculation is perfectly done

Finite limitsare accurately determined

Limits at infinity are well identified

Indicator:Deduction/ Calculation of asymptotes is appropriately done

Vertical asymptotes is appropriately determined

Horizontal asymptotesis appropriately determined

Oblique asymptotesis appropriately determined

Observation

Learning Outcome 5.3: Solve equations involving logarithms

Domain of validity

Solving logarithmic equations

Set of solutions

o Brainstorming on domain of validity and solution set of logarithmic equation

o Group discussion on solving logarithmic equations







Written evidence

Short questions Open questions Solving equations


Appropriate solving of equations involving logarithms based on domain of

validity


286 | P a g e

Checklist Score

Yes No

Indicator:Application of properties of logarithms is well performed

Application of properties of logarithms is properly done

Indicator: Domain of validity is accurately mentioned

Determination of domain of validity is accurately done

Indicator: Solving logarithmic equation is well done

Solutions of logarithmic equationsare accurately given

Identification of domain of validity and set of solutionsis accurately done

Observation

Learning Outcome 5.4: Differentiate natural logarithmic functions

Differentiation

Increasing and decreasing intervals

Concavity

o Brainstorming on differentiation o Group discussion on differentiating

natural logarithmic functions

o Pairing work on increasing or decreasing intervals and concavity for logarithmic functions.






Written evidence

Short questions Open question


Perfect differentiation of natural logarithmic functions according to

differentiation definition


287 | P a g e

Checklist Score

Yes No

Indicator:Determination/ calculation is well performed

Calculation of First derivative

Identification of increasing intervals

Identification of decreasing intervals

Determination of maximum points

Determination of minimum points

Calculation of second derivative

Identification of concavity

Determination of inflection points

Observation

Learning Outcome 5.5: Sketch the curve of logarithmic functions


Curve sketching

o Brainstorming variation table o Group discussion on how to

choose additional points

o Pairing work on curve sketching o Documentary Research

- Ruler - Hand-out notes - Reference books - Internet





Accurate curve sketching of logarithmic functions based on table of variation


288 | P a g e


Written evidence

Short questions Open questions Curve sketched

Checklist Score

Yes No

Indicator:Parameters that influence curve sketching are well identified

Presentation of variation tableis properly done

Selection of additional points is properly done

Indicator:Curve sketched is accurate

Presentation of asymptotes if any is properly done

Plotting the curve is properly done

Observation

289 | P a g e

Learning Outcome 6.1: Determine the domain of exponential functions

Existence conditions

Boundaries

Domain of definition

o Brainstorming domain and range of exponential function

o Group work on determination of domain of definition of exponential function






LU 6: Apply exponential functions

6

Learning Outcomes:

1. Determine the domain of exponential functions

2. Calculate limit of exponential functions

3. Solve equations involving exponentials

4. Perfect differentiation of exponential functions

5. Sketch the curve of exponential functions 5 Hours


Accurate determination of the domain of definition of function based on

existence condition


290 | P a g e


Written evidence


Checklist Score

Yes No

Indicator:Existence condition is appropriate to the given function

Existence conditionsare appropriately indicated

Indicator:Determined domain is appropriate

Determination of boundaries of domain of definition is properly done

Deduction of domain of definition is perfectly done

Observation

Learning Outcome 6.2: Calculate limit of exponential functions

Finite limits

Limits at infinity

Deduction/ calculation of Asymptotes

o Brainstorming on calculating limits

o Documentary Research o Group work on determination

of asymptotes






Written evidence

Short questions

Open questions


Adequate calculation of limit of exponential functions based on properties of

exponentials


291 | P a g e

Checklist Score

Yes No

Indicator:Limits calculation is perfectly done

Finite limits are accurately determined

Limits at infinity are properly found

Indicator:Deduction/ Calculation of asymptotes is appropriate

Horizontal asymptotes are appropriately determined

Vertical asymptotesare appropriately determined

Oblique asymptotesare accurately determined

Observation

Learning Outcome 6.3: Solve equations involving exponentials

Properties of exponentials

Domain of validity

Solving equations involving exponentials

Set of solutions

o Discussion on domain of validity o Group work on solving exponential

equations







Written evidence

Short questions Open questions Solving equations


Appropriate determination of solutions of exponential equations according to

domain of validity


292 | P a g e

Checklist Score

Yes No

Indicator:Application of properties of exponentials is well performed

Application of properties of exponentials is properly done

Indicator: Domain of validity is accurately mentioned

Determination of domain of validity is appropriately done

Indicator: Solving exponential equation is well done

Solutions of exponential equations are appropriatelyfound

Identification of domain of validity and set of solutions is properly done

Observation

Learning Outcome 6.4: Differentiate exponentials functions

Differentiation


Concavity

o Brainstorming differentiation o Group discussionon increasing and

decreasing intervals

o Pairing work on concavity o Documentary Research






Written evidence

Short questions

Open questions

Checklist Score

Yes No


Perfect differentiation of exponential functions based on definition of derivative


293 | P a g e

Indicator:Determination/ calculation is well performed

First derivative


Maximum or minimum points

Second derivative

Concavity

Inflection points

Observation

Learning Outcome 6.5: Sketch the curve of exponential functions


Curve sketching

o Brainstorming on variation table o Group discussion on curve

sketching


Hand-out notes

Reference books

Internet





Written evidence

Open questions

Sketching curve

Checklist Score

Yes No

Indicator:Parameters that influence curve sketching are well identified


Adequate curve sketching of exponential functions according to the table of

variation


294 | P a g e

Presentation of variation table

Selection of additional points

Indicator:Curve sketched is accurate

Presentation of asymptotes if any

Plotting the curve

Observation

295 | P a g e

Learning Outcome 7.1:Calculate the primitive functions

Definition

Properties Continuity of primitive function Set of primitive functions Immediate primitive

Techniques of integration Integration by decomposition Integration by change of variable Integration by parts

o Group discussion on primitive function





LU 7: Apply fundamentals of integrals

7

Learning Outcomes:

1. Calculate the primitive functions 2. Calculate definite integrals 3. Apply definite integrals

15 Hours


Proper determination of primitive functions based on definition


296 | P a g e


Written evidence


Checklist Score

Yes No

Indicator:Definition of primitive function is given

Definition of primitive function is well given

Indicator: Properties of primitive functions are applied

Calculation of integrals by using properties of primitive functions is accurately done

Indicator:Tecnique of integration is appropriately used

Integrals calculation by Immediate primitive

Integrals calculation by change of variable

Integrals calculation by decomposition

Integrals calculation by parts

Observation

Learning Outcome 7.2:Calculate definite integrals

Definition

Methods of integration Integration of definite integrals by

change of variable Integration of definite integrals by

decomposition Integration of definite integrals by

parts

o Group discussion on definite integral






Proper calculation of definite integrals based on definition


297 | P a g e


Written evidence

Multiple choice questions Open questions

Checklist Score

Yes No

Indicator : Definition of definite integral is given

Definition of definite integral is well given

Indicator:Tecnique of integration is appropriately applied

Integration of definite integrals by parts is perfectly done

Integration of definite integrals by decompositionis perfectly done

Integration of definite integrals by change of variableis perfectly done

Observation

Learning Outcome 7.3:Apply definite integrals

Calculation of area

Calculation of volume

Calculation of the length of curved surface

o Group discussion on definite integral and its application




Assessor may collect among the following evidences and make judgements on whether the performance criterion has been achieved


Proper application of definite integrals through sketching and calculations


298 | P a g e


Written evidence

Short questions Open questions Curve sketching

Checklist Score

Yes No

Indicator: Application of definite integrals is conveniently performed

Calculation of area using definite integrals is properly done

Calculation of volume using definite integralsis properly done

Calculation of curved surface using definite integralsis properly done

Observation

299 | P a g e

LU 8: Identify measures of dispersion and interpret bivariate data

8

Learning Outcomes:

1. Identify the measures of dispersion 2. Describe the measures of the bivariate data 3. Determine the regression line

5 Hours

Learning Outcome 8.1:Identifythe measures of dispersion

Variance

Standard deviation

Coefficient of variation

o Group discussion on measures of dispersion

o Practical exercises standard deviation and coefficient of variation






Written evidence Short questions Open questions


Accurate determination of measures of dispersion according to definitions and calculations


300 | P a g e

Checklist Score

Yes No

Indicator : Definition of a measure of dispersion is well given

Definition of Variance is well given

Definition of Standard deviation is well given

Indicator : Calculation of a given measure of dispersion is perfectly done

Calculation of Variance is accurately done

Calculation of Standard deviation is accurately done

Calculation of Coefficient of variationis accurately done

Observation

Learning Outcome 8.2:Describe the measures of the bivariate data

Correlation

Covariance

Coefficient of correlation

o Group discussion on correlation

o Practical exercises on covariance and coefficient of correlation






Written evidence



Appropriate identification of bivariate data measures based on definitions and

calculations


301 | P a g e

Checklist Score

Yes No

Indicator : Definitionof a given measure of bivariate data is well given

Definition of Correlation is well done

Definition of Covariance is well done

Indicator : Calculation of a given measur of bivarriate data is correctly done

Calculation of Covarianceis accurately done

Calculation of Coefficient of correlationis accurately done

Observation

Learning Outcome 8.3:Determine the regression line

Definitions Scatter diagram Regression line

Calculation and plotting of regression line

o Group discussion on scatter diagram

o Practical exercises on equation of regression line






Written evidence

Short question Open questions


Appropriate determination of regression line based on calculations and plotting


302 | P a g e

Reference books:

1. Ngezahayo, E. P. (2015). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Four. Kigali: Fountain. 2. Ngezahayo, E. P. (2016). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book

Senior Five. Kigali: Fountain. 3. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book

Senior Six. Kigali: Fountain. 4. Shampiona, A. (2005). Mathématique 6. Kigali: Rwanda Education Board 5. A. J. Sadler, D. W. S. Thorning (1987).Understanding Pure Mathematics, Oxford University

Press. 4. Arthur Adam, Freddy Goossens and Francis Lousberg(1991).Mathematisons 65, DeBoeck, 3rd

edition. 5. David Rayner (2000). Higher GCSE Mathematics, Oxford University Press.

6. DPES- RWANDA (1990).Complexes 5th, Livre de l’élève. IMPRISCO-Kigali.

7. Frank Ebos, Dennis Hamaguchi, Barbana Morrison & John Klassen (1990), Mathematics Principles & Process, Nelson Canada A Division of International Thomson Limited .

8. George B. Thomas, Maurice D. Weir & Joel R. Hass (2010), Thomas’ Calculus Twelfth Edition, Pearson Education.

9. J CRAWSHAW, J CHAMBERS(1984).A concise course in A-Level statistics with worked examples, Stanley Thornes (Publishers) LTD.

10. Peter Smythe (2005).Mathematics HL & SL with HL options, Revised Edition, Mathematics Publishing Pty. Limited.

Checklist Score

Yes No

Indicator : Definition is given

Scatter diagram is properly defined

Regression line is properly defined

Indicator : Graphical presentation is accurate

Presentation of scatter diagram is properly done

Plotting regression line on scatter diagram is appropriately done

Observation

303 | P a g e

M M D 2 D 5 0 1 - 2D DRAWINGS CONCEPTION

MMD2D501 Conceive 2D drawings


Credits: 10 100

Sector: ICT


Issue date: January 2019

Purpose statement

This module is intended to the learner pursuing TVET certificate V in Multimedia. At the end of

this module the learner will be able to create basic drawings, make point perspectives, make

digital painting and apply textures and patterns; he or she will be able to work competitively in

the ICT world under non-directive supervision.

304 | P a g e


Computer fundamentals

Color theory

Elements of competency and performance criteria

Learning units describe the essential outcomes of a competency.





