TVET CERTIFICATE V in TAILORING · 1. BWANAKWERI Jean Claude Tailor Self-employed 2. HATEGEKIMANA...

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5

TVET CERTIFICATE V in

TAILORING

CODE

ARCTAL5001 Kigali September,2015

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ARCTAL5001-TVET CERTIFICATE V

Tailoring

REQF Level 5 CURRICULUM

© Workforce Development Authority, 2015

Copies available from:

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

Fax: (+250) 255113365

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Email: [email protected]

Web: www.wda.gov.rw

Original published version updated:

September, 2015

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Copyright

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

(WDA). Reproduced with permission.

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

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

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

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

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

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

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

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

accept any liability.

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

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

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

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

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

© Workforce Development Authority (WDA) 2015

Published by

Workforce Development Authority (WDA)

P. O. BOX 2707 Kigali

Tel: (+250) 255113365

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

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

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Table of Contents

C o p y r i g h t i

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

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

A c k n o w l e d g m e n t s v 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 3

2.3 Information about pathways 4

2.4 Job related information 4

2.5 Employability skills and life skills 4

2.6 Information about competencies 6

3 . T R A I N I N G P A C K A G E 7

3.1 Course structure 7

3.2Competencies chart 7

3.4 Flowchart 9

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

4.1 Assessment Methodology 10

4.2 Portfolio 10

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

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

LU 2:Explain the occupation and learning process 18

LU 3: Respect the facilitation and apply learning methods 21

LU 4: Develop personal plans based on self-assessment practices 23

C C M M S 5 0 1 - M O N I T O R I N G O F O C C U P A T I O N A L S H E A T W O R K P L A C E 2 9

LU 1: Conduct OSH (occupational safety and health) monitoring 31

LU 2:Collect and analyze Occupational health, safety incidents report 35

LU 3: Train all staff on occupational health and safety matters 41

C C M U E 5 0 1 - U P P E R I N T E R M E D I A T E W O R K P L A C E E N G L I S H 4 7

LU 1:Communicate orally in social and professional situations with ease 49

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LU 2:Read correctly a range of materials 54

LU 3:Listen to audio messages with different English accents to get the intended message 58

LU 4:Produce a variety of medium texts on professional and general topics 62

C C M K N 5 0 1 - I K I N Y A R W A N D A K ’ I N T Y O Z A 6 8

LU 1 :Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 71

LU 2:Gukoresha Ikinyarwandak'intyoza agaragaza uburyo bunyuranye bwo gukemura amakimbirane

no gukoresha ibinyazina binyuranye. 78

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

LU 4:Gukoresha Ikinyarwandak'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no

gukoresha ibinyazina binyuranye 96

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

y’Ikinyarwanda. 105

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

LU 1: Communicate with customers and colleagues from diverse backgrounds 117

LU 2:Address cross-cultural misunderstandings 121

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

LU 1:Prepare document Layout 127

LU 2:Apply basic computer operations 132

LU 3:Manage data 139

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 4 7

LU 1: Identify activities to be accomplished for real business operations 149

LU 2:Create a productive working environment 155

LU 3:Run real business operation 162

LU 4: Monitor and evaluate the business 168

T A L S F 5 0 1 - S T R U C T U R E F A B R I C 1 7 3

LU 1:Classify various looms 175

LU 2:Identify the types of fundamental woven 180

LU 3:Classify types of fabric 184

C C M P E 5 0 1 - P R O F E S S I O N A L E T H I C S 1 9 0

LU 1:Apply human values 192

LU 2:Respect engineering ethics 197

LU 3:Apply safety 201

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G E N A M 5 0 1 - M A T H E M A T I C S 2 0 6

