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3
TVET CERTIFICATE III

In
PLUMBING
CODE
CSTPBL3001
Kigali October, 2016

CSTPBL3001-TVET CERTIFICATE III
Plumbing
REQF Level 3 CURRICULUM
© Workforce Development Authority, 2016
2|Page
Copies available from:
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel: (+250) 255113365
Fax: (+250) 255113365
Email: [email protected]
Web: www.wda.gov.rw
Original published version updated:
October, 2016
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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) 2016
Published by
Workforce Development Authority (WDA)
Tel: (+250) 255113365
Internet: http:// www.wda.gov.rw
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Table of Contents
Copyright iii
Table of Contents iv
List of abbreviations viii
Acknowledgments ix
1. GENERAL INTRODUCTION 1
2. QUALIFICATION DETAILS 2
2.1 Description 2
2.2 Minimum entry requirements 2
2.3 Information about pathways 2
2.4 Job related information 2
2.5 Employability skills and life skills 2
2.6 Information about competencies 5
3. TRAINING PACKAGE 6
3.1 Course structure 6
3.2Competencies chart 6
3.3 Flowchart 8
4. ASSESSMENT GUIDELINES 9
4.1 Assessment Methodology 9
4.2 Portfolio 9
CCMOL001 - OCCUPATION AND LEARNING PROCESS 12
LU 1: Participate as part of a team and respect the rules of the training environment. 14
LU 2: Explain the occupation and learning process . 18
LU3: Respect the facilitation and apply learning methods. 21
LU4: Develop personal plans based on self-assessment practices 24
CCMHE301 - MAINTAINING SHE AT WORKPLACE 31
LU 1:Maintain personal health, hygiene and sanitation 33
LU 2: Apply safe reproductive health practices 41
LU 3:Address unsafe situations on the job 46
LU 4: Respond appropriately to emergencies at work 51
LU 5: Ensure environmental sustainability 57
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CCMWC301 - WORKPLACE COMMUNICATION SKILLS 63
LU 1:Listen and speak effectively 65
LU 2:WriteCooperate and work as a team member short compositions on familiar topics 71
LU 3: Apply customer care 76
LU 4:Write and submit a report 82
CCMCL301 - COMPUTER LITERACY 86
LU 1 Apply computer basics 89
LU 2: Use a word processing package 98
LU 3: Use current spread sheet package 106
LU4: Use current presentation 113
LU 5: Use Internet/Intranet (outlook) 122
Summative Assessment 129
CCMEN301 - PRE-INTERMEDIATE WORKPLACE ENGLISH 131
LU 1:Talk about familiar events and activities 133
LU 2:Write short compositions on familiar topics 139
LU 3:Read and interpret messages from simple texts and social letters 145
LU 4:Write short compositions on familiar topics 151
CCMKN301 - IKINYARWANDA KIBONEYE 158
LU 1: Gukoresha neza ubuvanganzo gakondo ashyikirana n’abandi 161
LU 2: Gukoresha Ikinyarwanda kiboneye agaragaza ibyiza by’uburinganire n’ubwuzuzanye,
itandukaniro ry’amazina bwite n’amazina rusange n’imiterere y’isanisha ryo mu bisekuru 170
LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburenganzira bw'umwana no kugaragaza
amategeko y’igenamajwi mu izina mbonera. 178
LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo kurwanya
indwara no gusobanura intêgo n'amategeko y'igenamajwi muri ntera 186
LU 5 Gukoresha Ikinyarwanda kiboneye uwiga agaragaza imyitwarire ikwiye ku bijyanye n'ubuzima
bw'imyororekere no kwandika yubahiriza imyandikire y’Ikinyarwanda. 194
CCMBC301 - BUSINESS CREATION 202
LU 1: Identify and describe entrepreneurial characteristics 204
LU 2: Assess business environment 208
LU 3: Assess and react to play incidents 214
LU 4: Run a business 219
SOLIA301 - INDUSTRIAL ATTACHMENT PROGRAM (IAP) 228
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LU 1: Apply for internship/employment 230
LU 2:Demonstrate appropriate workplace behavior and attitudes 234
LU 3: Respect worker’s and employer’s rights and responsibilities 239
LU 4: Organize and evaluate one’s internship 245
GENAM301 – BASIC ALGEBRA AND TRIGONOMETRY 251
LU 1: Solve algebraically or graphically linear and quadratic equations or inequalities 254
LU 2: Apply fundamentals of trigonometry 261
LU 3: Apply fundamentals of complex numbers 269
CSTCH301 - INSTALLATION OF DOMESTIC COLD AND HOT WATER SYSTEMS 274
LU 1:Prepare the workplace/site 277
LU 2: Install direct and indirect cold water supply 281
LU 3:Mount electrical heaters. 286
LU 4: Perform water heater connections. 290
LU 5: Test water system 293
LU 6: Handover the work 298
CSTBE301 - BASIC ELECTRICITY 305
LU 1:Prepare the workplace/ site 307
LU 2: Perform various electrical circuits. 311
L U 3:Perform measuring of circuits. 316
LU 4:Handover the work 319
Summative assessment 322
CSTRH306 – RAIN WATER HARVESTING 325
LU 1:Connect pipes/eave gutters 327
LU 2:Distribute water 330
CSTES301 - MAINTENANCE OF TOOLS, EQUIPMENTAND SYSTEMS 336
LU 1:Repair tools and equipment 338
LU 2:Maintain domestic plumbing appliances and equipment 342
CSTSF301 - SANITARY FITTINGS AND FIXTURES 349
LU 1:pare the workplace 352
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LU 2:Perform drilling space for sanitary appliances. 357
LU 3:Perform sanitary mounting 361
LU 4:Handover the work. 366
CSTPW301 - DOMESTIC PLUMBING WORKS 373
LU 1:Use tools 375
LU 2:use equipment 378
LU 3:Join other types of pipes 381
LU 4:Check conditions of tools and equipment 386
LU 5:Perform elementary maintenance of tools and equipment 390
CSTSW301 – BASIC SOFT SOLDERING AND WELDING 398
LU 1:Prepare the site/workplace 400
LU 2:Perform arc welding 404
LU 3:Perform oxy-acetylene welding 407
LU 4:Check the work done 413
LU 5:Handover the work 416
GLOSSARY a
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List of abbreviations
CDU Curriculum Development Unit
CM Complementary Competencies
CSTPBL Construction Sector, Plumbing Trade
ICT Information Communication Technology
IPRC Integrated Polytechnics Regional Centers
PAFP “Programme d’Appui à la Formation Professionnelle”
PPE Personal Protective Equipment
REQF RwandanEducation Qualification Framework
TSS Technical Secondary Schools
TVET Technical and Vocational Education and Training
VTC Vocational Education Center
WDA Workforce Development Authority
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Acknowledgments
Workforce Development Authority wishes to thank the following persons who participated in
the development of this curriculum:
Coordination
MUHIRE Jean Marie Vianney, Head of Curriculum Development Unit – WDA
HAKIZIMANA Assumani, GIZ
Facilitation
HATEGEKIMANA Gratien, Curriculum Development Unit – WDA
UWIMANA Anselme, Curriculum Development Unit – WDA
Lewis DURANGO, Consultant at GIZ
Participation
No Names Occupation Institution

1 NDEGEYA Patrick Plumbing Instructor IPRC Kigali
2 KIHIKO Zachary Plumbing Instructor IPRC Kigali
3 KANYABUJINJA Nshuti Placide Hydraulic Engineer/ Lecturer IPRC Kigali
4 MUSABYIMANA Jean Baptiste Plumbing Technician

Baptiste and Partner’ s Ltd
5 RUKUNDO Aimé Plumbing Technician DENCO
6 MBONITANGA Gervais Plumbing Technician

ECODESEP
7 KALIMUNDA Fidèle Claude Plumbing Technician Sonatubes
8 MUSANIWABO Hyacinthe Pedagogue WDA
9 KANYANGOGA Charles Plumbing Instructor IPRC Kigali
10 BUTARE Paul Plumbing Instructor IPRC Kigali
11 HARELIMANA Benoit Plumbing Instructor IPRC Kigali
12 NYIRANEZA Théopiste Plumbing Trainer WDA
13 GAKWERERE Blaise Aimable Plumbing Technician GGMS
14 NIYONZIMA Emmanuel Plumbing Technician GISCOM Ltd
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Technical assistance
FILIOT Aline, APEFE-PAFP (Programme d’Appui à la Formation Professionnelle)
NGOMA Marie-Pierre, VVOB-PAFP (Programme d’Appui à la Formation Professionnelle)
Sponsor
APEFE-PAFP (Programme d’Appui à la Formation Professionnelle)
GIZ –Eco-Emploi
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1. GENERAL INTRODUCTION
Section
1 The curriculum presents a coherent and significant set of competencies to

acquire to perform the occupation of a Domestic Plumber. 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.
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Section 2. QUALIFICATION DETAILS
2 2.1 Description
At the end of this qualification, qualified
learners will be able to:
Title: TVET Certificate IIIinPlumbing  Describe the occupation and
learning process
Level: REQF Level 3  Maintain health, safety, security and
Credits: 120 sustain environment at workplace
Sector: Construction and Building
 Communicate effectively at the
workplace
Services
 Communicate simply using English in
Sub-sector: Plumbing familiar situations
Issue date: October, 2016  Gukoresha Ikinyarwanda kiboneye
 Apply computer skills
 Create Business
This qualification provides the skills,  Preparation of Domestic plumbing
works
knowledge and attitudes for a learner to be
 Installation of Domestic cold and hot
competent in a range of routine tasks and water systems
activities that require the application of a  Maintenance of tools, equipment
limited range of basic practical skills in a and Systems
defined context. Work would be  Installation of Drainage System
undertaken in various professional  Sanitary Fittings And Fixtures
domestic Plumber are carried out. Learners  Basic soldering and Welding
may work with some autonomy or in a team  Rain water harvesting
 Pipe work drawing
but usually under close supervision.
 Basic Electricity
 Integrate the workplace
2.2 Minimum entry requirements
The minimum entry requirement to this

qualification is to be physically and mentally
fit with broad knowledge, skills and attitude
of Domestic plumbing background.
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2.3 Information about pathways
Pathways into the qualification Pathways from the qualification
Preferred pathways for candidates entering Progression route of candidates achieving

this qualification include: this qualification include:
 To have completed the 9 Year Basic  TVET Certificate IV in Domestic
Education plumbing
 Recognition of prior learning related  A range of other related TVET
to this qualification Certificate IV qualifications.
2.4 Job related information
This qualification prepares individuals to integrate the capentry industry with the professionalization of
Sofa Set designer; this qualification again offers the opportunity to execute the works as Joiner
Carpenter while ensuring that safety, security and environmental regulations are respected.
Possible jobs related to this qualification
 Domestic Plumber
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:
Personal development
 Understand own personal values, strengths and areas of challenge or weakness and
are able to effectively use or address them
 Develop, implement and evaluate progress toward personal goals;
 Know own preferred way of learning, take initiative for learning new skills, and know
how to monitor own learning progress.
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Interpersonal communication
 Communicate and get along well with others, in a variety of settings and for a range of
purposes;
 Speak and listen actively and appropriately, one-on- one and in groups;
 Cooperate and work effectively within a group;
 Provide good customer service.
Health, hygiene and safety
 Know the standard health and safety practices and regulations in the workplace;
 Maintain hygiene and personal grooming;
 Identify unsafe situations;
 Respond to emergencies and accidents at work;
 Prevent HIV/Aids and sexual violence.
Environment sustainability
 Know the environmental regulations in Rwanda;

 Dispose of waste ;
 Recycle waste ;
 Report environmental hazards to appropriate person.
Integration of the workplace
 Know how to apply for and present themselves for employment;

 Demonstrate good time management and show up for work on time;
 Demonstrate behaviour and attitudes that are appropriate for the workplace and
understand that workplaces have policies and procedures that need to be followed;
 Take initiative and responsibility for own work and know how to work under and
respect supervision;
 Know the rights and responsibilities of workers and employers and explore ways to
exercise rights in the workplace.
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Financial fitness
 Understand principles and tools behind personal and family money-management;

 Understand the importance of saving and reducing expenses;
 Organize and manage personal and household finances;
 Create a personal budget and think strategically about their finances;
 Evaluate their options for earning money and are familiar with ways to establish and maintain
personal credit;
 Be aware of the risks associated with credit.
Management of a small business
 Simulate income-generating activities with the basic cycles of business;

 Plan for income-generating activity expenses and loan repayments;
 Keep basic business financial records;
 Evaluate the risks and opportunities of using credit in income generating contexts;
 Distinguish between money to be used for investment into own income-generating activities,
for family expenses, and for savings;
 Know the different market actors.
Computer skills
 Operate a computer
 Use word processing applications in the production of workplace or personal
documents
 Create and use spreadsheets and charts through the use of spreadsheet software
 Design electronic presentations
 Send, receive and manage electronic mail (email), as well as to collaborate online using
chat rooms, intranets and instant messaging.
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2.6 Information about competencies
No Code Complementary competencies Credit

1 CCMOL001 Describe the occupation and learning process 3
2 CCMHE301 Maintain SHE at workplace 3
3 CCMCL301 Apply computer literacy 3
4 CCMWC301 Communicate effectively at workplace 3
5 CCMEN301 Communicate simply using English in familiar situations 3
6 CCMKN301 Gukoresha ikinyarwanda kiboneye 3
7 CCMBC301 Create a business 3
Total 21
No Code Core competencies Credit

GENERAL
1 GENAM301 Basic algebra and trigonometry 10
2 CSTDP301 Prepare Domestic plumbing works 10

3 CSTCH301 Install Domestic cold and hot water systems 12
4 CSTTE301 Maintain tools, equipment and Systems 7
SPECIFIC
5 CSTFF301 Apply Sanitary Fittings And Fixtures 9

6 CSTSW301 Apply Basic soldering and Welding 7
7 CSTWH301 Rain water harvesting 7
8 CSTBE301 Apply Basicsof Electricity 7
9 CSTIA301 Integrate the workplace 30
Total 99
 Number of competencies: 16
 Core competencies: 9
 Complementary competencies: 7
 The total number of Credits: 120
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3. TRAINING PACKAGE
Section 3
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.
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DOMESTIC PLUMBER PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES
Communicate simply using English in familiar situations

Prepare workplace, tools, materials and equipment
1 Describe the occupation and learning process
Communicate effectively at workplace
Apply Basic algebra and trigonometry

Gukoresha ikinyarwanda kiboneye
2 Maintain SHE at workplace
3 Apply computer literacy

Fix sanitary appliances
Take measurements
Duration (890 Hrs )
Drain waste water
Create a business
Test the system
Lay pipes
Excavate
SPECIFIC COMPETENCIES
8
100
30
30
30
30
30
30
30
# Duration (310 Hrs)
1 Prepare Domestic plumbing works 100 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ○ ● ○ ○ ● ○

Install Domestic cold and hot water
2 systems 120 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ○ ● ○ ○ ● ○
3 Maintain tools, equipment and Systems 70 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ○ ● ○ ○ ● ○
4 Apply Sanitary Fittings And Fixtures 90 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ○ ● ○ ○ ● ○
5 Apply Basic soldering and Welding 70 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ○ ● ○ ○ ● ○
6 Rain water harvesting 70 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ○ ● ○ ○ ● ○
7 Apply Basicsof Electricity 70 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ○ ● ○ ○ ● ○
8 Integrate workplace 300 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ● ● ● ● ○ ○ ● ●
Figure 1: Competencies chart
Between the process and particular competencies| Between general and particular competencies
▲:Functional link application ●: Functional link application

∆: Functional link existence ο: Functional link existence
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3.3 Flowchart
The flowchart of sequencing of learning is a schematic representation of the order of

acquisition of the competencies. It provides an overall planning of the entire training
programme and shows the relationship between the modules. This type of planning is to ensure
consistency and progression of learning. For each module, the flowchart shows the learning
that is already in place, the learning that is to take in parallel or later. The positions defined will
have a decisive impact on all subsequent pedagogical choices. The flowchart of the sequence of
learning of the modules of the training programme is presented on the following page.
Occupation and learning process 3
Workplace communication skills 3 Pre-intermediate workplace english 3

Computer literacy 3 Ikinyarwanda kiboneye 3
SHE policies and procedures 3
Basic algebra and trigonometry 10
Preparation of Domestic plumbing Besi electricity 7

10
work
Sanitary fittings and fixtures 9
Basic soldering and welding 7
Domestic cold and hot water systems
12
installation
Maintenance of Tools, equipment and
7
Systems
Basic soldering and Welding 7 30
Rain water harvesting
Business creation 3
Industrial attachment program (IAP) 30

Figure 2: Flowchart
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Section 4. ASSESSMENT GUIDELINES
4 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
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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 100%
(example: Safety)
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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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CCMOL001 - OCCUPATION AND LEARNING PROCESS
CCMOL001 Describe the occupation and learning process
Competence
REQF Level: 3 Learning hours

Credits: 3 30
Sector: ALL
Sub-sector: ALL
Issue date: November, 2017
Purpose statement
This module is covered first in all qualifications. It allows the learner to get to know the other
participants to the training programme and to understand himself/herself as part of a team. Also, the
trainee will develop a comprehensive and clear vision of the occupation and the training programme.
The module will allow the participant to avoid mistakes of career guidance and confirm or deny his/her
choice from the start. The training and learning methods are presented to the learner. This approach
encourages greater motivation and, subsequently, a better integration of various learning.
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Learning assumed to be in place
Not applicable
Elements of competency and performance criteria

Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competency Performance criteria

1. Participate as part of a team 1.1 Proper introduction of oneself
and respect the rules of the 1.2 Appropriate integration in team
training environment 1.3 Appropriate participation in setting rules and adhere
to them
2. Explain the occupation and 2.1 Proper description of the main/major elements of
learning process occupation
2.2 Adequate explanation about the one’s qualification
3. Respect the facilitation and 3.1 Proper engagement in active and participatory
apply learning methods learning methods
3.2 Adequate description of the assessment procedures
4. Develop personal plans 4.1 Proper identification of values, skills and interests
based on self-assessment 4.2 Proper assessment of values, skills and interests
practices 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
Learning unit 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 Outcome 1.1: Introduce oneself and get to know one another
Content Learning activities Resources
 Elements of a good o Introduction and know each - Trainer manual

Introduction. other Game s
o Presentation of trainees’
 Names expectations
 Academic
background
 Closing sentence
 Body language
 Audible voice
 Expectations about the

training
Formative Assessment 1.1
Performance criterion
Proper introduction of oneself
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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 or  Written assessment (Recommendation: ranking exercise)

performance  Group work (e.g. role play or scenario)
Checklist Score
Yes No
Indicator 1: introducing each another is properly done
 Learner opens introduction with a greeting
 Learner says their name
 Learner includes his/her background (academic, technical & work qualifications)
 Learner closes introduction (e.g. “I am happy to be with you”)
 Learner demonstrates consistent eye contact
 Learner displays appropriate body language
 Speaks in at an audible level
Indictor 2: expectations to the training are well highlighted and presented to others
 Learner is able to share his/her hobbies/interests
 Learner is able to link his/her background to his/her future interests
 Learner is able to advocate for his/her abilities, skills, interests
Observation
Learning Outcome 1.2: Intergrate in team

 Qualities of a good o Game - Trainer manual
team member o Group discussions
 Building trust
15 | P a g e
Appropriate integration in team.
 Performance  Practical task of a team
Checklist Score
Yes No
Indicator 1: qualities of a good team member are expressed
 Closeness/cohesion
 Active participation
 Responsibilities taker
 Mutual collaboration with others
 Openness/free expression
 Open to criticism/flexibility
 Complying with rules set Complement others’skills
Observation
Learning Outcome 1.3: Participate in setting rules and adhere to them
 Rules of the classroom o Brainstorming - Trainer manual

 Group responsibilities o Discussions
o Assign class tasks
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Appropriate participation in setting rules and adhere to them.
 Written evidence  Practical task of a team
Checklist Score
Yes No
Indicator: setting classroom rules and adherence to them
 Classroom rules are set
 Duties and responsibilities are attributed
 commitment contract Signed
Observation
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LU 2: Explain the occupation and learning process .
Learning unit
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 o Group discussion - Pictures of people in

occupation o Personal research working situation
 Place of the occupation in o Visit of a business in the - Documents describing
the sector neighborhood the occupation
 The impact/importance of - Documents describing
the occupation in the sector
economic development
 Working conditions
Proper description of the main/major elements of occupation
 Written evidence  Essay

 Oral evidence  Verbal explanation (interview)
18 | P a g e
Checklist Score
Yes No
Indicator: Occupation Description
 Working conditions
 Equipment tools and materials used in the occupation
 REQF level
 Award/ certificate
Observation
Learning Outcome 2.2: Explain about the one’s qualification
 Rationale of the o Presentation by the teacher - Overview of the training

qualification o Research programme
 Content of the training o Visits of the premises of the - Testimonies of people
programme (modules) school. performing the occupation
 Duration - School year calendar
 Flowchart - Timetable
 Pathways (exit level &
further learning)
 Presentation of the
timetable
 Presentation of the
classrooms and workshops
Adequate explanation about the qualification
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 Written evidence  Written exercise

Checklist Score
Yes No
Indicator: Trainee’ qualification is well explain
 Entry requirement
 Pathways into the qualification
 Duration
 Qualification details
 Pathways after the qualification
Observation
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Learning unit LU3: Respect the facilitation and apply learning methods.
Learning Outcomes:
3
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 o Experience sharing. - Trainer manual

participatory teaching and o Presentation by the trainer
learning methods
 Experiential learning cycle
Proper engagement in active and participatory learning methods
 Written evidence  Scenarios of learning style analysis

 Role play on engagement and participatory learning methods
21 | P a g e
Checklist Score
Yes No
Indicator: engagement in the learning process is done
 Results of assignment
 Active participation
 Responsibilities taker
 Openness/free expression
 Formative assessment
 Summative assessment
Observation
Learning Outcome 3.2: Describe the assessment procedures
 Assessment procedures o Presentation by the trainer - Assessment manual

 Timing
 Assessors/verifiers
 Assessment tools
(portfolio & integrated
situation)
Adequate description of the assessment procedures
 Written evidence  written assessment

22 | P a g e
Checklist Score
Yes No
Indicator : Assessment procedures are well described
 Time of assessment
 Roles of Assessors
 Roles of verifiers
 List values
 List of skills
Observation
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LU4: Develop personal plans based on self-assessment
Learning unit practices
Learning Outcomes:
4
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  Group discussion on values Work readiness Training
 Relating values, skills and ,skills and interests manual
interests to the workplace
Proper identification of values, skills and interests
 Written evidence  values, skills and interest identification exercise

 scenario/case study analysis
24 | P a g e
Checklist Score
Yes No
Indicator: Values, skills and interests identified
 List of interest
 List of qualities
 Own strengths
 areas of improvement
Observation
Learning Outcome 4.2: Assess values, skills and interests
 Skills & qualities assessment o Individual work - individual

 Acceptance of diversity, self- o Exercise on we are all unique assessment checklist
esteem & confidence
Proper assessment of values, skills and interests
 Written evidence  values, skills and interest self-assessment exercise

 JOHARI window assessment
Checklist Score
Yes No
Indicator: Values ,skills and interests are assessed
 List of interest
 List of qualities
25 | P a g e
 Own strengths
 areas of improvement
Observation
Learning Outcome 4.3: Set goals
 SMART goals o Group work - Trainer manual

 Identification of goals o Tree drawing & interpretation
 Short term o Discussion about displayed
 Long term pictures on setting & achieving
 Process for setting and goals
achieving goals: o Exercises on developing SMART
 Identifying steps goals
 Time frame o Practical exercises on
 Resources developing personal plans
Correct Setting of goals

 Project work
Checklist Score
Yes No
Indicator: Goal setting is done
 Medium term SMART goals set
 Long term SMART goals set
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 Strategies to reach set goal
 Roadmap/timeframe
 Medium term SMART goals set
Observation
Learning Outcome 4.4: Develop plans
 SMART goals o Group work - Trainer manual

 Identification of goals o Tree drawing & interpretation
 Short term o Discussion about displayed
 Long term pictures on setting & achieving
 Process for setting and goals
achieving goals: o Exercises on developing SMART
 Identifying steps goals
 Time frame o Practical exercises on
 Resources developing personal plans
Correct Setting of goals

 Project work
Checklist Score
Yes No
Indicator: Planning to achieve goals is presented
 Resources required
 Activities to be performed
27 | P a g e
 Possible obstacles
 follow up on goal/progress report against set goal
 One's learning style type (s)
 Action to be taken
 features of one's learning styles (s)
Observation
Learning Outcome 4.5: Assess one’s learning style
 Types of learning styles o Paper folding activities - Trainer manual

 Determining one’s preferred o Completing self-assessment
way of learning learning style
 Strategies for using one’s o Scenario based activities
learning style in
workplace/school
Proper assessment of one’s learning style
 Written evidence  VARK questionnaire

 Scenario analysis
Checklist Score
Yes No
Indicator: Learning styles are assessed
 Learning by doing
 Learning by writing
 Learning by speaking
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 Learning by observing
Observation
Learning Outcome 4.6: Identification of learning strategies
Adequate identification of learning strategies
 Written evidence  Scenario analysis

 Performance evidence
Checklist Score
No
Yes
Indicator: strategies for learning are identified
 Auditory
 Visual
Observation
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Reference books:
1. Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods
Project.
2. Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth Livelihoods
Project.
3. https://teaching.berkeley.edu/active-learning-strategies
4. https://www.business-in-a-box.com/business-plan
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CCMHE301 - MAINTAINING SHE AT WORKPLACE
CCMHE301 Maintain SHE at workplace
Competence
REQF Level: All Learning hours

Credits: 3 30
Sector: All
Sub-sector: All
Issue date: June, 2016
Purpose statement
This module describes the skills, knowledge and attitudes required to respect and apply
personal and workplace hygiene. It also covers the personal protective attitudes required in the
sector.
Moreover, the module describes the skills, knowledge and attitudes required to follow safety
and security procedures, identify hazards, assess the associated safety risks and take measures
to eliminate or control and minimize the risk.
Finally, the trainee learns how to participate in environmentally sustainable work practice.
31 | P a g e
Not applicable
Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence.
Elements of competence Performance criteria
1. Maintain personal health, hygiene 1.1. Proper maintenance of hygiene of the entire body, good
and sanitation health habits and dress code according to the standards
1.2. Proper use of clean materials, clothes, and respect of
hygienic practice to ensure that no cross-contamination of
other items occurs
1.3. Proper maintenance and cleanliness of working
environment
1.4. Correct wearing of work clothing and Personal Protective
Equipment to perform work
2. Apply safe reproductive health 2.1. Proper identification of reproductive health principles
practices 2.2. Adequate description of transmission, prevention and
treatment of HIV/AIDS and other STI’s
2.3. Adequate identification and avoiding of sexual violence
3. Address unsafe situations on the 3.1. Appropriate use of methodology to identify actual or
job foreseeable hazards that have the potential to harm the
health, safety and security of workers or anyone else in the
workplace
3.2. Appropriate removal of hazards from work area
3.3. Proper implementation of control measures according to
individual level of responsibility or appropriate personnel is
referred to for permission or further action
4. Respond appropriately to 4.1. Prompt recognition of emergency and potential emergency
emergencies at work situations and determination or taking of required actions
within the scope of individual responsibility
4.2. Provision of appropriate response to emergencies
4.3. Proper management of safety equipment
5. Ensure environmental 5.1. Respect of environmental laws, standards and regulations
sustainability 5.2. Proper application of best practice to keep the
environment clean (waste management and pollution
control)
5.3. Accurate application of climate change adaptation and
mitigating measures
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Learning unit LU 1:Maintain personal health, hygiene and sanitation
Learning Outcomes:
1 1.
2.
3.
4.
Maintain good health and hygiene
Apply hygiene and sanitation practices
Prevent contamination of edible products caused by handlers
Wear work clothing or Personal Protective Equipment
10 Hours
Learning Outcome 1.1:Maintain good health and hygiene.
The health and hygiene concept; o Brainstorming health and - Flipcharts

 Hygiene hygiene concept
 Cleaning o Group discussion on aspects - Markers
 Disinfection of good personal health
Aspects of good personal health: - Flipcharts stand
o Role play on Components of
 Balanced diet
personal hygiene
 Personal hygiene - Training room
o Individual practice on body
 Domestic hygiene
hygiene
 Clean edible products and - Water
o Practical work of cleaning
water
work wear
 Cooking with care - Soaps
 Abstaining from habit-forming
substances - Hand wash Basin
 Exercise
 Regular sleep and relaxation - Hand towels
Components of personal hygiene:
Body hygiene (skin care) - Equipped wash
Oral hygiene (oral care) room
Hand washing (hand care)
Face hygiene
Fingernail and toenail hygiene
Ear hygiene
Hair hygiene (hair care)
Foot hygiene (foot care)
Armpit and bottom hygiene
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Clothes hygiene
Menstrual hygiene (Personal hygiene
for women)
Body cleaning products and
equipment:
 Comb
 Brush
 Mirror
 Personal hair products
 Personal nail clippers or nail
scissors
 Personal cuticle or orange stick
 Bathtub or bowl
 Clean water
 Soap
 Personal towel
 Personal emery board or nail
file
 Personal electric or other style
razor
 Shaving cream and aftershave
lotion
 Personal towel
 Sink or other clean water
source
 Mirror
 Clean basin, bathtub, or shower
stall
 Robe or clean clothes
 Soap and soap dish or special
skin cleanser
 Personal towel
 Personal washcloth
 Disposable gloves for perineal
care
Public health importance of personal
hygiene:
Aesthetic values of personal hygiene
Preventing faeco-orally transmitted
diseases
Social impact
etc
Benefits and Psychology
BehindWearing Work Uniforms
 Distinguishing Employees
 Equality
 Branding
 Safety
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 etc
Proper maintenance of hygiene of the entire body, good health habits
and dress code according to the standards
 Written Task:
 Audio visual
Checklist Score
Yes No
Indicator: Hygiene of the entire body, good health habits
and dress code according to the standards are properly maintained through:
 Understanding the health and hygiene concept
 Comparing and contrasting aspects of good personal health
 Identifying components of personal hygiene
 Investigating body cleaning products and equipment
 Listing public health importance of personal hygiene
 Explaining benefits and Psychology behindWearing Work Uniforms
Observation
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Learning Outcome 1.2: Apply hygiene and sanitation practices.
 Relationship between sanitation and o Demonstration on hygiene - Flipcharts

hygiene and sanitation practices - Markers
o Individual practical work on - Flipcharts
 Measures to ensure hygiene and hygiene and sanitation stand
sanitation practice practices - Training
o Group work on room
 Hand hygiene and personal identifying types of - Water
hygiene; potential contamination - Soaps
 Edible products hygiene, in given trade - Hand wash
 Cross infection reduction Basin
cooking, - Hand towels
storing, - Equipped
preventing cross contamination; wash room
 Ensuring safe water at 'point of

use';
 Respiratory hygiene;
 Safe disposal of faeces (human
and animal);
 General hygiene:
laundry,
surfaces,
toilets,
baths,
sinks and
 Disposal of solid waste,

 Control of wastewater and
rainwater
 Types of contamination:
 Physical contamination
 Chemical contamination
 Biological contamination
 Etc
 Ways of preventing
contamination
 Personal Hygiene
 Utensils
36 | P a g e
 Raw edible products storage
 Pest and waste control
 Clothing
Proper use of clean materials, clothes, and respect of hygienic practice to ensure
that no cross-contamination of other items occurs
 Written Task:
 Audio visual
Checklist Score
Yes No
Indicator: Clean materials and clothes are used with respect of hygienic practice to avoid cross-
contamination by :
 Differentiation of sanitation and hygiene
 Relating measures of hygiene and sanitation practice
 Identification of contamination types and preventive methods
Observation
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Learning Outcome 1.3: Prevent edible products contamination caused by their handlers.