1. Create basic drawings 1.1 Correct application of line drawing techniques 1.2 Proper creation of forms and shapes 1.3 Right application of drawing values 1.4 Correct application of space making techniques 1.5 Proper making of proportions and compositions

2. Make 1-point perspective and 2-point perspectives

2.1 Right application of 1-point and 2-point perspective techniques

2.2 Right application of one focal point technique 2.3 Proper application of geometry principles

3. Make digital painting 3.1 Appropriate application of block values method 3.2 Convenient application of under painting technique 3.3 Proper application of painting features

4. Apply textures and patterns 4.1 Proper use of textures and patterns to create movement and rhythm composition

4.2 Proper creation of patterns and textures interaction with lights and colors

4.3 Appropriate unification of 2D composition

305 | P a g e

LU 1: Create Basic Drawings

1

Learning Outcomes:

1. Apply line drawing techniques

2. Create basic shapes and forms

3. Apply drawing values

4. Apply space making techniques

5. Make proportions and compositions 30 Hours

Learning Outcome1.1:Apply line drawing techniques

Identification of types of line thick

thin

horizontal

vertical

zigzag

diagonal

curly

curved

spiral

Application of line drawing techniques Small dashes

Hatching

Cross-hatching

Stippling

Scribbles

Small crosses

Small circles

o Brainstorming on drawing in

general

o Group discussion on types of

lines

o Demonstration on drawing

lines

o Watch video tutorials

- Books

- Internet

- Handout notes

- Pencils

- Papers

- Erasers

- Ruler

- Computer

- Drawing software

- Electronic drawing

gadget


306 | P a g e





Written

Oral

Performance

Multiple choice/ Ticking

True or false questions

Matching

Sentence completion

Open ended questions


Checklist Score

Yes No

Indicator: Types of lines are identified

Thick

Thin

Horizontal

Vertical

Zigzag

Diagonal

Curly

Curved

Spiral

Indicator: Line drawing techniques are applied

Small dashes

Hatching

Cross-hatching

Stippling

Scribbles

Small crosses

Small circles

Observation


Correct application of line drawing techniques

307 | P a g e

Learning Outcome 1.2: Create shapes and forms

Drawing of the silhouette and line Choice of the perspective of

the silhouette

Drawing of the silhouette

Creation of basic 2D shapes Creation of 2D drawings

with squares

Creation of 2D drawings

with circles


with triangles

Creation of basic 3D forms Creation of 3D drawings

with sphere


with cone


with cylinder


with torus


with cube

o Brainstorming on drawing

forms

o Brainstorming on difference

between forms and shapes

o Brainstorming on the

difference between 2D and 3D

drawings


silhouettes, lines, shapes and

forms

o Demonstration on shapes and

forms


o Practical exercises on creation

of basic shapes and forms

- Books

- Internet

- Handout notes

- Pencils

- Papers

- Erasers

- Ruler

- Computer

- Drawing

software

- Electronic

drawing gadget





Proper creation of forms and shapes


308 | P a g e


Written

Oral

Performance

Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation/checklist

Checklist Score

Yes No

Indicator:The silhouette and line drawings are done

Choice of the perspective of the silhouette

Drawing of the silhouette

Indicator: 2D shapes are created

2D drawings with squares creation

2D drawings with circles creation

2D drawings with triangles creation

Indicator: 3D forms arecreated

3D drawings with sphere creation

3D drawings with cone creation

3D drawings with cylinder creation

3D drawings with torus creation

3D drawings with cube creation

Observation

Learning Outcome 1.3:Apply drawing values

Application of lighting techniques in drawing Lights Setting

Highlights Reflected light

Darkness Setting

Shadows Core of shadow Cast shadow

o Brainstorming on lighting

techniques in drawing

o Demonstration on lighting

techniques in drawing



Application of drawing values

- Books

- Internet

- Handout notes

- Pencils

- Papers

- Erasers

- Ruler

- Computer

- Drawing software - Electronic


309 | P a g e

drawing gadget





Written

Oral

Performance

Multiple choice/Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist

Checklist Score

Yes No

Indicator: Lighting techniques in drawing are applied

Set lights

Set darkness

Observation


Right application of drawing values

310 | P a g e

Learning Outcome 1.4:Apply space making techniques

The drawings management Specify size

Apply overlap

Specify placement

Indicate details

Choose and apply

color

o Brainstorming on arranging drawings

o Demonstration on arranging drawings

o Watch video tutorials o Practical exercises on applying

space making techniques

- Books

- Internet

- Handout notes

- Pencils

- Papers

- Erasers

- Ruler

- Computer

- Drawing software - Electronic

drawing gadget





Written

Oral

Performance

Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation checklist


Correct application of space making techniques


311 | P a g e

Checklist Score

Yes No

Indicator: Drawings are managed

Specify size

Apply overlap

Specify placement

Indicate details

Choose and apply color

Observation

Learning Outcome 1.5: Make proportions and compositions

Application of golden mean techniques Golden rectangle

technique

Fibonacci sequence

theory

Golden spiral

Rule of thirds

techniques

Selection of angles Profile

Straight on

Up

Up three-quarters

Down

Three-quarters

Down three-quarters

Rear three-quarters

Composition of shots Balance

o Brainstorming on proportions and

composition

o Group discussion on shots

composition and angles

o Demonstration on golden mean

techniques, shots composition

and angles


- Books

- Internet

- Handout notes

- Pencils

- Papers

- Erasers

- Ruler

- Computer

- Drawing software


gadget


312 | P a g e

Leading lines

Framing

Canter dominance

Patterns and

repetitions

Symmetry





Written

Oral

Performance

Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Observation checklist

Checklist Score

Yes No

Indicator: Golden mean techniques are applied

Golden rectangle technique

Fibonacci sequence theory

Golden spiral

Rule of thirds techniques

Indicator: Angles are selected

Profile

Straight on

Up

Up three-quarters

Down

Three-quarters

Down three-quarters


Proper making of proportions and compositions

313 | P a g e

Rear three-quarters

Indicator: Shots are composed

Balance

Leading lines

Framing

Centre dominance

Patterns and repetitions

Symmetry

Observation

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U 2: Make 1-point perspective and 2-point perspective

2

Learning Outcomes:

1. Apply 1-point and 2-point perspective techniques

2. Apply one focal point techniques

3. Apply geometry principles

25 Hours

Learning Outcome 2.1: Apply 1-point and 2-point perspective techniques

1-point perspective and the cube technique Horizon line

Vanishing point

Orthogonal lines

Two-point perspective and the cube technique Horizon line

Vanishing points

Station point

Picture plane

Top and side views

Manipulation of 3D drawings using 1-point and 2-point Perspectives

o Brainstorming on 1-point

and 2-point perspective

techniques

o Demonstration on 1-point

and 2-point perspective

techniques

o Demonstration on

manipulation of 3D

drawings using 2-Point

Perspective


- Books

- Internet

- Handout notes

- Pencils

- Papers

- Erasers

- Ruler

- Computer

- Drawing software


gadget



Right application of 1-point and 2-point perspective techniques


315 | P a g e




Written

Oral

Performance


Checklist Score

Yes No

Indicator: 1-point perspective and the cube technique are applied

Horizon line

Vanishing point

Orthogonal lines

Indicator: Two-point perspective and the cube technique are applied

Horizon line

Vanishing point

Station point

Picture plane

Top and side views

Manipulate 3D drawings using 1-point and 2-Point Perspectives

Indicator: 3D drawings are done

Using 1-point perspective

Using 2-point perspective

Observation

Learning Outcome 2.2: Apply one focal point techniques

Setting an area of artwork Contrast

Isolation

Placement

o Group discussion on an

artwork

o Demonstration of usage

of one focal point

- Books

- Internet

- Handout notes

- Pencils


316 | P a g e

Convergence

The unusual

techniques


one focal point

techniques


- Papers

- Erasers

- Ruler

- Computer

- Drawing

software

- Electronic

drawing gadget





Written

Oral

Performance


Checklist Score

Yes No

Indicator: Areas of the artwork are set

Contrast

Isolation

Placement

Convergence

The unusual

Observation


Right application of one focal point techniques

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Learning Outcome 2.3: Apply of geometry principles

Linear/reverse Perspective 1-point perspective

2-point perspective

3-point perspective

Curvilinear Perspective Spherical projection

o Demonstration on geometry

principles in perspectives

o Demonstration on linear,

curvilinear and reverse

perspectives

o Exercises on linear ,

curvilinear and reverse

perspectives


- Books

- Internet

- Handout notes

- Pencils

- Papers

- Erasers

- Ruler

- Computer - Drawing software - Electronic drawing

gadget





Written

Oral

Performance



Proper application of geometry principles


318 | P a g e

Checklist Score

Yes No

Indicator: Linear/Reverse perspective is done

1-point perspective

2-point perspective

3-point perspective

Indicator: Curvilinear perspective is done

Spherical projection

Observation

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LU 3: Make digital painting

3

Learning Outcomes:

1. Apply the block values method

2. Apply the under painting technique

3. Apply the painting features

25 Hours

Learning Outcome 3.1: Apply block values method

Introduction to the painting software Interface Tools Blending modes

Tints and shades Darker values Lighter values

o Demonstration on painting software

o Demonstration on tints and shades


- Books

- Internet

- Handout notes

- Computer

- Drawing

software

- Electronic

drawing

gadget

- Painting

software



Appropriate application of block values method


320 | P a g e




Written

Oral

Performance

Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation

Checklist Score

Yes No

Indicator: The painting software is introduced

Interface

Tools

Blending modes

Indicator: Tints and shades are applied

Darker values

Lighter values

Observation

Learning Outcome 3.2: Apply underpainting technique

Application of different types of under painting techniques Veneda Verdaccio Morellone Grisaille

o Demonstration on under

painting techniques


o Exercises on under painting

techniques

- Books

- Internet

- Handout notes

- Computer

- Drawing

software

- Painting

software

- Electronic

drawing gadgets


321 | P a g e





Written

Oral

Performance


Checklist Score

Yes No

Indicator: Types of underpainting techniques are applied

Veneda

Verdaccio

Morellone

Grisaille

Observation


Convenient application of under painting technique

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Learning Outcome 3.3: Apply painting features

Painting features Strong focal point Layers of color Changes in direction

o Demonstration on painting features

o Watch video tutorials o Exercises on painting

features o Practical exercises on

Appling painting features

- Books

- Internet

- Handout notes

- Computer

- Drawing software

- Painting software


gadgets





Written

Oral

Performance



Proper application of painting features


323 | P a g e

Checklist Score

Yes No

Indicator: Painting features are applied

Strong focal point

Layers of color

Changes in direction

Observation

324 | P a g e

LU 4: Apply Textures and patterns

4

Learning Outcomes:

1. Use textures and patterns to create movement and rhythm

composition

2. Create patterns and textures interaction with lights and colors

3. Unify 2D composition

20 Hours

Learning Outcome 4.1:Use textures and patterns to create movement and rhythm

composition

Creation of textures and patterns Types of textures

Actual Simulated Abstract Invented

Application of textures and patterns to create movement and rhythm

Creation of movement using textures and patterns

Creation of rhythm using textures and patterns

o Demonstration on creation

of textures and patterns

o Exercises using textures and

patterns



creation of textures and

patterns

- Books

- Internet

- Handout notes

- Computer

- Drawing software

- Painting software


gadgets



325 | P a g e




Written

Oral

Performance


Checklist Score

Yes No

Indicator: textures and patterns are created

Types of textures

Indicator: Textures and patterns are applied to create movement and rhythm composition

Creation of movement using textures and patterns

Creation of rhythm using textures and patterns

Observation


Proper use of textures and patterns to create movement and rhythm

composition

326 | P a g e

Learning Outcome 4.2. Create patterns and textures interaction with lights and colors

Aspects of texture Surface contour Surface friction Thermal character

Texture interaction with light according to degree of smoothness Refraction Absorption Reflection

Texture and color Color reflection Wet surfaces Dull surface

Aspects of pattern Sources

Nature Man-made objects Imagination Symbolism

Interpretation of surface Realistic Stylized Abstract Geometric

Arrangement All-over Four-way Two-way One-way Border Spaced

Pattern and structural design Harmony Motion Location of motifs Contrast

o Demonstration on how to use

patterns and textures

interaction with lights and

colors

o Exercises on the use of

patterns and textures

interaction with lights and

colors


- Books

- Internet

- Handout

notes

- Computer

- Drawing

software

- Painting

software

- Electronic

drawing

gadgets



327 | P a g e




Written

Oral

Performance


Checklist Score

Yes No

Indicator: Aspects of texture are created

Surface contour

Surface friction

Thermal character

Indicator: Textures interaction with light according to degree of smoothness are performed

Refraction

Absorption

Reflection

Indicator: Texture and color are done

Color reflection

Wet surfaces

Dull surface

Indicator: Aspects of pattern are done

Sources

Interpretation of surface

Arrangement

Indicator: Pattern and structural design are applied

Harmony

Motion

Location of motifs

Contrast

Observation


Proper creation of patterns and textures interaction with lights and colors

328 | P a g e

Learning Outcome 4.3: Unify 2D composition

The 8 elements of composition in art Unity Balance Movement Rhythm Focus Contrast Pattern Proportion

o Demonstration on 8

elements of composition

o Exercises on 8 elements of

composition in art


o Practical exercises on 2D

composition

- Books

- Internet

- Handout notes

- Computer

- Drawing software

- Painting software


gadgets





Written

Oral

Performance



Appropriate unification of 2D composition


329 | P a g e

Checklist Score

Yes No

Indicator: The 8 elements of composition in art are identified

Unity

Balance

Movement

Rhythm

Focus

Contrast

Pattern

Proportion

Observation

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Summative Assessment

Integrated situation Resources

Organization Internationale pour les Dessins Réels (OIDR) is an international organization based in Toulouse (France) organizing annual exhibitions on real images drawing worldwide. Last year, Juru district was one of the exhibitors. Unfortunately it was heavily criticized for a non-communicative drawing of the district image. This year, the district is determined to win the exhibition award. As a multimedia technician, you are requested to draw a communicative drawing representing the real image of Juru district, The colored drawing on A4 canvas respecting drawing rules, they must be submitted to the district office. The task must be completed within 6 hours and the color must be appropriate to the object that it is representing.