LU 1:Apply fundamentals of trigonometry 209

LU 2: Apply fundamentals of complex numbers 216

LU 3:Determine and analyze numerical functions 220

U 4: Apply fundamentals of differentiation 226

LU5: Apply natural logarithmic functions 231

LU 6:Apply exponential functions 237

LU 7 :Apply fundamentals of integrals 243

LU 8: Identify measures of dispersion and interpret bivariatedata 247

G E N G C 5 0 1 - G E N E R A L C H E M I S T R Y 2 5 2

LU 1:Describe the transition metals 254

LU 2:Perform chemical titration 259

LU 3:Perform electrochemical cell reactions 265

LU 4: Describe polymerization 270

T A L C G 5 0 1 - P E R F O R M C A R I N G O F G A R M E N T S 2 7 6

LU 1:Prepare materials, tools, equipment and workplace 278

LU 2:Identify care labeling and symbols 283

LU3- Identify garment according to the textile fibres 290

LU4- Apply pressing techniques on garment 294

T A L M S 5 0 1 - B A S I C M A I N T E N A N C E O F S E W I N G M A C H I N E 3 0 4

LU 1:Identify common sewing machine problems 306

LU 2:Remove and replace the part of sewing machine before maintenance 311

LU3: Perform maintenance of sewing machine 316

LU 1:Prepare laundry work place 323

LU 2:Identify laundry agents 328

LU3: Use laundry machine 333

T A L W S 5 0 1 - W O M E N S U I T 3 4 3

LU 1:Identify Women Suit 345

LU 2:Make pattern of women suit 350

LU 3: Realise Women Suit 355

T A L F D 5 0 1 - F A S H I O N D E S I G N 3 6 7

LU 1:Identify elements and principals of fashion design 369

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LU 2:Use colour texture 375

LU3- Produce a fashion design 379

T A L M S 5 0 1 - M E N S U I T 3 8 7

LU 1: Identify Men Suit 390

LU 2: Make pattern for men suit 395

LU3: Realise Men Suit 401

G E N G P 5 0 1 - G E N E R A L P H Y S I C S 4 1 3

LU 1:Sources of Energy in the world 416

LU 2:Motion in orbits 421

LU 3:Mobile phone and radio communication 426

LU 4:Mobile phone and radio communication 431

LU 5: Earthquakes, Tsunami, floods landslides and cyclone 436

LU 6: Earthquakes, Tsunami, floods landslides and cyclone 441

T A L L G 5 0 1 - L A U N D E R I N G G A R M E N T 4 4 8

LU 1:Identify laundry procedures 450

LU 2:Wash different garments 455

LU 3:Apply finishing on laundry 460

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 ) 4 7 0

LU 1: Demonstrate supervisory skills 472

LU 2:Get briefed on industrial attachment program 478

LU 3: Develop one’s competences on the workplace 481

G L O S S A R Y 4 8 5

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List of abbreviations

CM Complimentary modules

CCM Cross Cutting modules

CDU Curriculum Development Unit

ICT Information Communication Technology

NTQF National Technical Qualification Framework

ACRTAL Art and Craft Tailoring

PPE Personal Protective Equipment

REQF Rwanda Education Qualification Framework

TVET Technical and Vocational Education and Training

WDA Workforce Development Authority

RP Rwanda Polytechnic

IPRC Integrated Polytechnic Regional Centre

VIH The Human Immunodeficiency Various

VTC Vocational Training Centre

ToT Training of trainers unit

TSS Technical Secondary School

OHS Occupational Health and Safety

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Acknowledgments

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

the development of this curriculum:

Coordination

HABIMANA Theodore, Director/TVET Training Department - WDA

MUHIRE Jean Marie Vianney, Head/CDU – WDA

Facilitators

MUKANGARAMBE Judith, Facilitator/CDU

MUTSINDASHYAKA Jean Baptiste

Curriculum Development Team

# Names Company/Institution Function

1. BWANAKWERI Jean Claude

Tailor Self-employed

2. HATEGEKIMANA Philbert Trainer IWAWA VTC 3. IRIBAGIZA Yvonne Trainer NYAMATA TVET SCHOOL 4. GASANGWA

J.Damascene Trainer IWAWA VTC

5. KAYIRANGWA Epiphanie 6. MUHIRE MAURICE

Trainer Trainer

Mpanda TVET SCHOOL HVP GATAGARA TVET SCHOOL

7. MUKAMPALIRWA Bernadette


8. MUSHIMIYIMANA Claudine


9. MUSABYIMANA Gaudence

Tailor Self employed

10. NSANZABERA Gilbert Trainer

NYANZA TVET SCHOOL

11. UMUHIRE Delphine Tailor Self-employed 12. UMUGENI Josephine Tailor Self-employed 13. UMWARI Liliose Tailor Self-employed 14. UWIZERA Marcelle Tailor Self-employed 15. MUSAFIRI Ernest Instructor IPRC NGOMA

16. MUSONI Jean Claude Trainer Nyabihu TVET School

17. UWERA Marceline Socio-linguistics Officer RALC

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18. MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara

19. MATATA Jean Bosco Teacher College Ami des Enfants

20. GASIMBA François Xavier

Lecturer UR/College of Education

21. KAMBARI Vincent Teacher GS St Marcel/Kayonza

22. MUREGO Yves Quality Assurance Officer

WDA

23. BUCYENSENGE Vincent Instructor IPRC KARONGI

24. GASANA Vedaste Lecturer INES

25. FURAHA INEZA Jean Raymond

Trainer Lycee de Gisenyi

26. NGEZAHAYO Emmanuel Maths teacher/author Rusumo High School 27. NIYODUSENGA Patrick Physics teacher Ecole des sciences de Nyanza 28. UWINEZA Patrice Sciences trainer Nyamata TVET School 29. UMUGABEKAZI Yvette Chemist ADM-IBTC

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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 Tailor 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 Tailoring Sector/industries where Tailor Technician and Laundry

Services are provide; including: tailoring workshop, textiles clothing industries, design workshop

hosiery industries on hotel, on hospital, on laundry industries and as well as produce working

themselves.

Learners may work with minimum supervision.

Title: TVET Certificate V inTailoring

Level: REQF Level 5

Credits: 120

Sector: Arts And Craft

Sub-sector: Tailoring

Issue date: September,2015

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At the end of this qualification, qualified learners will be able to:

Describe the occupation and learning process

Monitor occupational SHE at workplace

Maintain professional conversation in upper-intermediate English

Gukoresha ikinyarwanda cy’intyoza

Work in a socially diverse environment

Use ICT at workplace

Organize a business

Apply professional ethics

Use ofstructure fabric

Make fashion design

Make women suit

Make men suit

Maintain of sewing machine

Perform laundry operation

Perform caring of garment

Apply laundry garments

Integrate the workplace

2.2 Minimum entry requirements

TVET Certificate IV in Tailoring or other relevant qualifications or through Recognition of Prior Learning.

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2.3 Information about pathways

2.4 Job related information

This qualification prepares individuals to integrate the Tailoring sector with the professionalization

Tailoring technician qualification.This qualification again offers the opportunity to execute the works as

atailor in Local and Central Government Institutions, Local and International Non-Government

organizations.

2.5 Employability skills and life skills

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

employability skills to meet the following industry or enterprise requirements:

Possible jobs related to this qualification

Custom Tailor

GarmentMarker

Sewing Operator

Laundry Operator Dry Cleaner Operator Pattern Maker Fashion Maker

Preferred pathways for candidates entering

this qualification include:

Candidates enter this qualification after

achieving TVET Certificate IV Tailoring

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

Textile and Clothing Technology.