 Areas in which edible products can o Brainstorming on areas of  Flipcharts
be contaminated by their handlers: contamination by edible  Markers
 In storing products handlers  Flipcharts stand
 In prepping Food o Group discussion on keys to  Training room
 In self-Service safe edible products  Water
 In serving o Practical exercises on  Soaps
 etc preventing edible products  Hand wash Basin
 Keys to safe edible products contamination  Hand towels
 Keep clean  Equipped wash room
 Separate raw and cooked
 Cook thoroughly
 Keep edible products at
safe temperatures
 Use safe water and raw
materials
 etc
 Edible products handlers qualities:
 Training
 skills and knowledge
 personal hygiene
 health and working
 etc
Proper maintenance and cleanliness of working environment
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 Written Task:
 Audio visual
Checklist Score
Yes No
Indicator: Working environment is properly maintained and clean by:
 Identifying areas in which edible products handlers can contaminate them
 Identifying keys to safe edible products
 Evaluating qualities of Edible products handlers
Observation
Learning Outcome 1.4: Wear work clothing and Personal Protective Equipment.

 Assessment and selectionof o Practice on identifying and - boots
Personal Protective Equipment in handling trade related PPEs - ear plugs
line with the trade o - face masks
 Breathing Protection | o Brainstorm on need and role - gloves
Respirators of PPE in line with the trade
- goggles
 Skin & Body Protection
- hard hats
Equipment o Practice on maintaining
- high visibility
 Eye Protection neatness of work wearing
 Hearing Protection clothing
Role of Personal Protective Equipment - respirators
Maintenance of work clothing - safety harnesses
- safety shoes
- sunscreen
Correct wearing of work clothing or Personal Protective Equipment to perform
work
39 | P a g e
 Written Task:
 Audio visual
Checklist Score
Yes No
Indicator: Work clothing or Personal Protective Equipment to perform work is put on
 Trade related PPE and work wear are identified
 Role and need of Personal Protective Equipment and work wear are understood
 Trade related PPE and work wear policy is respected
Observation
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Learning unit LU 2: Apply safe reproductive health practices
2 5 Hours
Learning Outcomes:
1. Describe reproductive health
2. Describe transmission, prevention and treatment of HIV/AIDS and
other STI’s
3. Identify and avoid sexual violence types
Learning Outcome 2.1:Describe reproductive health.

 Puberty and sexual o Small group discussions on - Calendar
development: puberty and body changes - Cloth pads
 Physical Growth - Condom
 Sexual Maturation (Puberty) - Contraceptive pill
o Pair discussion on female and - Diaphragm
 Human reproduction system male reproduction - Drawing of human body
 Female - Hand-outs
 Male - Intrauterine device
- Reference books
- Sponge
- Vaginal ring
Proper identification of reproductive health principles
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 Written Task:
 Audio visual
Score
Checklist Yes No
Indicator: Human reproductive health is properly understood by raised:
 Puberty and sexual development awareness
 Human reproduction systems awareness
Observation
Learning Outcome 2.2: Describe transmission, prevention and treatment of HIV/AIDS and
other STI’s.
 Classification of STIs o Role plays about - Calendar

 Diseases characterized by genital consequences of sexually
ulcer misbehaving - Cloth pads
 Diseases characterized by o Demonstration (condom use)
- Condom
urethritis and cervicitis
o Presentation about
 Diseases characterized by vaginal community sensitization on - Contraceptive pill
discharge HIV/AIDS and other STI’s.
 Pelvic Inflammatory Disease - Diaphragm
(PID) o Debate about problematic
 etc sexual health - Drawing of human
body
 Classification of STDs
 Curable (mostly bacterial) - Hand-outs
 Incurable (virus)
- Intrauterine device
 HIV/AIDS modes of Transmission - Reference books
 Sexual Transmission of HIV
 Mother to Child - Sponge
Transmission (MTCT)
 Breast-Feeding - Vaginal ring
Transmission
42 | P a g e
 etc - Gloves
 Prevention strategies and ways of
caring about people with AIDS: - Overall
 Abstinence
 Being faithful
 Condom use
 Removal
 HIV post-exposure
prophylaxis
 Postexposure prophylaxis
Adequate description of transmission, prevention and treatment of HIV/AIDS and
other STI’s
 Written Task:
 Audio visual
Checklist Score
Yes No
Indicator: HIV/AIDS and other STI’s transmission, prevention and treatment are
adequately
described by:
 Classifying STIs and SDIs
 Identifying HIV/AIDS modes of Transmission
 Identifying prevention strategies and ways of caring about people with
AIDS
Observation
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Learning Outcome 2.3: Identify and avoid sexual violence types.
 Problematic Sexual Behaviors and o Story telling about benefits of - Movies cases of GBV
consequences: good sexual conduct
 Transgressive areas - Calendar
 Restrictive areas
- Cloth pads
 People’s sexual behaviors and - Condom
consequences and preventions:
 Healthy sexual behavior - Contraceptive pill
 Sexually reactive behavior
 Sexually secretive behavior - diaphragm
 Sexual abuse o Group discussion on
 Sexual Bullying consequences of sexually - Drawing of human
 etc misbehaving body
- Hand-outs
 Causes and forms of Gender
Bases Violence:
- Intrauterine device
 Harmful gender norms
 War and conflict
- Reference books
 Discrimination
 Unemployment
- Sponge
 Poverty
o Debate on ways and benefits
etc
of gender balance preventions - Vaginal ring
 Response to Gender Based

Violence
 Referral systems
 Safety/security
 Health
 Psychosocial
 Legal
 etc
44 | P a g e
Adequate identification and avoiding of sexual violence
 Written Task:
 Audio visual
Checklist Score
Yes No
Indicator: Sexual violence can be identified and avoided through
 Raised awareness of problematic sexual behaviors and their consequences
 Identification of sexual misbehaviors, consequences and preventive ways
 Identification of causes and forms of Gender Bases Violence
 Raised awareness of Response to Gender Based Violence
Observation
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Learning unit LU 3:Address unsafe situations on the job
3 5 Hours
Learning Outcomes:
1. Identify the primary hazards found in workplaces
2. Identify the best ways to address specific problem situations
3. Implement control measures
Learning Outcome 3.1: Identify the primary hazards found in workplaces.
 Methods of identifying o Brainstorming on types of -Reference books

workplace hazards in line with workplace hazards -Hand-outs
occupation: -Stories and pictures
 Interviews o Group work preparing tools to -Flip charts
 Brainstorming identify hazards -Pens
 Checklists -Measuring devices
 Assumption Analysis. o Discussion on pros and cons of
 Cause and Effect Diagrams different ways of identifying
 Nominal Group Technique hazards
(NGT)
 Affinity Diagram o Discussion on reasons to
 etc identify hazards
 Types of hazards in the
workplace: o Debate on characteristics and
 Safety, level of emergency control
 Chemical,
 Biological,
 Other health hazards
 Characteristic emergency control:
 Scrambled control
 Opportunistic control
 Tactical control
 Strategic control
 Different time for emergencies:
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 Before
 During and
 After
 Different phases of an
emergency
 Preparedness
 Response
 Recovery
 Actions related to different time
and phases of an emergency:
 Prevent/Prepare
 Control/Protect
 Recover/Rebuild
Appropriate use of methodology to identify actual or foreseeable hazards that
have the potential to harm the health, safety and security of workers or
anyone else in the workplace
 Written Task:
 Audio visual
Checklist Score
Yes No
Indicator: Workplace related hazards can be appropriately identified by identifying:
 A proper methodology of hazards identification
 Types of hazards in the workplace
 Characteristic of emergency control
 Different time, phases and related action for emergencies
Observation
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Learning Outcome 3.2: Identify the best ways to address specific problem situations.

 Categories of equipment needed in o Brainstorming on equipment -Reference books
emergencies: needed in emergencies and -Hand-outs
 equipment for personnel; their roles - Disinfectant supplies
 equipment for basic needs supply -Stories and pictures
 technical materials, tools and o Discussion on items to -Measuring devices
assess during emergencies -Checklist for shelter
consumables;
supplies
 equipment for vector control; o Presentation on leadership - Fire extinguishers
 items used in monitoring and and management of - First aid kits
surveillance; emergencies
 laboratory equipment and
materials;
 maps, reports and other materials
for information management
 administrative and office items
 etc
 Items to survey in monitoring the
risk or hazard:
 Noise levels
 Lighting
 Air contaminants
 Chemicals
 Radiation
 Air quality
 Biohazards
 Air Temperature
 Asbestos
 Vibration
 etc
 Responsive Leadership Style in
addressing specific problem:
 Attitude of Open
Communication
 Availability
 Awareness of Reactions
 Acknowledgment of loss
 Appreciation of efforts
 Etc
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Appropriate removal of hazards from work area
 Written Task:
 Audio visual
Checklist Score
Yes No
Indicator: Hazards can be appropriately removed from work area through:
 Categorizing equipment needed in emergencies and their role
 Listing items to survey in monitoring the risk or hazard
 Raised awareness about Responsive Leadership Style in addressing specific
problem
Observation
Learning Outcome 3.3: Implement control measures.
 Basics for survival and how to o Brainstorming on hazards - Health and safety at
maintain them in emergencies: control workplace Rwandan
 Water, law gazette
 Shelter, o Group work on controlling
 Fire, and hazards -Reference books
 Food -Hand-outs
o Discussion different steps in -Stories and pictures
 Steps in Hierarchy of Hazards: controlling hazards
 Eliminate
o Presentation on basics for
 Substitute
 Controls survival and how to
 Administrative Controls maintain them in
 Personal Protective emergencies
49 | P a g e
Equipment
Proper implementation of control measures according to individual level of
responsibility or appropriate personnel is referred to for permission or further
action
 Written Task:
 Audio visual
Checklist Score
Yes No
Indicator: Control measures can be properly implemented and lead further action after:
 Identifying basics for survival and how to maintain them in emergencies
 Identifying steps in Hierarchy of Hazards
Observation
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Learning unit LU 4: Respond appropriately to emergencies at work
Learning Outcomes:
4
1. Identify emergencies
2. Handle emergencies
3. Manage safety equipment
5 Hours
Learning Outcome 4.1: Identify emergencies.
 Common types of emergencies: o Presentation on common - Workplace

 Fires or explosions types of emergencies at policies and
 Medical emergencies workplace procedures
 Severe weather manuals
 Earthquakes o Experience sharing about cases
 Major power failures of common emergences
 Hazardous material spills - Labor code
 etc manuals
o Brainstorming on importance
 Importance of emergencies of identifying common
- Emergency
identification: emergences
guides
 Keep employees and responders
free from harm - Measuring ant
 Manage life-threatening
test devices
situations
 Minimize damage to the
environment, equipment,
machinery, tools, etc.
 Minimize downtime
 etc
 Signs of Critical Event:

 Immediate Reactions:
Physical
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Cognitive
Emotional
etc
 Delayed Reactions
 Covert reactions
Prompt recognition of emergency and potential emergency situations and
determination or taking of required actions within the scope of individual
responsibility

 Written Task:
 Audio visual
Score
Checklist Yes No
Indicator: Emergency or potential emergency situations can be properly determined and
recognized by
 Identifying common types of emergencies
 Outlining importance of emergencies identification
 Identifying signs of Critical Event
Observation
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Learning Outcome 4.2: Handle emergencies.

 Guidelines of aemergency protocol: o Brainstorming on - Disaster Blaster
 Stay calm emergencies handling rules - Game board,
 Take command and responsibilities of - paper
 Assess the situation security agents - cards
- etc
 Provide protection
o Group discussion on steps of - Ambulance
 Preserve the scene emergency planning - First aids
 Follow procedure - Fire extinguisher
 etc o Presentation on content of - Emergencies
emergency response plan handling checklists
 Chain of command and their - Emergencies
responsibilities: handling manuals
 Emergency director - Alarm signals
 Emergency scene commander
 etc
 Principles of Early Intervention:
 Safety
 Calming
 Efficacy
 Connectedness
 Hope
 Reliable Strategies to Cope in Difficult
Circumstances:
 compartmentalize; focus on the
task at hand
 adopt a small tasks, small goals
“one day (or hour) at a time”
approach
 monitor inner “self talk”, avoid
negative comments to yourself, use
self encouragement
 work in pairs with a “buddy
agreement” to keep an eye on each
other
 adhere to regular shifts and breaks
for water, food and rest
 know your personal signs of stress
and exhaustion
 agree to periodic leave away from
work site
 use portable forms of exercise, i.e.
calisthenics, jump rope
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 practice simple relaxation
techniques; deep breathing,
stretching
 pay attention to nutrition; take care
with alcohol, caffeine, sugar
 get sufficient sleep to avoid
overdraft in your “sleep bank
account”
 develop and use a repertoire of
comforting time-out activities that
change your focus (books, music,
games)
 etc
Provision of appropriate response to emergencies

 Written Task:
 Audio visual
Score
Checklist Yes No
Indicator: Appropriate response can be provided to emergencies by:
 Identifying guidelines of a emergency protocol

 Identifying chain of command and their responsibilities
 Identifying principles of early Intervention
 Commenting on reliable strategies to cope with difficult circumstances
Observation
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Learning Outcome 4.3:Manage safety equipment.
 Action followed by security o Researching safety equipment - Fire extinguisher

operative: and their manipulation
 Raise the alarm. - Fire horse
 Inform the public of the o Demonstration on safety
equipment usage - Fire blanket
emergency.
o Organize safety drills
 Utilise on-site emergency o Compile activities reports - First aid kit
response (i.e, use of fire
extinguishers, etc. - Fire triangle
 Summon the emergency
services (i.e., police, ambulance) - Water fire
 Crowd management, including extinguisher
evacuation, where necessary
 Evacuate people with - Emergencies alarms
disabilities.
 Traffic management, including
- Safety equipment
emergency vehicles
manuals
 Incident control.
 Liaise with emergency services.
 Provide first aid and medical
assistance.
 etc
 Safety equipment handling:
 Fire extinguisher
 Fire horse
 Fire blanket
 First aid kit
 Fire triangle
 Water fire extinguisher
Proper management of safety equipment
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 Written Task:
 Audio visual
Checklist Score
Yes No
Indicator: Safety equipment can be properly managed by:
 Identifying action followed by security operative
 Demonstrating handling of safety equipment handling
Observation
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Learning unit
LU 5: Ensure environmental sustainability
Learning Outcomes:
5 1. Identify environmental laws, standards and regulations in Rwanda

2. Identify the best practices to keep the environment clean
3. Describe climate change adaptation and mitigation measures
5 Hours
Learning Outcome 5.1:Identify environmental laws, standards and regulations in Rwanda.

 Rwanda’s environmental o Brainstorming on features of - Reference books
features: environment in Rwanda - Environmental regulations
Natural environment - Rwanda Environmental Policy
Geophysical features o Group work on human activities - Organic Law determining the
Natural resources and for environment protection Modalities of protection,
biodiversity conservation and promotion
Human environment Role play on consequences of of the Environment in
 Environmental problems Degradation of natural resources Rwanda
Degradation of natural resources and biodiversity
and biodiversity
Energy crisis - Environmental Health
Various types of pollutions Scenarios on preventive and Policy
Disasters punitive measure of Degradation
Poor consideration of of natural resources and
environmental dimension by biodiversity
socio-economic sectors
 Fundamental principles
protection, conservation and
promotion of the
environment in Rwanda
The protection principle
The principle of sustainability
of environment and equal
opportunities among
generations
The polluter pays principle
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The Principle of
Information dissemination
and Community
sensitization in
conservation and
protection of the
environment
The Principle of
Cooperation
Etc
Respect of environmental laws, standards and regulations
 Written Task:
 Audio visual
Checklist Score
Yes No
Indicator: Environmental laws, standards and regulations can be respected after:
 Identifying Rwanda’s environmental features
 Analyzing environmental problems
 Identifying fundamental principles of protection, conservation and promotion of
the environment in Rwanda
Observation
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Learning Outcome 5.2: Identify the best practices to keep the environment clean.

 Categories of waste: o Brainstorming on categories - Pictures
 Non-hazardous waste of waste
 Hazardous waste - Videos
 Best practices according to the case: o Group work on cleaning
 Waste collection public areas - Sustain environment
 Reuse of waste manual and
 Waste disposal o Field visit to observe procedures
 Biodegradable waste environmental safety
 Non-biodegradable waste measures

Proper application of best practice to keep the environment clean (waste
management and pollution control)
 Written Task:
 Audio visual
Checklist Score
Yes No
Indicator: Best practices are applied to keep the environment clean after:
 Categorizing waste  
 Linking a best practice to a given case of waste  
Observation
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Learning Outcome 5.3:Describe climate change adaptation and mitigation measures.
 Basics of climat0-geography o Group discussion / on basics - Pictures

 Climate components: of climato-geography
Radiation
Air pressure o Brainstorming basics of
Humidity hydro-geograpy - Videos
Temperature
Wind speed and direction o Group work identifying
Evapo-transpiration negative human impact on - Climate and
Precipitation climate Weather
Condensation measuring devices
Cloud cover o Field visit to observe climate
etc strategies implementation
 Climate factors:
Geographic latitude o Role play about - World Map
Altitude consequences and measures
Land and water pattern of climate sub
Relief standardization
Vegetation cover (land use)
Exposition
etc
Basics of hydro-geography
hydrological cycle
Water balance equation
Virtual water
etc
 Concept of Climate change
 Causes:
Greenhouse Gases
Nature Contributions
Human Contributions
etc
 Effects:
On natural system
On human activities
 Measures for mitigation and
adaptation:
Sustainable Energy
Production and Efficient
Use
Efficient Infrastructure
Sustainable Forest and
Carbon Sink Management
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Government Leadership
and Outreach
Water Management
Etc
Accurate application of climate change adaptation and mitigating measures
 Written Task:
 Audio visual
Checklist Score
Yes No
Indicator: Climate change adaptation and mitigating measures can be accurately applied
after:
 Identifying basics of climate geography
 Identifying basics of hydro-geography
 Identifying climate change causes, effects and adaptation& mitigation measures
Observation
Reference books:
1. California Department of Developmental Services: Direct Support Professional Training

Year 1and Year 2 Teacher and Student resource Guides,
2004 http://www.dds.ca.gov/DSPT/Guides.cfm
2. "Family Practice Management"; Practice Pearls; American Academy of Family
Physicians; April 2006
3. Bankrate.com; Avoid Suits: Draw Up a Dress Code; Jay MacDonald; July 2003
4. Svensson, S. (2002). The operational problem of fire control. Thesis. Lund: Lund
University.
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5. Sanchez Torres A. et al. Draft Working Paper on an Overview of School Sanitation and
Hygiene Education in Developing Countries. International Water and Sanitation Centre
(IRC), Delft, the Netherlands. 2002
6. The cognitive consequences of formal clothing.Social Psy-chological and Personality
Science, 6(6), 661-668. Slepian, M. L., Ferber, S. N., Gold, J. M., &Rutchick, A. M.
(2015).
7. Work Readiness Training Programme-Trainer’s Manual, AkaziKanoze-Youth
Livelihoods Project.
8. Russell, Jones & Walker; Dress Code Dilemmas in the Workplace, Kate
Warrington Explains; April 2011
9. Public health in disasters and emergencies, see: Goma Epidemiology Group(1995),
Perrin (1996), Médecins sans Frontières (1997a), International Federa-tion of Red
Cross and Red Crescent Societies (2000), International Federation ofRed Cross and Red
Crescent Societies, Johns Hopkins University (2000)
10. American Red Cross. “Disaster Relief ”. 2013. Retrieved from
http://www.redcross.org/what-we-do/disaster-relief retrieved on April 28 th 2019
11. The new speaking of sex: What your children need to know and when they need to
know it. Kelowna, BC, Canada: Wood Lake Publishing, Inc. Hickling, Meg. (2005).
12. Getting Africa to Meet the Sanitation MDG: Lessons from Rwanda: Case Study. Water
and Sanitation Program, World Bank, Jain, N., 2011.
13. Threshold Tool. Practice guidance for improving outcomes for children and young
people through the early identification of need and vulnerability (2015)
14. Sanitation and Cleanliness for a Healthy Environment - The Hesperian Foundation in
collaboration with the United Nations Development Programme (2005). The
Hesperian Foundation
15. Rwandan Law of OccupationalHealth and Safety (OHS): De la sante et de securite au
lieu du travail. J.O no. 5 du 01/03/2002
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CCMWC301 - WORKPLACE COMMUNICATION SKILLS
CCMWC301 Communicate effectively at workplace
Competence

Credits: 3 30
Sector: ALL
Sub-sector: ALL
Issue date: November, 2017
Purpose statement
This module describes the skills and knowledge required to communicate and get along well
with others, in a variety of settings and for a range of purposes. The module will allow the
participant to speak and listen actively and appropriately, one-on-one and in groups, to
cooperate and work effectively within a group, to lead a team, to provide good customer
service and write simple reports.
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N/A

1. Listen and speak effectively 1.1. Adequate application of listening strategies.

1.2. Clear and accurate information and instructions
provision
1.3. Adequate interpretation and follow up of
Instructions
1.4. Proper demonstration of effective speaking skills
2. Cooperate and work as a team 2.1. effective cooperation with others to reach the same
member objectives
2.1. Effective team leadership
2.2. Proper Demonstration of problem solving and
decision making skills
3. Apply customer care 3.1. Proper explanation of good customer service and
its principles.
3.2. Proper provision of quality services
3.3. Effective communication with customers.
3.4. Proper conflict management of customers
4. Write and submit a report 4.1. Identification of types of reports
4.2. Production of the relevant report
4.3. Hand the report to the appropriate persons
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Learning unit LU 1:Listen and speak effectively
1 6 Hours
Learning Outcomes:
1. Apply effective listen skills & strategies
2. Give and receive instructions
3. Interpret non-verbal communication signs and the impact on
people’s perceptions
4. Demonstrate effective speaking skills
Learning Outcome1.1: Apply effective listening skills & strategies.
 Effective listening skills o Role play - Role play scenarios

& strategies o Observing role play - List of effective
 Assess one’s listening o Feedback from observers listening skills &
skills o discussion strategies
 Model good listening - Effective Listening
skills Observation Form
- Speaking Scenarios for
group work
Adequate application of listening strategies
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 Written  Writing practice
 Presentation
 performance
Checklist Score
Yes No
Indicator: Listening strategies are well applied
 Use appropriate body language to show you are listening
 Be aware of your own attitude and avoid being judgmental
 Repeat what the speaker has said to make sure you have understood correctly
 Listen to the speaker without interrupting
 Ask questions for clarification when you do not understand something
 Avoid being distracted by noises, mobile phones (turn it off!), what other people
are doing
 Avoid being distracted by the mannerisms, speaking style, clothing of the person
speaking
 Truly listen without thinking about how you are going to respond until the
person has finished speaking
Observation
Learning Outcome 1.2: Give and receive instructions.
 Identify command styles used o Individual work ˗ Role play scenarios

in giving instructions o Group discussion ˗ List of effective
 Use English skills in giving listening skills &
clear and concise instructions strategies
 Formulation of instructions ˗ Effective Listening
 Strategies to ask questions Observation Form
for clarification ˗ Speaking Scenarios for
group work
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Clear and accurate information and instructions provision
 Presentation
 performance
Checklist Score
Yes No
Indicator : Instructions are well formed
 Be clear and specific

 Comprise of body language/Pictures
 Be supported with examples
 Be inclusive
 Get clarification
Indicator : Using well English skills in giving clear and concise instructions
 Sequencers
 Actions
Observation
Learning Outcome 1.3: Identify non-verbal communication signs and the impact on people’s
perceptions
 Importance of non-verbal o Pair work ˗ Role play scenarios

communication o Large group discussion ˗ List of effective listening
 Impacts of non-verbal skills & strategies
communication on how we ˗ Effective Listening
give information and how Observation Form
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we listen. ˗ Speaking Scenarios for group
work
Adequate interpretation and follow up of Instructions

 Writing practice
 Written  Presentation
 performance
Checklist Score
Yes No
Indicator : The importance of non-verbal communication are recognized
 Repetition
 Contradiction
 Complementing
 Substitution
 Accenting
Indicator : Non verb communication signs are identified
 Facial expressions  
 Gestures  
 Paralinguistic  
 Body language and posture  
 Eye gaz  
 Haptics  
Observation
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Learning Outcome 1.4: Demonstrate effective speaking skills
 Effective speaking skills and o Small group work - Role play scenarios
strategies o Practice presentations - List of effective
o Large group discussion listening skills &
strategies
- Effective Listening
Observation Form
- Speaking Scenarios for
group work
Proper demonstration of effective speaking skills
 Written  Writing practice
 Presentation
 Performance
Checklist Score
Yes No
Indicator :Effective speaking skills are demonstrated
 Be clear, brief, concise – to the point
 Use examples to get to the point
 Be polite / friendly
 Be honest
 Be respectful
 When you need to be direct, speak with respect
 Speak with confidence but not arrogance
 Be flexible – check the mood and attitudes of others and adjust accordingly
 Be aware of body language – your own and that of others
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Observation
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Learning unit
LU 2:WriteCooperate and work as a team member short
compositions on familiar topics
Learning Outcomes:
2
1. Cooperate with others to reach the same objective
2. Lead a team efficiently
3. Demonstrate problem solving and decision making skills
8 Hours
Learning Outcome 2.1: Cooperate with others to reach the same objective.
 Characteristics of an o Large group activity

effective and cooperative o Large group discussion
team member o Individual reflection/journal
writing
o Pair work
An effective and cooperative team member
 Written  writing practice
 presentation
 performance
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Checklist Score
Yes No
Indicator :Characteristics of an effective and cooperative team member are understood
 Member interacts with and includes others courteous, respectful and honest
ways
 Member is respectful of differences- in opinions, culture…
 Provide ideas and opinions and seek others’ ideas
 Listens without interrupting
 Offers ideas without interrupting
 Member is aware of own emotions, thoughts and feeling and keep them under
control
Observation
Learning Outcome 2.2: Lead a team efficiently.
 Qualities of an effective o Large group discussion - Role play scenarios

leader o Small group work
 Different leadership styles o Role plays
 Appropriate leadership style o Small group activity
in a given context
 Strategies to lead a team
efficiently
Effective team leader
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 Presentation
 performance
Task: identify steps you need to take to improve your
communication and team leadership skills
Checklist Score
Yes No
Indicator : Qualities of effective team leader are understood
 Determined
 Flexible
 Resourcefulness
 Creative
 Responsible
 Optimist
 Reliable/ accountable
 Patient
Indicator: Different styles are understood
 Authoritarian leader
 Persuading leader
 Consulting leader
 Joining leader
Indicator : Strategies of leading a team are understood
 Encourage discussions
 Encourage everyone to participate fully
 Remain calm
 Use positive feedback
 Ensure all team members understand that their ideas &opinions are equally
relevant
Observation
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Learning Outcome 2.3: Demonstrate problem solving and decision making skills
 Characteristics of good o Large group activity - Scenarios for problem

solution o Pair sharing solving activity
 steps of problem solving to o Small group work
work and community o Large group discussion
related problems o Task leadership
 Communication as a tool for competition
problem solving
Proper Demonstration of problem solving and decision making skills

 Presentation
 performance
Task: how might use the problem solving steps in resolving a
problem that is currently going on in your life?
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Checklist Score
Yes No
Indicator : Problem solving steps are used
 The problem is identified
 Clear understanding of the problem is gotten
 Possible solutions are generated
 Solution is chosen
 The solution is implemented
 The solution is evaluated
Indicator : Communication as a tool for problem solving
 Listening
 Speaking
 Cooperation skills
Indicator: the solution is REAL
 The solution is Realistic
 The solution is Effective
 The solution is acceptable
 The solution is logical
Observation
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Learning unit
LU 3: Apply customer care
Learning Outcomes:
3 1. Demonstrate the understanding of the importance of good

customer care
2. Provide exceptional quality service
3. Communicate effectively with customers by telephone and face
to face
10Hours 4. Handle conflict with difficult customers
Learning Outcome 3.1: Demonstrate the understanding of the importance of good customer
care
 Definition of customer service o Experience sharing

 Levels of customer service o Brainstorming
 Customer care principles o Presentation by trainer
 Importance of customer care
Proper explanation of good customer service and its principles
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 Written  writing practice
 presentation
 performance
Checklist Score
Yes No
Indicator : Levels of customer service are understood
 Poor service
 Mediocre service
 Exceptional service
Indicator: Customer care principles are understood
 The customer is boss
 Never argue
 Don’t confront a customer
 Always be respectful and listen to the needs of the customer
Indicator :The importance of customer service is understood
 Positive effect are explained
 Negative effect are explained
Observation
Learning Outcome 3.2: Provide exceptional quality service
 Basic customer needs o Individual reflection

 Service to meet basic customer o Large group discussion
needs o Role play
 Definition of customer’s
perception
 Meeting and exceeding
expectations
 Getting feedback on the
provided service
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Proper provision of quality services
 Presentation
 performance
Task: observe the customer service given in the scenario between
customer and receptionist
Checklist Score
Yes No
Indicator : Basic customer needs are
 Welcome
 Understood
 Important
 Comfortable
Indicator:Exceptional customer service is given
 Meet basic customer needs
 Customer perception
 Meet and exceed customer’s expectation
 Get feedback on the service provided
Observation
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Learning Outcome 3.3: Communicate effectively with customers by telephone and face to
face
 Telephone tips o Large group discussion - Role Play scenarios

 Recording a telephone o Skit for Communicating
message o Pair role plays with Customers
Effective communication with customers
 Presentation
 performance
Task: observe whether the telephone tips are used and the
receptionist record the message in the scenario between customer
and receptionist
Checklist Score
Yes No
Indicator: Telephone or face to face tips are used

 Being ready
 Answer promptly
 Being friendly
 Being polite
 Identify yourself
 Repeat the caller’s name
 Listen carefully
 Give the caller full attention
 Don’t guess at answers
Indicator: The message is recorded
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 The caller’s name is recorded
 The caller’s telephone is recorded
 The date and time is recorded
 What the caller needs are recorded
 Any additional information is recorded
Observation
Learning Outcome 3.4: Handle conflict with difficult customers
 Definition of conflict, o Individual reflection

conflict o Brainstorming
resolution/management o Large group discussion
 Steps of conflict o Role play
management with difficult
customers
Proper conflict management of customers

 Presentation
 performance
Task: observe whether the steps of conflict management with
difficult in the scenario between difficult customer and a waiter
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Checklist Score
Yes No
Indicator: Steps of conflict management with difficult customers are used
 Stay calm and listen
 Ask questions
 Give feedback
 Summarize the problem
 Deal with the problem
Observation
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LU 4:Write and submit a report
Learning unit
Learning Outcomes:
4 1. Identify types of reports required

2. Produce the relevant report
3. Hand the report to the appropriate persons
6 Hours
Learning Outcome 4.1: Identify types of reports required
 Types of report used in the o Documentation research - Reference books

workplace o Brainstorming - Different types of
o Group discussion reports
o Presentation
Identification of types of reports

 Written  Wring practice
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 performance  Presentation
Task: identify and explain different types of repots

Checklist Score
Yes No
Indicator: types of reports are identified
 Formal and informal reports
 Short long reports
 Analytical or informational reports
 Proposal reports
 Vertical or lateral reports
 Internal or external reports
 Periodic report
 Functional reports
Observation
Learning Outcome 4.2 Produce the relevant report
 Different sections of a report o Observation - Different types of

 Report writing tips o Presentation reports
o Individual practice
Effective Production of therelevant report
 Presentation
 performance
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Task: you and the other member have now completed the research
in your field, write a report to the Director explaining your research ,
results and recommendations.
Checklist Score
Yes No
Indicator: Sections of reports are identified
 Abstract/overview/ executive summary
 Introduction
 Body
 Conclusion
 Recommendations
 References
 Appendices
Indicator: Reports writing tips are emphasized
 Executive summary and table of content are written
 Objective is focused on
 Planning is made before writing
 A clear layout is used
 A clear language structure
Observation
Outcome 4.3.Hand the report to the appropriate persons
 Transmission route o Observation - Templates of

 Transmission slip o Presentation routing slips
o Individual practice
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Reports are handed over to both colleague and supervisor.