Tools Paper Pencil Eraser Ruler Computer Internet Drawing software Painting software Electronic drawing gadgets

Assesment Criterion 1: Quality of Process

Checklist Score

Yes No

Indicator: Line drawings techniques are applied

Small dashes

Hatching

Stippling

Indicator: Shapes and forms are created

silhouettes drawn

Create shapes

Create forms

Indicator: Drawing values are applied

Lighting techniques

Indicator: Space making techniques are applied

Drawing management

Indicator: Proportions and composition are done

Golden mean techniques

Angles

Shots

Indicator:1-point and 2-point perspective techniques are applied

1-point perspective and the cube technique

2-point perspective and the cube technique

3D drawings using 1-point and 2-point perspectives

Indicator: One focal point technique is applied

331 | P a g e

Area of artwork

Indicator: geometry principles

Linear/Reverse perspective

Curvilinear perspective

Indicator: Block values method are applied

Software

Tints and shades

Indicator: Underpainting techniques are applied

Veneda/Verdaccio/Morellone/Grisaille

Indicator: Painting features are applied

Layers of color

Strong focal point

Changes in direction

Indicator:Textures and patterns are used to create movement and rhythm composition

Textures and patterns created

Textures and patterns applied

Indicator:Patterns and textures interaction with lights and colors is done

Aspects of texture

Texture interaction with light according to degree of smoothness

Texture and color

Aspects of pattern

Pattern and structural design

Indicator:The composition is unified

Elements of art composition

Observation

Assesment Criterion 2: Quality of product

Checklist Score

Yes No

Indicator: Drawing is well done

Silhouettes, shapes and forms are used

Lighting techniques are applied

Composition elements are used and respected

Drawing techniques are applied

Observation

332 | P a g e

Assesment Criterion 3: Relevance

Checklist Score

Yes No

Indicator: Time is respected

Time required (6hrs)

Indicator: Size respected

A4 canvas

Indicator: Materials and equipment are well used

No wasted materials

Indicator: The drawing is communicative

Drawing rules

Painting rules

All informations visible

Observation

Reference books:

Beccia, C. C. (April 18, 2014). The Digital Renaissance: Classic Painting Techniques in Photoshop

and Painter (1 ed.). Abingdon, United Kingdom: Routledge.

Bloom, S. R. (December 11, 2012). Digital Collage and Painting: Using Photoshop and Painter to

Create Fine Art (2nd ed.). Abingdon, United Kingdom: Routledge.

LEWIS, DAVID;. (1984). PENCIL DRAWING TECHNIQUES. Watson-Guptill Publications.

Richard L. Yepez, K. E. (2006). BASICS: PENCIL TECHNIQUE. Dallas: University of Texas at Dallas.

STANYER, P. (2003). The Complete Book of DRAWING TECHNIQUES A PROFESSIONAL GUIDE FOR

THE ARTIST. Berkshire: Arcturus Publishing.

Threinen-Pendarvis, C. (August 27, 2013). The Photoshop and Painter Artist Tablet Book:

Creative Techniques in Digital Painting Using Wacom and the iPad, Kindle Edition (2nd ed.).

Berkeley, California, United States of America: Peachpit Press.

333 | P a g e

M M D S W 5 0 1 - SCRIPT WRITING

MMDSW501 Writing Script


Credits: 6 60

Sector: ICT



Purpose statement


this module the learner will be able to prepare a brainstorming story idea, developing of the

skills in writing scripts for either, television or cinema. The module also will extend the

understanding of the demands of different performance media and venues. The students will

gain hands-on experience in field of multimedia world; he or she will be able to work

competitively in the multimedia world under non-directive supervision.

334 | P a g e


Computer Literacy







1. Brainstorm story ideas and identify characters

1.1. Adequate collection of ideas in a mind map

1.2. Proper storage of the idea in a dashboard.

1.3. Right creation of characters profiles

2. Write treatment 2.1. Correct finding title and writing of a logline

2.1. Proper writing synopsis and wrapping up

2.3. Effectient creation of the treatment layout and treatment structure

3. Compose a flash draft 3.1. Proper identification of the idea through looping process

3.2. Correct writing of the dump

3.3. Proper analysis of the draft structure

335 | P a g e

LU 1: Brainstorm story ideas

1

Learning Outcomes:

1. Collect ideas in a mind map

2. Store idea in a dashboard

3. Create characters’ profile

15 Hours

Learning Outcome 1.1: Collect ideas in a mind map

Strategic planning as the central topic

Topic Story

Brainstorming session Focused story ideas

Ideas to burst a mind map with information Idea sorting Idea expanding Idea focusing

o Brainstorming on central topic planning

o Group discussion on story idea

o Documentation research on story idea

- Books

- Internet

- Handout notes

- Computer

- Pen

- Paper


336 | P a g e





Written

Oral


Checklist Score

Yes No

Indicator: The central topic strategic plans are applied

Topic

Story

Indicator: Brainstorming steps are very described

Focused story ideas

Indicator: specific ideas are very focused

Ideas sorting

Ideas expanding

Ideas focusing

Observation

Learning Outcome 1.2: Store the idea in a dashboard.

Powerful content creation Idea storing Link bookmarking Idea flowing

automation

Idea dashboard criteria description

o Description of idea flowing and automation techniques

o Group discussion on idea dashboard criteria

o Demonstration of the right format selection

- Books - Visual aids - Internet - scripting

software - Computer



Adequate collection of ideas in a mind map

337 | P a g e

Relevance Brevity Visual component Flexibility

Key categories and right format selection Spreadsheet Google docs

o Further research on internet - Hand-out notes - Computer





Written

Oral

Performance


Checklist Score

Yes No

Indicator: powerful content is systematically created

Idea storing

Idea bookmarking

Idea flowing automation

Indicator: key categories and format are properly selected

Spreadsheet

Google docs

Observation


Proper storage of the idea in the dashboard

338 | P a g e

Learning Outcome 1.3: Create characters profiles

Character’s basics Names Races Age Nationality

Appearance and mannerism Hair Eye, skin color Thin

Abilities and progression Character development Character history Conflict Plot progression change

o Demonstration on characters basics creation

o Explore the mind mapping techniques

o Brainstorming on changes in plot progression

o Documentation research

- Books

- Internet

- Handout notes

- Computer

- Scripting software





Written

Oral

Performance



Right creation of characters profiles


339 | P a g e

Checklist Score

Yes No

Indicator: The character basics are identified

Names, ages, nationality, races …..

Indicator: Appearance and mannerism are described

Physical appearance

Indicator: Abilities and progression

Character development

Character history

Internal or external conflict

Plot progression change management

Observation

340 | P a g e

LU 2: Write treatment

2

Learning Outcomes:

1. Find the title and write a logline

2. Write a synopsis and wrap up

3. Create the treatment layout and treatment structure

30 Hours

Learning Outcome 2.1: Find the title and write a logline

Script titling Marketability

Storytelling

Dual meaning

Protagonist identification and goals

Protagonist

Antagonist

Conflict

o Demonstration of perfect

titling techniques

o Description of the goal of

the protagonist and the

antagonist


- Books

- Internet

- Handout notes

- Computer

- Scripting softwares





Correct finding title and writing of a logline


341 | P a g e


Written

Oral

Performance


Checklist Score

Yes No

Indicator: title well selected and the logline are developed

Marketability

Storytelling

Dual meaning

Indication : Protagonist and goals are identified

Conflict

Antagonist

Protagonist

Observation

Learning Outcome 2.2: Write a synopsis and wrap up

Skim through manuscript Important event selection

Synopsis format Narrative arc Active voice Unique point of view Story advancement Clear writing

o Brainstorming on the selection of the events techniques

o Documentation research o Description of

background section parts

o Brainstorming on different synopsis formats

- Books

- Visual aids

- Internet

- scripting

software

- Computer

- Hand-out notes

- Computer



342 | P a g e




Written

Oral

Performance


Checklist Score

Yes No

Indicator: manuscript are proofread

Events selections

Indicator: synopsis format is respected

Narrative arc

Active voice

Unique point of view

Story advancement

Clear writing

Observation


Proper writing of the synopsis and wrapping up

343 | P a g e

Learning Outcome 2.3: Create the treatment layout and treatment structure

Screenplay regulation Present tense

Application of traditional slugs INT EXT…

Storytelling Rich content

Biographical background

o Description of different slugs

o Brainstorming on storytelling

techniques.


- Books

- Visual aids

- Internet

- scripting

software

- Computer

- Hand-out notes

- Computer

- Video editing

software





Written

Oral

Performance

Performance



Effectient creation of the treatment layout and treatment structure


344 | P a g e

Checklist Score

Yes No

Indicator: screenplay regulations are described

Present tense

Indicator: traditional slugs are applied

INT

EXT

Indicator: Storytelling format is respected

Rich content,Biographical background

Observation

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LU1: Compose a flash draft

3

Learning Outcomes:

1. Identify the idea through looping process 2. Write the dump 3. Analyze the draft structure

15 Hours

Learning Outcome 3.1: Identify the idea through looping process

Idea concept Strategies and steps Imagination guiding Target audience

Looping process Free writing rules Free writing looping cycle

o Demonstration of idea

concept techniques

o Description of idea

imagination ruling guide


- Books

- Visual aids

- Internet

- scripting software

- Computer

- Hand-out notes

- Computer

- Editing software


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

has been achieved.


Proper identification of the idea through looping process


346 | P a g e


Written

Oral

Performance


Checklist Score

Yes No

Indicator: Idea concept is described

Strategies and steps

Imagination guiding

Target audience

Free writing looping cycle

Indicator: The looping process is described

Freewriting rules

Observation

Learning Outcome 3.2: write the dump

Exposition through dialogue Expository prop Exposition rules Information dump

Exposition through film form Mise-en-scene details Camera movement sound, editing and set decoration

3.3.4. Page-Only exposition Expository leeway

o brainstorming on the exposition strategies

o practical exercises on the film form


- Books

- Internet

- Handout notes

- Computer

- scripting software

- Editing software

- Computer



347 | P a g e


has been achieved.


Written

Oral

Performance


Checklist Score

Yes No

Indicator: Exposition through dialogue is described

Expository prop

Exposition rules

Information dump

Indicator: Exposition through film Form is described

Mise-en-scene details

Camera movement

sound, editing and set decoration

Indicator : Page-Only Exposition is described

expository leeway

Observation


Correct writing of the dump

348 | P a g e

Learning Outcome 3.3: Analyze the draft structure

Act structure Set up

Inciting incident Lead characters Obstacles

Confrontation Protagonist

dramatic tension

Major setback Resolution

Climax Ends

o Description of act structure o Practical exercises on act storyline o Documentation research o Brainstorming on act

structure

- Books

- Internet

- Handout notes

- Computer

- scripting

software

- Editing

software - Computer



has been achieved.


Written

Oral

Performance



Proper analysis of the draft structure


349 | P a g e



The Rwanda culture show is a non-government organization located in

Huye district. It is organizing the Miss Rwanda event and maintains a

memorable story. In this context, a video production company is hired

to cover the event. Unfortunately, due to the lack of the script writer

within the staffs, the company cannot produce a high quality video.

Therefore, it is looking for the script writer to write the script for the

video. The script will be used to make a high quality video. As a

multimedia technician, you are called to write the script for the

event’s video.

From the above provided information, you are required to:

1. develop idea

2. write the treatments

3. compose flash draft

At the end of the task you must report to the video producer the work

you have done with some recommendations. The task must be

performed within 8 hours.

Computer Scripting software Papers Pencils Markers Meta card Flip chart Editing software

Checklist Score

Yes No

Indicator: Acts structure are done

Set up

Confrontation

Resolution

Observation

350 | P a g e


Checklist Score

Yes No

Indicator: Collection of ideas in a mind map is done

Strategic planning as the central topic

Brainstorming

Ideas to burst a mind map with information

Indicator: Storing idea in a dashboard is done.