Pathways into the qualification

Pathways from the qualification

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Communication

Documenting technical work in plain English

Writing and presenting reports

Safety and security precautions

Working collaboratively with project team members

Health and environment

Health reproduction

Rwanda environmental protection, practices rules and regulations

Business Plan

Producing a small IT business plan

Planning and organizing

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

communications and risk management

Self-management Taking responsibility for own outputs in relation to specified quality standards

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

moral and ethical issues

Technology Manipulate computer

Using internet

Languages other than Kinyarwanda

Using English as the medium of communication in the working environment

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Number of competencies: 20 Core competencies : 11 Complementary competencies : 9 The total number of Credits: 120

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMOL001 Describe the occupation and learning process 3

2 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 CCMIA501 Integrate workplace 30

Total 54

No Code Core competencies Credit

GEN

ERA

L

1. TALSF501 Use ofstructure fabric 5

2. GENGM501 Apply General Mathematics 7

3. TALMS501 Maintain sewing machines 5

4. GENGP501 Apply General Physics 6

5. GENGC501 Apply General Chemistry 5

SPEC

IFIC

6. TALCG501 Perform caring of garments 5

7. TALFD501 Make fashion design 5

8. TALKG501 Apply Laundry garment 5

9. TALLG501 Perform Laundry operation 5

10. TALLO501 Make men suit 10

11. TALMS501 Make women suit 8

Total 66

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3. TRAINING PACKAGE

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

modules, the course structure, and the assessment guidelines.

3.1 Course structure

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

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

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

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

3.2Competencies chart

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

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

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

of the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general competencies and specific

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

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

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

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

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

account in the description of the specific competency.

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

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

competencies in the order they should be acquired.

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

the following pages.

Section

3

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Figure 1: Competencies chart

Between the process and particular competencies| Between general and particular competencies

▲:Functional link application ●: Functional link application

∆: Functional link existence ο: Functional link existence

PROCESS

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Duration (820 Hrs) 30

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1 Perform caring of garments 50 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ● ● ● ○ ○ ●

2 Make fashion design 50 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ● ○ ● ○ ○ ○

3 Apply Laundry garment 50 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ● ● ● ○ ○ ●

4 Perform Laundry operation 50 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ● ● ● ○ ○ ●

5 Make men suit 100 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ● ● ● ● ○ ●

6 Make women suit 80 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ● ● ● ● ● ● ● ● ● ● ● ● ○ ●

Tailor Technician GENERAL AND COMPLEMENTARY COMPETENCIES

SPECIFIC COMPETENCIES

#

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3.4 Flowchart

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

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

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

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

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

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

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

Figure 2: Flowchart

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4. ASSESSMENT GUIDELINES

4.1 Assessment Methodology

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

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

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

4.2 Portfolio

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

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

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

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

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

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

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

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

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

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

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

assessment for specific modules.

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

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

Formative Assessment

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

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

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

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

on that module

All formative assessment should be declared competent before taking the

summative/integrated assessment

Section

4

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Summative/Integrated Assessment

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

curriculum.

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

assessment is not acceptable.

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

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

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

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

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

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

can be declared competent by the following rules:

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

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

assessment indicators

Assessment Criteria Passing Line in the

assessment indicators

Quality of Process 90%

Quality of Product 100%

Relevance 90%

Rest of Criteria/ any other criteria

(example: Safety)

100%

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

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

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

poorly where there is room for improvement.

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

assisted accordingly.

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

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

with pre-requisites.

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

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

otherwise other modules can be given anytime.

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

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

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

certification.

5. Industrial Attachment Program (IAP)

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

module.

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

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

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

confirm and assist IAP especially in filling up the logbook.

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

been completed and should be documented in the trainee portfolio.