 Written  writing practice
 presentation
 performance
Checklist Score
Yes No
Indicator: The report is well transmitted
Report is signed by the person in charge
All concerned people get their copies
Copies are free from any grammatical mistakes
Supplementary documents are attached if they are required
Observation
References:
1. Work Readiness Training Programme – Trainer’s Manual, AkaziKanoze – Youth Livelihoods Project.
2. Work Readiness Training Programme – Participant’s Manual, AkaziKanoze – Youth Livelihoods
Project.
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CCMCL301 - COMPUTER LITERACY
CCMCL301 Apply computer literacy

Competence

Credits: 3 30
Sector: All
Sub-sector: All
Issue date: January, 2014
Purpose statement
This module describes the skills and knowledge required to operate a computer, to use word
processing applications in the production of workplace documents, to create and use
spreadsheets and charts through the use of spreadsheet software, to design electronic
presentations, and to send, receive and manage electronic mail (email), as well as to
collaborate online using chat rooms, intranets and instant messaging.
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Not applicable

Performance criteria describe the required performance needed to demonstrate achievement of the
learning unit.
1. Apply computer basics 1.1. Proper Description of the computer basics

1.2. Proper identification of various connectors and ports
1.3. Appropriate use of different I/O devices
1.4. Appropriate use of desktop’s elements
1.5. Regular Scanning of viruses in the computer and
different storages devices
2. Use a current Word processing 2.1. Convenient formatting of text
package 2.2. Proper creation and editing of table
2.3. Convenient editing of text
2.4. Suitable printing of a document
2.5. Appropriate savingof a document
2.6. Appropriate inserting of header ,footer and footnotes
3. Use current spreadsheet package 3.1. Proper use of basic Excel tasks
3.2. Proper managementof sheets in Excel workbook
3.3. Convenient formatting of cells and their content
3.4. proper use of functions and mathematical operations
3.5. Suitable printing of Excel worksheet
4. Use current power point 4.1 Suitable Launch of MS PowerPoint
presentations 4.2 Proper creation of new presentation
4.3 Proper management of a slide
4.4 Proper insertion of graphics
4.5 Suitable conversion of Word documents to
PowerPoint presentation
4.6 Proper animation of presentation document
4.7 Proper use of different presentation view
4.8 Suitable printing of a presentation document
5. Use Internet/Intranet (outlook) 5.1. Proper description of a website
5.2. Proper use of instant messaging (chatting)
5.3. Proper use of search engines (example google)
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5.4. Proper management of favorites using internet
explorer
5.5. Convenient Browsing of the internet using the
hyperlinks
5.6.Downloading and uploading files using internet
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Learning unit
LU 1 Apply computer basics
1.
2.
Describe the computer basics
Identify Various computer peripherals
3. Use different I/O devices
4. Use desktop’s elements
10 Hours 5. Scan viruses in the computer and different storages devices (flash
disk, external hard disk)
Learning Outcome 1.1: Describe the Computer basics
 Classification of a Computer o Open a computer case and  Computer lab

 Microcomputers observe different types of  Computer tool kit
 Minicomputers memory  CD, DVDs, Diskettes
 Supercomputers o Group discussion on each  Whiteboard
 Mainframe computers type of memory  Markers
 Personnel computers types o Demonstration on different  Computers
 Tower types of computers
 Desktop
 Notebook
 Laptops
 Palm tops
 PDA (Personal Digital
Assistance)
 Types ofcomputer memory
 ROM (Read Only Memory)
 RAM (Random Access
Memory)
 External/Internal memories
(Hard disk, diskette, CD, flash
disk, etc.)
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Proper description of computer basics
 Written  Multiple choices questions
 Matching/ Sentence completion / Fill in blank
 Presentation
 Open questions or Short answer question
Checklist Score
Yes No
Indicator: Computer classes are described
 Microcomputers
 Minicomputers
 Supercomputers
 Mainframe computers
Indicator: Personnel computers types are described
 Tower
 Desktop
 Notebook
 Laptops
 Palm tops
 PDA (Personal Digital Assistance)
Indicator:Types of computer memory are described
 ROM (Read Only Memory)
 RAM (Random Access Memory)
 External/Internal memories (Hard disk, diskette, CD, flash disk, etc.)
Observation
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Learning Outcome 1.2: Identify Various computer peripherals
 Input Devices o Observe different  Computer lab

 Mouse connectors as well as  Computer tool kit
 Scanner input and output ports  CD, DVDs,
 Keyboard o Exercises on peripherals  Different types of
 Barcode reader identifications cables, different
 Joystick types connectors
 Camera  Whiteboard
 Microphone  Markers
 Output Devices
 monitors (LED, LCD, CRT)
 printers
 projector
 speakers
 Headphones
 Both Input-Output Devices
 Modems
 Touch screens
 Network cars
 Device Controller(drivers)
 Audio
 Video
 Graphics
 System Device
Proper identification of various computer peripherals

 Presentation
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Checklist Score
Yes No
Indicator: Input devices are described
 Mouse
 Scanner
 Keyboard
 Barcode reader
 Joystick
 Camera
 Microphone
Indicator: Output devices are described

 Monitors (LED, LCD, CRT)
 Printers
 Projector
 Speakers
 Headphones
Indicator:Both input and output are described
 Modems
 Touch screens
 Network cars
Indicator:Device Controller(drivers) are described
 Audio
 Video
 Graphics
 System Device
Observation
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Learning Outcome 1.3: Use different I/O devices.
o Practical exercises on  Computer lab

 Input Devices connecting the mouse,  Computer tool kit
 Mouse keyboard. Monitor to the  CD, DVDs, Diskettes
 Scanner CPU (Central Processing  Printer
 Keyboard Unit) and other devices  Scanner
 Barcode reader  Whiteboard
 Joystick
 Camera
 Microphone
 Output Devices
 Printers
 Projector
 Speakers
 Headphones
 Both Input-Output Devices
 Modems
 Touch screens
 Network cars
 Types of keyboards
 AZERTY
 QWERTY
Appropriate Use of different I/O devices
 Performance  Matching/ Sentence completion / Fill in blank
 Presentation
 Performance check list
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Checklist Score
Yes No
Indicator: Input devices are used
 Mouse
 Scanner
 Keyboard
 Barcode reader
 Joystick
 Camera
 Microphone
Indicator: Output devices are used

 Printers
 Projector
 Speakers
 Headphones
Indicator:Both input and output are used
 Modems
 Touch screens
 Network cars
Indicator:Device Controller(drivers) are used
 Audio
 Video
 Graphics
 System Device
Observation
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Learning Outcome 1.4: Use desktop’s elements
 Windows and its components o Brainstorming on desktop’s  Computer lab

 Desktop elements  Projector
 Task bar o Use the desktop, the tasks
 Start menu bar and the start menu
 Minimize, maximize, close o Practical exercise on
buttons windows and its
components
Appropriate use of desktop’s elements

 Performance  Matching/ Sentence completion / Fill in blank
 Presentation
Checklist Score
Yes No
Indicator: Windows and its components are used
 Desktop
 Task bar
 Start menu
 Minimize, maximize, close buttons
Observation
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Learning Outcome 1.5: Scan viruses in the computer and different storages devices (flash
disk, external hard disk).
o Brainstorming the use of  Computer lab

Types of antivirus scans antivirus  Flash disks
 Full scan o Practical exercises on  External hard disk
o Compile activities reports  CDs, DVDs
 All hard drives, removable storage, o Practical exercises on  Antivirus
and network drives computer virus scanning  Whiteboard
 System memory (RAM)  Markers
 System backups
 Startup folders
 Registry items
 Custom scan
 Windows defender
 Disc clean up
 Hyper/smart/Quick scan
 Commonly infected files and

folders
 Running processes and threads
 System memory (RAM)
 Startup folders
 Registry items
Regular scanning of viruses in the computer and different storages devices
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 Performance
 Presentation
Checklist Score
Yes No
Indicator: Full scan is performed
 All hard drives, removable storage, and network drives
 System memory (RAM)
 System backups
 Startup folders
 Registry items
Indicator: Custom scan is performed
 Windows defender
 Disc cleanup
Indicator:Hyper/smart/Quick scan is performed
 Commonly infected files and folders  
 Running processes and threads  
 System memory (RAM)  
 Startup folders  
 Registry items  
Observation
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Learning unit
LU 2: Use a word processing package
Learning Outcomes:
2 1.
2.
3.
4.
5.
Format a text
Create and edit a table
Edit document (text)
Print a document
Save a documents
5 Hours 6. Insert header, footer and footnotes
Learning Outcome 2.1:Format a text
 Style, font, size, color o Reproduce document already  Computer lab with current
 Paragraph formatted Word processing package
 Column o Various exercises to installed in each computer
 Tabulation familiarize with formatting a  Projector
 Paragraph spacing text  Whiteboard
 Inserting symbols: special  Markers
characters, bullet and
numbering
 Borders and shading,
header and footer
Convenient formatting of text
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 Performance
 Presentation
Checklist Score
Yes No
Indicator: Text is well formatted
 Style, font, size, color
 Paragraph
 Column
 Tabulation
 Paragraph spacing
 Inserting symbols: special characters, bullet and numbering
 Borders and shading, header and footer
Observation
Learning Outcome 2.2: Create and edit a table
 Inserting a table o Practical exercises on - Computer lab with

 Inserting a column creating, editing and current Word
 Inserting a row handling a table processing Package
 Deleting table installed in each
 Deleting row computer
 Deleting column - Projector
 Merging cells - Whiteboard
 Splitting cells
 Drawing a table
 Table auto format
 Formula
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Proper creation and editing of table

 Presentation
Checklist Score
Yes No
Indicator: Table is created and edited
 Inserting a table
 Inserting a column  
 Inserting a row  
 Deleting table  
 Deleting row  
 Deleting column  
 Merging cells  
 Splitting cells  
 Drawing a table  
 Table auto format  
 Formula  
Observation
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Learning Outcome 2.3: Edit document (text)
 Search/Find, replace o Brainstorming editing text - Computer lab with

 Deleting a range of text o Perform practical exercises current Word
 The undo command on the various tips processing package
 Spelling and grammar (options) installed in each
 Synonyms o Compile activities reports computer
- Projector
- Whiteboard
- Markers
Convenient editing of text

 Presentation
Checklist Score
Yes No
Indicator: Text is edited
 Search/Find, replace
 Deleting a range of text  
 The undo command  
 Spelling and grammar  
Observation
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Learning Outcome 2.4: Print a document
 Page setup o Exercises on printing one or - Computer lab With

 Print preview more copies of a colored current Word
 Print dialog box document, in black and processing package
 Selecting printer name white installed in each
 Printer options o Printing in landscape, computer
 Printing one or more copies portrait - Printer
 Printing in black/white or color - Projector
 Print page ranges
Suitable printing of a document
 Performance  Presentation
Checklist Score
Yes No
Indicator: Document is printed
 Page setup
 Print preview  
 Print dialog box  
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 Selecting printer name  
 Printer options  
 Printing one or more copies  
 Printing in black/white or color  
 Print page ranges  
Observation
Learning Outcome 2.5: Save documents
 File management o Practical exercises on - Computer lab with

 Creation of files creation of files, folders and current Word
 Creation of folders file saving processing package
 File naming o Compile activities reports installed in each
 File formats computer
- Projector
Appropriate saving of a document

 Presentation
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Checklist Score
Yes No
Indicator: Document is saved
 File management
 Creation of files  
 Creation of folders  
Observation
Learning Outcome 2.6: Insert header, footer and footnotes
 Footnotes o Exercises on footnotes - Computer lab with

 Header and footer o Create a document current Word
 Automatic page numbering containing several pages processing package
 Total number of pages o With elements such as the installed in each
 Automatic date page number, date computer
 Automatic author’s name automation. - Projector
o Practical exercises.
Appropriate insertion of header, footer and footnotes

 Presentation
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Checklist Score
Yes No
Indicator: Header, footer and footnotes are inserted
 Footnotes
 Header and footer  
 Automatic page numbering  
 Total number of pages  
 Automatic date  
 Automatic author’s name  
 Footnotes  
 Header and footer  
Observation
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LU 3: Use current spread sheet package
Learning unit
Learning Outcomes:
3 1.
2.
3.
4.
5.
Use basic Excel tasks
Manage sheets in Excel workbook
Format cells and their contents
Use some functions and perform mathematical operations
Print an Excel worksheet
5 Hours
Learning Outcome 3.1:Use basic Excel tasks.
 Basic Excel tasks o Practical exercises on the use of - Computer lab with
- Open basic Excel tasks current spread sheet
- Close o Compile activities reports package installed in
- New document each computer
- Undo - Projector
- Save as
- Sheet
- Selecting a cell
- Validating a cell
- Deleting cell contents
- Modifying cell contents
- Selecting group of cells
- Increase and reduce
the cell size
- Delete row and column
- Duplicate cell
Proper use of basic Excel tasks
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 Presentation
 Performance  Performance check list
Checklist Score
Yes No
Indicator: Excel tasks are used
 Open
 Close  
 New document  
 Undo  
 Save as  
 Sheet  
 Selecting a cell  
 Validating a cell  
 Deleting cell contents  
 Modifying cell contents  
 Selecting group of cells  
 Increase and reduce the cell size  
 Delete row and column  
Observation
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Learning Outcome 3.2: Manage sheets in Excel workbook.
 Selecting a sheet o Practical exercises  Computer lab with

 Renaming a sheet o On managing sheets in Excel current spread
 Insert new sheets workbook sheet package
 Moving a sheet in a workbook installed in each
 Deleting a sheet computer
 Projector
Proper management of sheets in Excel workbook
 Presentation
Checklist Score
Yes No
Indicator: Sheets in Excel workbook are managed
 Selecting a sheet
 Renaming a sheet  
 Inserting new sheets  
 Moving a sheet in a workbook  
 Deleting a sheet  
Observation
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Learning Outcome 3.3: Format cells and their contents
 Formatting text and cells o Practical exercises in groups - Computer lab with
 Choosing font, size, color and individual homework current spread sheet
 Adjusting cow height on formatting cells package installed in
 Alignment of cell o Compile activities reports each computer
 Number format - Projector
 Inserting rows
 Merging cells
 Creating borders
 Patterns
Convenient formatting of cells and their content
 Presentation
Checklist Score
Yes No
Indicator: Cells and their content are formatted
 Formatting text and cells
 Choosing font, size, color  
 Adjusting cow height  
 Alignment of cell  
 Number format  
 Inserting rows  
 Merging cells  
Observation
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Learning Outcome 3.4: Use functions and mathematical operations.
 Numbers and mathematical o Practical exercises in groups - Computer lab with

calculations and individual homework current spread sheet
 Addition on formatting cells package installed in
 Multiplication o Compile activities reports each computer
 Division - Projector
 Subtraction
 AutoSum
 Absolute and relative reference
 Function
 Average
 Minimum
 Maximum
Appropriate use of functions and mathematical operations
 Presentation
Checklist Score
Yes No
Indicator: Functions and Mathematical operation are used
 Numbers and mathematical calculations
 Addition  
 Multiplication  
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 Division  
 Subtraction  
 AutoSum  
 Absolute and relative reference  
 Function  
 Average  
 Minimum  
 Maximum  
Observation
Learning Outcome 3.5: Print an Excel worksheet.
 Page setup o Print one or more copies of - Computer lab with

 Print preview a worksheet current spread
 Print dialogue box o Print color or white and sheet package
 Print options black worksheet installed in each
 Print one or more copies o Practical exercises computer
 Print in black/white or color (individual and in group) - Projector
 Print page ranges o Print horizontally/vertically - Printer
 Printing a selection
Appropriate printing of Excel worksheet

 Presentation
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Checklist Score
Yes No
Indicator: Excel worksheet is printed
 Page setup
 Print preview
 Print dialogue box
 Print options
 Print one or more copies
 Print in black/white or color
 Print page ranges
Observation
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Learning unit
LU4: Use current presentation
4 5 Hours
Learning Outcomes:
1. Launch Ms Power Point
2. Create a new presentation
3. Manage a slide
4. Insert graphics
5. Convert word documents to PowerPoint presentation
6. Animate a presentation document
7. Use different presentation view
8. Print a presentation
Learning Outcome 4.1:Launch Ms Power Point
 PowerPoint definition o Using a PowerPoint - Computer lab with current

 Role presentation with slide show, presentation software
 PowerPoint environment get feedback from learners on installed in each computer
 Title bar the area of application of Ms - Projector
 Menu bar PowerPoint
 Toolbars o Launch PowerPoint and observe
 Formatting tool bar the screen individual exercises.
 Title
 Subtitle
Suitable launch of MS Power Point
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 Presentation
Checklist Score
Yes No
Indicator: Ms power point is launched
 PowerPoint environment
 Title bar
 Menu bar
 Toolbars
 Formatting tool bar
 Title
 Subtitle
Observation
Learning Outcome 4.2: Create a new presentation.
 Creating new presentation o Create presentation using - Computer lab with

 Blank presentation the various methods current
 Design template o Practical exercises presentation
 Auto content wizards (individual and in groups) software installed
in each computer
- Projector
Proper creation of a new presentation
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 Presentation
Checklist Score
Yes No
Indicator: New presentation is created
 Blank presentation
 Design template
 Auto content wizards
Observation
Learning Outcome 4.3: Manage a slide
 Creating a slide o Exercises on creating, - Computer lab with

 Inserting a slide inserting and modifying a current
 Modifying a slide slide presentation
software installed
in each computer
- Projector
Proper management of a slide
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 Presentation
Checklist Score
Yes No
Indicator: A slide is managed
 Creating a slide
 Inserting a slide
 Modifying a slide
Observation
Learning Outcome 4.4:Insert graphics
o Exercises on inserting images - Computer lab with

 Clip Art, in the slides current
 Word Art, presentation
 Library Images, software installed
 Inserting image from file in each computer
- Projector
Proper insertion of graphics
Assessor may collect among the following evidences and make judgements on
whether the performance criterion has been achieved.
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 Presentation
Checklist Score
Yes No
Indicator: Graphics are inserted
 Clip Art,
 Word Art,
 Library Images,
 image from file
Observation
Learning Outcome 4.5:Convert word documents to PowerPoint presentation.

 Copy, cut, move o Practical exercises on file - Computer lab with

 Import file transformation current
 Process of conversion presentation
software installed
in each computer
- Projector
Suitable conversion of Word documents to PowerPoint presentation
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 Presentation
Checklist Score
Yes No
Indicator: word document is converted
 Copy, cut, move
 Import file
 Process of conversion
Observation
Learning Outcome 4.6:Animate a presentation document
 Animation o Familiarize with animation of - Computer lab with

 Custom animation a presentation current
 Slide transition presentation
software installed
in each computer
- Projector
Proper animation of presentation document
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 Presentation
Checklist Score
Yes No
Indicator: Presentation document is animated
 Animation
 Custom animation
 Slide transition
Observation
Learning Outcome 4.7:Use different presentation view
 Normal view o Switch between the views to - Computer lab with

 Slide sorter view improve the presentation current
 Slide show o Group discussion and presentation
brainstorming software installed
in each computer
- Projector
Appropriate use of different presentation view
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 Presentation
Checklist Score
Yes No
Indicator: different presentation vieware used
 Normal view
 Slide sorter view
 Slide show
Observation
Learning Outcome 4.8:Print a presentationdocument
 Printing a presentation o Exercises on printing in black - Computer lab with

 Print preview and white or in color, current
 Printing a copy or multiple copies printing one or more copies presentation
 Printing one slide on a page of a presentation software installed
 Printing more slides on a page in each computer
- Projector
Suitable printing of a presentation document

 Presentation
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Checklist Score
Yes No
Indicator: Presentation documents is used
 Printing a presentation
 Print preview
 Printing a copy or multiple copies
 Printing one slide on a page
 Printing more slides on a page
Observation
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Learning unit
LU 5: Use Internet/Intranet (outlook)
Learning Outcomes:
5 1.
2.
3.
4.
5.
Describe a website
Use instant messaging (chatting)
Use search engines (example google)
Manage favourites using internet explorer
Browse the internet using the hyperlinks
5 Hours 6. Download and upload files using internet
Learning Outcome 5.1: Describe a website.
o Visit websites and browse - Internet connection

 Introduction different pages. - Computer lab
 World wide web o Group discussion based on - projector
 Web page observation
Proper description of a website

 Presentation
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Checklist Score
Yes No
Indicator: Web site is described
 Introduction
 World wide web
 Web page
Observation
Learning Outcome 5.2: Use instant messaging (chatting)

 Steps to create a chat account o Group discussion on - Internet

 Chatting options interacting through instant connection
 Instant messaging with or no webcam messaging - Computer lab
 Calling o Exercises on chatting in - projector
 Sending files groups
o Compile activities reports
Proper use of instant messaging (chatting)

 Presentation
Checklist Score
Yes No
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Indicator: Web site is described
 Steps to create a chat account
 Chatting options
 Instant messaging with or no webcam
Observation
Learning Outcome 5.3:Use search engines (example google)
 Search engines types o Perform practical exercises - Internet connection

 Role on the use of search engines - Computer lab
 Some types of search engine - projector
Proper use of search engines (example google)
performance criterion has been achieved

 Presentation
Checklist Score
Yes No
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Indicator: Search engines are used
 Search engines types
 Role
 Some types of search engine
Observation
Learning Outcome 5.4: Manage favourites using internet explorer
 Favorites o Practical exercises on - Internet

 Create favorites creating, moving and Connection
 Rename renaming favourites - Computer Lab
 move favorites - projector
Proper management of favorites using internet explorer

 Presentation
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Checklist Score
Yes No
Indicator: favorites are managed
 Favorites types
 Create favorites
 Rename
 Move favorites
Observation
Learning Outcome 5.5:Browse the internet using the hyperlinks
 Web browser o Open a web using the - Internet connection

 Browser buttons address bar - Computer lab
 Address bar o Browse different web pages - projector
 Status bar o practical exercises on
 Scroll bar browsing internet using
 Home page hyperlink
 Front/Back arrows
 Refresh button
 Start page
Convenient browsing of the internet using the hyperlinks

 Presentation
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Checklist Score
Yes No
Indicator: hyperlinks are used
- Web browser
- Browser buttons
- Address bar
- Status bar
- Scroll bar
- Home page
- Front/Back arrows
- Refresh button
- Start page
Observation
Learning Outcome 5.6:Download and upload files using internet.
 Downloading o Practical exercises on - Internet connection

 File attachment downloading and uploading - Computer lab
 Uploading files using internet - projector
Proper downloading and uploading of files using internet
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 Presentation
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Checklist Score
Yes No
Indicator: Files are downloaded/uploaded
- Downloading
- File attachment
- Uploading
Observation
Summative Assessment
Assesment Criterion 1: Student knows computer basics
Checklist Score
Yes No
Indicator: Can write a CV in Word processor (≥1/2)
Indicator: Can format the text (≥1/2)
Indicator: Can save a CV (1)
Observation
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Assesment Criterion 2: Student knows how to use Internet
Checklist Score
Yes No
Indicator: Can use a search engine to look for information (on RP and CV templates in the case
above) (2)
Indicator: Can open his e-mail account in browser or in outlook (1)
Indicator: Can upload a CV and send it to the specified e-mail address (2)
Observation
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CCMEN301 - PRE-INTERMEDIATE WORKPLACE ENGLISH
CCMEN301 Communicate simply using English in familiar situations

Competence

Credits: 3 30
Sector: ALL
Sub-sector: ALL
Issue date: January, 2017
Purpose statement
This core module describes the skills, knowledge and attitudes to be acquired for the trainee’s. The
trainee will be able to Give accounts of social events attended, Describe social events attended, Justify
social activities engaged in, Talk about professional experiences and ambitions, Discuss and express of
one’s ideas and opinions, Write short compositions on familiar topics, Write different kinds of sentences
and paragraphs, use punctuation marks, Identify different types of compositions, Develop any topic of
interest into a composition, Extract specific information from a reading text, Differentiate between the
main ideas/points and the supporting details, Identify kinds of social letters, Identification of elements
of social letters, Provide appropriate reply to social letters, Capture and report the mains points of a
trade-related relatively slow speech/recording, Separate of the main points from supporting
details/commentary, Express his own opinions/views on the speech/recording listened to, Answer
specific questions on a trade-related audio materials, The sentence structure, Procedures of deep
reading: silent, loud, and close reading, Discuss
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CCM 102: Oral Basic English Communication
CCM 202: Elementary Workplace English

1. Talk about familiar events and 1.1. Description of social events such as weddings, funerals, social
activities gatherings, religious ceremonies, travels
1.2. Accurate accounts of social events and ceremonies attended
1.3. Justification of social activities engaged in (why do you go to
church? Why do you attend weddings, etc.)?
1.4. Talking about professional experiences and ambitions
2. Write short compositions on 2.1. Convenient development of any topic of interest into a
familiar topics composition
2.2. Correct identification of parts of a composition (Introduction,
the body and conclusion)
2.3. Correct Identification of types of a composition (essays, short
stories, letters, emails)
2.4. Correct use of the building blocks of sentences and
paragraphs
2.5. Effective use of punctuation marks
3. Read and interpret messages from 3.1. Extraction of specific information from the text read
simple texts and social letter 3.2. Identification of the most important ideas in the text
3.3. Effective identification of the lessons conveyed by the text
3.4. Identification of the main elements of social letters
3.5. Provision of an appropriate reply to social letters
4. React to common trade-related oral 4.1. Capturing and reporting of the main points from a trade-
English related relatively slow speech/recording
4.2. Expression of own opinions/views on the recording listened
to
4.3. Discussion of ideas and opinions raised in simple trade-
related recordings/speeches
4.4. Answering specific questions on a trade-related audio
material
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Learning unit LU 1:Talk about familiar events and activities
Learning Outcomes:
1 1. Describe social events

2. Give account of social events and ceremonies attended
3. Justify social activities engaged in
4. Talk about professional experiences and ambitions
7 Hours
Learning Outcome 1.1:Describe social events

 Description of social events o Brainstorming on potential - White Board
(weddings, parties, social events - Chalkboard
birthdays, funerals, o Presentation on description of - Flipchart
graduation ceremonies) events - Pen
using descriptive words: o Role plays on description of - Paper
 Adjectives events - Markers
 Adverbs o Documentary research - Reference books
 Verbs - Trainee manual
 Gerunds - Lesson plan
 Colours - Scenarios
 Shapes
 Weather
Describe social events
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 Oral  Discussions
 Performance  Presentations
Task: Describe social events using descriptive words
Checklist Score
Yes No
Indicator : Descriptive words are well used
 Adjectives
 Adverbs
 Verbs
 Gerunds
 Colours
 Shapes
 Weather
Observation
Learning Outcome 1.2: Give account of social events and ceremonies attended.
 Describing events in place and o Story telling - White Board

time o Presentation - Chalkboard
 Asking and Telling (Reading the o Role plays - Flipchart
clock, Asking and) o Group discussions - Pen
 Giving Accounts of social events o Brainstorming - Paper
according to - Markers
 when they happen - Reference books
 where they take place - Trainee manual
 who is involved in them - Lesson plan
 how they happen - Scenarios
 how long they last
 Enquiring about social events
using question words
 Who?
 When?
 Where?
 What?
 How?
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 Why?
Give account of social events and ceremonies attended
 Oral  Discussions
 Performance  Presentations
  Task: Use question words to enquire about social
events your friends attended.
Checklist Score
Yes No
Indicator : Social events accounts are given according to
 when they happen
 where they take place
 who is involved in them
 how they happen
 how long they last
Indicator : Question words are well used
 Who
 What
 Where
 When
 How
 Why
Observation
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Learning Outcome 1.3: Justify social activities engaged in