Powerful content creation

Idea dashboard criteria description

Key categories and right format selection

Indicator: Characters profiles is created

Character’s basics

Appearance and mannerism

Abilities and progression

Indicator: Title is obtained and logline is written

Script titling

Protagonist identification and goals

Indicator: Synopsis and wrapping up is written

Skim through manuscript

Synopsis format

Indicator: Treatment layout and treatment structure is created

Screenplay regulation

Application of traditional slugs

Indicator: The idea through looping process is identified

Idea concept

Looping process

Indicator: The dump is written

Exposition through dialogue

Exposition through film form

Page-Only exposition

Indicator: The draft is analysed

Act structure

Observation

351 | P a g e


Checklist Score

Yes No

Indicator: the script is well written

Communicative

Explicative

The script format is used

Observation


Checklist Score

Yes No




No wasted materials

Indicator: The script is produced

Script format

Script content

Observation

Reference books:

Field, S. (April 24, 2018). The Essential Screenplay (3-Book Bundle): Screenplay: Foundations of

Screenwriting, Screenwriter's Workbook, and Screenwriter's Problem Solver. New York: Bantam.

Field, S. (October 31, 2006). The Screenwriter's Workbook: Exercises and Step-by-Step

Instructions for Creating a Successful Screenplay, Newly Revised and Updated. New York: Delta.

McCartney, A. (2013). Scriptwriting An introduction to screenwriting. Barnsley: OCA.

352 | P a g e

M M D S P 5 0 1 - SHOTLIST PREPARATION

MMDSP501 Prepare shotlist


Credits: 50 50

Sector: ICT



Purpose statement


this module the learner will be able to break the screenplay into shot, describe and evaluate shots

and create shotlist table. He or she will be able to work competitively in the Multimedia world under

non-directive supervision.

353 | P a g e


Computer Fundamentals

Script Writing (MMDSW501)

Basic knowledge on camera







1. Breakdown the screenplay into shot 1.1 Systematic breaking down the scene 1.2 Adequate application of script interpretation

techniques 1.3 Proper creation of stripboard

2. Describe and evaluate shots 2.1 Right identification of the location settings 2.2 Proper description of shots types and camera angles 2.3 Proper planning of the camera position and movement

3. Create shotlist table 3.1 Right organization of the shots based on the shot location

3.2 Adequate specification of the cinematographic techniques

3.3 Proper description of shots and scenes

354 | P a g e

LU 1: Breakdown the screenplay into shots

1

Learning Outcomes:

1. Breakdown the scene

2. Apply script interpretation

3. Create stripboard

10 Hours

Learning outcome 1.1: Breakdown the scenes

Script potential

formatting issues

Formatting errors

Script schedule and

import

Scene breakdown

Scene measurement

Divide into 8ths

Script marking

Colored highlighter

Script template

highlights

Specific scene

element summary

Scheduling software

o Brainstorming on script

scheduling

o Group discussion on scene

division

o Documentation research on

script scheduling

- Books

- Internet

- Handout notes

- Computer




355 | P a g e

Assessor may collect among the following evidences and make judgments on whether the performance



● Written

● Oral

● Performance


Checklist Score

Yes No

Indicator: Format script potential issues are done

Schedule and import

Indicator: Scenes breakdown is created

Measurement

Division

Indicator: Script marking is done

Specific scene element summary

Scheduling software

Observation

Learning Outcome 1.2: Apply script interpretation techniques

● Identification of characters

actions

Character’s objective

● Directors opinion and changes Analysis

o Brainstorming director’s

opinion


environment evaluation

o Demonstration by video/

picture of character

identification

- Books


- Computer

- Hand-out notes

- Video tutorials

- Video Editing software



Systematic breaking down the scene

356 | P a g e

Changes adaption o Further research on how to

apply director’s change


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



● Written

● Oral

● Performance


Checklist Score

Yes No

Indicator: characters actions are identified

Read the script scenes

Characters objectives

Indicator: Directors opinion and changes

Analysis

Changes adaption

Observation


Adequate application of script interpretation techniques

357 | P a g e

Learning Outcome 1.3: Create stripboard

● Strip content Scene number

Scene description

INT/EXT

D/N

Character ID numbers

Shooting location

● Company moves Address and location Time

● Break the day Call and wrap up times

o Explore the stripboard

templates


on different stripboard

templates formats

o Brainstorming on the

moves and breaks

- Books

- Internet

- Handout notes

- Computer

- Video tutorials

- Drawing software




Types of evidence

Portfolio assessment tools

● Written

● Oral

● Performance



Proper creation of stripboard


358 | P a g e

Checklist Score

Yes No

Indicator: Script contents are identified

Scene number

Scene description

Shooting location

Indicator: Moves company are done

Address of the location

Time

Indicator: Day breaks are identified

Call time

Wrap-ups time

Observation

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LU 2: Describe and evaluate shots

2

Learning Outcomes:

1. Identify the location settings

2. Describe shot types and camera angle

3. Plan the camera position and movement

15 Hours

Learning Outcome 2.1: Identify the location settings

Application of strategic planning and research Website Programs Methods

Making contact and build relationship Contact Approaches Insurance Permission Reference photos

Sealing of the deal Rental Rates Location Agreement

o Brainstorming on strategic research

o Group discussion on building relationship

o Documentation research on sealing the deal

- Books - Internet - Handout notes - Scripting software



Right identification of the location settings


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Written

Oral


Checklist Score

Yes No

Indicator: Strategic Planning and research are done

Website

Programs

Methods

Indicator: Contact and build relationship are made

Contact Approaches

Insurance

Permission

Reference Photos

Indicator: Seal the deal is identified

Rental rates

Location agreement

Observation

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Learning Outcome 2.2: Describe shot types and camera angles

Shot types Extreme Wide Shot (Extreme

Long Shot) ... Wide Shot (WS) or Long Shot

(LS) ... Medium Shot (MS) ... Close-Up (CU) ... Extreme Close Up (ECU /

XCU) ... Point of View (POV)

Camera angle The Bird's-Eye view High Angle Eye level Low angle Oblique

o Description of shots

types


adequate camera angles

o Further research on

internet

- Books

- Visual aids

- Internet

- Scripting

Software

- Hand-out notes





Written

Oral

Performance



Proper description of shot types and camera angles


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Checklist Score

Yes No

Indicator: Shot types are described

Extreme Wide Shot (Extreme Long Shot)

Wide Shot (WS) or Long Shot (LS)

Close-Up (CU)

Extreme Close Up (ECU / XCU)

Point of View (POV)

Indicator: Camera angle are identified

The Bird's-Eye view

High Angle

Eye level

Low angle

Observation

Learning Outcome 2.3: Plan the camera position and movement

Camera movement Zoom Pan Tilt Dolly Truck Pedestal Rack Focus

o Demonstration on characters

basics creation

o Demonstration on camera

position and movement

o Explore the mind mapping

techniques


o Brainstorming on changes in

plot progression

- Books

- Internet

- Handout notes

- Computer




363 | P a g e




Written

Oral

Performance


Checklist Score

Yes No

Indicator: Camera movement is described

Zoom

Pan

Tilt

Dolly

Truck

Pedestal

Rack Focus

Observation


Proper planning of the camera position and movement

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LU 3: Create shotlist table

3

Learning Outcomes:

1. Organize the shots based on the shot location 2. Specify the relevant cinematographic techniques 3. Correct description of shots and audio

25 Hours

Learning Outcome 3.1: Organize the shots based on the shot location

Shot organization Script reference numbers Scene number Shot numbers Subject Location Props needed

o Brainstorming on scene

management

o Group discussion on the

order of the shot’s links

relationship


on short list templates

- Books

- Internet

- Handout notes





Right organization of the shots based on the shot location


365 | P a g e


Written

Oral

Performance

Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation Checklist

Checklist Score

Yes No

Indicator: Shot organization are done

Script reference numbers

Scene number

Shot numbers

Subject

Location

Props needed

Observation

Learning Outcome 3.2: Specify the cinematographic techniques

Cinematographic techniques Shot types Camera angles Camera movement Interior/exterior Day/night Handheld/mounted camera

o Description of needed shot

types


adequate camera

movement

o Further research on

internet

- Books

- Visual aids

- Internet

- Scripting

- Software

- Hand-out

notes



366 | P a g e




Written

Oral

Performance


Checklist Score

Yes No

Indicator: Cinematographic techniques are described

Shot types

Camera angles

Camera movement

Interior/exterior

Day/night

Handheld/mounted camera

Observation

Learning Outcome 3.3 Describe the shots and scenes

Description of the shots and scenes

Subject Audio

Sound tracks

Audio effects

Action/dialogue

Actors involved

o Demonstration of extra shots

and scenes description

o Explore possible needed of

shots and scenes descriptions


- Books

- Internet

- Handout notes

- Computer



Adequate specification of the cinematographic techniques

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Special effects

Extra notes





Written

Oral

Performance


Checklist Score

Yes No

Indicator: Description of shots and scenes is done

Subject

Audio

Action/dialogue

Actors involved

Special effects

Extra notes

Action/dialogue

Observation


Proper describtion of shots and scenes

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Ngoma Video Production company is hired by the Rwanda culture and

tourism incorporation; a non-government organization located in

Huye district, to make a shot film entitled “Travel to the thousand

hills”

Due to the lack of the assistant director in charge of shotlist making

within its staffs, the company cannot make a professional video

production process.

In this regards, the company want to hire an assistant director in

charge of shotlist making.

You are called by the company to do shortlist preparation for the

script in place


1. Breakdown the screenplay

2. Describe and evaluate shots

3. Create shotlist table

At the end of the task you must report to the video production

company, the work you have done with some recommendations. The

task must be performed within 8 hours.

Computer Scripting software Papers Pencils Markers Meta card Flip chart


Checklist Score

Yes No

Indicator: Scenes are systematically broke down

Scene breakdown

Script marking

Indicator: The script interpretation techniques are adequately applied

Identification of characters actions

Notes and changes

Adjust the scenes

Indicator: The stripboard is properly created

Strip content

Company moves

Break the day

Indicator: The location settings are well identified

Application of Strategic planning and research

369 | P a g e

Making contact and build relationship

Sealing of the deal

Indicator: shots types and camera angles are well described

Shot types

Camera angle

Indicator: The camera position and movement are well planned

Camera movements

Indicator: The shots based on the shot location are well organised

Shot organization

Indicator : The relevant cinematographic techniques are well specified

Cinematographic techniques

Indicator: Shots and scene are described

Description of the shots and scene

Observation


Checklist Score

Yes No

Indicator: The scenes are systematically broken down

Episode number

location

INT/EXT

Day/night

Scene length

Characters

Description

Number of scenes needed

Props

Wardrobe/ HMU

Cast

Observation

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Assesment criterion 3: Relevance

Checklist Score

Yes No



Indicator: The script interpretation techniques are adequately applied

Process respected

Indicator: The stripboard report is produced

Report format

Report content

Observation

References books:

Scriptwriting An introduction to screenwriting 2013 BarnsleyOCA

The complete guide to digital video2003LewesAlastair Campbell

The Essential Screenplay (3-Book Bundle): Screenplay: Foundations of Screenwriting,

Screenwriter's Workbook, and Screenwriter's Problem SolverApril 24, 2018 New YorkBantam

The Screenwriter's Workbook: Exercises and Step-by-Step Instructions for Creating a Successful

Screenplay, Newly Revised and UpdatedOctober 31, 2006New YorkDelta

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P U T E R 5 0 1 - STORYBOARD PANELS CONSTRUCTION

MMDPC501 Construct Storyboard Panels


Credits: 60 60

Sector: ICT



Purpose statement

This module is intended to the learner pursuing TVET certificate V in Multimedia. At the end of this module the learner will be able to design and draw the shapes of the panels, develop and sketch the storyline and emphasize action motions and camera positions; he or she will be able to work competitively in the Multimedia world under non-directive supervision.

