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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
Tailor Self-employed
8. MUSHIMIYIMANA Claudine
Tailor Self-employed
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
Du
rati
on
(3
80
Hrs
)
Pre
par
e m
ate
rial
s, t
oo
ls a
nd
wo
rkp
lace
Pe
rfo
rm d
eve
lop
me
nt
Org
anis
e
Exe
cute
th
e w
ork
Te
st t
he
wo
rk d
on
e
Pre
sen
t th
e w
ork
Re
arra
nge
mat
eri
als,
to
ols
an
d w
ork
pla
ce
De
scri
be
th
e o
ccu
pat
ion
an
d le
arn
ing
pro
cess
Imp
lem
en
t SH
E p
olic
ies
and
pro
ced
ure
s
Use
inte
rme
dia
te E
ngl
ish
at
wo
rkp
lace
Gu
kore
sha
Ikin
yarw
and
a cy
’um
un
yam
wu
ga
Pro
vid
e q
ual
ity
cust
om
er
serv
ice
Ap
ply
Co
mp
ute
r sk
ills
Org
anis
e a
bu
sin
ess
Ap
ply
pro
fess
ion
al e
thic
s
Inte
grat
e w
ork
pla
ce
Use
of
stru
ctu
re f
abri
c
Ap
ply
Ge
ne
ral M
ath
em
atic
s
Mai
nta
in s
ew
ing
mac
hin
es
Ap
ply
Ge
ne
ral P
hys
ics
Ap
ply
Ge
ne
ral C
he
mis
try
1 2 3 4 5 6 7 8 9 10
11
12
13
14
Duration (820 Hrs) 30
30
30
30
30
30
30
30
##
50
70
50
60
50
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
10 | P a g e
4. ASSESSMENT GUIDELINES
4.1 Assessment Methodology
To assess knowledge, practical, and application skills through a jury system of continuous
evaluation that encourages learners to display understanding of the principles in application to
set practical tasks and their attendant theory to assess self-learning.
4.2 Portfolio
A portfolio is a collection of learner work representing learner performance. It is a folder (or
binder or even a digital collection) containing the learner’s work as well as the learner’s
evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work
produced (such as papers and assignments, direct demonstration, indirect demonstration,
products, documents), but also it is a record of the activities undertaken over time as part of
learner learning. The portfolio is meant to show learner growth, development, and
achievements in the education system. It also shows that you have met specific learning goals
and requirements. A portfolio is not a project; it is an ongoing process for the formative
assessment. The portfolio output (formative assessment) will be considered only as enough for
complementary and general modules. Besides, it will serve as a verification tool for each
candidate that he/she attended the whole training before he/she undergoes the summative
assessment for specific modules.
There are two types of assessment (Formative Assessment and Summative/Integrated
Assessment). Each assessment has its own rule for passing to be declared competent.
Formative Assessment
This is applied on all types of modules (e.g. Complementary, General and Specific modules)
A trainee to be competent for a formative module must have at least 70% on checked
items or “yes” in indicators (e.g. questions, indicators in the checklist)
Each trainee should be competent on all formative assessments to be declared competent
on that module
All formative assessment should be declared competent before taking the
summative/integrated assessment
Section
4
11 | P a g e
Summative/Integrated Assessment
All Summative/Integrated assessment should match with the content of the module in the
curriculum.
Summative/Integrated Assessment is always in practical, giving it as a theoretical type of
assessment is not acceptable.
The integrated situation provided in the curriculum is a sample of the assessment to be
carried out, the Trainer/Teacher has the role of developing another one referring to the
task to be carried out in the integrated situation in accordance to the circumstances inside
school, but the integrated situation should stick on the components of a task.
During Summative/Integrated assessment, assessor panel members should be three (3).
This Summative/Integrated assessment can be seen in specific modules and the Trainee
can be declared competent by the following rules:
For YES or NO scoring of indicators in Summative/Integrated Checklist
The trainee can be declared competent based on the assessment CRITERIA and its respective
assessment indicators
Assessment Criteria Passing Line in the
assessment indicators
Quality of Process 90%
Quality of Product 100%
Relevance 90%
Rest of Criteria/ any other criteria
(example: Safety)
100%
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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.