 Using conjunctions to justify o Story telling - White Board
social activities by expressing o Presentation - Chalkboard
their o Brainstorming - Flipchart
 Reason o Group discussions - Pen
 Result - Paper
 Purpose - Markers
- Reference books
- Trainee manual
- Lesson plan
Justify social activities engaged in
 Oral Performance  Discussions
 Presentations
Task: Why did you take part in the social activity

you attended?
Checklist Score
Yes No
Indicator :Conjunctions are well usedby expressing
 Reason
 Result
 Purpose
Observtion
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Learning Outcome 1.4: Talk about professional experiences and ambitions

 Talking about professional o Presentations - Reference books
experiences o Discussions - Scenarios
 The use of past tenses o Role plays - Flip chart
 The use of perfect tenses o Dialogues - Marker
 Talking about professional o Practical exercises - Paper
ambitions - Pen
 The use of future tenses - Notebooks
 Introduction to sentence - Audiovisual material
structure - Lesson plan
 Simple sentences - Trainee manual
 Compound sentences
 Complex sentences
Talk about professional experiences and ambitions
 Oral  Discussions
 Performance  Presentations
Task: Using appropriate tenses, talk about your
future career ambitions.
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Checklist Score
Yes No
Indicator : Tenses are well used while talking about professional experiences
 The use of past tenses
 The use of perfect tenses
Indicator : Tenses are well used Talking about professional ambitions
 The use of future tenses
Indicator : Sentences are well structured
 Simple sentences
 Compound sentences
 Complex sentences
Observation
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Learning unit
LU 2:Write short compositions on familiar topics
2 8 Hours
Learning Outcomes:
1.
2.
3.
4.
Use the building blocks of sentences and paragraphs
Use punctuation marks
Identify types of compositions
Develop any topic of interest into a composition
Learning Outcome 2.1:Use the building blocks of sentences and paragraphs

 Types of sentence: o Presentation - Reference books
 A simple sentence o Group Discussions - Flip chart
 A compound sentence o Brainstorming - Marker
 A complex sentence o Practical exercises - Paper
 A compound-complex - Pen
sentence - Lesson plan
 The building blocks of a simple - Trainee manual
sentence /clause - Notebooks
 Subject
 Predicate:
 Verb
 Object
 Complement/ Predicative
noun/adjective
 Adverbial/prepositional
phrases
 Types of paragraph:
 A descriptive paragraph
 A narrative paragraph
 An expository paragraph
 A persuasive paragraph
 The building blocks of a
paragraph
 Topic sentence
 Supporting sentences
 Concluding sentence
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Use the building blocks of sentences and paragraphs
 Written Performance  Matching
 Multiple choice
 Discussions
 Yes or no questions
 Task: After identifying the different types of
sentences, write a sample sentence for each type.
Checklist Score
Yes No
Indicator : Types of sentencesare understood
 A simple sentence
 A compound sentence
 A complex sentence
 A compound-complex sentence
Indicator : The building blocks of simple Sentence/ clause are understood
 Subject
 Predicate
 Verb
 Object
 Complement/ Predicative noun/adjective
Indicator : Types of paragraphs are considered
 A descriptive paragraph
 A narrative paragraph
 An expository paragraph
 A persuasive paragraph
Indicator : The building blocks of a paragraph is understood
 Topic sentence
 Supporting sentences
 Concluding sentence
Observation
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Learning Outcome 2.2: Use punctuation marks

 Identification and use of different o Brainstorming - White Board
punctuation marks: o Documentary research - Chalkboard
 Full stop/period o Practical exercises - Flipchart
 Comma - Pen
 Question mark - Paper
 Exclamation mark - Markers
 Colon - Reference books
 Semicolon - Trainee manual
 Quotation/Speech marks - Lesson plan
 Apostrophe
 Hyphen
 Dash
 Round brackets/parentheses
 Square brackets
 Curly brackets
 Ellipsis
 Slash
 Dot
Use punctuation marks
 Written Performance  Sentence completion
 Yes or no questions
 Multiple choice
Task: Punctuate correctly the sentences given to you by
your teacher.
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Checklist Score
Yes No
Indicator :Punctuations marks are identified and well used
 Full stop/period
 Comma
 Question mark
 Exclamation mark
 Colon
 Semicolon
 Quotation/Speech marks
 Apostrophe
 Hyphen
 Dash
 Round brackets/parentheses
 Square brackets
 Curly brackets
 Ellipsis
 Slash
 Dot
Observation
Learning Outcome 2.3: Identify types of compositions
 Different types of composition o Documentary research - White Board

 Essay o Presentation - Chalkboard
 Letter o Brainstorming - Flipchart
 Short Story/Narrative - Pen
 Email - Paper
 Review - Markers
 Article - Reference books
 Report - Trainee manual
- Lesson plan
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Identify types of compositions
 Written Performance  Rearranging parts of a composition
 Yes or no questions
 Matching
 Presentations
Task: Distinguish between a report and a letter.
Checklist Score
Yes No
Indicator :Types of compositions are identified
 Essay
 Letter
 Short Story/Narrative
 Email
 Review
 Article
 Report
Observation
Learning Outcome 2.4: Develop any topic of interest into a composition

 Identification of Parts of a o Brainstorming - White Board
composition o Presentations - Chalkboard
 Introduction o Documentary research - Flipchart
 Body o Practical exercise - Pen
 Conclusion - Notebook
 Contents of each part of a - Paper
composition - Markers
 Introduction - Reference books
 Topic background - Trainee manual
 Thesis statement - Lesson plan
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 Body
 Thesis development
 Thesis support
 Conclusion
 Thesis Restatement
 Conclusions drawings
 Solution/encouragement
Develop any topic of interest into a composition
 Written Performance  Composition writing
Task: Write a short composition on a topic of your choice you
have discussed with your teacher.
Checklist Score
Yes No
Indicator :Parts of a composition are identified
 Introduction
 Body
 Conclusion
Indicator : Contents of each part of a composition is clear and understood
 Introduction
 Topic background
 Thesis statement
 Body
 Thesis development
 Thesis support
 Conclusion
Observation
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Learning unit
LU 3:Read and interpret messages from simple texts and social
letters
Learning Outcomes:
3 1.
2.
3.
4.
5.
Extract specific information from the text read
Identify the most important ideas in the text
Identify the lessons conveyed by the text
Identify the main elements of social letters
Provide an appropriate reply to social letters
8Hours
Learning Outcome 3.1:Extract specific information from the text read
 Brief introduction to o Practical reading exercises - White Board

 Deep reading o Modeling deep reading - Chalkboard
 Application of deep reading o Group work - Flipchart
according to procedures: o Presentations on read texts - Pen
 Silent procedure - Paper
 Loud procedure - Pencil/highlighter
 Close procedure - Markers
- Reading texts
- Reference books
- Trainee manual
- Lesson plan
Extract specific information from the text read
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 Oral Performance  Multiple choice
 Written Performance  Discussions
  Matching
 True or false
Task: Use deep reading to answer comprehension
questions on the text given by the teacher
Checklist Score
Yes No
Indicator : Text read is well omprehend
 Questions of comprehension are answered
Observation
Learning Outcome 3.2: Identify the most important ideas in the text

 Distinction of the most important o Practical exercise - White Board
ideas from the detailed o Modeling - Chalkboard
information of the text o Group work - Flipchart
 Main ideas o Presentations - Pen
 Supporting ideas o Peer Feedback - Paper
 Detailed information - Pencil/highlighter
 Examples/illustrations of ideas - Markers
- Reading texts
- Reference books
- Trainee manual
- Lesson plan
Identify the most important ideas in the text
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 Oral Performance  Discussions
 Written Performance  Presentations
  Multiple Choice
 Task: Give the main idea of the text you have just
read.
Checklist Score
Yes No
Indicator: the most important ideas and the detailed information of the text
are distinguished
 Main ideas
 Supporting ideas
 Detailed information
 Examples/illustrations of ideas
Observation
Learning Outcome 3.3: Identify the lessons conveyed by the text

 Text purposes o Presentation - White Board
 Advising o Group Discussions - Chalkboard
 Warning o Brainstorming - Flipchart
 Instructing o Practical exercises - Pen
 Informing - Paper
- Pencil/highlighter
- Markers
- Reading texts
- Reference books
- Trainee manual
- Lesson plan
Identify the lessons conveyed by the text
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 Written Performance  Discussions
  Presentations
 Multiple Choice
Task: What is the purpose of the text you have just read?
Checklist Score
Yes No
Indicator: The purpose of the text is understood
 Advising  
 Warning  
 Instructing  
 Informing  
Observation
Learning Outcome 3.4: Identify the main elements of social letters

 Kinds of letter o Brainstorming - White Board
 Social letters o Documentary research - Chalkboard
 Business letters o Group discussion - Flipchart
o Presentation - Pen
 The main elements of a letter o Writing activities - Paper
 The heading - Markers
 The greeting - Reading texts
 The body - Reference books
 The closing - Trainee manual
 The signature - Lesson plan
- Projector
 Types of social letters - Computer
 Friendly/informal letter - Drawings
 Invitation note - Sample letters
 Apology letter
 Thank you letter
 Condolences /Sympathy
letter
 Acceptance letter
 Regret letter
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Identify the main elements of social letter

 Written Performance  True or false
 Matching
 Rearranging letter parts
Task: What are the main elements of a social letter?
Checklist Score
Yes No
Indicator : Kinds of letter are understood
 Social letters
 Business letters
Indicator : The main elements of a letter are identified
 The heading
 The greeting
 The body
 The closing
 The signature
Indicator : Types of social letters are identified
 Friendly/informal letter
 Invitation note
 Apology letter
 Thank you letter
 Condolences /Sympathy letter
 Acceptance letter
 Regret letter
Observation
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Learning Outcome 3.5: Provide an appropriate reply to social letters

 Possible replies according to o Brainstorming - Scenarios
types of social letters o Practical exercises - Projector
 Positive reply o Group work - Computer
 Negative reply o Presentation - Flipchart
 Elements of social letter o Role play - Marker
 Heading - White/chalkboard
 Salutation - Stationeries
 Boby - Trainee manual
 conclusion - Lesson plan
Provide an appropriate reply to social letters
• Oral Performance  Social letter writing
• Written Performance Task: Reply to a social letter given to you by the teacher
Checklist Score
Yes No
Indicator:Elements of a social letter
 Headin
 Salutation
 Boby
 conclusion
Indicator : A reply is clear and understood
 Word choice
Observation
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Learning unit
LU 4:Write short compositions on familiar topics
Learning Outcomes:
4 1. Capture and report the main points from a trade-related relatively

slow speech/ recording
2. Express own opinions/views on the recording listened to
3. Discuss ideas and opinions raised in simple trade-related
recordings/speeches
7Hours 4. Answer specific questions on a trade-related audio material
Learning Outcome 4.1:Capture and report the main points from a trade-related relatively
slow speech/ recording

 Definition of speech o Brainstorming - Audiovisual materials
 Kinds of speech according to o Presentation - White Board
purpose o Role play - Chalkboard
 Speech that informs o Documentary research - Flipchart
 Speech that persuades o Group discussion - Pen
 Speech that entertains o Practical exercise - Paper
 Components of a speech - Markers
 The introduction - Reference books
 The main points or Body - Trainee manual
 The conclusion - Lesson plan
 Transitions - Projector
 Use of active listening to - Computer
separate - Radio recorder
 the main points
 supporting details/
commentary
 Reporting of the main
points of a speech /
recording
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Capture and report the main points from a trade-related relatively slow
speech/recording
 Note taking
Task: List the main points discussed by the speaker in the
recording played to you by the teacher.
Checklist Score
Yes No
Indicator : Kinds of speech according to purpose are identified
 Speech that informs
 Speech that persuades
 Speech that entertains
Indicator : Main points are captured
 Main points are identified
 Reporting of information is well done
Observation
Learning Outcome 4.2: Express own opinions/views on the recording listened to

 Expressing ones’ own views using a o Presentation - Audiovisual
variety of expressions o Discussion materials
 In my opinion… o Debate - White Board
 In my view… o Brainstorming - Chalkboard
 Personally, … o Rehearsal /practice - Flipchart
 To be honest … - Pen
 To tell the truth … - Paper
 According to … - Markers
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 As far as I’m concerned/ …. is - Reference books
concerned… - Trainee manual
 From my point of view… - Lesson plan
 I agree/ disagree - Projector
 I think that… - Computer
 I would like to … - Radio recorder
Express own opinions/views on the recording listened to

Task: Using expression studied in class, give reasons why you
agree or disagree with the speaker in the recording listened to.
Checklist Score
Yes No
Indicator :variety expressions are usedappropriately
 In my opinion…
 In my view…
 Personally, …
 To be honest …
 To tell the truth …
 According to …
 I think that…
 From my point of view…
 I agree/ disagree
 As far as I’m concerned/ …. is concerned…
 I would like to …
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Observation
Learning Outcome 4.3: Discuss ideas and opinions raised in simple trade-related
recordings/speeches

 The sides/positions of a o Presentation - Audiovisual
discussion o Discussion materials
 Supporting an idea o Debate - White Board
 Refuting/rebutting an idea o Rehearsal /practice - Chalkboard
 Using linkers/connectors to o Brainstorming - Flipchart
defend one’s side - Pen
 First of all - Paper
 Last but not least - Markers
 On the one hand, on the - Reference books
other hand - Trainee manual
 On the contrary - Radio recorder
 While, whereas - Computer
 Apart from - Projector
 For instance/ for example
 Finally
 As a result
 In addition to …
Discuss ideas and opinions raised in simple trade-related recordings/speeches
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 Written Performance  Presentations
 Writing practice
Task: Using linkers and connectors, support at least one idea

you heard in the recording
Checklist Score
Yes No
Indicators : Linkers and connectors are well used
 First of all
 Last but not least
 On the one hand, on the other hand
 On the contrary
 While, whereas
 Apart from
 For instance/ for example
 Finally
 As a result
 In addition to …
Observation
Learning Outcome 4.4: Answer specific questions on a trade-related audio material

 Use of active listening to o Presentation - Audiovisual materials
understand an audio o Discussion - White Board
 the main points o Debate - Chalkboard
 supporting details/ o Rehearsal /practice - Flipchart
commentary o Brainstorming - Pen
 Reporting of the main - Paper
points of the audio - Markers
- Reference books
- Trainee manual
- Radio recorder
- Computer
- Projector
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Answer specific questions on a trade-related audio material
 Oral Performance  Multiple choice
 Written Performance  True or false
 Matching
Task: Answer the comprehension questions on the

recording played to you by the teacher
Checklist Score
Yes No
Indicator : The recording played is well understood
 Understanding of audio questions
 Identification of main points
 Answering questions
Observation
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Reference books:
1. Arnaudet, Martin L. and Mary Ellen Barrett. Paragraph Development: A Guide for
Students of English. 2nd edition.
2. Weissberg, Robert C. “Given and New: Paragraph Development Models from Scientific
English.” TESOL Quarterly 18 (September 1984): 485-500.
3. Judith Humphrey, “Writing Professional Speeches,” Vital Speeches of the Day, vol. 54, Mar. 15,
1988, p. 343
4. Prof. Rosella Torrecampo Resource Person, “Basic Online Writing Training” iSchools Project
Visayas State University, Babay, Leyte
5. Buckley, J. The Canadian Student’s Guide to Essay Writing. (6th ed.) Toronto, 2004
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CCMKN301 - IKINYARWANDA KIBONEYE
CCMKN301 Gukoresha Ikinyarwanda Kiboneye
Competence
Ikiciro: 3 Amasaha ateganijwe

Indengo y'amasha: 3 30
Ishami: Yose
Agashami: Twose
Igihe yateguriwe: Ukuboza, 2016
Intego nyamukuru
Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga ashobore
 Gukoresha ikinyarwanda kiboneye mu kumva, kuvuga, gusoma no kwandika, mu bikorwa bijyanye
n’umwuga we.
 Gukoresha ubuvanganzo gakondo mu gushyikirana n’abandi abagezaho ibitekerezo bye kandi agaragaza
uko yakira ibyabo.
 Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu myandiko inyuranye.
 Gutandukanya ingeri zinyuranye z’ubuvanganzo nyarwanda.
 Guhanga no kumurika imyandiko mu rurimi rw’Ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko.
 Gusobanura inshoza y’ubuke, ubumwe n’ ubwinshi.
 Gusobanura inshoza ya ntera, kugaragaza amategeko y’igenamajwi no kumurika ibicumbi bya ntera.
 Kwandika yubahiriza ikata n’itakara ry’inyajwi mu myandikire ikwiye y’Ikinyarwanda.
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Ubushobozi fatizo
Ubushobozi mu Kinyarwanda k'ibanze.
Ingingo n’ibipimo by’ubushobozi

Ingingo z’ubushobozi zisobanura umusaruro w’ibanze ugomba kugerwaho.
Ibipimo by’ubushobozi bisobanura ubushobozi busabwa mu kugaragaza ko intego zikubiye mu mbumbe

zagezweho.
Ingingo z’Ubushobozi Ibipimo by’Ubushobozi
1. Gukoresha neza 1.1 Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko

ubuvanganzo gakondo yumva ubuvanganzo gakondo abinyujije mu ngiro
ashyikirana n’abandi. zinyuranye.
1.2 Gusoma neza umwandiko w’ubuvanganzo gakondo
yubahiriza utwatuzo n’isesekaza.
1.3 Gusubiza ibibazo ku buvanganzo gakondo mu mvugo
iboneye.
1.4 Guhina insigamigani n’ igitekerezo cyo muri rubanda
akurikiranya neza ingingo.
1.5 Gutarama akoresheje ubuvanganzo bwizwe.
2. Gukoresha Ikinyarwanda 2.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko
kiboneye agaragaza ibyiza yumva umwandiko ku nsanganyamatsiko y’uburinganire
by’uburinganire n’ubwuzuzanye abinyujije mu ngiro zinyuranye.
n’ubwuzuzanye, 2.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
itandukaniro ry’amazina 2.3. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
bwite n’amazina rusange 2.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.
n’imiterere y’isanisha ryo 2.5. Kumurika ingero zifatika zihamya n’izibangamira
mu bisekuru. uburinganire n’ubwuzuzanye mu muryango nyarwanda.
2.6. Gutandukanya izina bwite n’izina rusange no gukora
isanisha riboneye ryo mu bisekuru.
kiboneye uwiga agaragaza yumva umwandiko ku nsanganyamatsiko y’ uburenganzira
uburenganzira bw'umwana bw’umwana abinyujije mu ngiro zitandukanye.
no kugaragaza amategeko 3.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
y’igenamajwi mu izina 3.3. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
mbonera. 3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.
3.5. Kumurika ingero zifatika zihamya n’izibangamira
uburenganzira bw’umwana mu muryango nyarwanda.
3.6. Gutandukanya ubuke, ubumwe n’ubwinshi no kugaragaza
intêgo n'amategeko y'igenamajwi by’izina mbonera.
159 | P a g e
kiboneye agaragaza uburyo yumva mu ngiro zinyuranye umwandiko ku
bunyuranye bwo kurwanya nsanganyamatsiko yerekeye kurwanya indwara.
indwara no gusobanura 4.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
intêgo ya ntera 4.3. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
n'amategeko y'igenamajwi. 4.4. Guhimba no kumurika umwandiko akurikiranya neza
ingingo.
4.5. Gutandukanya indwara zandura n’indwara zitandura.
4.6. Kugaragaza uturemajambo n’amategeko y’igenamajwi muri
ntera.
kiboneye agaragaza yumva ikinamico ku nsanganyamatsiko yerekeye ubuzima
imyifatire ikwiye ku bw’imyororokere mu ngiro zinyuranye.
bijyanye n’ubuzima 5.2. Gusoma neza ikinamico yubahiriza uturango.
bw’imyororokere no 5.3. Gusubiza neza ibibazo mu mvugo iboneye ku ikinamico.
kwandika yubahiriza 5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro.
imyandikire ikwiye 5.5. Gukoresha neza amagambo yabugenewe avuga ikigero
y’Ikinyarwanda. k’imyaka y’ubukure.
5.6. Gukoresha neza ikata n’itakara ry’inyajwi mu myandikire
ikwiye y’Ikinyarwanda.
160 | P a g e
Imbumbe
LU 1: Gukoresha neza ubuvanganzo gakondo ashyikirana
n’abandi
Umusaruro w’inyigisho:
1 1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva

ubuvanganzo gakondo abinyujije mu ngiro zitandukanye.
2. Gusoma umwandiko w’ubuvanganzo gakondo yubahiriza utwatuzo
n’isesekaza.
3. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo.
Amasaha 6 4. Guhina insigamigani n’ igitekerezo cyo muri rubanda akurikiranya
neza ingingo.
5. Gutarama akoresheje ubuvanganzo bwizwe.
Umusaruro w’inyigisho 1.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
 Ubuvanganzo gakondo: o Gutega amatwi Insigamigani. ˗ Ibitabo by’ubuvanganzo
Insigamigani o Gusoma Insigamigani bucece. gakondo (insigamigani
 Ibimenyetso by’utega o Gusoma Insigamigani mu n’ibitekerezo byo muri
amatwi atarogoya matsinda. rubanda) ;
abandi; o Gusoma Insigamigani ˗ Sede (CD);
 Insanganyamatsiko; aranguruye. ˗ Disiketi ;
 Inyunguramagambo; o Gusubiza ibibazo byo kumva ˗ Ikibaho;
 Ingingo z’umuco Insigamigani . ˗ Marikeri;
n’amateka; o Gusobanura amagambo ˗ Murandasi ;
 Inshamake y’insigamini; akomeye. ˗ Inkoranyamagambo.
 Inshoza n’uturango o Guhuza ibivugwa mu
by’insigamigani; nsigamigani n’indangagaciro.
 Isomo ry’ingenzi; o Gukoresha Ikinyarwanda
 Isesekaza n’utwatuzo. kiboneye agaragaza
insanganyamatsiko z’ingenzi.
o Gusobanura ingingo z’umuco
n’amateka.
o Gusobanura inshoza n’uturango
by’Insigamigani.
o Guhina Insigamigani mu mvugo.
o Gutahura isomo ry’ingenzi.
Igitekerezo cyo muri rubanda
161 | P a g e
Igitekerezo cyo muri rubanda o Gusoma igitekerezo bucece.
 Insanganyamatsiko; o Gusoma igitekerezo mu
 Inyunguramagambo; matsinda.
 Ingingo z’umuco ; o Gusoma igitekerezo
 Inshoza n’uturango aranguruye.
by’igitekerezo; o Gusubiza ibibazo byo kumva
 Isomo ry’ingenzi ; igitekerezo.
 Ihinamwandiko; o Gusobanura amagambo
akomeye.
o Guhuza ibivugwa mu gitekerezo
n’indangagaciro na za kirazira.
o Kugaragaza insanganyamatsiko
z’ingenzi.
n’amateka bikubiye mu
gitekerezo.
by’ igitekerezo.
o Gutahura insanganyamatsiko
zikubiye mu gitekerezo.
o Gutahura ingeso mbi zumvikana
mu gitekerezo.
by’igitekerezo cyo muri
rubanda.
o Gutandukanya insigamigani
n’igitekerezo cyo muri rubanda.
Isuzuma Mbonezanyigisho 1.1
Ubushobozi busuzumwa
Uwiga yakoresheje neza Ikinyarwanda kiboneye agaragaza ko yumva
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
 Amajwi n’amashusho  Uwiga ateze amatwi ubuvanganzo gakondo
 Umukoro mu matsinda
 Inyandiko  Imikoro yanditse
162 | P a g e
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ikitabwaho 1:Gusoma no gusesengura insigamigani
 Ibyiyumviro by'uteze amatwi atarogoya
 Utwatuzo n'isesekaza
 Ubwumvane mu matsinda
Ikitabwaho 2:Kumva insigamigani
 Insanganyamatsiko;
 Inyunguramagambo;
 Ingingo z’umuco n’amateka;
 Indangagaciro na kirazira;
 Inshamake y’insigamini;
 Inshoza n’uturango by’insigamigani;
 Isomo ry’ingenzi;
Ikitabwaho 3: Gusoma no gusesengura igitekerezo cyo muri rubanda
Ikitabwaho 4: Kumva igitekerezo cyo muri rubanda
 Indangagaciro na kirazira
 Inshamake y’ igitekerezo cyo muri rubanda;
 Inshoza n’uturango by’ igitekerezo cyo muri rubanda;
 Itandukaniro ry'igitekerezo cyo muri rubanda n'insigamigani.
Umwanzuro
163 | P a g e
Umusaruro w’inyigisho 1.2: Gusoma umwandiko w’ubuvanganzo gakondo yubahiriza
utwatuzo n’isesekaza.

activities
 Umwandiko o Gutega amatwi umwandiko ˗ Ibitabo by’ubuvanganzo
w'ubuvanganzo gakondo w’ubuvanganzo gakondo. gakondo (insigamigani
o Gusoma umwandiko n’ibitekerezo byo muri
w’ubuvanganzo gakondo rubanda) ;
bucece. ˗ Sede (CD);
˗ Disiketi ;
o Gusoma umwandiko
˗ Ikibaho;
w’ubuvanganzo gakondo
˗ Marikeri;
mu matsinda.
˗ Murandasi ;
o Gusoma umwandiko ˗ Inkoranyamagambo.
mu matsinda bakuranwa.
o Gusoma umwandiko
aranguruye.
Yasomye neza umwandiko w’ubuvanganzo gakondo yubahiriza utwatuzo
n’isesekaza.
Gihamya Isuzuma
 Amajwi n’amashusho  Uwiga asoma ubuvanganzo gakondo
164 | P a g e
Yego Oya
Ikitabwaho: Gusoma neza umwandiko w’ubuvanganzo gakondo
 Isesekaza n’utwatuzo;
 Ibyiyumviro by'uteze amatwi atarogoya;
 Ubwumvane mu matsinda.
Umwanzuro
Umusaruro w’inyigisho 1.3: Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo

activities
 Umwandiko o Gutega amatwi umwandiko ˗ Ibitabo by’ubuvanganzo
w'ubuvanganzo gakondo w’ubuvanganzo gakondo. gakondo (insigamigani
o Gusoma umwandiko n’ibitekerezo byo muri
 Ibimenyetso by’utega w’ubuvanganzo gakondo rubanda) ;
amatwi atarogoya bucece. ˗ Sede (CD);
abandi; ˗ Disiketi ;
o Gusoma umwandiko
 Insanganyamatsiko; ˗ Ikibaho;
 Inyunguramagambo; ˗ Marikeri;
mu matsinda.
 Ingingo z’umuco ˗ Murandasi ;
n’amateka; Gusoma umwandiko ˗ Inkoranyamagambo.
 Inshamake; w’ubuvanganzo gakondo
 Inshoza n’uturango aranguruye.
by’umwandiko;
 Isomo ry’ingenzi; o Gusubiza ibibazo byo kumva
 Isesekaza n’utwatuzo. umwandiko
w’ubuvanganzo gakondo.
o Gusobanura amagambo
akomeye.
o Guhuza ibivugwa mu
umwandiko
n’indangagaciro na za kirazira.
o Kugaragaza
insanganyamatsiko z’ingenzi.
n’amateka bikubiye mu
umwandiko
165 | P a g e
o Gusobanura ubwoko bw’
umwandiko.
o Gutahura insanganyamatsiko
zikubiye mu mwandiko
o Gutahura ingeso mbi
zumvikana mu mwandiko
o Kumurika ibyavuye mu
matsinda.
Yashubije mu mvugo iboneye ibibazo ku buvanganzo gakondo.
Gihamya Isuzuma
 Amajwi n’amashusho  Uwiga asubiza ibibazo ku buvanganzo gakondo
 Inyandiko  Imikoro yanditse

Yego Oya
Ikitabwaho 1: Gusubiza neza ibibazo k'umwandiko w’ubuvanganzo gakondo
Ikitabwaho 2: Kumva umwandiko w’ubuvanganzo gakondo
 Inshamakey' umwandiko w’ubuvanganzo gakondo;
 Ubwoko bw'umwandiko;
 Isomo ry’ingenzi.
Umwanzuro
166 | P a g e
Umusaruro w’inyigisho 1.4: Guhina insigamigani n’ igitekerezo cyo muri rubanda
akurikiranya neza ingingo.

activities
Reba o Reba ˗ Ibitabo by’ubuvanganzo
Ibyigwa 1.1 Ibikorwa by'uwiga 1.1 gakondo (insigamigani
o Gukora inshamake n’ibitekerezo byo muri
Ihinamwandiko y'insigamigani n’ rubanda) ;
igitekerezo cyo muri ˗ Sede (CD);
rubanda ˗ Disiketi ;
˗ Ikibaho;
˗ Marikeri;
˗ Murandasi ;
˗ Inkoranyamagambo.
Yahinnye anahimba umwandiko w’ubuvanganzo gakondo akurikiranya neza
ingingo.
Gihamya Isuzuma
 Amajwi n’amashusho  Umukoro mu matsinda
 Inyandiko  Imikoro yanditse (ihinamwandiko n'ihimbamwandiko)

Yego Oya
Ikitabwaho 1: Gusoma neza no kumva ubuvanganzo gakondo
Ikitabwaho 2: Guhina umwandiko w’ubuvanganzo gakondo no guhimba akurikiranya neza ingingo
167 | P a g e
 Inshamake;
 Inshoza n'uturango by'umwandiko;
Umwanzuro
Umusaruro w’inyigisho 1.5: Gutarama akoresheje ubuvanganzo bwizwe.