372 | P a g e


Shortlist Preparation (MMDSP501)

Basic drawing skills







1. Design and draw the shapes of the panels

1.1. Proper designing of the storyboard templates 1.2. Systematic sketching of the panels of storyboard 1.3. Adequate creation of scenes description and dialog

panel

2. Develop and sketch the storyline 2.1. Right development of the storyline 2.2. Proper description of the panels referring to the act

structure 2.3. Methodical Illustration of the panels storyline

3. Emphasize action motions and camera positions

3.1 Proper application of the cinematographic techniques to the sketches

3.2 Right addition of the visual annotation indicating the important action and motion

3.3 Proper application of the photo based storyboard

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LU 1: Design and draw the shapes of the panels

1

Learning Outcomes:

1. Design the storyboard templates

2. Sketch the panels of storyboard

3. Create the description and dialog panel

15 Hours

Learning outcome 1.1: Designing of the storyboard templates

● Cinematic Storyboard template Commercial

advertisement Television show (with

or without commercial breaks)

Instructional video Feature film Independent Film Online videos

● Business template

Planning for negotiations

Personas Customer journey

mapping User stories Mentoring/training for

difficult conversation Process demonstration

● Education template Plan/create a narrative Text summary

o Demonstration of different panel templates

o Practical Exercises on panels organization


- Books

- Internet

- Handout notes

- Paper - Pencils - Storyboarding software - Computer - Video tutorials


374 | P a g e

Creation of an instructional comic

New vocabulary understanding

presentation Exploration of settings historical figures timeline creation


Assessor may collect among the following evidences and make judgments on whether the performance



● Written

● Oral

● Performance


Checklist Score

Yes No

Indicator: Cinematic storyboard template are designed

Commercial advertisement

Television show (with or without commercial breaks)

Instructional video

Feature film

Independent Film

YouTube & Vimeo Videos

Indicator: Business templates are designed

Planning for negotiations

Personas

Customer journey mapping


Proper designing of the storyboard templates

375 | P a g e

User stories

Mentoring/training for difficult conversation

Process demonstration

Indicator: Education templates are designed

Plan/create a narrative

Text summary

Creation of an instructional comic

New vocabulary

understanding presentation

Exploration of settings

historical figures

Observation

Learning Outcome 1.2: Sketch the panels of storyboard

Designing panels Creation of the panels Smart add panels Renaming panels Deleting panels Joining panels Duplicating panels

o Description of story

development

o Group Exercises on panels

description

o Exercises on sketching panel

storyline

o Books o Internet o Handout notes o Paper o Pencils o Storyboarding software o Computer o Video tutorials





Systematic sketching of the panels of storyboard


376 | P a g e


● Written

● Oral

● Performance


Checklist Score

Yes No

Indicator: Panels are designed

Creation of the panels

Smart add panels

Renaming panels

Deleting panels

Joining panels

Duplicating panels

Observation

Learning Outcome 1.3: Create the scenes description and dialog panel

Scenes description creation according to the storyboards types Narrative

Basic

Scene card

Thumbnail storyboard

Floating storyboard

Framed storyboard

Photo storyboard

o Description of shot types

and camera angle

o Group Exercises on

sketching the action and

motion signs

o Brainstorming on selection

of cinematic techniques to

use


- Books

- Internet

- Handout notes

- Paper

- Pencils

- Storyboarding

software

- Computer

- Video tutorials


377 | P a g e





● Written

● Oral

● Performance


Checklist Score

Yes No

Indicator: Scenes description according to the storyboards types are created

Narrative

Basic

Scene card

Thumbnail storyboard

Floating storyboard

Framed storyboard

Photo storyboard

Observation


Adequate creation of scenes description and dialog panel

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LU 2: Develop and sketch the storyline

2

Learning Outcomes:

1. Develop the storyline

2. Describe of the panels referring to the act structure

3. Illustrate the storyline in the panels

25 Hours

Learning Outcome 2.1: Develop the storyline

Storyline development Conflict progression

Characters

Ticking clock

Dialog

Character moment

o Brainstorming on the plot

development

o Exercises on different

story development

scenarios


- Books

- Internet

- Handout notes

- Paper

- Pencils

- Storyboarding software

- Computer

- Video tutorials





Right development of the storyline


379 | P a g e


Written

Oral


Checklist Score

Yes No

Indicator: Storyline is developed

Conflict progression

Characters

ticking clock

dialog

character moment

Observation

Learning Outcome 2.2: Describe the panels referring to the act structure

Connection of storyline and panels according to the plot development

Exposition Story information

Complication Major conflict.

Climax Turning point

Resolution Story end

o Exercises on dispatching storylines to the panels


- Books

- Internet

- Handout notes

- Paper

- Pencils

- Storyboarding

software

- Computer

- Video tutorials



380 | P a g e




Written

Oral

Performance


Checklist Score

Yes No

Indicator: Storyline and Panels are connected according to the plot development

Exposition

Complication

Climax

Resolution

Observation

Learning Outcome 2.3: Illustrate the storyline in the panels

Sketch structure rules outside the box

sketching Thumbnails drawing Audience experience Accidents, mistakes

and functionality Adaptation to each

project

o Demonstration on storyline

sketch rules

o Group Exercises on sketching

the thumbnails


- Books

- Internet

- Handout notes

- Paper

- Pencils

- Storyboarding

software

- Computer



Proper description of the panels referring to the act structure

381 | P a g e

Inspiration from prior storyboard

- Video tutorials





Written

Oral

Performance


Checklist Score

Yes No

Indicator: Structure rules are sketched

outside the box sketching

Thumbnails drawing

Audience experience

Accidents, mistakes and functionality

Adaptation to each project

Inspiration from prior storyboard

Observation


Methodical Illustration of the panels storyline

382 | P a g e

Emphasize action motions and camera positions

3

Learning Outcomes:

1. Apply cinematographic techniques to the sketches

2. Add visual annotation indicating the important action and motion

3. Apply photo based storyboard

20 Hours

Learning Outcome 3.1:Apply cinematographic techniques to the sketches

Cinematographic slugs and techniques Shot types camera angles composition Props Special effects Sounds lights

o Demonstration of

cinematographic slugs


needed shot types and

camera angle


- Books

- Internet

- Handout notes

- Paper

- Pencils

- Storyboarding

software

- Computer

- Video tutorials



383 | P a g e




Written

Oral

Performance


Checklist Score

Yes No

Indicator: Cinematographic slugs and techniques are applied

Shot types

camera angles

composition

Props

Special effects

Sounds

Lights

Observation


Proper application of the cinematographic techniques to the sketches

384 | P a g e

Learning Outcome 3.2: Add visual annotation indicating the important action and motion

Graphic annotation Image composition Actor body language Line of action Camera positions Light direction Dialogue

o Demonstration on different visual annotation

o Group discussion on needed graphic o Documentation research

- Books - Internet - Handout notes - Paper - Pencils - Storyboarding

software - Video tutorials - Computer

Graphics





Written

Oral

Performance



Right addition of the visual annotation indicating the important action and motion


385 | P a g e

Checklist Score

Yes No

Indicator: Graphic annotations are added

Image composition

actor body language

Line of action

Camera positions

Light direction

Dialogue

Observation

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Learning Outcome 3.3 Apply photo based storyboard

Storyboard design creation Upload/import

image Font selection Background

change Color change

Combination of Image and text Image drag and

dropping into each scene

Insertion of description and sound effect

Adding of dialogue and extra notes

Scene organization Grid Frames Adding text

within any frame

o Demonstration on storyboard design creation steps

o Group exercises on scene organization


- Books - Internet - Handout notes - Paper - Pencils - Storyboarding software - Video tutorials - Computer Graphics





Proper application of photo based storyboard


387 | P a g e


Written

Oral

Performance

Product


Checklist Score

Yes No

Indicator: Storyboard design is created

Upload/import image

Font selection

Change of the background

Change of the color

Indicator: Image and text are combined

Image drag and dropping into each scene

insertion of description and sound effect

insertion of dialogue and extra notes

Indicator: Scene is organized

Grid

Frames

Adding text within any frame

Observation

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The Rwanda culture show is a non-government organization located in

Huye district. It is organizing the miss Rwanda event and maintains a

memorable story. In this context, a video production company is hired

to cover the event. Unfortunately, due to the lack of the storyboard

artist within the staff, the company cannot produce a high quality

video without referring to the produced storyboard of the event.

Therefore, it is looking for the storyboard artist to make the

storyboard for the video. This will be used by the video producer to

make the video. As a multimedia technician, you are called by the

company to write the storyboard for the event’s video.


1. To design and draw the shape panels

2. To describe the story panels

3. To sketch the storyline

4. Indicate the camera position and action

At the end of the task you must report to the Video producer the work

you have done with some recommendations. The task must be

performed within 8 hours.

Paper Pencils Storyboarding

software Video tutorials Computer Graphics

Markers Meta card Flip chart

389 | P a g e


Checklist Score

Yes No

Indicator: The storyboard template are well selected

Film and entertainment industry

Business

Education

Indicator: The panels of storyboard is well sketched

Design the panels

Indicator: The dialog panel is well created and described

Description classifications according to the storyboards types

Indicator: The storyline is developed

Storyline development

Indicator: The panels referring to the act structure are described

Connection of storyline and panels according to the plot development

Indicator: The panels storyline are well illustrated

Sketch structure rules

Indicator:The cinematographic techniques to the sketches are well applied

Cinematographic slugs and techniques

Indicator: The visual annotation indicating the important action and motion are well added

Graphic annotation

Indicator: The photo based storyboard are well applied

Storyboard design creation

Combination of Image and text

Observation

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Assesment criterion 2: Quality of product

Checklist Score

Yes No

Indicator: The storyboard is produced

Communicative

Descriptive

Storyboard content

Observation


Checklist Score

Yes No




No wasted materials

Indicator: The report is produced

Storyboard structure

Story board content

Observation

References

[B. Azangalala, Cinematographic Techniques in the Kenyan Experimental Film

Paperback, LAP LAMBERT Academic Publishing, 11 Feb 2014.

S. Enterprises, Storyboard Sketchbook, Create Space Independent Publishing

Platform, July 6, 2016.

F. Glebas, Directing the Story: Professional Storytelling and Storyboarding

Techniques for Live Action and Animation, 1 ed., outledge;, 15 Oct 2008.

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M M D V E 5 0 1 - VIDEO EDITING

MMDVE501 Edit Video


Credits: 8 80

Sector: ICT



Purpose statement


this module the learner will be able to import and manage media files; trim video, work with

audio and to export video project, he or she will be able to work competitively in the

Multimedia world under non-directive supervision.

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Color theory

MMDSW501






Elements of competency Performance criteria

1. Import and manage media files 1.1 Proper arrangement of media files on storage devices 1.2 Right importation of media files 1.3 Right creation of tracks & timeline

2. Trim video 2.1 Appropriate insertion of media files on the timeline 2.2 Efficient creation of rough-cut 2.3 Suitable application of transitions and effects 2.4 Right management of titles 2.5 Proper performance of clips synchronization and

multicamera editing techniques 2.6 Adequate manipulation of clips speed and

stabilization 2.7 Proper application of color correction and color

grading techniques

3. Work with audio 3.1 Proper adjustment of audio 3.2 Appropriate removal of unwanted sound 3.3 Correct mixing of music and soundtrack

4. Export video project

4.1 Proper video file naming and appropriate file location 4.2 Appropriate choice of the video formats and codecs 4.3 Proper saving and sharing of the project

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LU 1: Import and manage media files

1

Learning Outcomes:

1. Arrange media files on storage devices 2. Import media files 3. Create tracks and timeline

5 Hours

Learning Outcome 1.1: Arrange media files on storage devices

The drive formats and requirements Drives formatting

NTFS EXFAT FAT 32 Mac OS journaled

Safe Storage Drive status Backup

File and folder management Creation of folders and

subfolders Naming Convention Filename Details

o Brainstorming on physical drives

o Research on drives specifications

o Group discussion on file structure


- Books

- Internet

- Handout notes

- Drives

- Computer

- Video tutorials

- Video editing

software


394 | P a g e





Written

Oral

Performance

Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Observation checklist

Checklist Score

Yes No

Indicator: The drive formats are performed and requirements met

Drives formatting

Safe Storage

Indicator: File and folder management is done

Folders creation

Subfolders creation

Naming Convention

Filename Details

Observation


Proper arrangement of media files on storage devices

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Learning Outcome 1.2: Import media files

Common steps in importing files Introduction to editing

software

Interface

Workflow

Compatibility with

other software

Open editing software

Locate media files on

storage devices

Creation of Media Bins/Events Filename details

Arrangement of

bins/events

o Group discussion on Bins/Events creation

o Demonstration of file naming, opening software and media location


- Books - Internet - Computer - Hand-out notes - Video editing software





Written

Oral

Performance



Right importation of media files


396 | P a g e

Checklist Score

Yes No

Indicator: Common steps in importing files are identified

Introduction to editing software

Open editing software

Location of media files on storage devices

Indicator: Media Bins/Events are created

Filename details

Arrangement of bins/events

Observation

Learning Outcome 1.3: Create tracks and timeline

Timeline management Project settings Timeline creation

Audio/Video tracks management Adding audio tracks Adding video tracks

o Demonstration on

project settings,

timeline creation and

tracks management


- Books

- Internet

- Handout notes

- Computer

- Video editing

software

- Video tutorials





Right creation of tracks and timeline


397 | P a g e


Written

Oral

Performance


Checklist Score

Yes No

Indicator: Timeline is managed

Project settings

Timeline creation

Indicator: Audio/Video tracks are managed

Adding audio tracks

Adding video tracks

Observation

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LU 2: Trim video

2

Learning Outcomes:

1. Insert media files on timeline

2. Create rough-cut

3. Apply transitions and effects

4. Manage titles

5. Perform clips synchronization and multicamera editing techniques

6. Manipulate clips speed

7. Apply color correction and color grading techniques

55 Hours

Learning Outcome 2.1: Insert media files on timeline

Dragging clips to the timeline Dragging the whole clip

Managing source panel

Drag video only Drag audio only Mark In/Out Add/Remove markers

Shortcuts keys

o Demonstration on

dragging clips to the

timeline


o Performance of dragging

- Books - Internet - Handout notes - Computer - Video editing software - Video editing keyboard - Headphone/Audio

monitor





Appropriate insertion of media files on the timeline


399 | P a g e


Written

Oral

Performance


Checklist Score

Yes No

Indicator: Clips are dragged on the timeline

Dragging the whole clip

Managing source panel

Use of shortcuts keys

Observation

Learning Outcome 2.2: Create rough-cut

Creation of logic sequence referring to the script Rhythm Chronology Continuity

Use of editing tools Selection tool Razor/Blade Pen tool Hand tool Ripple tool Zoom tool

Adding B-rolls

Adding Intro and Outro templates

Adding background Chroma key Use of background

presets

o Group discussion on script, B-rolls and Intros/Outros

o Demonstration of usage of video editing tools

o Practical exercises on video editing

o Watch video tutorials o Watch and analyze videos

already produced

- Internet - Books - Handout notes - Computer - DVDs - Video tutorials - Video editing software - Headphone/Audio monitor


400 | P a g e





Written

Oral

Performance

Multiple choice/ Ticking True or false questions Matching Sentence completion Open ended questions Presentation Observation Checklist

Checklist Score

Yes No

Indicator: logic sequence is created referring to the script

Rhythm

Chronology

Continuity

Indicator: Editing tools are used

Selection tool

Razor/Blade

Pen tool

Hand tool

Ripple tool

Zoom tool

Indicator: B-rolls are added

video produced with B-rolls

Indicator: Intro and outro templates are added

video produced with Intro and Outro templates

Indicator: Background are added

Chroma key

Background presets

Observation


Efficient creation of rough-cut

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Learning Outcome 2.3: Apply transitions and effects

Activation of effects panel

Selection of transitions/effects Audio/Video

transitions

Audio/Video effects

Management of effects panel Motion

Opacity

Volume

Time remapping

Curves

Vignette

Colors

o Demonstration on

transition/effect selection

o Demonstration on effects

panel

o Brainstorming on effects

and transitions selection

o Practical Exercises on

effects and transitions

usage


o Watch and analyze videos

already produced

- Books

- Internet

- Handout notes - Computer - Video editing software - Video tutorials - Headphone/Audio

monitor




.


Written

Oral

Performance



Suitable application of transitions and effects


402 | P a g e

Checklist Score

Yes No

Indicator: Effects panel is activated

Visualization of Effects panel

Indicator: Transitions/effects are selected

Audio/Video transitions

Audio/Video effects

Indicator: Effects panel is Managed

Motion

Opacity

Volume

Time remapping

Curves

Vignette

Colors

Observation

Learning Outcome 2.4: Manage titles

Create titles Fonts selection

Colors

Background color Foreground color Stroke

Title transformation

Opacity Position Scale

Import/Export titles

Addition of titles on timeline Title duration

Add effects/transitions

o Demonstration on titles

creation

o Demonstration on title

transition/effect

application

o Demonstration on

effects panel

o Brainstorming on

effects and transitions

selection

o Exercises on titles

creation and

manipulation


o Watch and analyze

videos already

produced

- Books

- Internet

- Handout notes - Computer - Video editing

Software - Video tutorials - Sample of a well

done Video - Headphone/Audio

monitor


403 | P a g e





Written

Oral

Performance


Checklist Score

Yes No

Indicator: titles are created

Fonts selection

Colors

Title transformation

Indicator: Titles are imported/exported

Indicator: Titles are added on timeline

Title duration

Add effects/transitions

Observation


Right management of titles

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Learning Outcome 2.5: Perform clips synchronization and multicamera editing techniques

Clips synchronization Choosing the clips for

synchronization

Management of the

synchronization window

Multicamera editing Creation of multicamera clips

Organization of clips within each angle

Synchronization the angles using common sync points

Editing and switching of

camera angles

o Demonstration on clips

synchronization

o Demonstration on

synchronization window

management

o Demonstration on

multicamera editing


o Watch and analyze

videos already

produced

- Books

- Internet

- Handout notes - Computer - Video editing

software - Video Tutorials - Sample of a well

done Video - Headphone/Audio

monitor





Written

Oral

Performance



Proper performance of clips synchronization and multicamera editing techniques


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Checklist Score

Yes No

Indicator: Clips synchronization is performed

Choosing the clips for synchronization

Management of the synchronization window

Indicator: Multicamera editing is performed

Creation of multicamera clips

Editing and Switching of camera angles

Observation

Learning Outcome 2.6: Manipulate clips speed and stabilization

Creation of speed changes on clips Fast/Slow the clips

Animation and key frames

Adding, navigating, and setting key frames

Moving and copying key frames

Controlling effect changes using key frame interpolation

Stabilization of shaky footages Stabilization with editing

software presets

Warp stabilizer Activation of

stabilization Stabilization with third party

software or plug-in

o Demonstration on

speeding clips

o Demonstration on

animation and key

frames

o Demonstration on clips

stabilization


o Watch and analyze

videos already

produced

- Books

- Internet

- Handout notes

- Computer

- Video editing

software

- Video Tutorials

- Sample of a well

done Video

- Third party software

or plug-in

- Headphone/Audio

monitor


406 | P a g e





Written

Oral

Performance


Checklist Score

Yes No

Indicator: speed changes on clips are created

Fast/Slow the clips

Animation and key frames

Indicator: shaky footages are stabilized

Stabilization with editing software presets

Stabilization with third party software or plugin

Observation


Adequate manipulation of clips speed and stabilization

407 | P a g e

Learning Outcome 2.7: Apply color correction and color grading techniques

Management of white balance Temperature Tint

Manipulation of color tone Exposure Contrast Highlights Shadows Whites Blacks

Manipulation of color wheels Shadows Midtones Highlights

Manipulation of Color curves RGB curves Hue Saturation curves

Application of vignette Amount management Midpoint management Roundness management Feather management

Use of third party software

o Demonstration on

white balance, Color

tone, color wheels,

color curves and

vignette


o Watch and analyze

videos already

produced

- Books

- Internet

- Handout notes

- Computer

- Video editing

softwares

- Color correction

softwares/plugins

- Headphone/Audio

monitor





Proper application of color correction and color grading techniques


408 | P a g e


Written

Oral

Performance


Checklist Score

Yes No

Indicator: White balance is managed

Temperature

Tint

Indicator: color tone is manipulated

Contrast

Exposure

Highlights

Shadows

Whites

Blacks

Indicator: color wheels is manipulated

Shadows

Midtones

Highlights

Indicator: Color curves is manipulated

RGB curves

Hue Saturation curves

Indicator: Vignette is applied

Amount management

Midpoint management

Roundness management

Feather management

Indicator: Third party softwares are used

Observation

409 | P a g e

LU 3: Work with audio

3

Learning Outcomes:

1. Adjust audio

2. Remove unwanted sound

3. Mix music and soundtrack

10 Hours

Learning Outcome 3.1: Adjust audio

Adjustment of amplitude Adjusting volume in the

effect control panel Adjusting the volume

using the timeline Adjusting volume using

key frames Adjusting audio gain

Adjustment of audio effects and transitions Application and

adjustment of audio effects

Activation of audio effects panel

Choice of the right effect

Application of the effect

Application and adjustment of audio transitions

Activation of audio transitions panel

o Demonstration on

amplitude adjustment

o Demonstration on audio

effects adjustments



already produced


choosing the right effects

- Books

- Internet

- Handout notes

- Computer

- Video editing

softwares

- Video tutorials

- Audio Editing

softwares

- Audio recorder

- Headphone/Audio

monitor


410 | P a g e

Choice of the right transition

Application of the transition





Written

Oral

Performance


Checklist Score

Yes No

Indicator: Amplitude is adjusted

Adjusting volume in the effect control panel

Adjusting the volume using the timeline

Adjusting volume using key frames

Adjusting audio gain

Indicator: Adjustment of audio effects and transitions

Application and adjustment of audio effects

Application and adjustment of audio transitions

Observation


Proper adjustment of audio

411 | P a g e

Learning Outcome 3.2: Remove unwanted sound

Audio tracks editing Addition /Removal of

audio tracks Use of editing tools

Audio Cleaning Noise and echoes

Removal Audio channels

management Use of effects

o Demonstration on audio tracks

editing

o Demonstration on audio

cleaning



already produced

o Practical exercises on audio

removing unwanted sounds

- Books

- Internet

- Handout notes

- Computer

- Video editing

softwares

- Video tutorials

- Audio editing

softwares

- Headphone/Audio

monitor





Written

Oral

Performance



Appropriate removal of unwanted sound


412 | P a g e

Checklist Score

Yes No

Indicator: Audio tracks are Editing

Addition/Removal of audio tracks

Use of editing tools

Indicator: Audio is cleaned

Noise and echoes Removal

Observation

Learning Outcome 3.3: Mix music and soundtracks

Addition of music to the timeline Use of editing

tools Synchronization of

music with action

Mixing soundtracks

o Demonstration on soundtracks mixing

o Watch video tutorials o Watch and analyze

videos already produced o Practical exercises on

music and soundtracks mixing

- Books

- Internet

- Handout notes

- Computer

- Video editing softwares

- Audio editing softwares

- Headphone/Audio

monitor





Correct mixing of music and soundtracks


413 | P a g e


Written

Oral

Performance


Checklist Score

Yes No

Indicator: Music is added to the timeline


Synchronization of music with action

Indicator: soundtracks are mixed

Observation

414 | P a g e

LU 4: Export project

4

Learning Outcomes:

1. Name files and choose file location

2. Choose the formats and codec settings

3. Save and share the project

5 Hours

Learning Outcome 4.1: Name files and choose file location

File structure

File name File location File naming convention

o Demonstration on how to

name files and choose the

file location



naming files and choosing

the file location

- Books

- Internet

- Handout notes

- Computer

- video tutorials

- video editing software





Proper video file naming and appropriate file location


415 | P a g e


Written

Oral

Performance


Checklist Score

Yes No

Indicator: File structure is created

File name

File location

File naming convention

Observation

Learning Outcome 4.2: choose the video formats and codecs

Video formats MOV AVI MP4 FLV WMV MKV

Video Codecs MPEG MPEG-1 MPEG-2 MPEG-4 (H.264) DivX XviD X264 ProRes 4:4:4 ProRes 4:2:2


use video formats


use codecs



choosing of the formats and

codec settings

- Books

- Internet

- Handout notes

- Video editing

softwares

- Video converter

software

- Computer


416 | P a g e



performance criterion has been achieved


Written

Oral

Performance

Product


Checklist Score

Yes No

Indicator: video formats is Determined

MOV

AVI

MP4

FLV

WMV

MKV

Indicator: codecs are used

MPEG

MPEG-1

MPEG-2

MPEG-4 (H.264)

DivX

XviD

X264

ProRes 4:4:4

ProRes 4:2:2

Observation


Appropriate choice of the video formats and codec

417 | P a g e

Learning Outcome 4.3: Save and share the project

saving and sharing option Saving on the storage

devices Optical Drive External Hard

Drive Cloud Storage

Identification of video playing devices

Saving online video format

o Demonstration saving and sharing option

o Brainstorming on sharing option

o Watch video tutorials o practical exercises on saving

and sharing the project

- Books

- Internet

- Handout notes

- Video editing softwares

- Computer

- Video tutorials





Written

Oral

Performance


Checklist Score

Yes No

Indicator: project saving and sharing is done

Saving on the storage device

Identification of video playing devices

Saving online video format

Observation


Proper saving and sharing of the project


418 | P a g e



Kigali Motion is a well-reputed Film production company in Rwanda and it is known in different films such as 1 day in Kigali, The real Rwanda and many more. Unfortunately all those produced films are not recognized on international level due to the quality of production. Next year Kigali Motion is planning to attend an international film festival in New York where they will be presenting a film that will be called “Golden wisdom behind our ancestors” and the shooting is already done. Kigali Motion is required to produce a trailer of their project before attending the international film festival and upload online. As multimedia technician you are given a chance to edit the project and produce a 3 min trailer. After the job you must provide an HD MP4 video to be uploaded on online, The editing must be done in 6 hours.