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

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

CCMOL001 Describe the occupation and learning process

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. Proper introduction of oneself 2. Appropriate integration in team 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.-1 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

Yes No

Observation


Appropriate integration in team


17 | P a g e

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

Rules of the classroom

Group responsibilities

o Brainstorming o Discussions o Assign class tasks

- Trainer manual





Checklist Score

Yes No

Observation


Appropriate participation in setting rules and adhere to them


18 | P a g e

LU 2:Explain the occupation and learning process


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


19 | 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


20 | P a g e

Checklist Score

Yes No

Observation

21 | P a g e

LU 3: Respect the facilitation and apply learning methods


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


22 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 3.2: Describe the assessment procedures

Assessment procedures Timing Assessors/verifiers Assessment tools (portfolio

& integrated situation)

o Presentation by the trainer - Assessment manual





Checklist Score

Yes No

Observation


Adequate description of the assessment procedures


23 | P a g e

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


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


24 | P a g e

Checklist Score

Yes No

Observation

Learning Outcome 4.2: Assess values, skills and interests

Skills & qualities assessment

Acceptance of diversity, self-esteem & confidence

o Individual work o Exercise on we are all unique

- individual assessment checklist





Checklist Score

Yes No

Observation


Proper assessment of values, skills and interests


25 | P a g e

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





Checklist Score

Yes No

Observation


Correct Setting of goals


26 | P a g e

Learning Outcome 4.4: Develop plans

SMART goals

Identification of goals Short term Long term

Process for setting and achieving goals:

Identifying steps Time frame Resources

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

pictures on setting & achieving goals

o Exercises on developing SMART goals

o Practical exercises on developing personal plans

- Trainer manual





Checklist Score

Yes No

Observation


Proper development of plans in order to reach the set goals


27 | P a g e

Learning Outcome 4.5: Assess one’s learning style

Types of learning styles

Determining one’s preferred way of learning

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

o Paper folding activities o Completing self-assessment

learning style o Scenario based activities

- Trainer manual





Checklist Score

Yes No

Observation

Learning Outcome 4.6: Identify learning strategies

o -



Proper assessment of one’s learning style


28 | P a g e





Checklist Score

Yes No

Observation

Reference books:

1. Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods Project.

2. Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth Livelihoods Project.


Adequate identification of learning strategies

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

CCMMS501 Monitor Occupational SHE best practices

REQF Level: 5 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date:November, 2017

Purpose statement

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

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

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

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

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

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

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

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

health and safety matters.

30 | 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

31 | P a g e

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


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

10 Hours

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

SHE policies in accordance with the discipline

SHE regulations; Safety roles of employees

Responsibility of

administration

Incident reporting

Ventilation and air quality

First aid facilities

Hazard control in

workplace

Equipment and machinery

Emergency response plans

SHE standards;