activities
Reba o Reba ˗ Ibitabo by’ubuvanganzo
Ibyigwa 1.1 Ibikorwa by'uwiga 1.1 gakondo (insigamigani
o Gutarama akoresheje n’ibitekerezo byo muri
Igitaramo ingeri z'ubuvanganzo rubanda) ;
bwizwe ˗ Sede (CD);
˗ Disiketi ;
˗ Ikibaho;
˗ Marikeri;
˗ Murandasi ;
˗ Inkoranyamagambo.
Yataramye akoresheje ubuvanganzo bwizwe.
Gihamya Isuzuma
 Amajwi n’amashusho  Uwiga ataramye
 Inyandiko  Umuteguro w'igitaramo
168 | P a g e
Yego Oya
Ikitabwaho: Gutarama hifashishijwe ubuvanganzo gakondo
 Ibyiyumviro by'abataramyi;
 Imyambarire y'abataramyi;
 Umuteguro w'imbuga;
 Urutonde rwa gahunda;
 Inshoza n'uturango by'ingeri z'ubuvanganzo gakondo bwakoreshejwe;
Umwanzuro
169 | P a g e
imbumbe LU 2: Gukoresha Ikinyarwanda kiboneye agaragaza ibyiza
by’uburinganire n’ubwuzuzanye, itandukaniro ry’amazina bwite
n’amazina rusange n’imiterere y’isanisha ryo mu bisekuru
2
1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye
abinyujije mu ngiro zinyuranye.
2. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.
3. Gusubiza ibibazo mu mvugo iboneye ku mwandiko.
Amasaha 6 4. Guhina no guhimba umwandiko akurikiranya ingingo.
5. Kumurika ingero zihamya n'izibangamira uburinganire
n’ubwuzuzanye mu muryango nyarwanda
6. Gutandukanya izina bwite n’izina rusange no gukora isanisha
riboneye ryo mu bisekuru.
Umusaruro w’inyigisho 2.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva

umwandiko ku nsanganyamatsiko y’uburinganire n’ubwuzuzanye abinyujije mu ngiro
zinyuranye.
activities
 Umwandiko ku o Gutega amatwi. ˗ Ibitabo bikubiyemo
nsanganyamatsiko o Kutarogoya ufite ijambo nta imyandiko yerekeye
y’uburinganire mpamvu. uburinganire
n’ubwuzuzanye; n’ubwuzuzanye ; ibitabo
o Gusoma bucece. by’ikibonezamvugo;
 Ibimenyetso by’uteze o Gusoma mu matsinda. ˗ SEDE (CD);
amatwi atarogoya abandi. o Gusoma aranguruye agaragaza ˗ Disiketi ;
isesekaza. ˗ Ikibaho;
˗ Marikeri;
o Gusubiza ibibazo byo kumva ˗ Murandasi;
 Inyunguramagambo; umwandiko n’inyunguramaga ˗ Inkoranyamagambo.
 Insanganyamatsiko mbo.
y’umwandiko; o Kuvumbura
 Ingingo z’umuco insanganyamatsiko ivugwa mu
n’amateka; mwandiko.
o Gukoresha Ikinyarwanda
 Indangagaciro z’imibereho kiboneye agaragaza
indangagaciro z’uburinganire
170 | P a g e
n’imibanire myiza n’ubwuzuzanye.
y’Abanyarwanda; o Gukusanyiriza mu matsinda
ibitekerezo ku kamaro
 Isesekaza n’utwatuzo. k’uburinganire
n’ubwuzuzanye.
 Ihinamwandiko ku o Kujya impaka ku ngaruka zo
nsanganyamatsiko kutubahiriza uburinganire
y’uburinganire n’ubwuzuzanye n’ingamba
n’ubwuzuzanye; zafatwa mu kwimakaza iryo
 Imurikamwandiko hame.
o Gukora inshamake
y’umwandiko mu mvugo.
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko ku
nsanganyamatsiko y’uburinganire n’ubwuzuzanye abinyujije mu ngiro
zitandukanye.
Gihamya Isuzuma
 Amajwi n’amashusho  Uwiga ateze amatwi umwandiko ku nsanganyamatsiko
y’uburinganire n’ubwuzuzanye
 Inyandiko  Umukoro mu matsinda

Yego Oya
Ikitabwaho 1:Gusoma no gusesengura umwandiko
Ikitabwaho 2:Kumva umwandiko
 Inshamake umwandiko;
 Uturango n'ubwoko bw' umwandiko;
171 | P a g e
 Inshamake y’ umwandiko mu mvugo.
Umwanzuro
Umusaruro w’inyigisho 2.2: Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.

activities
o Umwandiko ku o Gutega amatwi o Ibitabo by'imyandiko;
nsanganyamatsiko umwandiko ku o Sede (CD);
y’uburinganire nsanganyamatsiko o Disiketi ;
n’ubwuzuzanye y’uburinganire o Ikibaho;
n’ubwuzuzanye. o Marikeri;
o Murandasi ;
o Gusoma bucece o Inkoranyamagambo.
umwandiko ku
nsanganyamatsiko
y’uburinganire
n’ubwuzuzanye.
o Gusoma umwandiko ku
nsanganyamatsiko
y’uburinganire
n’ubwuzuzanye mu
matsinda.
nsanganyamatsiko
y’uburinganire
n’ubwuzuzanyemu
matsinda bakuranwa.
nsanganyamatsiko
y’uburinganire
n’ubwuzuzanye
aranguruye.
172 | P a g e
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza.
Gihamya Isuzuma
 Amajwi n’amashusho  Uwiga asoma umwandiko ku buringanire n’ubwuzuzanye

Yego Oya
Ikitabwaho: Gusoma neza umwandiko w'uburinganire n'ubwuzuzanye
Umwanzuro
Umusaruro w’inyigisho 2.3: Gusubiza ibibazo mu mvugo iboneye ku mwandiko.

activities
Reba Reba Reba
Ibyigwa by'umusaruro 2.1 Ibikorwa by'uwiga Imfashanyigisho y'umusaruro
by'umusaruro 2.1 w’inyigisho 2.1
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.
173 | P a g e
Gihamya Isuzuma
 Amajwi n’amashusho  Uwiga asubiza ibibazo ku mwandiko ku nsanganyamatsiko
y’uburinganire n’ubwuzuzanye
 Imikoro yanditse

Yego Oya
Ikitabwaho 1: Gusubiza neza ibibazo k'umwandiko w'uburinganire n'ubwuzuzanye
Ikitabwaho 2:Kumva umwandiko ku buringanire n'ubwuzuzanye
 Inshamakey' umwandiko k'uburinganire n'ubwuzuzanye;
 Ubwoko bw'umwandiko.
Umwanzuro
Umusaruro w’inyigisho 2.4: Guhina no guhimba umwandiko akurikiranya ingingo.

activities
Reba o Reba ibikorwa by'uwiga ˗ Reba
Umusaruro w’inyigisho 2.1 ku musaruro w’inyigisho ˗ Imfashanyigisho ku
2.1 musaruro
 Ihangamwandiko ku o Guhimba umwandiko w’inyigisho 2.1
burenganzira ku buringanire
n'ubwuzuzanye
174 | P a g e
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
Gihamya Isuzuma

Yego Oya
Ikitabwaho 1: Gusoma neza no kumva umwandiko
Ikitabwaho 2: Guhina no guhimba akurikiranya neza ingingo
 Inshamake;
Umwanzuro
Umusaruro w’inyigisho 2.5: Kumurika ingero zihamya zifatika zihamya n'izibangamira

uburinganire n'ubwuzuzanye mu muryango nyarwanda

activities
 Reba o Reba Reba imfashanyigisho ku
Ibyigwa by'umusaruro Ibikorwa by'uwika ku musaruro w’inyigisho 2.1
w’inyigisho 2.1 musaruro w’inyigisho 2.1
175 | P a g e
Yamuritse ingero zihamya n’izibangamira uburinganire n’ubwuzuzanye mu
muryango.
Gihamya Isuzuma
 Imurikamwandiko

Yego Oya
Ikitabwaho: Kumurika neza umwandiko
 Inshamake;
Umwanzuro
Umusaruro w’inyigisho 2.6: Gutandukanya izina bwite n’izina rusange no gukora isanisha
riboneye ryo mu bisekuru.

activities
176 | P a g e
 Reba o Reba ˗ Reba
Ibyigwa 2.1 o Ibikorwa by’uwiga 2.1 Imfashanyigisho
y'umusaruro w’inyigisho 2.1
 Amazina bwite n’amazina o Gutahura amazina bwite ˗ Ibitabo

rusange n’amazina rusange mu by'ikibonezamvugo
nteruro.
 Uturango tw’amazina bwite o Gusanisha mu mazina

n’amazina rusange; y’ibisekuru.
 Isanisha ryo mu bisekuru.
Yatandukanyije izina bwite n’izina rusange anakora isanisha ryo mu bisekuru.
Gihamya Isuzuma
 Inyandiko  Imikoro yanditse ku mazina n'isanisha

Yego Oya
Ikitabwaho 1: Gutandukanya neza amazina
 Bwite
 Rusange
Ikitabwaho 2: Gukoresha neza isanisha ryo mu bisekuru
 Isanisha ryo mu bisekuru
Umwanzuro
177 | P a g e
imbumbe
LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza
uburenganzira bw'umwana no kugaragaza amategeko
y’igenamajwi mu izina mbonera.
3 1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko yumva

umwandiko ku nsanganyamatsiko y’ uburenganzira bw’umwana
abinyujije mu ngiro zitandukanye.
2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
3. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
Amasaha 6 4. Guhina no guhimba umwandiko akurikiranya ingingo.
5. Kumurika ingero zifatika zihamya n’izibangamira uburenganzira
bw’umwana mu muryango.
6. Gutandukanya inshoza z’ubuke, ubumwe n’ubwinshi no
Kugaragaza intêgo n'amategeko y'igenamajwi by’izina
mbonera.
Umusaruro w’inyigisho 3.1: Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko yumva

umwandiko ku nsanganyamatsiko y’ uburenganzira bw’umwana abinyujije mu ngiro
zitandukanye.

activities
 Umwandiko ku o Gutega amatwi. ˗ Igazeti ya Leta No. 23
nsanganyamatsiko o Kutarogoya ufite ijambo nta yo ku wa 01 /12/2001
y’uburenganzira mpamvu.
bw’umwana; o Gusubiza ibibazo byo kumva
umwandiko n’inyunguramaga
 Ibimenyetso by’uteze mbo.
amatwi atarogoya. o Kuvumbura
insanganyamatsiko ivugwa
mu mwandiko.
 Inyunguramagambo;
 Insanganyamatsiko o Gusoma bucece.
y’umwandiko; o Gusoma mu matsinda.
 Ingingo z’umuco o Gusoma aranguruye
n’amateka; agaragaza isesekaza.
 Ingero zifatika zihamya o Gukorera mu matsinda,
178 | P a g e
n’izibangamira bungurana ibitekerezo ku
uburenganzira kamaro k’uburenganzira
bw’umwana mu bw’umwana.
muryango;
 Ihinamwandiko ku o Gukora inshamake
nsanganyamatsiko y’umwandiko.
y’uburenganzira o Kujya impaka ku ngaruka zo
bw’umwana; kutubahiriza uburenganzira
 Isesekaza n’utwatuzo; bw’umwana.
 Ihangamwandiko ku o Kumurika ibyavuye mu

burenganzira matsinda.
bw’umwana
Uwiga yakoresheje neza Ikinyarwanda kiboneye agaragaza ko yumva
umwandiko ku nsanganyamatsiko y’uburenganzira bw’umwana abinyujije mu
ngiro zitandukanye.
Gihamya Isuzuma
 Amajwi n’amashusho  Uwiga ateze amatwi umwandiko ku burenganzira bw’umwana

Yego Oya
Umwanzuro
179 | P a g e
Umusaruro w’inyigisho 3.2: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

activities
 Umwandiko ku o Gutega amatwi umwandiko ku o Ibitabo bikubiyemo
burenganzira burenganzira bw’umwana. imyandiko yerekeye
bw’umwana. o Gusoma ku burenganzira uburenganzira
bw’umwana bucece. bw'umwana;
o Gusoma ku burenganzira o ibitabo
bw’umwana mu matsinda. by’ikibonezamvugo;
o Gusoma umwandiko ku ˗ SEDE (CD);
burenganzira bw’umwana ˗ Disiketi ;
bakuranwa. ˗ Ikibaho;
o Gusoma ku burenganzira ˗ Marikeri;
bw’umwana aranguruye. ˗ Murandasi;
˗ Inkoranyamagambo
Gihamya Isuzuma
 Amajwi n’amashusho  Uwiga asoma umwandiko ku burenganzira bw'umwana
180 | P a g e
Yego Oya
Ikitabwaho: Gusoma neza umwandiko k'uburenganzira bw'umwana
Umwanzuro
Umusaruro w’inyigisho 3.3: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

activities
 Reba o Reba ˗ Reba
Ibyigwa ku musaruro Ibikorwa by'uwiga umusaruro Imfashanyigisho ku musaruro
w’inyigisho 3.1 w’inyigisho 3.1 w’inyigisho 3.1
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko.
Gihamya Isuzuma
 Amajwi n’amashusho  Uwiga asubiza ibibazo ku mwandiko ku burenganzira
 Inyandiko bw'umwana
 Inyandiko y'ibisubizo
181 | P a g e
Yego Oya
Ikitabwaho 1: Kumva umwandiko k'uburenganzira bw'umwana
Ikitabwaho 2: Gusubiza neza ibibazo k'umwandiko
 Inshamakey' umwandiko ku burenganzira bw'umwana;
 Ubwoko bw'umwandiko.
Umwanzuro
Umusaruro w’inyigisho 3.4: Guhina no guhimba umwandiko akurikiranya ingingo.

activities
Ibyigwa ku musaruro Ibikorwa by'uwiga ku Imfashanyigisho
w’inyigisho 3.1 musaruro w’inyigisho 3.1 y'umusaruro w’inyigisho 3.1
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
182 | P a g e
Gihamya Isuzuma

Yego Oya
Ikitabwaho 2: Guhina umwandiko no guhimba akurikiranya neza ingingo
 Inshamake;
Umwanzuro
Umusaruro w’inyigisho 3.5: Kumurika ingero zifatika zihamya n’izibangamira uburenganzira

bw’umwana mu muryango.

activities
 Reba Reba Reba
Ibyigwa ku musaruro Ibikorwa by'uwiga umusaruro Imfashanyigisho
w’inyigisho 3.1 w’inyigisho 3.1 yu'musaruro w’inyigisho 3.1
183 | P a g e
Yamuritse ingero zifatika zihamya n’izibangamira uburenganzira bw’umwana mu
muryango nyarwanda.
Gihamya Isuzuma
 Imurikamwandiko ku ngero zifatika zihamya n’izibangamira
uburenganzira bw’umwana mu muryango nyarwanda
 Inyandiko  Imikoro yanditse ku ihimbamwandiko)

Yego Oya
Ikitabwaho: kumurika neza umwandiko ku nsanganyamatsiko k'uburenganzira bw'umwana
 Inshamake;
Umwanzuro
184 | P a g e
Umusaruro w’inyigisho 3.6: Gutandukanya inshoza z’ubuke, ubumwe n’ubwinshi no
Kugaragaza intêgo n'amategeko y'igenamajwi by’izina mbonera.

activities
 Reba ibyigwa by' o Reba ibikorwa ˗ Reba imfashanyigisho
umusaruro w’inyigisho by'uwiga Umusaruro w’inyigisho 3.1
3.1 o umusaruro
w’inyigisho 3.1
 Inshoza y’ubuke, o Gusobanura inshoza ˗ Ibitabo
ubumwe n’ubwinshi. y’ubuke, ubumwe by'ikibonezamvugo
 Intêgo y'izina mbonera n’ubwinshi.
 Amategeko o Kugaragaza intêgo
y'igenamajwi mu izina n'amategeko
mbonera y'igenamajwi mu izina
mbonera
Yatandukanyije ubuke, ubumwe n’ubwinshi anagaragaza intêgo n'amategeko

y'igenamajwi by’izina mbonera.
.
Gihamya Isuzuma
 Inyandiko  Imikoro yanditse ku bumwe, ubwinshi n o kugaragaza intêgo
n'amategeko y'igenamajwi by’izina mbonera.

Yego Oya
Ikitabwaho 1: Gutandukanya inshoza
 y' ubuke
 y'ubumwe
 y'ubwinshi
Ikitabwaho 2: Intêgo y’izina mbonera
 Kugaragaza Intêgo y’izina mbonera
 Amategeko y'igenamajwi mu izina mbonera
Umwanzuro
185 | P a g e
LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza
uburyo bunyuranye bwo kurwanya indwara no gusobanura
imbumbe intêgo n'amategeko y'igenamajwi muri ntera
4 1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva

umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara mu
ngiro zitandukanye
2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza
3. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko
Amasaha 6 4. Guhimba no kumurika umwandiko akurikiranya neza ingingo
5. Gutandukanya indwara zandura n’indwara zitandura
6. Kugaragaza uturemajambo n’amategeko y’igenamajwi muri ntera
Umusaruro w’inyigisho 4.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva mu

ngiro zitandukanye umwandiko ku nsanganyamatsiko yerekeye kurwanya indwara.

activities
 Umwandiko ku o Gutega amatwi umwandiko ku ˗ MINEPRISEC, Izina na
nsanganyamatsiko nsanganyamatsiko yerekeye kurwanya ntera, 1988;
yerekeye kurwanya indwara. ˗ Igitabo gikubiyemo
indwara; o Kutarogoya ufite ijambo nta mpamvu. imyandiko;
 Ibimenyetso cy’uteze o Gusubiza ibibazo byo kumva ˗ ku nsanganyamatsiko
amatwi atarogoya; umwandiko n’inyunguramagambo. yerekeye kurwanya
 Inyunguramagambo; o Kuvumbura insanganyamatsiko indwara.
 Insanganyamatsiko ivugwa mu mwandiko.
y’umwandiko; o Gusoma bucece.
 Ibitera indwara o Gusoma mu matsinda.
n’ibizirinda; o Gusoma aranguruye agaragaza
 Indwara zandura isesekaza.
n'izitandura o Gukorera mu matsinda, bungurana
ibitekerezo kuri za gahunda zo
186 | P a g e
 Ihimbamwandiko; kurwanya indwara.
 Ihinamwandiko; o Gukora inshamake y’umwandiko.
 imurikamwandiko; o Kujya impaka ku ngaruka zo kutitabira
 isesekaza n’utwatuzo; gahunda zo kurwanya indwara.
o Gusobanura Inshoza ya ntera
 Inshoza ya ntera, n’uturango twa ntera.
uturango twa ntera o Kugaragaza intego no kurondora
n’ibicumbi bya ntera; ibicumbi bya ntera.
o Kugaragaza amategeko y’igenamajwi
 Uturemajambo twa ntera muri ntera.
n’amategeko
y’igenamajwi muri ntera;
 Ibicumbi bya ntera.
Uwiga yakoresheje neza Ikinyarwanda kiboneye agaragaza mu ngiro
zitandukanye ko yumva umwandiko ku nsanganyamatsiko yerekeye kurwanya
indwara.
Gihamya Isuzuma
 Amajwi n’amashusho  Uwiga ateze amatwi umwandiko ku nsanganyamatsiko
 Inyandiko yerekeye kurwanya indwara

Yego Oya
187 | P a g e
Umwanzuro
Umusaruro w’inyigisho 4.2: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza

activities
 Reba Reba Reba
Umusaruro w’inyigisho 4.1 Umusaruro w’inyigisho 4.1 Umusaruro w’inyigisho 4.1
Gihamya Isuzuma
 Amajwi n’amashusho  Uwiga asoma umwandiko ku kwirinda no kurwanya
 Inyandiko indwara

Yego Oya
Ikitabwaho: Gusoma neza umwandiko ku kwirinda no kurwanya indwara
188 | P a g e
Umwanzuro
Umusaruro w’inyigisho 4.3: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko

activities
Ibyigwa by'umusaruro Ibikorwa by'umusaruro Imfashanyigisho ku musaruro
w’inyigisho 4.1 w’inyigisho 4.1 w’inyigisho 4.1
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko wo kwirinda no
kurwanya indwara.
Gihamya Isuzuma
 Amajwi n’amashusho  Uwiga asubiza ibibazo ku mwandiko ku kwirinda no kurwanya
indwara
 Inyandiko  Inyandiko y'ibisubizo

Yego Oya
Ikitabwaho 1: Gusubiza neza ibibazo k'umwandiko
Ikitabwaho 2:Kumva umwandiko ku kwirinda no kurwanya indwara
189 | P a g e
 Inshamakey' umwandiko ku kwirinda no kurwanya indwara;
 Ubwoko bw'umwandiko
Umwanzuro
Umusaruro w’inyigisho 4.4: Guhimba no kumurika umwandiko akurikiranya neza ingingo

activities
 Reba Reba Reba
Ibyigwa by'umusaruro Ibikorwa by'umusaruro Imfashanyigisho
w’inyigisho 4.1 w’inyigisho 4.1 y'umusaruro w’inyigisho 4.1
Yahimbye anamurika umwandiko akurikiranya neza ingingo ku kwirinda no
kurwanya indwara.
Gihamya Isuzuma

Yego Oya
Ikitabwaho 2: Guhimba umwandiko ku kwirinda no kurwanya indwara akurikiranya neza ingingo
190 | P a g e
 Inshamake;
Ikitabwaho 3: Kumurika neza umwandiko ku nsanganyamatsiko ku kwirinda no kurwanya indwara
 Ubwumvane mu matsinda;
 Inshamake;
Umwanzuro
Umusaruro w’inyigisho 4.5: Gutandukanya indwara zandura n’indwara zitandura

activities
 Reba Reba Reba
Ibyigwa by'umusaruro Ibikorwa by'umusaruro Imfashanyigisho
w’inyigisho 4.1 w’inyigisho 4.1 y'umusaruro w’inyigisho 4.1
Yatandukanyije indwara zandura n’indwara zitandura.
191 | P a g e
Gihamya Isuzuma
 Amajwi n’amashusho  Kumurika mu ruhame indwara zandura n’indwara zitandura

Yego Oya
Ikitabwaho: Gutandukanya indwara
 Izandura
 izitandura
Umwanzuro
Umusaruro w’inyigisho 4.6: Kugaragaza uturemajambo n’amategeko y’igenamajwi muri ntera

activities
 Reba Reba ibyigwa by' Reba imfashanyigisho y'
Ibyigwa by'umusaruro Umusaruro w’inyigisho 4.1 Umusaruro w’inyigisho 4.1
w’inyigisho 4.1
Yagaragaje uturemajambo n’amategeko y’igenamajwi muri ntera.
Gihamya Isuzuma
 Amajwi n’amashusho  Kumurika mu ruhame ibicumbi, uturemajambo n’amategeko
y’igenamajwi muri ntera.
 Inyandiko  Inyandiko y'ibisubizo ku bicumbi uturemajambo n’amategeko
y’igenamajwi muri ntera.
192 | P a g e
Yego Oya
Ikitabwaho: Kugaragaza neza
 Uturemajambo twa ntera
 Ibicumbi bya ntera;
 Amategeko y'igenamajwi muri ntera.
Umwanzuro
193 | P a g e
LU 5 Gukoresha Ikinyarwanda kiboneye uwiga agaragaza imyitwarire
ikwiye ku bijyanye n'ubuzima bw'imyororekere no kwandika
imbumbe yubahiriza imyandikire y’Ikinyarwanda.
5Amasaha 6
1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko yumva
ikinamico ku nsanganyamatsiko yerekeye ubuzima
bw’imyororokere mu ngiro zitandukanye.
2. Gusoma ikinamico yubahiriza uturango.
3. Gusubiza ibibazo mu mvugo iboneye ku ikinamico.
4. Guhimba no gukina ikinamico akurikiranya neza ingingo.
5. Gukoresha amagambo yabugenewe avuga kigero k’imyaka
y’ubukure.
6. Gukoresha ikata n’itakara ry’inyajwi mu myandikire iboneye
y’Ikinyarwanda.
Umusaruro w’inyigisho 5.1: Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko yumva

ikinamico ku nsanganyamatsiko yerekeye ubuzima bw’imyororokere mu ngiro zitandukanye.

activities
 Ikinamico ku o Gutega amatwi ikinamico ku ˗ Ibitabo bikubiyemo
nsanganyamatsiko nsanganyamatsiko yerekeye ubuzima imyandiko
yerekeye ubuzima bw’imyororokere. yerekeyeubuzima
bw’imyororokere; o Kutarogoya ufite ijambo nta mpamvu. bw’imyorororkere;
 Ibimenyetso by’uteze o Gusubiza ibibazo byo kumva ˗ Ibitabo
amatwi atarogoya; ikinamico n’inyunguramagambo. by’ikibonezamvugo ;
 Inyunguramagambo ku o Kuvumbura insanganyamatsiko ivugwa ˗ SEDE (CD);
ngeri y’ikinamico; mu ikinamico. ˗ Disiketi ;
o Gusoma bucece ikinamico. ˗ Ikibaho;
 Isesekaza n’utwatuzo; o Gusoma bakuramwa baranguruye bigana ˗ Marikeri;
 Ingingo z’umuco abakinankuru. ˗ Murandasi;
n’amateka; o Gukorera mu matsinda, bungurana ˗ Inkoranyamagambo;
 Udukino ku ibitekerezo ku nsanganyamatsiko ivugwa
nsanganyamatsiko y’ mu ikinamico.
ubuzima o Kujya impaka ku ngaruka z’imyitwarire
bw’imyororokere. idakwiye.
o Kumurika ibyavuye mu matsinda
194 | P a g e
Uwiga yakoresheje neza Ikinyarwanda kiboneye agaragaza mu ngiro
zitandukanye ko yumva ikinamico ku nsanganyamatsiko yerekeye ubuzima
bw’imyororokere.
Gihamya Isuzuma
 Amajwi n’amashusho  Uwiga akurikiye neza ikinamico ku nsanganyamatsiko yerekeye
 Inyandiko ubuzima bw’imyororokere.

Yego Oya
Ikitabwaho 1: Gusoma no gusesengura ikinamico
Ikitabwaho 2: Kumva ikinamico
 Inshamake y'ikinamico;
 Uturango n'ubwoko bw' ikinamico;
 Inshamake y’ ikinamico mu mvugo.
Umwanzuro
195 | P a g e
Umusaruro w’inyigisho 5.2: Gusoma ikinamico ku nsanganyamatsiko yerekeye ubuzima
bw’imyororokere yubahiriza uturango.

activities
Reba Reba Reba
Yasomye ikinamico ku nsanganyamatsiko yerekeye ubuzima bw’imyororokere
yubahiriza uturango twayo.
Gihamya Isuzuma
 Amajwi n’amashusho  Uwiga asoma neza ikinamico ku nsanganyamatsiko yerekeye
ubuzima bw’imyororokere.