- Computer - Video editing

software - Speakers - Headset - Internet - Audio editing

software.

419 | P a g e


Checklist Score

Yes No

Indicator: Arrangement of media files on storage devices is done

Format drivers

File and folder management

Indicator: Media files are imported

Importing files using common steps

Creation of Media Bins/Events

Indicator: Create tracks and timeline

Timeline is managed

Audio/Video tracks management

Indicator: Media files on timeline are inserted

Dragging clips to the timeline

Indicator: Rough-cut are created

Creation of logic sequence referring to the script


Indicator: Transitions and effects are applied

Activation of effects panel

Selection of transitions/effects

Management of effects panel

Apply transitions and effects

Indicator: Titles are managed

Create titles

Import/Export titles

Addition of titles on timeline

Indicator: Clips synchronization is performed Choosing the clips for synchronization

Management of the synchronization window

Indicator: Clips speed is manipulated and stabilized

Creation of speed changes on clips

Stabilization of shaky footages

Indicator: Color correction and color grading techniques are applied Management of White balance

Manipulation of color tone

Manipulation of color wheels

Manipulation of Color curves

Application of vignette

Use of third party software

Indicator:Audio is adjust Adjustment of amplitude

Adjustment of audio effects and transitions

420 | P a g e

Indicator: Unwanted sound are removed

Audio tracks editing

Audio Cleaning

Indicator: Music and soundtracks are mixed Addition of music to the timeline

Mixing soundtracks

Indicator:Name files and choose file location is done

File name

File location


Indicator: video formats and codecs are choosen Video formats

Video Codecs

Indicator: The project is saved and shared Saving on the storage device

Saving video online format

Observation


Checklist Score

Yes No

Indicator: Content of the film is structured

Best moment of the film

Rhythm

Music

Indicator: Video coding and sharing are done

MP4

HD

Online video format

Observation

421 | P a g e


Checklist Score

Yes No

Indicator: Time is respected: 6 hrs.

Indicator: The size is respected

3 min

Observation

Reference books:

1. Carucci, J. (2013). Digital SLR Video and Filmmaking for Dummies. Hoboken, New Jersey: John

wiley & sons, Inc.

2. Education, M.-H., & McGrath, P. (2002). Editing Digital Video. McGraw-Hill Education TAB.

3. Scoppettuolo, D., & Saccone, P. (2018). The Definitive Guide to DaVinci Resolve 15. Blackmagic

Design.

422 | P a g e

M M D S S 5 0 1 - SOUND REINFORCEMENT SYSTEM

MMDSS501 Setup Sound System


Credits: 80 80

Sector: ICT



Purpose statement

This module is intended to the learner pursuing TVET certificate V in Multimedia. At the

end of this module the learner will be able to design sound, identify audio equipment

and cables, and connect the sound reinforcement system, Configure digital audio

components. He or she will be able to work competitively in the multimedia world

under non-directive supervision.

423 | P a g e









1. Design sound 1.1 Correct classification of the sound waves properties 1.2 Right distinction of tone characteristics 1.3 Efficient identification of audio sampling

2. Identify audio equipment and cables

2.1 Proper identification of audio terms and equipment 2.2 Correct differentiation of audio cables and connectors 2.3 Convenient classification of audio transducers

3. Connect the sound reinforcement system

3.1. Adequate selection of audio equipment and the

location preparation

3.2. Right connection of audio devices

3.3. Proper application of audio mixing and amplification

424 | P a g e

LU 1: Design sound

1

Learning Outcomes:

1. Classify the sound waves properties 2. Distinguish tone characteristics 3. Identify audio sampling

15 Hours

Learning Outcome1.1: Classify the sound waves properties

Sound nature Hearing levels

Symbolic level Aesthetic levels Warning levels Primitive levels

Sound waves Disturbance and

variation Particle motion and

wave motion Types of sounds

waves

Waves properties Amplitude Wavelength Frequency Period Speed of sound

o Brainstorming onthreshold of hearing

o Group discussion on classification of sound waves

o Documentation research on nature of the sound waves characteristics

- Books

- Internet

- Handout notes

- Video tutorials

- Headsets/Audio monitor

- PA Equipment


425 | P a g e





Written

Oral


Checklist Score

Yes No

Indicator: Sound nature is described

Symbolic level

Aesthetic levels

Warning levels

Primitive levels

Indicator: Sound waves are described

Disturbance and variation

Particle motion and wave motion

Types of sound waves

Indicator: Waves properties are determined

Amplitude and wavelength

Frequency, period and pitch

Speed of sound

Observation


Correct classification of the sound waves properties

426 | P a g e

Learning Outcome 1.2: Distinguish tone characteristics

Sound timbre o Pitch

o Loudness

o quality

Tone characteristics o Harmonic content

harmonics overtones

o Dynamic characteristics

vibrato attack decay

o Brainstorming on physical

characteristics the sound


distinguishable

characteristics of different

music instruments


analysis of different tones


analysis of distinguishable

characteristics of a tone

- Books

- Visual aids

- Internet

- Computer

- Hand-out notes

- Video tutorials

- Headsets/Audio

monitor

- PA Equipment





Written

Oral

Performance



Right distinction of tone characteristics


427 | P a g e

Checklist Score

Yes No

Indicator: Sound timbre is described

Tone Pitch

Tone loudness

Tone quality

Indicator: Tone characteristics are described

Harmonic content of a sound

Dynamic characteristics of a sound

Observation

Learning Outcome 1.3: Identify audio sampling

Audio formats Studio masters Lossless formats Lossy formats

Sampling Sample value Sample rates sampler

Audio channels monophonic stereophonic polyphonic

o Documentation research and video presentation on audio compression

o Group discussion on conversion of sound

o Documentation research on different audio channels

- Books

- Visual aids

- Internet

- Computer

- Hand-out notes

- Video tutorials

- Headsets/Audio

monitor

- PA Equipment



performance criterion has been achieved


Efficient identification of audio sampling


428 | P a g e


Written

Oral

Performance


Checklist Score

Yes No

Indicator: Audio formats are classified

Studio Masters

Lossless Formats

Loss Formats

Indicator: Sampling is described

Sample Value

Sample Rates

Sampler

Indicator: Audio channels are categorized

Monophonic

Stereophonic

Polyphonic

Observation

429 | P a g e

LU 2: Identify audio equipment and cables

2

Learning Outcomes:

1. Identify audio terms and equipment

2. Describe audio cables and connectors

3. Classify audio transducers

15 Hours

Learning Outcome 2.1: Identify audio terms and equipment

Audio equipment List audio equipment Categories Classification Application

Audio terminologies Audio slugs Technical terms

o Description of different

audio equipment

o Group discussion on audio

equipment categorization

o Group discussion on audio

slugs and technical terms


- Books

- Internet

- Handout notes

- COMPUTER





Proper identification of audio terms and equipment


430 | P a g e


Written

Oral


Checklist Score

Yes No

Indicator: Audio equipment is described

List audio equipment

Categories

Classification

Application

Indicator: Audio terminology

Audio slugs

Audio terms

Observation

Learning Outcome 2.2: Describe audio cables and connectors

Types of audio cables Cable types

Mic cable Snake Guitar chord Speaker cable Patch chord

Cable construction Cable jacket shield Insulation Hot conductor Cold conductor

Audio Connectors and jacks Unbalanced connection

o Demonstration exercises of cable construction

o Group discussion on the classification of the cables and jacks

o Demonstration of audio cables, jacks and connectors


- Books

- Internet

- Handout notes

- Audio

equipment

- Cables

- Computer

- Video tutorials

- Screw driver

Audio kit


431 | P a g e

types TS (tip-sleeve) RCA

Balanced connection types

XLR TRS (Tip-Ring-

Sleeve)





Written

Oral

Performance


Checklist Score

Yes No

Indicator: Types of audio cables are categorized

Cable Construction

Cable types

Indicator: Audio Connectors and jacks are described

Unbalanced connection

Balanced connection

Observation


Correct differentiation of audio cables and connectors

432 | P a g e

Learning Outcome 2.3: Classify audio transducers

Input Transducers Microphones Microphones types

Internal configuration External configuration Polar pattern

Output Transducers Speakers Loudspeakers Types

Full-range drivers Subwoofer Woofer Mid-range driver Tweeter Coaxial drivers Horn loudspeakers

o Demonstration on configuration of audio transducers devices

o Group Exercises on audio transducers devices

o Exercises on configuration audio transducers devices


- Books

- Internet

- Handout notes

- Audio

equipment

- Cables

- Computer

- Video tutorials

- PA Equipment - Headset/Audio

Monitor





Written

Oral

Performance



Convenient classification of audio transducers


433 | P a g e

Checklist

Score

Yes No

Indicator: Input transducers are described

Microphones

Microphones types

Indicator: Output Transducers are described

Speakers

Loudspeakers Types

Observation

434 | P a g e

LU 3: Connect the sound reinforcement system

3

Learning Outcomes:

1. Select audio equipment and prepare the location

2. Connect audio devices with right cables

3. Apply audio mixing and amplification

40 Hours

Learning Outcome 3.1: Select audio equipment and prepare the location

Location scouting Sound location environment

Area coverage Stage monitoring Indoor and outdoor Reflexivity

Audio scenarios Budgeting Component comparing and

selection


sound environment

o Practical Exercises on

stage monitoring


audio system budgeting

o Video tutorials on

scenario equipment

selection

- Books

- Internet

- Handout notes

- Computer

- Video tutorials

- PA Equipment

- Headset/Audio

monitor





Adequate selection of audio equipment and the location preparation


435 | P a g e


Written

Oral

Performance


Checklist Score

Yes No

Indicator: Location scouting is done

Sound location environment

Indicator: Audio scenarios are analyzed

Budgeting

Component comparing and selection

Observation

Learning Outcome 3.2: Connect audio devices

Mixer description Application Mixers parts

Audio jack and ports Knobs and sliders

Audio devices Installation Prepare system Schema Speaker setup

Cabling connecting mixer with

external transducers

o Demonstration of the mixing

console parts and application

o Group exercise on set up and

connection of the sound system


- Books

- Internet

- Handout notes

- Video tutorials

- PA Equipment

- Headset/Audio

monitor

- Computer

- Pen/Notebook

- Drawing software


436 | P a g e





Written

Oral

Performance


Checklist Score

Yes No

Indicator: Mixer is described

Application

Mixers parts

Indicator: Audio devices are Installed

Prepare system Schema

Speaker setup

Indicator: Cabling

connecting mixer with external transducers

Observation


Right connection of audio devices with right cables.

437 | P a g e

Learning Outcome 3.3: apply audio mixing and amplification

Mixer channel strip signal flow Source audio Insert Gain EQ Send pre-fader Solo &mute Fader Send Post-fader Pan Amplification Output

Digital audio components Configuration Drivers installation Digital audio mixer

and configuration

o Description of application of audio mixing

o Demonstration of mixing consoles parts

o Demonstration of channel strip signal flow

o Group Exercises on the control of the signal flow


- Books

- Internet

- Handout notes

- Routers

- Switches

- Video tutorials

- PA Equipment

- Headset/Audio monitor

- Computer

- Pen/Notebook

- Drawing software





Written

Oral

Performance



Proper application of audio mixing and amplification


438 | P a g e

Checklist Score

Yes No

Indicator: Mixer channel strip signal flow are described

Source audio

Insert

Gain

EQ

Send pre-fader

Solo &mute

Fader

Send Post-fader

Pan

Amplification

Output

Indicator: Digital audio components configuration is done

Drivers installation

Digital audio workstation installation

Observation

439 | P a g e



COLABO STUDIO is a registered company located at Kabuye, Byumba sector in Kayumbu village, which provides sound system for the national and international events in Rwanda. The ministry of Foreign affairs always prepares an annual event called “Come again” The event manager in that Ministry contacted COLABO STUDIO and requested them to install the sound system in the event; last year they failed as the microphone was cutting off during the speech of guest of Honor even the background music were cut off. That failure caused them to get half payment. This year, COLABO STUDIO is getting a similar contract in REB located at Kabeza. Therefore, in order to avoid any other kind of penalty, COLABO STUDIO is looking for a competent multimedia technician.

From this information you have to analyze the site, select all audio

equipment and cables, set and install the sound system, connect and

configure digital audio components within 5 hours in the REB garden at

Kabeza.