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Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Participate as part of a team and respect the rules of the training environment
1. 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
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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
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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
Formative Assessment 1.2
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
Checklist Score
Yes No
Observation
Performance criterion
Appropriate integration in team
Resources Learning activities Content
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Learning Outcome 1.3: Participate in setting rules and adhere to them
Rules of the classroom
Group responsibilities
o Brainstorming o Discussions o Assign class tasks
- Trainer manual
Formative Assessment 1.3
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
Checklist Score
Yes No
Observation
Performance criterion
Appropriate participation in setting rules and adhere to them
Resources Learning activities Content
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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
Formative Assessment 2.1
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 description of the main/major elements of occupation
Resources Learning activities Content
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Checklist Score
Yes No
Observation
Learning Outcome 2.2: Explain about the one’s qualification
Rationale of the qualification
Content of the training programme (modules)
Duration Flowchart
Pathways (exit level & further learning)
Presentation of the timetable
Presentation of the classrooms and workshops
o Presentation by the teacher o Research o Visits of the premises of the
school.
- Overview of the training programme
- Testimonies of people performing the occupation
- School year calendar - Timetable
Formative Assessment 2.2
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
Adequate explanation about the one’s qualification
Resources Learning activities Content
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Checklist Score
Yes No
Observation
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LU 3: Respect the facilitation and apply learning methods
3 Learning Outcomes:
1. Engage in active and participatory learning methods 2. Describe the assessment procedures
2 Hours
Learning Outcome 3.1: Engage in active and participatory learning methods
Overview of the active and participatory teaching and learning methods
Experiential learning cycle
o Experience sharing. o Presentation by the trainer
- Trainer manual
Formative Assessment 3.1
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 engagement in active and participatory learning methods
Resources Learning activities Content
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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
Formative Assessment 3.2
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
Checklist Score
Yes No
Observation
Performance criterion
Adequate description of the assessment procedures
Resources Learning activities Content
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LU 4: Develop personal plans based on self-assessment practices
4 Learning Outcomes:
1. Identify values, skills and interests 2. Assess values, skills and interests 3. Set goals 4. Develop plans 5. Assess one’s learning style
10 Hours
Learning Outcome 4.1: Identify values, skills and interests
Values, skills and interests
Relating values, skills and interests to the workplace
o -
Formative Assessment 4.1
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 identification of values, skills and interests
Resources Learning activities Content
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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
Formative Assessment 4.2
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
Checklist Score
Yes No
Observation
Performance criterion
Proper assessment of values, skills and interests
Resources Learning activities Content
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Learning Outcome 4.3: Set goals
SMART goals
Identification of goals Short term Long term
Process for setting and achieving goals:
Identifying steps Time frame Resources
o Group work o Tree drawing & interpretation o Discussion about displayed
pictures on setting & achieving goals
o Exercises on developing SMART goals
o Practical exercises on developing personal plans
- Trainer manual
Formative Assessment 4.3
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
Checklist Score
Yes No
Observation
Performance criterion
Correct Setting of goals
Resources Learning activities Content
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Learning Outcome 4.4: Develop plans
SMART goals
Identification of goals Short term Long term
Process for setting and achieving goals:
Identifying steps Time frame Resources
o Group work o Tree drawing & interpretation o Discussion about displayed
pictures on setting & achieving goals
o Exercises on developing SMART goals
o Practical exercises on developing personal plans
- Trainer manual
Formative Assessment 4.4
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
Checklist Score
Yes No
Observation
Performance criterion
Proper development of plans in order to reach the set goals
Resources Learning activities Content
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Learning Outcome 4.5: Assess one’s learning style
Types of learning styles
Determining one’s preferred way of learning
Strategies for using one’s learning style in workplace/school
o Paper folding activities o Completing self-assessment
learning style o Scenario based activities
- Trainer manual
Formative Assessment 4.5
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
Checklist Score
Yes No
Observation
Learning Outcome 4.6: Identify learning strategies
o -
Resources Learning activities Content
Performance criterion
Proper assessment of one’s learning style
Resources Learning activities Content
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Formative Assessment 4.6
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
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.
Performance criterion
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.