Yego Oya
Ikitabwaho: Gusoma neza ikinamico ku buzima bw'imyororokere
Umwanzuro
196 | P a g e
Umusaruro w’inyigisho 5.3: Gusubiza ibibazo mu mvugo iboneye ku ikinamico ku
nsanganyamatsiko yerekeye ubuzima bw’imyororokere.

activities
Reba ibyigwa by' Reba ibikorwa by'uwiga Reba imfashanyigisho y'
Yashubije ibibazo mu mvugo iboneye ku ikinamico ku nsanganyamatsiko
yerekeye ubuzima bw’imyororokere.
Gihamya Isuzuma
 Amajwi n’amashusho  Uwiga asubiza ibibazo ku ikinamico ku nsanganyamatsiko
yerekeye ubuzima bw’imyororokere Umukoro mu matsinda
 Inyandiko  Inyandiko y'ibisubizo

Yego Oya
Ikitabwaho 1: Gusubiza neza ibibazo ku ikinamico ku bijyanye n'ubuzima bw'imyororokere
Ikitabwaho 2:Kumva ikinamico ku bijyanye n'ubuzima bw'imyororokere
 Inshamakey' ikinamico k'ubuzima bw'imyororokere;
 Ubwoko bw'ikinamico.
Umwanzuro
197 | P a g e
Umusaruro w’inyigisho 5.4: Guhimba no gukina ikinamico akurikiranya neza ingingo.

activities
Reba ibyigwa by' Reba ibikorwa by' Reba imfashanyigisho y'
Yahimbye anakina ikinamico ahuza imvugo n’ingiro.
Gihamya Isuzuma
 Amajwi n’amashusho  Umukino w'ikinamico
 Inyandiko y'ikinamico

Yego Oya
Ikitabwaho 1: Guhimba ikinamico akurikiranya neza ingingo
 Inshamake;
 Inshoza n'uturango by'ikinamico;
Ikitabwaho 2: Gukina neza ikinamico
 Guhuza imvugo n'ingiro;
 Umuteguro.
Umwanzuro
198 | P a g e
Umusaruro w’inyigisho 5.5: Gukoresha amagambo yabugenewe avuga kigero k’imyaka
y’ubukure.

activities
 Reba ibyigwa by' o Reba ibikorwa by' - Reba imfashanyigisho
Umusaruro w’inyigisho 5.1 Umusaruro w’inyigisho 5.1 y'
o Kumurika mu ruhame Umusaruro w’inyigisho 5.1
 Amagambo amagambo
yabugenewe avuga ku yabugenewe ku Ikibonezamvugo
myaka y’ubukure myaka y'ubukure
Yakoresheje amagambo yabugenewe avuga ikigero k’imyaka y’ubukure.
Gihamya Isuzuma
 Amajwi n’amashusho  Kumurika mu ruhame Ibisubizo ku myitozo y’amagambo avuga
ku myaka y’ubukure
 Inyandiko  Imyitozo yanditse ku magambo avuga ku myaka y’ubukure

Yego Oya
Ikitabwaho: Gukoresha amagambo yabugenewe
 Ku myaka y’ubukure
 Ku magambo yabugenewe
Umwanzuro
199 | P a g e
Umusaruro w’inyigisho 5.6: Gukoresha ikata n’itakara ry’inyajwi mu myandikire iboneye
y’Ikinyarwanda.

activities
 Reba o Reba - Reba
 Ikata ry’inyajwi zizoza o Gukata ku buryo ˗ Ibitabo

ibinyazina ngenera buboneye inyajwi zizoza by'ikibonezamvugo
n’ibyungo “na” na “nka”; ibinyazina ngenera,
 Inyajwi zisoza zidakatwa; ibyungo “na” na “nka” ˗ Amabwiriza ya
Inyajwi zitangira amazina; n’indangahantu “ku”na Minisitiri
akurikira indangahantu “mu” na ”mu” bikurikiwe n’ijambo N0 001/2014 yo ku
”ku”. ritangiwe n’inyajwi. wa 08/10/2014
o Gutahura no gukosora agenga imyandikire
amakosa yubahiriza ikata y’Ikinyarwanda
n’itakara ry’inyajwi. nk’uko yasohotse
mu Igazeti ya Leta
N0 41 bis yo ku wa
13/10/2014.
Yakoresheje neza ikata n’itakara ry’inyajwi mu myandikire y’Ikinyarwanda.
Gihamya Isuzuma
 Amajwi n’amashusho  Kumurika mu ruhame ibisubizo ku myitozo ku ikata n’itakara
ry’inyajwi mu myandikire
 Inyandiko  Inyandiko y' ibisubizo ku myitozo ku ikata n’itakara ry’inyajwi mu
myandikire
200 | P a g e
Yego Oya
Ikitabwaho: Gukora neza ikata n'itakara ry'inyajwi
 Ikata ry’inyajwi zizoza ibinyazina ngenera n’ibyungo “na” na “nka”;
 Inyajwi zisoza zidakatwa
 Inyajwi zitangira amazina akurikira indangahantu “mu” na ”ku”.
Umwanzuro
Ibitabo n’inyandiko byifashishijwe:
1. BIZIMANA S, KAYUMBA C., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST, 2ème,

Edition
2. BIZIMANA, S., RWABUKUMBA, G., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST, 1ère
Edition
3. CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris.
4. CONFÉRENCE DES MINISTRES DE L’EDUCATION DES ETATS D’EXPRESSION FRANÇAISE, (1986),
Promotion et intégration des langues nationales dans les systèmes éducatifs, Librairie Honoré
Champion, Paris.
5. COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura
6. Dictionnaire Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB.
7. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4, Fountain
Publishers, Kigali
8. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain
Publishers, Kigali
9. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain
Publishers, Kigali
10. GAGNÉ, G., PAGÉ, M. na ARRAB, E, (2002), Didactique des langues maternelles. Questions
actuelles dans différentes régions du monde, De Boeck Universitégions du monde, De Boeck
Université, Bruxelles.
11. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima
12. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC), (2013), Indangagaciro z’Umuco w’u Rwanda,
Imfashanyigisho ibanza, Kigali Rwanda
13. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS
14. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986) Ikinyarwanda: Ikibonezamvugo cyo mu
Cyiciro cya Gatatu, Kigali
15. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo
Nyarwanda, Kigali.
16. VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.
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CCMBC301 - BUSINESS CREATION
CCMBC301 Create a business

Competence

Credits: 3 30
Sector: All
Sub-sector: All
Issue date: July, 2014
Purpose statement
This module describes the skills and knowledge required to start up and operate a business. At
the end of this module, the participants will be aware of the characteristics of an entrepreneur,
principles and tools behind socio-economic environment assessment. They can apply
techniques to recognize business opportunities. They can convert business opportunity into
business ideas, determine business requirements and produce a business idea proposal. They
are able to organize, follow and record day to day business operations. The participants
simulate a market after which they are familiar with the business operations. They can manage
relationship with different business stakeholders.
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Communicate effectively at workplace

1. Describe entrepreneurial 1.1. Proper identification of personal entrepreneurial

characteristics characteristics
1.2. Proper description of personal entrepreneurial
characteristics
1.3. Proper demonstration of a good and successful
entrepreneurial characteristics
2. Assess business environment 2.1. Proper application of methods, principles and techniques in
identification of problems related to economic
environment
2.2. Relevant recognition of business opportunities that are
linked to the identified problems.
2.3. Adequate application of techniques to generate a business
idea.
2.4. Adequate use of tools and techniques to identify business
requirements.
3. Produce business idea proposal 3.1. Adequate identification of the proposal components
according to the template proposed
3.2. Relevant development of the components in terms of
formulation of the business naming, description of the
business idea and business operations, the product and/or
service of the business, target customers, requirement in
terms of capital, location and timeline of main phases of
the business.
3.3. Proper presentation of the business proposal according to
the criteria defined.
4. Run a business. 4.1. Appropriate planning of operations of the business in terms
of activities, allocation of resources, milestones and time
period for the achievement.
4.2. Adequate classification of business operations
4.3. Adequate recording of day to day business operations in
terms of financial activities, sales and operational activities.
4.4. Adequate filing of documents related to business
4.5. Appropriate identification of business laws and regulations
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Learning unit
LU 1: Identify and describe entrepreneurial characteristics
1. Identify entrepreneurial characteristics
2. Describe entrepreneurial characteristics
3. Demonstrate characteristics of a good andSuccessful
entrepreneur
3 Hours
Learning Outcome1.1: Identify entrepreneurial characteristics.
 Definition of o Brainstorming on definition of - Flipchart

entrepreneurship entrepreneurship - Markers
 Characteristics and o Group work on characteristics and - Pen
competencies of an competencies of an entrepreneur - Notebooks
entrepreneur o Presentation on characteristics and - Projector
competencies of an entrepreneur - Computer
o Individual work (Case studies - Questionnaire
analysis) - Pen
o Guest speaker - Reference books
o Self-Assessment
o Elaborate strategies for
improvement (individually)
Proper identification of personal entrepreneurial characteristics
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 Written evidence  True and false questions:

Circle the right answer (s) from the statement given about the list of
personal characteristics
 Multiple choice questions :
underline the characteristics that fall in the specified category
 From the case study given identify the possessed and missing
entrepreneurial characteristics of the person in the scenario.
Checklist Score
Yes No
Indicator: Entrepreneurial characteristics are described
 Definition of entrepreneurial
 Characteristics of entrepreneurial
Indicator: competencies of entrepreneur are described
 Problem solving
 Communication skills
 Good planning (systematic planning)
 Product evidence is explained
Observation
Learning Outcome 1.2:Describe entrepreneurial characteristics.
 Definition of entrepreneurship o Brainstorming on definition of - Flipchart

 Characteristics and entrepreneurship - Markers
competencies of an o Group work on characteristics - Pen
entrepreneur and competencies of an - Notebooks
 Problem solving entrepreneur - Projector
 Communication skills o Presentation on characteristics - Computer
 Systematic planning and competencies of an - Questionnaire
entrepreneur - Pen
o Individual work (Case studies - Reference books
analysis)
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o Guest speaker
o Self-Assessment
o Elaborate strategies for
improvement (individually)
Proper description of personal entrepreneurial characteristics.
 Written evidence  Essay on description of personal entrepreneurial characteristics (the

case is given in section B)
Checklist Score
Yes No
Indicator: Entrepreneurial characteristics are described
 Definition of entrepreneurial
 Characteristics of entrepreneurial
Indicator: competencies of entrepreneur are described
 Problem solving
 Communication skills
 Good planning (systematic planning)
 Product evidence is explained
Observation
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Learning Outcome 1.3:Demonstrate characteristics of a good and successful entrepreneur.
 Characteristics of a good an o Brainstorming on Entrepreneur - Flipchart

successful entrepreneur o Group work on characteristics of - Markers
 Commitment good and successful - Pen
 Innovation and entrepreneur - Notebooks
creativity o Group presentation on identified - Projector
 Positive thinking characteristics of good and - Computer
 Moderate Risk taking successful entrepreneur - Questionnaire
o Individual work (Case studies - Pen
analysis) - Reference books
o Guest speaker(Young
entrepreneur)
o Self-Assessment and
improvement
Demonstrate characteristics of good and successful entrepreneur.
 Written evidence  Essay of discussion on known successful entrepreneurs and their

characteristics (the case is given in section B)
Checklist Score
Yes No
Indicator: characteristics of good and successful entrepreneur are explained
 Commitmentis explained
 innovation and creativity areexplained
 moderate risk taking is explained
Observation
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Learning unit
LU 2: Assess business environment
1. Apply methods, principles and techniques in identification of
problems related to economic environment
2. Recognize business opportunities
3. Apply techniques to generate a business idea.
4. Use tools and techniques to identify business requirements.
6 Hours
Learning Outcome 2.1: Apply methods, principles and techniques in identification of

problems related to economic environment
 Definition of socio- o Brainstorming on the socio - Flipchart

economic environment economic environment - Markers
 Types of problems linked definition - Pen
to economic environment o Identification of problems - Internet
 Environment screening linked to economic - Reference books
methods, principles, environment on the field
techniques and process. o Presentation of the field
outcomes
Proper application of techniques in identification of problems related to
economic environment
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 Product evidence  Produce a 1 page report including :

Problems identified in a chosen specific area.
 Techniques used.
Checklist Score
Yes No
Indicator: methods, principles and techniques in identification of problems related to economic
environment are applied
 Environment screening method is applied
 Environment screening principlesare applied
 Environment screening techniques are applied
Observation
Learning Outcome 2.2: Recognize business opportunities.
 Definition of market o Group discussion on market - Flipchart

 Definition of business opportunity o Brainstorming on business - Markers
 Business opportunities recognition opportunity - Pen
process o Case studies analysis on - Internet
 Innovation and creativity techniques recognition of business - Reference books
of converting business opportunities opportunities
into business ideas o Individual practical exercises
 Techniques of selecting the best on converting business
business idea opportunity into business
 Macro screening ideas.
 Micro screening o Individual practical exercises
 SWOT on filtering the business
idea.
Relevant recognition of business opportunities that are linked to the identified
problems.
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 Product evidence  Identify opportunities linked to the previously identified problem.
Checklist Score
Yes No
Indicator: business opportunity is recognized
 Marketis defined
 Business opportunity is defined
 Business opportunities process arementioned
 Innovation and creativity techniques of converting business opportunities
into business ideasTechniques of selecting the best business idea are
identified
 Macro is screened
 Micro is screened
 SWOT isanalyzed
Observation
Learning Outcome 2.3: Apply techniques to generate a business idea.
 Definition of market o Group discussion on market - Flipchart

 Definition of business o Brainstorming on business - Markers
opportunity opportunity - Pen
 Business opportunities o Case studies analysis on - Internet
recognition process recognition of business - Reference books
 Innovation and creativity opportunities
techniques of converting o Individual practical exercises on
business opportunities into converting business opportunity
business ideas into business ideas.
 Techniques of selecting the o Individual practical exercises on
best business idea filtering the business idea.
 Macro screening
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 Micro screening
 SWOT
Adequate application of techniques to generate a business idea.
 Product evidence  Produce the best business idea and present a report of the process
followed and techniques used.
Checklist Score
Yes No
Indicator: techniques to generate a business idea are applied
 Market is defined
 Business opportunity is defined
 Business opportunities process ismentioned
 Innovation and creativity techniques of converting business opportunities
into business ideasTechniques of selecting the best business idea are
identified
 Macro screening is explained
 Micro screening is explained
 SWOT analysis is explained
Observation
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Learning Outcome 2.4: Use tools and techniques to identify business requirements.
 Techniques and process of o Conducting data collection on - Flipchart

business requirements business requirements - Markers
analysis o Role-play - Pen
 Data collection techniques o Group discussion on business - Reference books
 Use cases requirements - Computer
 Building prototypes o Individual practice on identification - Internet
 Categories of business of business requirements
requirements
 Transitional
 Functional
 Operational
 Technical
Adequate use of tools and techniques to identify business requirements.
 Performance evidence  Through simulation in class, apply techniques and tools to identify
the requirements related to the selected business idea.
Checklist Score
Yes No
Indicator: Use tools and techniques to identify business requirements are explained and
used.
 Data collection techniquesare used

 Casesare used
 Building prototypesare used
 Categories of business requirementsare used
 Transitional is used
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 Functionalis used
 Operational is used
 Technical is used
Observation
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Learning unit
LU 3: Assess and react to play incidents
1. Identify business idea proposal components
2. Develop a business idea proposal
3. Present business proposal
10 Hours
Learning Outcome 3.1: Identify business idea proposal components
 Identification and description of o Brainstorming on business - Template of a

elements of components of the proposal components business idea
proposal: o Individual practice on proposal
 Identification of the owner production of business - Flipchart
 Business idea description proposal of the previously - Pen
 Product/service description selected business idea - Reference books
 Market o Group work - Case studies of
 Cost of the project o Case studies analysis proposals
 Feasibility o Presentation of the business
 Guidelines in elaborating a business proposal
proposal
Adequate identification of the proposal components according to the template
proposed
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 Written evidence  Multiple choice :

From the below list, encircle the true components of a business idea
proposal.
Checklist Score
Yes No
Indicator: elements of components of the proposalare identified and described
 The owneris identified
 Business idea is described
 Product/Service are described
 Market is identified
 Cost of the project is identified
 Feasibility is described
Indicator: Guidelines in elaborating a business proposal explained
 Guidelines isexplained
Observation
Learning Outcome 3.2: Develop a business idea proposal.

proposal
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Relevant description of the components in terms of formulation of the business
naming, description of the business idea and business operations, the product
and/or service of the business, target customers, requirement in terms of
capital, location and timeline of main phases of the business.
 Product evidence  Produce a business idea proposal of maximum 2 pages
Checklist Score
Yes No
Indicator: elements of components of the proposal are identified and described
 The owner is identified
Observation
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Learning Outcome 3.3: Present business proposal

proposal
Proper presentation of the business proposal according to the criteria defined.
 Performance evidence  Present to the class audience your business idea proposal.
Checklist Score
Yes No
Indicator: elements of components of the proposalare identified and described
 The owner is identified
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Observation
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Learning unit LU 4: Run a business
1.
2.
3.
4.
Plan business operations
Classify business operations
Record day to day business operations
Perform filing of documents related to business
11 Hours 5. Identify business laws and regulations
Learning Outcome 4.1: Plan business operations
Content Resources
 Planning of operations of the o Brainstorming on elements - Reference books

business of a plan of business - Operational plan
 Activities operations template
 Allocation of resources, o Demonstration on - Flipchart
 Milestones Operational plan elaboration - Markers
 Time period for the achievement o Individual practice on
Operational plan elaboration
Appropriate planning of operations of the business in terms of activities,
allocation of resources, milestones and time period for the achievement.
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 Product evidence  True and false questions:

Circle the right answer (s) from the statement given about the
 Written evidence
components of Action Plan
 From the components of an Action plan, produce an action Plan
using the given template
Checklist Score
Yes No
Indicator: Business operation are planned
 Activities are planned
 Allocation of resources areplanned
 Milestones are planned
 Time period for the achievementis planned
Observation
Learning Outcome 4.2: Classify business operations
 Financial activities o Brainstorming on business - Role play scenarios

 Accounting procedures and operations - Hand-outs
principles o Group work - Performance
 Accounting books o Case studies analysis evidences
 Accounting documents o Create a balance sheet - Flipchart
 identification of income and o Individual practical - Markers
expenses to create a profit and loss exercises on negotiating - Case studies
statement with stakeholders. - Worksheet of
 identification of business assets and o Designing your production production process
liabilities process - Performance
 identification of the timing of o Performance evidence evidences
income and expenses to create a presentation on projector
cash flow forecast stakeholders relationship - Computer
 Ways of spending money effectively o Role play on stakeholders
 Saving and loan management relationship s
 Sales activities: o Individual practice on
 Sales daily operations and money spending
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techniques o Individual practice on loan
 Sales system management
 Marketing and advertising costs
 Operational activities:
 Functions of your business
 Production process
 Technology, equipment and raw
materials
 Administrative procedures and tasks
- Meetings
- Correspondences
 Stakeholders relationship:
 Dealing with suppliers
 Dealing with customers
 Dealing with employees
 Financial institutions
 Local government
Adequate classification of business operations
 Written evidence  Match business activities with operations
Checklist Score
Yes No
Indicator: financial activities explained
 Accounting procedures and principlesare explained
 Accounting books are explained
 Accounting documentsare explained
 identification of income and expenses to create a profit and loss statementare
explained
 identification of business assets and liabilities are explained
 identification of the timing of income and expenses to create a cash flow
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forecastare explained
 Ways of spending money effectivelyare explained
 Saving and loan managementis explained
Indicator: Sales activitiesare explained
 Sales daily operations and techniquesare explained
 Sales systemare explained
 Marketing and advertising costsare explained
Indicator: Operational activitiesare explained
 Functions of your businessare explained
 Production processis explained
 Technology, equipment and raw materials are explained
 Administrative procedures and tasksare explained
 Meeting areexplained
 Correspondences is explained
Indicator: Stakeholders relationship explained
 Dealing with suppliers areexplained
 Dealing with customers are explained
 Dealing with employeesare explained
 Financial institutionsare explained
 Local government are explained
Observation
Learning Outcome 4.3:Record day to day business operations
 Financial activities o Brainstorming on business - Role play scenarios

 Accounting procedures and operations - Hand-outs
principles o Group work - Performance
 Accounting books o Case studies analysis evidences
 Accounting documents o Create a balance sheet - Flipchart
 identification of income and o Individual practical exercises - Markers
expenses to create a profit and on negotiating with - Case studies
loss statement stakeholders. - Worksheet of
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 identification of business assets o Designing your production production process
and liabilities process - Performance
 identification of the timing of o Performance evidence evidences projector
income and expenses to create a presentation on stakeholders - Computer
cash flow forecast relationship
 Ways of spending money o Role play on stakeholders
effectively relationship s
 Saving and loan management o Individual practice on money
 Sales activities: spending
 Sales daily operations and o Individual practice on loan
techniques management
 Sales system
 Marketing and advertising costs
 Operational activities:
 Functions of your business
 Production process
 Technology, equipment and raw
materials
 Administrative procedures and
tasks
- Meetings
- Correspondences
 Stakeholders relationship:
 Dealing with suppliers
 Dealing with customers
 Dealing with employees
 Financial institutions
 Local government
Adequate recording of day to day business operations in terms of financial
activities, sales and operational
 Product evidence  True or False Quiz: Find out if each of the following activities is
either involved or not in specified type of business activity.
 Written evidence  Multiple choice questions:
 underline the documents that fall in the specified category
 From the case study given record the operating, investing, and
financing activities.
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Checklist Score
Yes No
Indicator: financial activities explained
 Accounting procedures and principles are explained
 Accounting books are explained
 Accounting documents are explained
 identification of income and expenses to create a profit and loss statement are
explained
 identification of business assets and liabilities are explained
 identification of the timing of income and expenses to create a cash flow
forecast are explained
 Ways of spending money effectively are explained
 Saving and loan management is explained
Indicator: Sales activities are explained
 Sales daily operations and techniquesare explained
 Sales system are explained
 Marketing and advertising costs are explained
Indicator: Operational activitiesare explained
 Functions of your businessare explained
 Production process is explained
 Technology, equipment and raw materials are explained
 Administrative procedures and tasks are explained
 Meeting areexplained
 Correspondences is explained
Indicator: Stakeholders relationship explained
 Dealing with suppliers are explained
 Dealing with customers are explained
 Dealing with employeesare explained
 Financial institutions are explained
 Local government are explained
Observation
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Learning Outcome 4.4.Perform filing of documents related to business
 Business documents filing system o Brainstorming on filing - Shelves

 Filing techniques and procedures of system, techniques and - Files
business operations: procedures of business - Flipchart
 Type of the operation operations - Reference books
 Existing filing system o Development of own filing - Papers
system catered to his own - Markers
business - Business
o Practical exercise on document
classification of business samples
operations
Adequate filing of documents related to business
 Product evidence  Essay: briefly explain the implications involved in losing or misplacing
business documents.
 Written evidence
 Task: File the business documents.
Checklist Score
Yes No
Importance of filing business documents
Consequences or implications relating to misplacing and/or losing business documents
Filing system
Filing techniques:
 By categories
 By chronologic order
Filing tools and storage
Appropriate containers of files in safe environment
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Observation
Learning Outcome 4.5:Identify business laws and regulations
 Legal framework o Case studies analysis - Case studies

 Commercial law o Group work - Reference books
 Labor law o Presentation - Projector
 Tax law o Guest speaker - Business laws
 Tax registrations in Rwanda and - Computer
business structure - Internet
 Legal issues and implications of
business contract
Appropriate identification of business laws and regulations
 Product evidence  Produce the best business idea and present a report of the process
followed and techniques used.
Checklist Score
Yes No
Indicator: Legal framework
 Commercial law
 Labor law
 Tax law
 Tax registrations in Rwanda and business structure
Legal issues and implications of business contract
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Observation
References:
1. Work Readiness Training Programme – Trainer’s Manual, AkaziKanoze –
YouthLivelihoods Project.
2. Work Readiness Training Programme – Participant’s Manual, AkaziKanoze –
YouthLivelihoods Project.
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CSTIA301 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)
CSTIA301 Integrate workplace
Competence

Credits: 30 300
Sector: Construction
Sub-sector: Plumbing
Issue date: July, 2019
Purpose statement
This module describes the skills, knowledge and attitudes required to integrate the workplace for an
internship or employment. At the end of this module, participants know how to apply for and present
themselves for employment. They demonstrate good time management and show up for work on time.
They demonstrate behavior and attitudes that are appropriate for the workplace and understand that
workplaces have policies and procedures that need to be followed. They take initiative and
responsibility for their own work and know how to work under and respect supervision. Participants are
familiar with the rights and responsibilities of workers and employers and have explored ways to
exercise rights in the workplace.
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All the modules covered at REQF level 3.

Learning units describe the essential outcomes of a competence

of the learning unit.By the end of the module, the trainee will be able to:
1. Apply for 1.1. Appropriate use of resources in the community or

internship/employment nationwide to find internship/employment information
1.2. Writing of a basic accurate and neat CV
1.3. Proper writing of application letters
1.4. Proper demonstration of effective interviewing skills
2. Demonstrate workplace 2.1. Appropriate application of workplace habits and attitudes
behavior and attitudes 2.2. Adequate implementation of strategies to manage time
effectively
2.3. Efficient management of personal and work lives
3. Respect worker’s and employer’s a. Respect of universal human rights
rights and responsibilities b. Respect of worker’s and employer’s obligations according
to the Rwandan Labour code
c. Respect of worker’s rights and responsibilities at the
workplace
d. Respect of employer’s rights and responsibilities at the
workplace
e. Appropriate reaction when the labor code is broken
4. Organize and evaluate one’s a. Appropriate securing of the internship agreement with the
internship enterprise
b. Adequate outlining of findings and experience
c. Proper writing of the internship report that contains all
the required elements as well as one’s own findings and
experience
d. Active participation in the assessment of one’s internship
5. Develop one’s competences on 5.1. Adequate performance of tasks assigned according to the
the workplace agreement with the enterprise
5.2. Positive response and active participation in meetings with
the internship supervisor (“maître de stage”)
5.3. Adequate demonstration of work behaviour and attitudes
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Learning unit
LU 1: Apply for internship/employment
Learning Outcomes:
1 1. Identify and use resources to find a job

2. Write a Curriculum Vitae (CV) and an application letter
3. Take part in an interview
10 Hours
Learning Outcome 1.1:Identify and use resources to find a job.

 Resources to find o Small group work - Job announcements and
employment in the o Panel discussion information: newspaper
community and at national o Large group discussion advertisements;
level o Speakers information from
- Job announcements recruitment agencies, youth
- Newspapers organizations such as YES
advertisements Rwanda and government
- From recruitment agencies such as the RDB,
agencies RP; sample advertisements
- Internet websites posted on business walls or
bulletin boards, internet
websites, through
 Identify contact persons
cooperatives…
Appropriate use of resources in the community or nationwide to find
internship/employment information
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Written evidences
 Essay
Perfomance
 Scenarios
Checklist Score
Yes No
Indicator: Resources to find a job are identified
 Job announcements
 From recruitment agencies
 Newspaper advertisements
 Internet websites
Observation
Learning Outcome 1.2: Write a Curriculum Vitae (CV) and an application letter.
 Differences between a CV and an o Large group discussion - Sample CVs and

application letter o Individual work application letters
 Types of application letters o Pair work - Format of an
 Elements of a well written CV application letter
 Elements of an application letter

Proper writing of a basic accurate and neat CV
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 Written evidence  Observation checklist
 Questions and answers
Checklist Score
Yes No
Indicator: difference between CV and letter is explained
 A letter is more concise
 A letter express interest
 CV gives detailed information
Observation
Learning Outcome 1.3: Take part in an interview.

 Main parts of an interview o Small group work - Interview observation tool
 Interviewing tips: what to do o Interview role plays
before, during and after the o Large group discussion
interview
 Typical questions asked during
an interview

Proper demonstration of effective interviewing skills
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 written  questionnaires and answers
 oral
 scenarios
 performance
 True or false questioning
Checklist Score
Yes No
Indicator : Main parts of the interview are identified
- The body of the interview
- The opening
- The closing
Indicator: Typical questions asked during an interview are identified
 Tell me about yourself.
 Describe a difficult work situation or project and how.
 How do you handle stress and pressure?
 Why do you want this job?
 What are your salary expectations?
 Why are you leaving or why have you left your job?
 What is your greatest weakness?
 What is your greatest strength?
 Why should we hire you?
Observation
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Learning unit
LU 2:Demonstrate appropriate workplace behavior and
attitudes
Learning Outcomes:
2 1. Identify appropriate workplace behaviors and attitudes

2. Manage time
2. Balance work and personal life
15 Hours
Learning Outcome 2.1:Identify appropriate workplace behaviours and attitudes.

 Appropriate workplace o Small group work - Workplace behaviour
behaviours and attitudes o Large group discussion scenarios
(dress code, time o Brainstorming - Work habits
management, respect, inventory
honesty, integrity, work as
a team member)
 Work habits (cooperation,
initiative, courtesy,
constructive criticism,
supervision, accuracy, pace
of work, time usage,
adaptability, personal
appearance, attendance,
punctuality)

Appropriate application of workplace habits and attitudes
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 Written evidence  Essay& Cases study
 Oral evidence  True or false questioning
 Performance  Observation checklist
 A produced schedule
Checklist Score
Yes No
Indicator1: appropriate workplace behaviors and attitudes are identified
 dress code
 time management
 respect
 honesty
 integrity
 work as a team member
Indicator2: Appropriate working habits are identified
 Cooperation
 Initiative
 Courtesy
 Constructive criticism
 Supervision, accuracy
 Pace of work
 Adaptability
 Personal appearance
 Punctuality
 Attendance
Observation
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Learning Outcome 2.2: Manage time.
 Importance of task planning o Large group discussion - Workplace

and managing time o Small group activity (tower behaviour
 Strategies to better manage building) scenarios
time o Reflection - Work habits
o Pair sharing inventory
 Start your day with a
clear focus.
 Have a dynamic task
list.
 Focus on high-value
activities.
 Minimize
interruptions.
 Limit multi-tasking.
 Review your day.
Adequate implementation of strategies to manage time effectively
 pPerformance  Scenarios
 Product  Different workplace documents
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Checklist Score
Yes No
Indicator: Effective management of time
 Plan activities on time
 Attend regularly
 Promote effective work
Indicator Strategies to better manage time are mentioned
 Start your day with a clear focus.
 Have a dynamic task list.
 Focus on high-value activities.
 Minimize interruptions.
 Limit multi-tasking.
 Review your day.
Observation
Learning Outcome 2.3: Balance work and personal life.
 Common situations that make it o Large group discussion - Scenarios: “did she/he
challenging to balance work & o Individual work do the right thing?”
personal life o Self-assessment
 Tips to manage personal and work o Pair sharing
lives
Efficient management of personal and work lives
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Written
 Workplace documents
Checklist Score
Yes No
Indicator : Challenging to balance work and personal life are mentioned
 Lack of control.
 Unrealistic demands.
 Unsupportive relationships
 Lack of resources.
 Unhelpful attitude
 High-stress levels.
Indicator : Tips to manage personal and work lives are identified
 Prioritize your time
 Know your peaks and troughs
 Have set work hours and stick to them
 Find time for your finances
 Manage your time, long term
 Make your workspace work for you
Observation
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LU 3: Respect worker’s and employer’s rights and
Learning unit
responsibilities
1. Get familiar with the universal human rights
2. Get familiar with some of the provisions of the Rwandan Labour
5Hours Law
3. Identify one’s rights and responsibilities at work
4. Explore one’s personal rights and responsibilities
5. React appropriately when the labour code is broken
Learning Outcome 3.1:Get familiar with the universal human rights.
 Definition of “right” and o Small group work -Universal Declaration of

“human rights. o Large group discussion Human Rights
 Universal Declaration of - Plain language version
Human Rights
Appropriate of universal human rights
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 written  Essay& Cases study
 oral  True or false questioning
 performance  Observation checklist
 A produced schedule
Checklist Score
Yes No
Indicator: Universal declaration is explained
 know about your right
 be informed touniversal declaration human rights
Observation
Learning Outcome 3.2: Get familiar with some of the provisions of the Rwandan Labour Law.
 Legal obligations of employers o Large group activity - Statements and

Duty to pay worker o Discussion answers for
Plan for work o Small group work Agree/Disagree
To have managerial skills o Observation game on Rwandan
 Legal obligations of workers labour law
Control of the workplace - Articles 47 and 48
Provide information of the labour code
Take reasonable care
Appropriate respect of worker’s and employer’s obligations according to the
Rwandan Labour code
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 writtten evidence  Multiple choice exercises
 oral evidence  True or false questioning
 Matching
 Sentence completion
 Expose (presentation
Checklist Score
Yes No
Indicator :Legal obligations of employers are identified
 Duty to pay worker
 Plan for work
 To have managerial skills
Indicator : Legal obligations of workers are mentioned
 Provide information
 Control of the workplace
 Take reasonable care
Observation
Learning Outcome 3.3: Identify one’s rights and responsibilities at work.
 ‘Rights’ (what you can expect your o Large group discussion - Worksheet on
employer to provide) o Small group work rights and
 ‘Responsibilities’ (what your employer o Skits responsibilities at
can expect that you will do) work.