Responsibility in working

place

Hazard identification and

risk Control

Making the working area

safe

Personnel protective

o Brainstorming

o Documentary research

o Group discussion

Flipcharts

Markers

Flipcharts stand

Internet


32 | 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

equipment

Health of employees

Facilities

Reporting of incidents and

accidents

Emergency preparedness

procedures


Proper checking of application of OSHE policies, procedures and regulations

33 | 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


34 | 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


35 | P a g e

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


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

10 Hours

Learning Outcome 2.1: Collect data regarding OSHE incidents

Steps of data collection; o Consulting of incident

report documents o Talk to people involved or

witnesses to the event o Site visit

Categories of incidents; Major accident

fatal permanent injury

Minor accident (injuries) Near miss

o Small group discussions o Pair discussion o Brainstorming

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





Proper collection of data regarding OSHE incidents


36 | P a g e


Written

Oral

Performance

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

Checklist Score

Yes No

Steps of data collection are followed

Categories of incidents are identified

Observation

Learning Outcome 2.2: Analyze OSHE data collected

Root and causes of incident; Poor management

laziness stupidity forgetfulness negligence ignorance

Influencing factors associated with the work

environment individual physical abilities,

organization and its management

system Overload Poor procedures Inadequate training Low motivation

Impact of incidents Social impact

loss of manpower




37 | P a g e

medical expenses Economic impact

poor production, closer of the

company compensation repairs

Physical effects permanent injuries, loss of ability to

handle materials, persistent pain headaches

Psychological effects anxiety, depression





Written

Oral

Performance

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

Checklist Score

Yes No

Identification of root and causes of incident

Identification of impact of incidents

Observation


Proper analysis of OSHE data collected

38 | P a g e

Learning Outcome 2.3: Elaborate compiled incident reports

Type of incident reports; Monthly report Quarterly report Annual report

Categories of incidents; Major accident

fatal permanent injury

Minor accident (injuries) Near miss

Template of incidents







Written

Oral

Performance

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


Adequate elaboration of a compiled incident reports


39 | P a g e

Checklist Score

Yes No

Types of incident reports are identified

Categories of incidents are identified

Template of incidents is well filled

Observation

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

Use of PPEs

Emergency preparedness procedures

hazard identification and risk control

making the working area safe

reporting of incidents and accidents

Training of employees







Written

Oral

Performance

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


Proper recommendation of safest way to do the job


40 | P a g e

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

41 | P a g e

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


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

standards/regulations 3. Evaluate trained OSHE programs

10 Hours

Learning Outcome 3.1: Provide information and instructions

Brief description of:

An occupational health and safety

(OH&S) program

A policy statement

The program elements

Individual responsibility

Joint occupational health and

safety committee

Health and safety rules

Correct work procedures

Employee orientation

Training

Workplace inspections

Reporting and investigating

accidents/incidents

Emergency procedures

Medical and first aid

Health and safety promotion

Workplace specific items

Responsibilities of the staff:

Responsibilities of workers

o Brainstorming

o Group work

o Discussion

- Reference books

- Internet

- Hand-outs

- Stories and

pictures


42 | P a g e

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

health and safety program.

Ensuring workers are trained

43 | P a g e

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

44 | 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


45 | 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

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



Appropriate training to all employees and supervisors on OSHE

standards/regulations

46 | P a g e





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: 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


Proper evaluation of trained OSHE programs

http://www.ecu.eblib.com/patron/FullRecord.aspx?p=2004776https://ecu.on.worldcat.org/oclc/271786642?databaseList=638https://www.rospa.com/occupational-safety/advice/training-matters/https://www.3tonline.fi/incident-reportinghttp://www.safety.uwa.edu.au/topics/plant/inspectionhttp://www.hse.gov.uk/statistics/causdis/index.htmhttps://www.ccohs.ca/oshanswers/hsprograms/job-haz.html

47 | P a g e

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

CCMUE501Maintain professional conversation in upper-intermediate English

REQF Level: 5 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date:January, 2017

Purpose statement

This core module describes the skills, knowledge and attitudes to be acquired for the trainee’s.The trainee

will be able to 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

48 | 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

49 | P a g e

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


4. Prepare speeches for different social and professional occasions 5. Deliver speeches to an audience 6. Ask questions to clarify, extend and follow up ideas according to

question forms

10 Hours

Learning Outcome1.1: Prepare speeches for different social and professional occasions

Steps for speech preparation and delivery Step 1: Research and

Preparation Step 2: Writing Your

Speech Step 3: Practicing Step 4: Putting

Together Visual Aids Step 5: Handling the

Q&A

Important tips for speech delivery

Dos and Don’ts on speech delivery

Requirements to articulate message Pronunciation Speed Tone

Identification of categories of audience Familiar audience

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

Flip charts

White/chalk Board

Markers

Microphones

Reference books

Scenarios

Stationeries

Scenarios

Projector

Lesson plan

Trainee manual

Reference books


50 | P a g e

Non-familiar audience

Adaptation of the message to the audience


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

performance criterion has been achieved.


Written evidence

Performance evidence

Writing practice

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

the class.