- Mixers

- Speakers

- Microphones

- Receiver

- tripod

- Audio cables

- XLR cables

- Jack cables

- Books

- Internet


Checklist Score

Yes No

Indicator: Audio terms and equipment identification is well done

Audio Terminology

Audio Equipment

Indicator: Differentiation of audio cables and connectors is well done

Calculation of the equipment to be used

Select audio cables

Select audio connectors and jacks

Measurement of the cables to be used

Indicator: Classification of audio transducers is well done

Input transducers

Output transducers

Location scouting

Indicator: interconnection of audio devices, audio cables and connectors is well done

Connection of input transducers

Connection of output transducers

Connection of loudspeakers

Installation of mixer

Connection of power cables

440 | P a g e

Indicator: Selection of audio equipment and preparation of location are well done

Location scouting are checked

Audio scenarios are analyzed

Indicator: Connection of audio devices is well done

Mixer description and Installed

Audio devices Installation

Cabling Is done

Indicator: Audio mixing and amplification is well done

Mixer channel strip signal flow

Configure digital audio components

Observation


Checklist Score

Yes No

Indicator: Audio equipment are well selected

Good Selection of audio Connectors and jacks

right measurement of the used cables

Indicator: Area coverage is well assessed

Location scouting is well done

Calculation of the equipment to be used well done

Measurement of the cables well done

Indicator: Signal flow well checked

Audio devices interconnection is well done

Batteries well measured

Microphone well check

Connection well arranged

Audio mixing and amplification well done

Observation

441 | P a g e


Checklist Score

Yes No

Indicator: Time is respected : 5h

Indicator: Size is respected

Garden

Observation

References Davis , G., & JONES, R. (1987). The sound reinforcement handbook. (2, Ed.)

Paul, S. (n.d.). The Home Studio: The Basics of Recording & Mixing Kindle Edition. Amazon Media

EU S.à r.l.

White, P. (19 Jun 2014). The SOS Guide to Live Sound: Optimising Your Band's Live-Performance

Audio. (2, Ed.) Routledge.

442 | P a g e

M M D A P 5 0 1 - AUDIO PRODUCTION

MMDAP501 Produce Audio


Credits: 10 100

Sector: ICT



Purpose statement

This module is intended to the learner pursuing TVET certificate V in Multimedia. At the end of this module the learner will be able to apply the basic principles of the art and science of sound production and design. The students will gain hands-on experience in field of sound recording, sound effects gathering, scoring, digital audio editing and mixing with non-direct supervision

443 | P a g e


Basic skills on the sound system setup








1. Record Sound 1.1 Right setup of digital voice recorder and audio interfaces

1.2 Adequate configuration of digital recorder and digital audio workstation

1.3 Proper application of single and multitrack recording

2. Edit Audio

2.1 Proper adjustment of the standard waveform audio 2.2 Convenient application of audio effects 2.3 Proper editing of multitrack sessions

3. Master audio mix 3.1 Proper analysis and diagnosis of the mix 3.2 Adequate application of dynamic processing /

compression 3.3 Proper integration of audio and output

444 | P a g e

LU 1: Record Sound

1

Learning Outcomes:

1. Setup digital voice recorder and digital audio interface

2. Configure digital recorder and digital audio workstation

3. Apply single and multitrack recording

25 Hours

Learning Outcome 1.1: Setup digital voice recorder and digital audio interface

Voice recorded hardware setup Installation of the

digital recorder to the computer

Installation audio interfaces to the computer

Setup memory card

o Brainstorming on physical

connection of digital voice

recorder

o Practical exercises on audio

devices connection

o Documentation research on

modern audio recorders and

interfaces

- Books

- Internet

- Handout notes

- Video tutorials

- Digital voice recorder

- computer





Right setup of digital voice recorder and audio interfaces


445 | P a g e


Written

Oral

performance


Checklist Score

Yes No

Indicator: Audio hardware are well Connected

Installation of the digital recorder to the computer

Installation audio interfaces to the computer

Setup memory card

Observation

Learning Outcome 1.2: Configure digital recorder and digital audio workstation

Installation and configuration of the audio hardware drivers Driver installation Hardware setup

Configuration of the audio device hardware with the digital audio workstations Audio hardware setup

Input Output Master clock Latency


installation steps o Practical exercises on drivers

installation and setup o Further research on internet

- Books

- Internet

- Handout notes

- Video tutorials

- Digital voice

recorder

- computer



446 | P a g e




Written

Oral

Performance


Checklist Score

Yes No

Indicator: Audio hardware drivers are well Installed and configured

Driver installation

Hardware setup

Indicator: Audio devices hardware is configured with the digital audio workstations

Audio hardware setup

Observation

Learning Outcome 1.3: Apply single and multitrack recording

Creation of audio recording track Audio single track

Multitrack editing Multitrack session Track controls Multitrack mixer

o Demonstration on creating

audio track


o Brainstorming on single,

multitrack and MIDI track

- Books

- Internet

- Handout notes

- Video tutorials

- Digital voice recorder

- Computer

- Audio editing software



Adequate configuration of digital recorder and digital audio workstation

447 | P a g e





Written

Oral

Performance

Product


Checklist Score

Yes No

Indicator: Audio recording track is created

Audio single track

Indicator: The multitrack is well edited

Multitrack session

Track controls

Multitrack mixer

Observation


Proper application of single and multitrack recording

448 | P a g e

LU 2: Edit Audio

2

Learning Outcomes:

1. Adjust the standard waveform audio

2. Apply audio effects

3. Edit multitrack sessions

65 Hours

Learning Outcome 2.1: Adjust the standard waveform audio

Waveform adjustments Audio level Audio level

normalization Fades Clipboard and mix

paste

o Practical exercises on waveform adjustment

o Documentation research o Brainstoming on

Waveform standards

- Books

- Internet

- Handout notes

- Video tutorials

- Audio editing software

- computer





Proper adjustment of the standard waveform audio


449 | P a g e


Written

Oral

Performance


Checklist Score

Yes No

Indictor: Audio waveform is adjusted

Audio level

Audio level normalization

Fades

Clipboard and mix paste

Observation

Learning Outcome 2.2: Apply audio effects

Audio clean up Frequency display clean up Noise reduction Sound removal

Special effects Adjust pitch Pitch correction Access plugins Compression Modulation Filter and EQ Reverb Echo and delay

o Ear listening exercises o Practical exercises on

audio effect application Internet research

- Books - Internet - Handout notes - Video tutorials - Audio editing

software - Computer - Headset/audio

monitor


450 | P a g e





Written

Oral

Performance


Checklist Score

Yes No

Indicator: audio cleanup is applied

Frequency display clean up

Noise reduction

Sound removal

Indicator: Special effect are added

Pitch adjustment

Pitch correction

Plugins

Compression

Modulation

Filter and EQ

Reverb

Echo and delay

Observation


Convenient application of audio effects

451 | P a g e

Learning Outcome 2.3: Edit multitrack sessions

Multitrack session control Multitrack view Track color Multitrack tools Track routing Audio levels matching

and adjustment Group clips Fades Filter and EQ

Multitrack special effect application Reverb and delay Compression Preset and favorites Automation for mixer

o Ear listening exercises o Practical exercises on creating

and manage the multitrack session

o Practical exercises on applying special effect to multitrack

o Documentation research o Use of tutorials



monitor





Written

Oral

Performance



Proper editing of multitrack sessions


452 | P a g e

Checklist Score

Yes No

Indicator: Multitrack session is properly controlled

Multitrack view

Track color

Multitrack tools

Track routing

Audio levels matching and adjustments

Group clips

Fades

Filter and EQ

Indicator: Multitrack special effects are added

Apply reverb and delay

Add compression

Use preset and favorites

Observation

453 | P a g e

LU 3: Master audio mix

3

Learning Outcomes:

1. Analyze and diagnose the mix

2. Apply dynamic processing / compression

3. Integrate audio and output

10 Hours

Learning Outcome 3.1: Analyze and diagnose the mix

Analyze the mix structure

Critical listening/cookie

cutter

Mix reference with

multiple sources

Mix adjustment

Mix balance and tonality

Clarity and energy

o Ear listening practice

o Brainstorm on analysis and

diagnosis steps

o Brainstorming on critical

listening

o Practical exercise on mix

adjustment

o Documentation research/

tutorials

- Books

- Internet

- Handout notes

- Video tutorials

- Audio editing

software

- Computer

- Headset/audio

monitor





Proper analysis and diagnosis of the mix


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Written

Oral

Performance


Checklist Score

Yes No

Indicator: The mix structure is applied

Critical listening/cookie cutter

Mix reference with multiple sources

Indicator : The mix is adjusted

Mix balance and tonality

Clarity and energy

Observation

Learning Outcome 3.2: Apply dynamic processing

Compressors/limiter/gate

Threshold Ratio Attack and release Soft and hard knees Peak vs RMS sensing Stereo linking

Filter and EQ

Shelving EQ Low pass Low cut

Graphic equalizer Parametric equalizer

o Brainstorm on low cut and low pass filter

o Practical exercise on dynamic processing

o Documentation research/ tutorials



monitor


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Written

Oral

Performance


Checklist Score

Yes No

Indicator: Compressors/limiter/gate are adjusted

Threshold

Ratio

Attack and release

Soft and hard knees

Peak vs RMS sensing

Stereo linking

Indicator: Filter and EQ are edited

Shelving EQ

Graphic equalizer

Parametric equalizer

Observation


Adequate application of dynamic processing / compression

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Learning Outcome 3.3: Integrate audio and output

Apply Mix down Stereo Mono Surround

Export multitrack mix down File naming convention Location Format

Uncompressed audio formats/studio masters

Lossless audio formats Lossy audio formats

Sample rate and bit rate Mixdown option

o Brainstorming on file and file naming convention

o Practical Exercises on file naming convention




monitor





Written

Oral

Performance

Product



Proper integration of audio and output


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

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Checklist Score

Yes No

Indicator: Mix down is applied

Stereo

Mono

Surround

Mixdown option

Indicator: Multitrack mix down is exported


Location

Format

Sample rate and bit rate

Observation

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STAR STUDIO is a private company which is located at Ubumwe village

in Kiyovu, that studio provides the services including audio songs,

audio jingle and audio for Documentationfilm.

Ineza Radio joined the Star studio and requested a service of producing

an audio documentary. After recording and providing the audio

documentary, Ineza Radio has criticized the product that was not good

in standardized way.

Star studio is looking for a multimedia technician who is able to

recover the audio production issues including audio recording, audio

editing and mastering audio Documentationto nice standard. You, as

one of multimedia technicians, are asked to produce that audio

Documentationwithin 5 hours and to save the project to internal and

external hard disk,

- Machine

- Audio software

- Sound controller

- Studio microphone

- Cables

- Monitors (speakers)

- Mixer

- Speaker stands

- Microphone stands

- Internet

459 | P a g e


Checklist Score

Yes No

Indicator: Digital voice recorder and digital audio interface are set up

Audio hardware setup

Indicator: Digital recorder and digital audio workstation are configured

Installation and configuration of the audio hardware drivers

Configuration of the audio hardware with the Digital audio workstations

Indicator: Single and multitrack recording are applied

Creation of audio recording track

Multitrack editing

Indicator: The standard waveform audio is adjusted

Waveform adjustments

Indicator: audio effects are applied

Audio clean up

Special effects

Indicator: Multitrack sessions are edited

Multitrack session control

Multitrack special effect application

Indicator: The mix is analyzed and diagnosed

Analyze the mix structure

Mix adjustment

Indicator: Dynamic processing is applied

Compressors/limiter/gate

Filter and EQ

Observation

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Checklist Score

Yes No

Indicator: audio Documentationis well done

Audio recording

Audio editing

Audio mastering

Observation


Checklist Score

Yes No


Less than 5 hours

Indicator: Project is well saved

Saving to internal hard disk

Saving to external hard disk

Observation

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Assesment Criterion 4: Safety

Checklist Score

Yes No

Indicator: Workplace environment is prepared

Materials in the right place

Equipment in the right place

Tools in the right place

Fire extinguishers or sand in the working area

Indicator: Tools and equipment are checked

Insulation of cables

Tightens

No damaged equipment or Tools

Observation

References

Davenport, F. G. ( November 8, 2017). Monmouth College: The First Hundred Years, 1853-1953

(Classic Reprint) Paperback ). Forgotten Books .

Hepworth, M. L. (September 1, 2013). Power Tools for Cubase 7: Master Steinberg's Power

Multi-platform Audio Production Software. Hal Leonard Books; Paperback with DVD-ROM

edition.

Nahmani, D. ( April 14, 2010). Apple Pro Training Series: Logic Pro 9 and Logic Express 9.

Peachpit Press; 1 edition (April 14, 2010).

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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

b | P a g e

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

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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.

RWANDA POLYTECHNIC – RP Kigali-Rwanda Email: [email protected] Web: www.rp.ac.rw P.O. Box 164 Kigali, Rwand