Appropriate respect of worker’s rights and responsibilities at the workplace
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 writtten  Questions and answers
 oral
 Expose
 Perfornce
 Discussion
 Scenarios
Checklist Score
Yes No
Indicator: one’s rights and responsibilities at work are identified.
- Understanding the conditions of your employment.
- Working in a way that is not harmful to the health and safety of yourself or
others
Observation
Learning Outcome 3.4: Explore one’s personal rights and responsibilities.
 Definition of “responsibility” o Individual work - Worksheet on

 Relationship between rights and o Pair share rights and
responsibilities o Large group brainstorming and responsibilities at
discussion work.
Appropriate respect of employer’s rights and responsibilities at the workplace
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 writtten evidence  Multiple choice exercises
 True or false questioning
 oral evidence  Matching
 Expose (presentation
Checklist Score
Yes No
Indicator: Definition of responsibility is well understood
- the state or fact of having a duty to deal with something or of having control
over someone.
Indicator: Relationship between rights and responsibilities is indicated.
- Right is a freedom that is protected, such as the right to free speech and religion.
- A responsibility is a duty or something you should do, such as recycling or doing

your homework.
- Voting is both a right and a responsibility
Observation
Learning Outcome 3.5: React appropriately when the labour code is broken.
 Possible solutions or responses in case o Small group work - Labour code

the labour code is broken o Scenario analysis scenarios
o Large group discussion - Labour code
excerpts
Appropriate reaction when the labour code is broken
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 Writtten  Essay (short responses /extended responses)
 oral  Role play
 Scenarios
 Perfornce
 Scenarios – Completed checklist.
Checklist Score
Yes No
Indicator: possible solutions when the labour code is broken are identified
 Dismiss the work
 Reduction to a lower post
 Stoppage of promotion
 Suspension without wages
 Withholding of increment
Observation
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Learning unit
LU 4: Organize and evaluate one’s internship
Learning Outcomes:
4 1.
2
3.
4.
Conclude an internship agreement
Outline one’s findings and experience
Write and present the report of the internship
Participate actively to the assessment of one’s internship
270 Hours
Learning Outcome 4.1:Conclude an internship agreement.
 Definition of the concept o Brainstorming - Sample internship

“internship” o Group discussion agreement
 Objectives of the internship o Presentation by the trainer
 Presentation of internship
agreement
Appropriate securing of the internship agreement with the enterprise
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 Writtten  Essay (short responses /extended responses)
 Oral  Role play
 Questionnaire and answers.
 Perfornce
 Scenarios – Completed checklist.
Checklist Score
Yes No
Indicator: Definition of internship is well understood
- A structured work experience related to a student's major and/or career goal. An
experience that should enhance a student's academic, career, and personal
development.
Indicator: Objectives of the internship are mentioned
- Gain valuable work experience
 Explore a career path.
 Develop and refine skills.
 Receive financial compensation
 Network with professionals in the field.
 Gain confidence
 Transition into a job
Indicator :Presentation of internship agreement is indicated
 Number your slides and give them a title
 Prepare an Agenda or Table of Contents slide.
 Tell a story
 Prepare a company logo slide for your presentation
 You can add a logo and other graphics to every slide using the slide master
feature or by adding them to the footer
Observation
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Learning Outcome 4.2: Outline one’s findings and experience.
 Presentation of the logbook o Presentation by the trainer - Logbook

 Tips to fill in the logbook
Adequate outlining of findings and experience

 writtten  Expose
 oral
 Questions and answers
Checklist Score
Yes No
Indicator: presentation of the logbook is identified
 IAP list of competencies to be developed
 sheet
 IAP agreement
 IAP report form
 IAP interview form
 IAP Evaluation form
Indicator: Tips to fill in the logbook are mentioned
 Take Time to Write Your Log.
 Use a Rough Book.
 Have One Logbook Per Project
 Keep a Summary List
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 Computer Filing
 Be Consistent
 Write a Conclusion.
Observation
Learning Outcome 4.3: Write and present the report of the internship.
 Presentation techniques Contents o Group discussion - Sample

of the internship report o Role play internship
report
Proper writing of the internship report that contains all the required elements as
well as one’s own findings and experience
 writtten
 Questions and answers
 oral
 present
 oral questions and their answers
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Checklist Score
Yes No
Indicator: contents of the internship report
- Declaration
- Approval
- Acknowledgement
- Abbreviations and acronyms
- General introduction
- Presentation of the institution where internship took place
- achievements
- conclusion and recommendation
Indicator 2: Presentation techniques
 Students-centered approach
 make a structure
Observation
Learning Outcome 4.4: Participate actively to the assessment of one’s internship.
 Internship assessment and self- o Group discussion

assessment packages o Presentation by the trainer
Active participation in the assessment of one’s internship
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 writtten  Multiple choice exercises
 oral  Essay& Cases study
 True or false questioning
 Perfornce
 Observation checklist
 A produced schedule
Checklist Score
Yes No
Indicator:Internship assessment and self-assessment packages are indicated
 Internship data
 Educational and professional aspects
 Relational and management aspects
 Future perspective
Observation
Reference books:
1. Work Readiness Training Programme–Participant’s Manual, Akazi Kanoze–Youth Livelihoods Project
2. https://www.jobjumpstart.gov.au/article/know-your-workplace-rights-and-responsibilities
3. https://www.slideshare.net/ranobiswas/labour-law-case-solutions
4. https://fremont.edu/8-benefits-of-an-internship/
5. https://internsdc.com/internship-opportunities/its-all-in-the-presentation/
6. https://mef.unimi.it/wp-content/uploads/Non-COSP
7. https://canadiangis.com
8. https://www.lifecoach-directory.org.uk
9. https://www.roche.com/careers/country/
10. https://www.collinsdictionary.com
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GENAM301 – BASIC ALGEBRA AND TRIGONOMETRY
GENAM301 Apply Basic Algebra and Trigonometry
Competence

Credits: 10 100
Sector: ALL
Sub-sector: ALL
Issue date: August, 2019
Purpose statement
This general module describes the knowledge, skills and attitude required to apply basic algebra and
trigonometry. The ability to do basic algebra and trigonometry is absolutely vital to successfully passing
any field. At the end of this module, the trainee of Level Three will be able to solve graphically and
algebraically linear or quadratic equations and inequalities. He/she will also be able to apply
fundamentals of trigonometry and complex numbers. As Algebra and trigonometry are tools of different
fields, this module will be useful to trainee as a means of both measuring and improving their
understanding of Mathematics and he/she will be prepared to perform well in any fields that require
some knowledge of mathematics especially algebra and trigonometry as well as working in design,
maintenance of electricity work, financial and economics, good performance in critical thinking, and so
on.
251 | P a g e
Not applicable

1. Solve algebraically or graphically 1.1. Correct solving algebraically or graphically a linear

linear and quadratic equations or equation and inequality in accordance with the
inequalities required steps
1.2. Perfect discussion on parametric equations in one
unknown basedon established condition.
1.3. Proper solvingalgebraically or graphicallytwo
simultaneous linear equations in accordance with the
required steps
1.4. Effective solvingalgebraically or graphically a quadratic
equation in accordance with the required steps
1.5. Proper solving algebraically or graphically a quadratic
inequality in accordance with the required steps
2. Apply fundamentals of trigonometry 2.1. Appropriate description of angles based on rotating
an initial side, about a fixed point to terminal
considered position.
2.2. Appropriate determination of trigonometric ratios
based on isosceles right-angled triangle and
equilateral triangle.
2.3. Appropriate description of trigonometric identities
based on comparison of trigonometric ratios of two
defined angles.
2.4. Perfect solving of trigonometric equations based on
trigonometric ratios.
2.5. Appropriate solving of a given triangle based on
Pythagorean Theorem and trigonometric ratios.
3. Apply fundamentals of complex 3.1. Adequate description of complex numbers based on

numbers calculation process.
3.2. Proper application of operations on complex numbers
based on calculations theory.
3.3. Perfect calculation of complex numbers in polar form
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based on modulus and argument of given complex
numbers.
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Learning unit LU 1: Solve algebraically or graphically linear and quadratic
equations or inequalities
1. Solve algebraically or graphically linear equation and inequality
2. Discuss on parametric equations
3. Solve algebraically or graphically two simultaneous linear
equations
50 Hours 4. Solve algebraically or graphically a quadratic equation
5. Solve algebraically or graphically a quadratic inequality
Learning Outcome 1.1: Solve algebraically or graphically a linear equation and inequality
 Solving linear equation o Brainstorming o Reference books

 Algebraic method o Didactic materials
o Group discussion and such as manila
 Graphical method
presentation paper, …
 Solving a linear inequality
o Geometric
 Algebraic method o Individual work instruments
 Graphical method (Ruler,T-
o Home work square,..)
o Handouts on
o Documentary research worked examples
Correct solving algebraically or graphically a linear equation and inequality in
accordance with the required methods and steps
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 Written  Short questions
 Open questions
 Plotted graphs
Checklist Score
Yes No
Indicator: Techniques of solving linear equations are well used
 Algebraic method is well performed
 Graphical method is well applied
Indicator: Techniques of solving linear inequalities are well used
 Valid solutions have been determined
Observation
Learning Outcome 1.2: Discuss on parametric equations
 Definitions o Brainstorming o Reference

 Parameter books
o Group discussion and o Didactic
 Parametric equation
presentation materials
 Solving steps
such as
 discussion rules o Individual work manila paper,
 principles …
 validation of solution o Home work o Handouts on
worked
o Documentary research examples
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Perfect discussion on parametric equations in one unknown based on
established condition.
 Written  Short questions
 Open questions
Checklist Score
Yes No
Indicator: Discussion on parametric equations
 Parameter is well identified
 Parameter is differentiated from variable
 Steps are well followed
 Solving techniques are well followed
 Discussion rules or principles are well followed
 Solution is valid
Observation
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Learning Outcome 1.3:Solve algebraically or graphically two simultaneous linear equations
 Solving algebraically two o Brainstorming o Reference books

simultaneous linear equations o Didactic materials
o Group discussion and such as manila
 Solving graphically two presentation paper, …
simultaneous linear equations o Geometric
o Individual work instruments
(Ruler,T-square,..)
o Home work o Handouts on
worked examples
o Documentary research
Proper solving algebraically or graphically two simultaneous linear equations in
accordance with the required steps
5.4. Effective solving quadratic equations in accordance with the required
steps
 Written  Plotted graphs
 Open questions or Short answer question
Checklist Score
Yes No
Indicator: Techniques of solving two simultaneous linear equations are well used

 Graphical method is properly used
 Solution set is validated
Indicator: Techniques of solving two simultaneous linear inequalities are well used
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 Valid solutions have been determined
Observation
Learning Outcome 1.4: Solve algebraically or graphically a quadratic equation .
 Different method of solving o Brainstorming o Reference books

algebraically a quadratic equation o Didactic
o Group discussion and materials such
 factorizing method
presentation as manila paper,
 square root property
…
 completing the square o Individual work o Geometric
 quadratic formula instruments
 Graphical resolution of a quadratic o Home work (Ruler,T-
equation square,..)
o Documentary research o Handouts on
 Construction of a parabola
worked
 Determination of solutions
examples
set
Effective solving algebraically or graphically a quadratic equation in
accordance with the required methods.
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 Written  Open questions
 Plotted graphs
Checklist Score
Yes No
Indicator: Techniques of solving algebraically quadratic equations are well applied
 Factorizing method is well applied
 Square root property is accurately used
 Completing the square is properly performed
 Quadratic formula is correctly used
Indicator: Techniques of solving graphically quadratic equations are well applied
 A parabola is accurately plotted
 Solutions set is validated
Observation
Learning Outcome 1.5:Solve algebraically or graphically a quadratic inequality
 Solving algebraically a quadratic o Brainstorming o Reference

inequality books
o Group discussion and o Didactic
 Factorization of the given
presentation materials such
inequality
as manila
 Determination of roots o Individual work paper, …
 Study of sign o Geometric
 Determination of interval of o Home work instruments
solutions (Ruler,T-
o Documentary research square,..)
 Graphical resolution of a quadratic
o Handouts on
inequality
worked
 Plotting a parabola
examples
 Shading the region satisfying
the given inequality
 Determination of interval of
259 | P a g e
solutions
Proper solving algebraically or graphically a quadratic inequality in accordance
with the required steps
 Written  Open questions or Short answer question
 Plotted graphs
Checklist Score
Yes No
Indicator: Steps of solving algebraically quadratic inequalities are well identified
 Factorization of the given inequality is perfect
 Roots are accurately determined
 Study of sign is correctly established
 Solutions interval is validated
Indicator: Steps of solving graphically quadratic inequalities are well performed
 A parabola is accurately plotted
 Shaded region is appropriate
 Solutions set is valid
Observation
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Learning unit LU 2: Apply fundamentals of trigonometry
2 1.
2.
3.
4.
Learning Outcomes:
Describe angle
Determine trigonometric ratios
Apply trigonometric identities
Solve trigonometric equations
30 Hours 5. Solve triangle
Learning Outcome 2.1: Describe angles
 Angle definition o Practical exercises on rotation - Ruler

 Rotation - Compass
 Angles measurement o Group discussion on rotation - Protractor
 Radian - Books
 Degree o Documentary Research - Hand-out notes
 Units conversion - Internet
 Pythagorean theorem
Appropriate description of angles based on rotating an initial side, about a
fixed point to terminal considered position
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 Written evidence  Plotted angles
 Open questions based on angle measurements, units conversion and
Pythagorean theorem
Checklist Score
Yes No
Indicator: Angle is well defined
 Rotation of a point through a given angle is well done
 Application of required direction orientation is properly done
 Definition of radian is well given
 Definition of degree is well given
Indicator: Angles are accurately measured
 Measurements in radians are accurately done
 Measurements in degrees are accurately done
Indicator: Units conversion is accurately done
 Conversion of radians into degrees is accurately done
 Conversion of degree into radians is accurately done
Indicator: Pythagorean theorem is well applied
 Calculation of hypotenuse given the 2 sides of the right triangle is accurately
done
 Calculation of a side of the right triangle given hypotenuse and one of its other
sides is accurately done
Observation
Learning Outcome 2.2:Determine the trigonometric ratios
 Definition of o Group discussion on - Ruler

trigonometric ratios trigonometric ratios - T-square
 Sine o Illustration of right triangle and - Protractor
- Reference books
 Cosine isosceles triangle
- Didactic materials such as
 Tangent o Practical activity on trigonometric manila paper, …
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 Cosecant ratios for special angles - Internet
 Secant o Documentary research
 cotangent
 Calculation of
trigonometric ratios of
special angles
 300
 450
 600

Appropriate determination of trigonometric ratios based on isosceles right-
angled triangle and equilateral triangle
 Written  Matching questions
 Short questions
 Open questions
Checklist Score
Yes No
Indicator: Trigonometric ratios are defined
 Definition of sine is well given
 Definition of cosine is well given
 Definition of tangent is well given
 Definition of cosecant is well given
 Definition of secant is well given
 Definition of cotangent is well given
Indicator: Calculation of trigonometric ratios of special angles is done
 Calculation of Trigonometric ratios of 300 is accurately done
Observation
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Learning Outcome 2.3: Apply trigonometric identities
 Relationship between o Brainstorming on - Ruler

trigonometric ratios of some trigonometric identities - T-square
angles o Practical exercises on - Protractor
 Complementary trigonometric identities - Scientific calculator
angles o Internet research - Reference books
- Didactic materials
 Supplementary angles
such as manila paper,
 Trigonometric ratios of Sum or
…
difference of two angles - Hand-out notes
 Sine - Internet
 Cosine
 Tangent
 Trigonometric ratios of double
angle
 Sine
 Cosine
 Tangent
Appropriate description of trigonometric identities based on comparison of
trigonometric ratios of two defined angles
 Written evidence  Short question related to trigonometric identities
 Open questions based on comparison of trigonometric ratios of two
defined angles
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Checklist Score
Yes No
Indicator: Perfect Comparison between trigonometric ratios of complementary angles
 Sine for Complementary angles is exactly determined
 Cosine for Complementary angles is precisely determined
 Tangent for Complementary angles is accurately determined
Indicator: Right Comparison between trigonometric ratios of supplementary angles
 Sine for supplementary angles is appropriately determined
 Cosine for supplementary angles is properly determined
 Tangent for supplementary angles is properly determined
Indicator: Accurate identification of Trigonometric ratios of Sum of two angles
 Sine of sum of two angles is accurately determined
 Cosine of sum of two angles is properly determined
 Tangent of sum of two angles is correctly determined
Indicator: Right identification of Trigonometric ratios of difference of two angles
 Sine of difference of two angles is accurately determined
 Cosine of difference of two angles is correctly determined
 Tangent of difference of two angles is properly determined
Indicator: Proper determination of Trigonometric ratios for double angle
 Sine of double angle is appropriately determined
 Cosine of double angle is properly determined
 Tangent of double angle is correctly determined
Observation
Learning Outcome 2.4: Solve trigonometric equations
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 Solutions of equations reducible to the o Brainstorming on different - Hand-out notes
form forms of trigonometric - Reference books
 sin  x     k , k  1 equations - Didactic materials
o Practical exercises on such as manila
 cos  x     k , k  1 different forms of paper, …
 tan  x     b trigonometric equations - Scientific
o Documentary Research calculator
 sin nx  k - Internet
 cos nx  k
 Solutions of equation of the form
a sin x  b cos x  c
Perfect solving of trigonometric equations based on trigonometric ratios

 Written evidence  Short questions based on solving simple trigonometric equations
 Multiple questions related to solving trigonometric equations
 Open questions related to solving trigonometric equations
Checklist Score
Yes No
Indicator: The given equation is correctly solved
 Solutions of Equation reducible to the form sin  x     k , k  1 are correctly
found
 Solutions of Equation reducible to the form cos  x     k , k  1 are
appropriately found
 Solutions of Equation reducible to the form tan  x     b are accurately found
 Solutions of Equation reducible to the form sin nx  k are exactly found
 Solutions of Equation reducible to the form cos nx  k are appropriately found
 Solutions of Equations of the form a sin x  b cos x  c are accurately found
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Observation
Learning Outcome 2.5: Solve triangle
 Methods of solving triangle o Brainstorming on - Hand-out notes

trigonometric ratios and - Reference books
 Sine law Pythagorean theorem - Didactic materials such as
 Cosine law o Practical exercises on manila paper, …
different forms of triangle - Scientific calculator
equations - Internet
o Documentary Research
Appropriate solving of a given triangle based on Pythagorean Theorem and
trigonometric ratios

 Written evidence  Short questions related to Pythagorean Theorem and trigonometric
ratios
 Open questions on solving a given triangle using Pythagorean
Theorem and trigonometric ratios
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Checklist Score
Yes No
Indicator: Right application of Sine law
 Determination of a side of a triangle given one of its sides and two of its
corresponding angles is accurately done
 Determination of angles of a triangle given its three corresponding sides and one
of its angles is appropriately done
Indicator: Appropriate application of Cosine law
 Determination of a side of a triangle given its opposite angle and two of its other
sides accurately done
 Determination of angles of a triangle given its three sides is appropriately done
Observation
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Learning unit LU 3: Apply fundamentals of complex numbers
Learning Outcomes:
3
1. Conceptualize complex numbers
2. Operate on complex numbers
3. Perform calculations of complex numbers in polar form
20 Hours
Learning Outcome 3.1 :Conceptualize complex numbers
 Description of complex numbers o Group discussion on - Hand-out notes

 Definition and properties of ' i ' imaginary number - Reference books
 Real part o Practical exercises on - Didactic
 Imaginary part representation of a complex materials such as
 Set of complex number   number manila paper, …
o Documentary Research - Ruler
 Geometric representation of a complex - T-square
number - Internet
 Argand diagram
Adequate description of complex numbers based on calculation process
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 Written evidence  Short questions related to concept of a complex number
 Open questions based on description of a complex number and
Argand diagram
Checklist Score
Yes No
Indicator: Concept of a complex number is achieved
 Definition of imaginary number ' i ' is well given
 Application of properties of ' i ' is appropriately done
 Identification of real part of a complex number is appropriately given
 Identification of imaginary part of a complex number is appropriately given
 Definition of a set of complex numbers is well given
Indicator: Geometric representation of a complex number is done
 Location of a point in Argand diagram is appropriately done
 Location of a vector in Argand diagram is appropriately done
Observation
Learning Outcome 3.2:Operate on complex numbers
 Calculations in  , ,   o Group discussion on - Reference books

operations on complex - Didactic materials
 Addition
numbers such as manila
 Subtraction
o Practical exercises on paper, …
 Multiplication
solving equation in - Hand-out notes
 Division
o Documentary Research - Internet
 Modulus of a complex number
 Square roots of a complex
number
 Solving equations in
 Quadratic equations
Proper application of operations on complex numbers based on calculations
theory
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 Written evidence  Short question on calculation
  Open questionson calculations in the field of complex number
Checklist Score
Yes No
Indicator: Calculations in  , ,  is well performed
 Addition is well done
 Subtraction is well done
 Multiplication is well done
 Division is well done
 Modulus of a complex number is accurately determined
 Square roots of a complex number are accurately determined
Indicator: Solutions of given equations are properly found
 Solving quadratic equations in is well done
Observation
Learning Outcome 3.3 :Perform calculations of complex numbers in polar form
 Definitions o Group discussion on set of - Reference books

 Argument of a complex number complex number - Didactic
 Polar form of a complex number o Practical exercises materials such as
 Calculations o Documentary Research manila paper, …
 Polar form of product and - Hand-out notes
quotient of two complex - Internet
numbers
 Power of complex number in
polar form
 De Moivre’s theorem
 Changing a complex number from
polar form to algebraic form and
vice versa
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Perfect calculation of complex numbers in polar form based on modulus and
argument of given complex numbers
 Written evidence  Multiple questions on determination of argument of a complex
 number
 Open questions on determination of complex number’s polar
form
Checklist Score
Yes No
Indicator: Argument is defined
Determination of argument of a complex number is appropriately done
Indicator: Polar form is accurately indicated
Polar form of a given complex number is properly determined
Indicator: Calculation is performed
Determination of polar form of a product of two complex numbers is appropriately done
Determination of polar form of a quotient of two complex numbers is appropriately done
Calculation of a power of complex numbers in polar form is accurately done
Application of De Moivre’s formula is properly done
Change from polar form to algebraic form is properly done
Change from algebraic form to polar form is properly done
Observation
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Reference books:
1. A. J. Sadler, D. W. S. Thorning (1987). Understanding Pure Mathematics, Oxford University

Press.
2. Arthur Adam, Freddy Goossens and Francis Lousberg(1991).Mathematisons 65, DeBoeck, 3rd
edition.
3. David Rayner (2000). Higher GCSE Mathematics, Oxford University Press.
4. DPES- RWANDA (1990). Complexes 5th, Livre de l’élève. IMPRISCO-Kigali.
5. Frank Ebos, Dennis Hamaguchi, Barbana Morrison & John Klassen (1990), Mathematics
Principles & Process, Nelson Canada A Division of International Thomson Limited.
6. George B. Thomas, Maurice D. Weir & Joel R. Hass (2010), Thomas’ Calculus Twelfth Edition,
Pearson Education.
7. J CRAWSHAW, J CHAMBERS (1984). A concise course in A-Level statistics with worked examples,
Stanley Thornes (Publishers) LTD.
8. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book
Senior Six. Kigali: Fountain.
Senior Five. Kigali: Fountain.
Senior Four. Kigali: Fountain.
11. Peter Smythe (2005). Mathematics HL & SL with HL options, Revised Edition, Mathematics
Publishing Pty. Limited.
12. Shampiona, A. (2005). Mathématiques 6. Kigali: Rwanda Education Board
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CSTCH301 - INSTALLATION OF DOMESTIC COLD AND HOT WATER SYSTEMS
CSTCH301 Install hot and cold water system
Competence
RTQF Level: 3 Learning hours

Credits: 12 120
Sector:construction
Sub-sector: plumbing
Issue date:October, 2016
Purpose statement
This is a core module which describes the skills, knowledge and attitude to be acquired by a trainee to
install cold and hot water system for plumbing works at the construction site in respect to the
standards.
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N/A

1. Prepare the workplace/ site 1.1 Proper identification of tools, materials and equipment
1.2 Proper sketching of the work
1.3 Appropriate excavation of trenches
1.4 Appropriate drilling of holes
2. Install direct and indirect cold water 2.1 Proper construction of a tank stand
supply
2.2 Proper installation of a water tank
2.3 Proper connection of communication pipe to the main
2.4 Proper connection of service pipe to the tank
2.5 Proper connection of distribution pipe to appliances
3. Mount electrical heaters 3.1 Appropriate selection of water heaters
3.2 Proper fixing of hooks
3.3 Correct mounting of water heaters
4.Perform water heater connections 4.1 Proper connection of cold water pipe
4.2 Proper connection of hot water pipe
4.3 Appropriate testing of the system
5. Test water system 5.1 Appropriate test using pressure pump
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5.2 Appropriate test using water from the tank
5.3 Correct Testing of the flushing system
5.4 Proper checking of leakage to the system
5.5 Proper Checking of hot water supply to appliances
6.Handover the work 6.1 Proper cleaning of the workplace
6.2 Appropriate cleaning and storage of tools and

equipment
6.3 Relevant report of the work done
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LU 1:Prepare the workplace/site
Learning Outcomes:
1 1.Identify tools materials and equipment

2.Sketch plumbing system
3. Excavate trenches and drill of holes
10 Hours
Learning Outcome1.1:Identify tools materials and equipment
 Types of pipes o Brainstorming on materials choice - Book

 Different use of types of o Group discussion on material - Internet
pipe choice - Pipes handout notes
 Material used in o Demonstration on material choice - Hook
excavation o Further research on internet - Hoes
 Hook - Drill machine
 Hoes - Chisel
 Material used in drilling - Hummer
 Drill machine - Tape measure
 Chisel - Split level
 Hummer
 Measuring tools
 Tape measure
 Split level
Assessor may collectamong the following evidences and make judgements on whether the
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
Checklist Score
Yes No
Observation
Learning Outcome 1.2:Sketch plumbing system
 Drawing tools o Exercises on sketching - Book

 Pencil - Internet
 Paper - Pipes handout notes
 Rubber - Pencil
 Sharpener - Paper
- Rubber
- Sharpener
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
Checklist Score
Yes No
-
Observation
Learning Outcome 1.3:Excavate trenches and drill of holes
 Setting out the trench and o Practical exercises on Setting out - Book
pegging: the trench - Hoe
 Tape measure o Group discussion - Tip measure
 Nails - Nails
 Pegs - Pegs
 Hammer - Hammer
 Digging of trenches and - Mechanical drill
Remove the soil - Power hand l drill
 Hoe - Chisel
 Sped
 Drilling the holes by using
 Mechanical drill
 Power hand drill
 Chisel
 Hammer
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
Checklist Score
Yes No
-
Observation
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LU 2: Install direct and indirect cold water supply
Learning Outcomes:
2 1.Construct tank stand and install water tank

2.Connect communication pipe to the main
3.Connect service
4.pipe to the tank
5.Connect distribution pipe to appliances
35 Hours
Learning Outcome 2.1: Construct tank stand and install water tank
 Making a tank stand o Practical exercises: - Cement, aggregate, water

 Installing a water tank  Determine the location and sand
and the height of the - Angle bars
tank - Hollow sections (pipes)
 Determine the capacity
- Welding plant
of the tank
 Prepare material to be - Spades and hoes
used - Water tank
 Install a tank stand using - Tank stand
concrete mixture - Pipes spanners
o Practical exercises: - Pipes and fittings
 Connect a raising main - Valves
to the tank
 Fix a stop cock to the
raising main
 Fix a ball valve
 Fix an over flow pipe to
the water tank
 Connect the cold
distribution pipe to the
fittings
 Connect a cold supply
from service pipe to the
kitchen sink
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
Checklist Score
Yes No
Observation
Learning Outcome 2.2:Connect communication pipe to the main
 Use of tools o Observation for existing - Book

 Hack saw system - Internet
 Pipe wrench o Practical exercises: - Pipes handout
 Adjustable spanner  Connect a raising main
notes
 Material used to the tank
- Hack saw
 Nipple  Fix a stop cock to the
- Pipe wrench
 Valves raising main
- Adjustable
 Non return valve  Fix a ball valve
spanners
 Reducer - Nipple
 Elbow - Valves
 Galvanized pipe - Non return valve
 Pressure reducer - Reducers
- Elbow
- Galvanized pipe
- Pressure reducer
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
Checklist Score
Yes No
-
Observation
Learning Outcome 2.3:Connect service pipe to the tank
 Use of tools o Practical exercises: - Book

 Hack saw o Fix an over flow pipe to the - Internet
 Pipe wrench water tank - Pipes handout
 Adjustable spanner o Connect the cold
notes
 Material used - Hack saw
distribution pipe to the
 Nipple - Pipe wrench
 Valves fittings - Adjustable
 Non return valve o Connect a cold supply from spanners
 Reducer service pipe to the kitchen - Nipple
 Elbow sink - Valves
 Galvanized pipe - Non return valve
 Pressure reducer - Reducers
- Elbow
- Galvanized pipe
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- Pressure reducer


Checklist Score
Yes No
-
Observation
Learning Outcome 2.4:Connect distribution pipe to appliances
 Different methods of joining pipes o Observations for existing - Book

 Pipe socket system - Internet
 Flanged connection o Practical Exercises - Pipes handout
 Stop flange notes
 Screwed connection union
 Threaded joint
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
Checklist Score
Yes No
-
Observation
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LU 3:Mount electrical heaters.
Learning Outcomes:
3 1.Select water heaters

2.Fix hooks
3.sMount water heaters
15Hours
Learning Outcome 3.1: Select water heaters
 Types of water heaters: o Demonstration of types of - Ordinary

water heater. electrical water
 Ordinary electrical water o Brainstorming on types of heater,
heater water heater - Instant water
 Kitchen heater o Group discussion on use of heater
 Instant water heater water heater. - Kitchen heater
 Use of different types of water
heater.
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Checklist Score
Yes No
-
Observation
Learning Outcome 3.2: Fix hooks
 Different types of hooks o Demonstration of types of - Brackets/Hooks

hooks - Hand drill
 Types of wall plugs o Practical exercises on: machine
o Locate the position of the - Chisel
hooks - Wall plugs
o Fix the hooks - Hammer
- Nails

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Checklist Score
Yes No
- PPE
Observation
Learning Outcome 3.3:Mount water heaters
 Drilling techniques using drill o Practical exercises - Ordinary

 Fix the water heater electrical water
 Levelling and positioning of water  Connect supply pipe heater,
heater from the water tank - Instant water
 Connect distribution heater
pipe to the fittings - Kitchen heater
 Connect the vent pipe - Ladders
 Connect the power to - Spirit level
the heater - Ropes
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Checklist Score
Yes No
-
Observation
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LU 4: Perform water heater connections.
Learning Outcomes:
4 1. Connect cold water pipe

2. Connect hot water pipes
3. Test the system
25 Hours
Learning Outcome 4.1:Connect cold water pipe
 Cold water supply to the o Practical exercises: - Die stock

solar water heater o Connect cold water from the - Pipe wrench
tank to the inlet of the solar - Adjustable spanner
- Thread tape
water heater
- Tape measure
- Fittings
- Pipes


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Checklist Score
Yes No
-
Observation
Learning Outcome 4.2: Connect hot water pipes
 Hot water supply to the o Practical exercises: - Kitchen Water heater

building o Locate the position of the - Pipes, fittings and Thread
storage vessel. tapes
- Safety valves
o Fix the solar water heater.
- Tools (Spanners, Hack
o Connect supply pipe from the saws)
distribution pipe.
o Fix safety valve to the inlet pipe
o Connect the mixture tap.
o Connect the power to the
lamp signal


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Checklist Score
Yes No
-
Observation
Learning Outcome 4.3:Test the system
 Types of tests: o Practical exercises on testing - Electrical/manual pump

using the pump and - Compressor
 Smoke compressor - Water
 Water pressure - Smoke
 Air compressor