Checklist Score

Yes No

Understanding steps for speech preparation

Language use

Observation


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

51 | 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


52 | 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


53 | 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

54 | P a g e

LU 2:Read correctly a range of materials


3. Read different trade-related texts adequately 4. Analyse trade-related texts 5. 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



Adequate reading of different trade-related texts


55 | P a g e




Written evidence

Oral evidence


Reading practice Presentations Matching

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

and answer its comprehension questions

Checklist Score

Yes No

Types of texts

Application of reading texts

Answering comprehension questions

Observation

Learning Outcome 2.2: Analyse trade-related texts

Identification and description Text Structure Purpose of the text Style

Technicality Illustration Prose or verse

Writer’s stance

o Practical exercise o Presentation o Roleplay o Group discussion

Scenarios

White/blackboard

Reference books

Markers

Flip charts

Paper

Stationeries

Lesson plan

Trainee manual


56 | P a g e





Written evidence


Reading practice Presentations Multiple choice

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

Checklist Score

Yes No

Types of texts

Application of reading texts

Answering comprehension questions

Identification of text purpose

Observation

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

Steps to summarize: Keep the most

important ideas Get rid of the less

important details Write in own

words

o Practical exercise o Presentation o Group work

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



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

57 | P a g e





Written evidence

Oral evidence


Reading practice Writing practice Presentations

Task: Summarize the text given by the teacher

Checklist Score

Yes No

Understanding of summary writing steps

Observation


Effective summary of key ideas in trade-related texts

58 | P a g e

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


3. Listen and respond to others correctly 4. Identify differences between common English accents clearly 5. Report information listened to in different accents accurately

10 Hours

Learning Outcome 3.1: Listen and respond to others correctly

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

Responding to different accents Responding through Interactions

Asking for clarification Expressing satisfaction

o Modelling o Practical exercise o Presentation o Role plays

Flip charts

White/chalk Board

Audiovisual materials

Scenarios

Stationeries

Projector

Computer

Lesson plan

Trainee manual

Recordings



Appropriate listening and responding to others


59 | P a g e




Oral evidence


Listening practice Discussions True or false questions

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

Checklist Score

Yes No

Application of active listening strategies

Responding to audio messages

Observation

Learning Outcome 3.2: Identify differences between common English accents clearly

Introduction to English accents Defining an English accent Common English accents

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

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

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


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Oral evidence


Listening practice Discussions True or false questions Note taking

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

the differences between the accents of both speakers

Checklist Score

Yes No

Understanding of Differences between American and British accents

Observation

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

Types of listening Informative listening Discriminative listening Relationship listening Appreciative listening

Reporting information General information Specific information

o Practical exercise o Presentation o Drilling/ o Modelling

Scenarios White/blackb

oard Reference

books Markers Flip charts Audiovisual

materials Recordings Stationeries



Clear identification of differences between common English accents

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Written evidence

Oral evidence


Listening practice

Discussions

Presentations

Task:

Listen and report to the information you hear from each recording

played to you by the teacher

Checklist Score

Yes No

Listening strategies

Understanding of Differences between American and British accents

Types of listening

Reporting information accurately

Observation


Accurate reporting of information listened to in different accents

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


6. Write about a wide range of trade-related subjects clearly 7. Differentiate business documents effectively 8. Write business documents perfectly 9. 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

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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Goods delivery note 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

Checklist Score

Yes No

Identification of business documents

Awareness of characteristics of business documents

Observation

Learning Outcome 4.3: Write business documents perfectly


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

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Steps to write business documents Identifying the

audience Identifying the

document’s purpose Organizing your

writing Proofreading the

business document Editing the business

document

o Practical exercise o Documentary research o Presentation o Group work

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





Written evidence


Writing practice Presentation

Task:

Write a business of a project you would implements upon graduation

Checklist Score

Yes No

Awareness of steps to write a business documents

Structure of business documents

Observation

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


Appropriate writing of business documents


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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

TVET CERTIFICATE V in TAILORING · 1. BWANAKWERI Jean Claude Tailor Self-employed 2. HATEGEKIMANA...

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