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Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. 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
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LU 1: Conduct OSH (occupational safety and health) monitoring
1 Learning Outcomes:
1. Check if SHE policies, procedures and regulations are applied 2. Monitor use of PPEs 3. Monitor compliance of OSHE best practice
10 Hours
Learning Outcome1.1: Check if SHE policies, procedures and regulations are applied
SHE policies in accordance with the discipline
SHE regulations; Safety roles of employees
Responsibility of
administration
Incident reporting
Ventilation and air quality
First aid facilities
Hazard control in
workplace
Equipment and machinery
Emergency response plans
SHE standards;
Responsibility in working
place
Hazard identification and
risk Control
Making the working area
safe
Personnel protective
o Brainstorming
o Documentary research
o Group discussion
Flipcharts
Markers
Flipcharts stand
Internet
Resources Learning activities Content
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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
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
Performance criterion
Proper checking of application of OSHE policies, procedures and regulations
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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
Formative Assessment 1.2
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
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
Performance criterion
Proper monitoring of the use of PPEs
Resources Learning activities Content
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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
Formative Assessment 1.3
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
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
Performance criterion
Proper monitoring the compliance of OSHE best practice
Resources Learning activities Content
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LU 2:Collect and analyze Occupational health, safety incidents report
2 Learning Outcomes:
1. Collect data regarding OSHE incidents 2. Analyze OSHE data collected 3. Elaborate compiled incident reports 4. Recommend safest way to do the job
10 Hours
Learning Outcome 2.1: Collect data regarding OSHE incidents
Steps of data collection; o Consulting of incident
report documents o Talk to people involved or
witnesses to the event o Site visit
Categories of incidents; Major accident
fatal permanent injury
Minor accident (injuries) Near miss
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Performance criterion
Proper collection of data regarding OSHE incidents
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
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
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Resources Learning activities Content
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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
Formative Assessment 2.2
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
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
Performance criterion
Proper analysis of OSHE data collected
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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
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.3
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
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Elaborating a compiled incident reports
Performance criterion
Adequate elaboration of a compiled incident reports
Resources Learning activities Content
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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
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.4
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
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Recommending the safest way to do the job
Performance criterion
Proper recommendation of safest way to do the job
Resources Learning activities Content
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Checklist Score
Yes No
Use of adequate PPEs is recommended
Emergency Preparedness Procedures is recommended
Hazard Identification And Risk Control is recommended
Making The Working Area Safe is recommended
Reporting Of Incidents And Accidents is recommended
Training of employees is recommended
Observation
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LU 3: Train all staff on occupational health and safety matters
3 Learning Outcomes:
1. Provide information and instructions 2. Train all employees and supervisors on OSHE
standards/regulations 3. Evaluate trained OSHE programs
10 Hours
Learning Outcome 3.1: Provide information and instructions
Brief description of:
An occupational health and safety
(OH&S) program
A policy statement
The program elements
Individual responsibility
Joint occupational health and
safety committee
Health and safety rules
Correct work procedures
Employee orientation
Training
Workplace inspections
Reporting and investigating
accidents/incidents
Emergency procedures
Medical and first aid
Health and safety promotion
Workplace specific items
Responsibilities of the staff:
Responsibilities of workers
o Brainstorming
o Group work
o Discussion
- Reference books
- Internet
- Hand-outs
- Stories and
pictures
Resources Learning activities Content
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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
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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
Formative Assessment 3.1
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
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
Performance criterion
Appropriate provision of information and instructions
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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
Resources Learning activities Content
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Formative Assessment 3.2
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
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
Resources Learning activities Content
Performance criterion
Appropriate training to all employees and supervisors on OSHE
standards/regulations
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Formative Assessment 3.3
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
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
Performance criterion
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
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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
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Learning assumed to be in place
Oral Basic English Communication Oral Basic English Communication Intermediate Workplace English Use intermediate English at the workplace
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
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
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LU 1:Communicate orally in social and professional situations with ease
1 Learning Outcomes:
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
Resources Learning activities Content
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Non-familiar audience
Adaptation of the message to the audience
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written 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
Performance criterion
Acceptable preparation and delivery of speeches on different social and professional occasions
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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
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Audible and clear articulation of messages addressed to an audience using pronunciation, segmental and Suprasegmental phonology
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Oral evidence
Performance 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
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Asking relevant questions to clarify, extend and follow up ideas according to
question forms
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Oral evidence
Performance 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:
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
Formative Assessment 2.1
Performance criterion
Adequate reading of different trade-related texts
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
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
Resources Learning activities Content
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Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance 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
Resources Learning activities Content
Performance criterion
Clear analysis of trade-related texts (identification and description of characters, events and settings, as well as to express preferences by giving reasons)
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Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Reading practice Writing practice Presentations
Task: Summarize the text given by the teacher
Checklist Score
Yes No
Understanding of summary writing steps
Observation
Performance criterion
Effective summary of key ideas in trade-related texts
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LU 3:Listen to audio messages with different English accents to get the intended message
3 Learning Outcomes:
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
Formative Assessment 3.1
Performance criterion
Appropriate listening and responding to others
Resources Learning activities Content
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Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance 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
Resources Learning activities Content
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Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance 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
Resources Learning activities Content
Performance criterion
Clear identification of differences between common English accents
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Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
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
Performance criterion
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
4 Learning Outcomes:
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
Resources Learning activities Content
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Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
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
Resources Learning activities Content
Performance criterion
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
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
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
Performance criterion
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
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance 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
Performance criterion
Appropriate writing of business documents
Resources Learning activities Content
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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