Checklist Score
Yes No
- replacing
Observation
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LU 5: Test water system
Learning Outcomes:
5 1.
2.
3.
4.
5.
Check water pressure
Test using water from the tank
Test flushing system
Check leakage to the system
Check hot water supply to appliances
10 Hours
Learning Outcome 5.1:Check water pressure
 Checking pressure with o Practical exercises on testing - Manometers

manometers using manometer - Books
- Internet


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Checklist Score
Yes No

Observation
Learning Outcome 5.2: Test using water from the tank
 Checking by Gravity o Practical exercises on - Water

Gravitational force - Tank
o Group discussion - Books
- internet


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Checklist Score
Yes No
Observation
Learning Outcome 5.3: Test flushing system
Test flushing system Test flushing system Test flushing system

Checklist Score
Yes No
Observation
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Learning Outcome 5.4: Check leakage to the system
 Types of tests: o Practical exercises on testing - Electrical/manual pump

using the pump and - Compressor
 Smoke compressor - Water
 Water pressure o Group discussion - Smoke
 Air compressor


Checklist Score
Yes No
Observation
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Learning Outcome 5.5: Check hot water supply to appliances
 Check temperature by o Practical exercises on reading - Thermometer

thermometer temperature - Hot water
o Group discussion - Books
 Check temperature by - Internet
touching - Water heater
- Waste Sanitary appliances


Checklist Score
Yes No
Observation
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LU 6: Handover the work
Learning Outcomes:
6 1. Clean the workplace

2. Clean and store tools and equipment
3. Relevant report of the work
15 Hours
Learning Outcome 6.1:Clean the workplace
 Method of cleaning: o Brainstorming on hygiene - Books

 Air pressure o Group discussion - Hand out notes
 Cleaning with cloth - Workshop
rugs - Cloth rugs
 Soap - Air pressure
 mappers


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Checklist Score
Yes No
-
Observation
Learning Outcome 6.2: Clean and store tools and equip-ment
 Cleaning with o Brainstorming on clean and - Books

 Water store tools and equipment - Hand out notes
 Rugs o Group discussion on clean - Workshop
 Oil and store - Cloth rugs
 Brushes - Oil
 Cotton waste - Brushes
 Rearrange - Cotton waste
 Remove the remains,
metals chips and dust from
the working place

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Checklist Score
Yes No
-
Observation
Learning Outcome 6.3:Relevant report of the work
 Writing the correct report o Brainstorming on work - Books

 Usable materials report - Hand out notes
 Remain materials o Group discussion on - Computer
report - Pens
- Papers
- Cloth rugs


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Checklist Score
Yes No
- replacing
Observation
Integrated situation Resources
The trainer wants you as a domestic plumber to carry out plumbing

work which involves connection from tank to the appliances within
3 hours. Measurement of the room is 4x3.50 m. Other related
information is shown on the given plan.
Assesment Criterion 1: Quality of Process
Checklist Score
Yes No
Indicator: Identification of tools, materials and equipment
- Galvanized pipes
- Hook
- Hoes
- Wrenches
- Tape measure
- Blow lamp
- Split level
- Hammer
- String
- Hoe
- Spade
- Pick axe
- Hark saw
- Plastic pipes
- Solvents
- Mastic
- Cement
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- Pencil
- Paper
- Rubber
- Pens
- Size
- Overall
- Gloves
- Safety boots
Indicator: sketching of the work is done
- Dimensioning
- Symbols
Indicator: excavation of trenches
- Size of trench
- Size of pipe
Indicator: drilling of holes
- Diameter
- Width
- Height
Observation
Assesment Criterion 2: Quality of product
Checklist Score
Yes No
Indicator: Construction of a tank stand is done.
- tank stand
- water tank
- Joint pipe to the tank
- Height of stand
- Length of stand
- Width of stand
Indicator: Installation of water tank is done.
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Position of tank
Fixing of tank
Indicator: Communication pipe to the main is done.
Sealing of pipe
Leakage
Fittings position
Indicator: Connection of service pipe to the tank is done
- Sealing of pipe
- Leakage
- Fittings position
Indicator: Connection of distribution pipe to appliances
- Joint of pipe to the appliances

- Leakage
- Fittings position
- Water pressure to appliances
Indicator: selection of water heaters is done
- Type of water heater

- Quality of water heater
- Size of water heater
- Quantity of water
Observation
Assesment Criterion 3: Relevance
Checklist Score
Yes No
Indicator: Fixing of hooks is done
- Fixing of hooks
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- Tightening of hooks
Indicator: Time is respected
- 3 hours
Indicator: Mounting of water heaters is done
Position of water heaters

Fixing of water heaters
Distance from of water heaters to appliances
-
Observation
Assesment Criterion 4: Safety
Checklist Score
Yes No
Indicator: PPE is used (Tools status are checked before starting the work
- Overall
- Gloves
- Safety boots
- Helmet
- Googles
- Face mask
Indicator: Tools, equipment and materials are used
-Status of Tools, equipment and material

Indicator: Ladder is positioned
- Angle of ladder
- Status of ladder
Indicator: Working environment is prepared
- First aid kit

- Cleanliness
Observation
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CSTBE301 - BASIC ELECTRICITY
CSTBE301 Carry out basic electrical works
Competence

Credits: 7 70
Sector: construction
Purpose statement
This is core module which describes the skills, knowledge and attitude to be acquired by a
trainee to apply basic electricity for plumbing works at the construction site in respect to the
standards
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N/A

1. Prepare the workplace/ site 1.1 Proper identification of tools, materials and equipment
1.2 Proper sketching of the work
1.3 Proper disposition of tools, materials and equipment
2. Perform various electrical circuits 2.1 Proper working out of simple circuit
2.2 Proper working out of series circuits
2.3 Proper working out of parallel circuits
2.4 Proper working out of series-parallel circuits
3.Perform measuring of circuits 3.1 Proper use of different testing instruments
3.2 Accurate reading and interpretation of measuring

results
3.3 Proper testing of electrical circuits
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LU 1:Prepare the workplace/ site
Learning Outcomes:
1 1. Identify tools, materials and equipment.

2. Sketch the work
3. Dispose tools, materials and equipment
10 Hours
Learning Outcome1.1:Identify tools, materials and equipment.
 Tools and equipment o Practical exercise on identification - Spanners

- spanners of tools, material and equipment - Pliers
- pliers o Group discussion identification of - Tape measure
- tape measure tools, material and equipment - PPE
- PPE o Brainstorming on identification of - Multimeter
- Multimeter tools, material and equipment - Lamp tester
- Lamp tester - Wires
 Materials - Cables
 Wires - Clip connecters
 Cables - Scotch
 Clip connecters - Fastener
 Scotch - Fixing
 Fastener - Circuit breaker
 Fixing - Lamps
 Circuit breaker - Socket
 Lamps - Switches
 Socket - connection boxes
 Switches
 connection boxes
 head torch
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Identification of tools, materials and equipment
Checklist Score
Yes No
- Type
- Quality
- Size
- Quantity of material
Observation
Learning Outcome 1.2:Sketch the work
 Drawing tools o Practical Exercises on sketching of - Book

 Pencil the circuit - Internet
 Paper o Group discussion on sketching of - Pipes handout notes
 Rubber the circuit - Pencil
 Sharpener o Brainstorming on on sketching of - Paper
the circuit - Rubber
- Sharpener
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
Checklist Score
Yes No
- Dimensioning
- Symbols
Observation
Learning Outcome 1.3: Dispose tools, materials and equipment
 Arrange tools ,materials and o Practical exercisesdisposing - spanners

equipment in appropriate of tools, materials and - pliers
space equipment - tape measure
o Group discussion on - PPE
disposing of tools, - Multimeter
materials and equipment - Lamp tester
o Brainstorming on on - Wires
disposing of tools, - Cables
materials and equipment - Clip connecters
- Scotch
- Fastener
- Fixing
- Lamps
- Socket
- Circuit breaker
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Disposition of tools, materials and equipment is done

hecklist Score
Yes No
- Arrangement
Observation
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LU 2: Perform various electrical circuits.
1.
2.
Working out of simple circuit
Working out of series circuits
3. Working out of parallel circuits
4. Working out of series-parallel circuits
30 Hours
Learning Outcome 2.1: Work out the simple circuit
 Terminology used in o Practical exercise onworking - Pliers

electricity out the simple circuit - Tape measure
 Perform simple circuit o Group discussion onworking - PPE
out the simple circuit - Multimeter
o Brainstorming on working out - Lamp tester
the simple circuit - Wires
- Clip connecters
- Scotch
- Fastener
- Fixing
- Sacket breaker
- Lamp
- Socket
- Switch
- connection box
Working out of simple circuit is done
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
Checklist Score
Yes No
- Colour code
- Size
- Types
Observation
Learning Outcome 2.2:Work out the series circuits
 Identification of wire o Practical exercise on - Pliers

 Colour working out the series - Tape measure
 Size circuits - PPE
 Types - Multimeter
 Type of switches o Group discussion on - Lamp tester
 Identification of sockets working out the series - Wires
 Type of lamps circuits - Clip connecters
 Different capacity of Circuit breaker - Scotch
o Brainstorming on on - Fastener
working out the series - Fixing
circuits - Sacket breaker
- Lamp
- Socket
- Switch
- connection boxe
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Working out of series circuits is done


Checklist Score
Yes No
- Colour code
- Size or cross section
- Types
- Capacity of circuit breaker
Observation
Learning Outcome 2.3:Work out the parallel circuits
 Identification of wire o Practical exercise onworking out of - Pliers

 Colour the parallel circuits - Tape measure
 Size o Group discussion onworking out of - Pipe
 Types the parallel circuits - Multimeter
 Type of switches - Lamp tester
 Identification of sockets o Brainstorming on parallel circuits - Wires
 Type of lamps onworking out of the parallel - Clip connecters
 Different capacity of Circuit circuits - Scotch
breaker - Fastener
- Fixing
- Sacket breaker
- Lamp
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- Socket
- Switch
- Connection box
Working out of parallel circuits is done

Checklist Score
Yes No
- Colour code
- Types
Observation
Learning Outcome 2.4:Work out the series-parallel circuits
 Identification of wire o Practical exercise onworking out of - Pliers

 Colour the series-parallel circuits - Tape measure
 Size o Group discussion onworking out of - Pipe
 Types the series-parallel circuits - Multimeter
 Type of switches o Brainstorming onworking out of - Lamp tester
 Identification of sockets the series-parallel circuits - Wires
 Type of lamps - Clip connecters
 Different capacity of Circuit - Scotch
breaker - Fastener
- Fixing
- Sachet breaker
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- Lamp
- Socket
- Switch
- Connection box
Working out of series-parallel circuits is done

Checklist Score
Yes No
- Colour code
- Types
- Fittings position
Observation
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L U 3:Perform measuring of circuits.
Learning Outcomes:
3 1. Use of different testing instruments

2. Read and interpret measuring results
3. Test the electrical circuits
20 Hours
Learning Outcome 3.1: Use of different testing instruments
 Identification of electrical instruments o Practical exerciseon using of - Ohmmeter

: different testing instrument - Voltmeter
 Ohmmeter o Group discussion on using of - Wattmeter
 Voltmeter different testing instrument - Ammeter
 Wattmeter
 Ammeter o Brainstorming on using of
 Different connection of electrical different testing instrument
instruments
 Range selection
 Series
 Parallel
Use of different testing instruments is done
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Checklist Score
Yes No
- Voltmeter
- Ammeter
- Lamp tester
Observation
Learning Outcome 3.2: Read and interpret measuring results
 Data interpretation o Practical exercise on - Ohmmeter

read and interpret - Voltmeter
o Group discussion - Wattmeter
o Brainstorming on series- - Ammeter
read and interpret
Reading and interpretation of measuring results is done

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Checklist Score
Yes No
Data interpretation
Observation
Learning Outcome 3.3:Test the electrical circuits
 Test by using: o Practical exercise on - Multimeter

 Multimeter electrical test - Lamp tester
 Lamp tester o Group discussion - Books
o Brainstorming on - internet
electrical test
testing of electrical circuits is done
Checklist Score
Yes No
- Multi meter
- Lamp tester
Observation
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LU 4:Handover the work
Learning Outcomes:

2. Clean and Store tools and equipment
3. Prepare a report
10 Hours
 Method of cleaning: o Brainstorming on hygiene - Books

 Air pressure o Brainstorming on clean and - Hand out notes
 Cleaning with cloth rugs store tools and equipment - Workshop
 Soap o Group discussion on cleaning - Cloth rugs
- Air pressure
Cleaning of the workplace

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Checklist Score
Yes No
Clearness
Observation
Learning Outcome 4.2: Clean and Store tools and equipment
 Rearrange  Brainstorming on store tools, - Books

 Remove the remains, equipment and materials - Hand out notes
metals chips and dust from  Group discussion on store - Workshop
the working place tools, equipment and materials
Cleaning and storage of tools and equipment
Checklist Score
Yes No
Storage
Observation
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Learning Outcome 4.3: Prepare a report
 Writing the correct report  Brainstorming on work report - Books

 Usable materials  Group discussion on report - Hand out notes
 Remain materials - Computer
- Pens
- Papers
Report of the work done


Checklist Score
Yes No
- Communicate the finished work
- Cleanness of tools and equipment
- Storage of tools and equipment
- Equipment conditions
Observation
321 | P a g e
Summative assessment
The trainer requests to the trainee to realize series- parallel circuit

on the electrical panel in plumbing workshop, He requests you as
plumber to perform the work within 3 hours
Checklist Score
Yes No
Indicator: Identification of tools, materials and equipment is done
- Type of material and component
- Quality of material and component
- Size of wires
- Quantity of materials and components
- Capacity circuit breaker
Indicator: Sketching of the work is done
- Dimensioning
- Symbols
Observation
Checklist Score
Yes No
Indicator: working out of simple circuit is done
- Color code of the wires

- Size of the wires
322 | P a g e
- Types wire and components
Indicator: working out of series circuit is done
- Colour code of the wires

- Size of the wires
Indicator: working out of parallel circuit is done

- Size of the wires
Indicator: working out of series-parallel circuit is done

- Size of the wires
- use of different testing instruments is done
- Range selection in circuit
- Series circuit
- Parallel circuit
- Reading and interpretation of measuring results are done
- Data interpretation of measuring instrument
- Testing of electrical circuits are done
- Multimeter setting
- Lamp tester connection
Checklist Score
Yes No
Indicator: Scale is respected
- 3 hours
Indicator: cleaning of the workplace is done
Neatness
323 | P a g e
Indicator: cleaning and storage of tools and equipment are done
- Storage tools and equipment.

Indicator: report of the work done
Observation
Checklist Score
Yes No
Indicator: PPE is used (Tools status are checked before starting the work
- Overall
- Gloves
- Safety boots
Indicator: Tools, equipment and materials are used
- Status of Tools, equipment and ma-terials
Indicator: Instruments and equipment are checked before being used
- Instruments and equipment condition

Working environment is prepared
- Cleanness of working area
324 | P a g e
CSTRH306 – RAIN WATER HARVESTING
CSTRH301 Perform rain water harvesting
Competence

Credits: 7 70
Sub-sector: Domestic Plumbing
Purpose statement
This is a core module which describes the performance outcomes, skills and knowledge required to
harvest rain water.
325 | P a g e
Drainage system installation
1. Connect pipes/eave gutters 1.1 Correct installation of eave gutters
1.2 Proper installation of rain water pipes
2. Distribute water 2.1 Suitable choice of gutters
2.2 Correct setting of Gradients
2.3 Proper use of electrical water pump
326 | P a g e
LU 1:Connect pipes/eave gutters
Learning Outcomes:
1 1. Install eave gutters.

2. Install rain water pipes
30Hours
Learning Outcome1.1:Install eave gutters.
 Installation of eave Site visits where the following works - Metallic and plastic
gutters are carried out: gutters
o Checking the gradient of gutters - Welding plant
o Measuring lengths of - Brackets
pipes/gutters - Screw drivers, Hack
o Estimating materials required saws, Hammers
o Fixing gutter box - Tape measures, Sprit
o Fixing the outlet piece pipe levels
o Fixing brackets or welding - Papers and pens
gutters
o Practical exercises
327 | P a g e

Checklist Score
Yes No
Observation
Learning Outcome 1.2:Install rain water pipes
 Installation of rain water o Observations then report - Pipes, Horse pipes

pipes o Practical exercises: - Clips, Screws and
o Mark the position for the rain plugs, Hammers,
water pipe Screw drivers, Hack
o Fix clips saws
o Join pipes - Drills
o Connect pipes to gutters - Tape measures
o Connect the rain water pipe to - Solvent cement
the reservoir /storage tank - Taps
o Fix a draw off tap - Reservoir tanks

328 | P a g e
Checklist Score
Yes No
Observation
329 | P a g e
LU 2:Distribute water
Learning Outcomes:
2 1.Use gravitation system

2.Use a manual water pump.
40 Hours
Learning Outcome 2.1: Use gravitation system
 Types of gutters o Observations then report -Pipes

 Gradients o Practical exercises -Clips
-Screws
-Taps, Sprinklers,
-Foot valves
-Non return valves
330 | P a g e
Checklist Score
Yes No
Observation
Learning Outcome 2.2:Use a manual water pump.
 Manual water pump o Observations then report -The manual pump

o Connect a foot valve to -Pipes
the suction pipe -Clips
o Install the water pump -Screws
o Connect a suction pipe to -Taps, Sprinklers,
the inlet of the pump -Foot valves
o Connect the delivery -Non return valves
pipe to the outlet of the
pump
o Practical exercises

Checklist Score
Yes No
Observation
331 | P a g e

 Screws, drill
Mr Paul built 3 houses in Mageragere in Nyarugenge district, but machine, hack
water from EWSA does not reach his home area, so he wants you as saw, tape
a plumber to harvest rain water to the tank and distribute it using measure, sprit
electrical pump. level, screw
driver
The measurement for houses:
 Thread tape,
1st house 6X9m, and 3.2 m height with slope of 28%. galvanised pipes,
PPR pipes,
2nd house 7x11, and 3.5 m height with slope of 30%.
fittings (elbow,
caupling, union,
3rd house 12x14, and 3.9 m height with slope of 35%.
socket, nipple,
The work on the 1st house will take 4 hours; the 2nd house will reducing socket),
require 6 hours while the 3rd will take 8 hours. gutters, ladders,
PVC pipes
 PPE
Checklist Score
Yes No
Indicator: Site visit is well done.
Indicator: Estimate cost of materials is well done
Indicator: Excavation is properly done
Indicator: Cutting is well done
Indicator: Threading is well done
332 | P a g e
Indicator: Joining is well done
Indicator: Connection of pipes to gutters is well done
Indicator: Connection of pipes to the storage tank is well done
Indicator: Connection of pump to the tank is properly done
Indicator: Connection of pump to the tank is properly done
Indicator: Tools and Equipments are well cleaned, arranged and stored
Observation
Checklist Score
Yes No
Indicator: Water flows smoothly
Indicator: No leakages are observed
333 | P a g e
Indicator: Neatness of work is observed
Observation
Checklist Score
Yes No
Indicator: Prescribed materials and fittings are used
Indicator: Measurements are respected
Indicator: Gradient is respected
Observation
Checklist Score
Yes No
Indicator: PPE are well used
Indicator: Tools and Equipment are properly maintained
334 | P a g e
Indicator: Fire extinguisher, ventilation, and first aid kit)
Observation
335 | P a g e
CSTES301 - MAINTENANCE OF TOOLS, EQUIPMENTAND SYSTEMS
CSTES301 Use embroidery materials, tools and equipment

Competence

Credits: 5 70
Sub-sector: Domestic Plumbing
Issue date: October, 2016
Purpose statement
This is a specific module which describes the performance outcomes, skills and knowledge
required to arrange maintenance for tools and equipment
336 | P a g e
Drainage system

1. Repair tools and equipment 1.1 Proper troubleshooting of tools and equipment
defects.
1.2 Neat cleaning and storing tools and equipment
2. Maintain domestic plumbing 2.1 Proper troubleshooting of manual operated

appliances and equipment flushing cistern
2.2 Appropriate maintenance of ball valves, taps and
valves
337 | P a g e
LU 1:Repair tools and equipment
Learning Outcomes:
1 1. Report any defect on tools and equipment to the responsible

personnel
2. Draw up maintenance schedule for the tools and equipment
3. Maximize life expectancy for tools and equipment
30Hours
Learning Outcome1.1:Report any defect on tools and equipment to the responsible

personnel.
 Troubleshooting of tools o -Check for safe operation for -Screwdrivers and spaners
and equipment defects tools and equipment
-Detecting devices for
o -Identify defective and non- checking equipment
defective tools and equipment
-Papers and pens
o -Write a report
338 | P a g e

Checklist Score
Yes No
Observation
Learning Outcome 1.2: Draw up maintenance schedule for the tools and equipment
 Basic maintenance for tools o -Schedule activities -Spare parts

and equipment
o -Identify the cause of -Tools (water, petrol, oil,
defectiveness soap, spanners,
screwdrivers, hack saws,
o -Repair defective parts hammers, cotton waste,
o -Replace defective parts grease)

339 | P a g e
Checklist Score
Yes No
Observation
Learning Outcome 1.3: Maximize life expectancy for tools and equipment
 Cleaning tools and o Practical exercises: -Water

equipment
 Wiping tools and -Liquid soap
 Storage of tools and equipment
-Brooms
equipment
 Oiling some parts of the
equipment where -Brushes
necessary -Coton waste
 Arrange tools in Tool -Oil and grease
boxes or shelves
 Arrange equipment in
the store
340 | P a g e


Checklist Score
Yes No
Observation
341 | P a g e
LU 2:Maintain domestic plumbing appliances and equipment
Learning Outcomes:
2 1. Repair flushing cistern

2. Maintain automatic water system
3. Maintain water and drainage system
40 Hours
Learning Outcome 2.1:Repair flushing cistern
 Troubleshooting of o Identify defective and non- -Screwdrivers and spaners

manual operated flushing defective parts of flushing
-Detecting devices for checking
cistern cistern
equipment
o Replace the damaged
-Papers and pens
parts
o Write a report
342 | P a g e

Checklist Score
Yes No
Observation
Learning Outcome 2.2:Maintain automatic water system
 Servicing of ball valves, taps and o Identify defective and -Screwdrivers and
valves non-defective parts of spaners
automaticwatersystem
-Detecting devices for
o Replace the damaged checking equipment
parts
-Papers and pens
o Write a report
343 | P a g e

Checklist Score
Yes No
Observation
Learning Outcome 2.3:Maintain water and drainage system
 Blockage of drainage o Identify defective and non- Hack saw

and fixtures defective parts of system
Tap measures
 Leakage of water supply o Replace the damaged parts
Papers and pens
o Write a report
Detecting Devices
 Written evidence  Open questions
344 | P a g e
 Performance evidence  Short questions
 Task:Make stitches on fabric by using embroidery machine for
Checklist Score
Yes No
Observation

 Tools:
Mr Patrick has got a house in Nyakabanda whose appliances are no - Screw drivers, pipe
longer functioning. The ball valves for the tank worn out. The siphon wrench, adjustable
on WC also is not functioning and needs repair; and the taps on the spanners, hack saw,
kitchen sink is leaking. pliers
He wants you as a plumber to carry out the maintenance of the  Equipment:
above mentioned appliances within 4 hours each. - Thread tape,
washers, siphons,
taps
- ball valves
 Materials
- PPE
Checklist Score
Yes No
Indicator: Site visit is well done

Indicator: Estimate cost of materials is well done


Indicator: Troubleshooting is well done
345 | P a g e


Indicator: Defected fittings are well removed
Indicator: Defected fittings are well repaired/replaced


Indicator: Joining is well done


Indicator: Test is well done


Indicator: Tools and Equipment’s are well cleaned, arranged and stored
Observation
Checklist Score
Yes No
Indicator: Water flows smoothly
Indicator: No leakages are observed


Indicator: Neatness of work is observed
346 | P a g e

Observation
Checklist Score
Yes No
Indicator: Prescribed materials and fittings are well used
Indicator: Opening and closing techniques of fittings are respected
Observation
Checklist Score
Yes No
Indicator: PPE is used (Overall, Gloves, Safety boots)
Indicator: Tools status are well checked before starting the work
Indicator: Tools, equipment and materials are well used
Indicator: Working environment is prepared properly (Cleanliness, ventilation and first aid kit)
Observation
347 | P a g e
Reference books:
348 | P a g e
CSTSF301 - SANITARY FITTINGS AND FIXTURES
CSTSF301 Install sanitary fittings and fixtures
Competence

Credits: 9 90
Purpose statement
This is core module which describes the skills, knowledge and attitude to be acquired by a
trainee to install sanitary appliances for plumbing works at the construction site in respect to
the standards
349 | P a g e
N/A

1. Prepare the workplace 1.1 Proper preparation of working area
1.2 Proper selection of tools and equipment
1.3 Proper selection of materials
1.4 Proper selection of sanitary appliances
2. Perform drilling space for sanitary 2.1Accurate measurements of spaces

appliances
2.2 Proper application of metric systems
2.3 Proper expansion drill holes to the solid materials
3.4 Appropriate fixation of plugs
3. Perform sanitary mounting 3.1 Proper posing of sanitary appliances
3.2 Appropriate fixing of screws
3.3 Proper sealing of silicon
3.4 Appropriate mounting of cistern
3.5 Appropriate connection of inlet and outlet for

appliances
3.6 Appropriate flashing of waste water
4. Handover the work 4.1Proper cleaning tools and equipment
350 | P a g e
4.2 Proper storing tools, equipment and materials
4.3 Proper preparation of relevant report of work
351 | P a g e
LU 1:pare the workplace
Learning Outcomes:
1 1.
2.
3.
4.
Prepare the working area
Select tools and equipment
Select materials
Select sanitary appliances
20 Hours
Learning Outcome1.1:Prepare the working area
 Prepare locations for o Brainstorming on preparation of - Books

sanitary appliances working area - Different types of
 Rules and o Group discussion preparation of appliances
working area. - Different types of fittings
regulations for
the installation o Practical exercise preparation of
of sanitary working area.
appliances
 Types of
appliances
(waste and soil)
 Types of fittings
Preparation of working area is done
352 | P a g e

Checklist Score
Yes No
Workplace is clear
Observation
Learning Outcome 1.2:Select tools and equipment
 Different types of tools and o Brainstorming on selection of - Screw drivers

equipment tools and equipment - Pipe wrench
- Screw drivers o Group discussion on selection of - Spanners
- Pipe wrench tools and equipment - Hack saw
- Spanners o Practical exercise on selection of - Pliers
- Hack saw tools and equipment - Power hand drill
- Pliers - Hummer
- Power hand drill - Tape measure
- Hummer - PPE
- Tape measure - Pipe cutter
- PPE - Internet
- Pipe cutter
Selection of tools and equipment is don

353 | P a g e
Checklist Score
Yes No
- Type
- Quality
- Size
- Quantity
Observation
Learning Outcome 1.3: Select materials
 Types of materials used o Brainstorming on materials - Flexible pipe

 Flexible pipe choice - Pipes
 Pipes o Group discussion on - Teflon
 Teflon material choice - Fittings
 Fittings o Demonstration on material - Soil solvent
 Soil solvent choice - Screws
 Screws - Internet
Selection of materials is done


354 | P a g e
Checklist Score
Yes No
- Type
- Quality
- Size
- Quantity of material
- Type
Observation
Learning Outcome 1.4: Select sanitary appliances
 Waste appliances o Brainstorming on sanitary - W.H. basins

 W.H. basins appliances - kitchen sink
 Kitchen sink o Group discussion on - Bidet
 Bidet sanitary appliances - Shower tray
 Shower tray o Demonstration on sanitary - Bath tubs
 Bath tubs appliances - W.C. pans
 Soil appliances o Further research on internet - Urinals
 W.C. pans - Books
 Urinals - Internet

355 | P a g e
Checklist Score
Yes No
Observation
356 | P a g e
LU 2:Perform drilling space for sanitary appliances.
Learning Outcomes:
2 1. Measure spacesand apply metric systems

2. Expand drill holes to the solid materials
3. Fix plugs
30Hours
Learning Outcome 2.1: Measure spacesand apply metric systems
 Standard unit used in - Rulers

plumbing: o Brainstorming on measuring - Tape measure
 Metric system unit space and application of - Try Squares
 Imperial system metric systems. - Foot steel tape
unit o Group discussion on - Vernier caliper
 Measures the space: measuring space and - Split level
 Height application of metric systems. - Plumb bomb
 Length o Demonstration on measuring - Books
 Width space and application of - Internet
 Deep metric systems.
 Different measuring
tools:
 Rulers
 Tape measure
 Try Squares
 Foot steel tape
 Vernier caliper
 Different alignment tools
 Split level
 Plumb bomb
357 | P a g e
Application of metric systems is done

Checklist Score
Yes No
- Clear
- Neatness
Observation
Learning Outcome 2.2: Expand drill holes to the solid materials
 Different types of drill bit : o Practical exercise on drilling - Drill bits

 Masonry drill bit holes to the solid materials. - Drilling machines
 Twist drill bit o Brainstorming on drilling - Books
 Wood drill bit holes to the solid materials. - Internet
 Different types of hand drilling o Group on drilling holes to - Videos aids
machine the solid materials.
 Mechanical hand drilling o Demonstration on drilling
machine holes to the solid materials.
 Power hand drilling machine
 Battery hand drilling machine
358 | P a g e
Expansion drill holes to the solid materials are done.


Checklist Score
Yes No
- Diameter
- Width
- Height
Observation
Learning Outcome 2.3:Fix plugs
 Different types of plugs o Practical exercise on fixing plugs. - Plastic plugs

 Plastic plugs o Brainstorming on fixing plugs. - Metallic plugs
 Metallic plugs o Group discussion on fixing plugs. - Wood plugs
 Wood plugs o Demonstration on fixing plugs. - Books
- Internet
Fixation of plugs is done.
359 | P a g e

Checklist Score
Yes No
Observation
360 | P a g e
LU 3:Perform sanitary mounting
Learning Outcomes:
3 1. Pose sanitary appliances

2. Fixe and seal sanitary appliances
3. Mount cistern
4. Connect inlet and outlet for appliances
30 Hours
Learning Outcome 3.1: Pose sanitary appliances
 Materials used : o Practical exercise on posing - Silicon

 Screws sanitary appliances. - Cement
 Plugs o Brainstorming on posing - Screws
 Split level sanitary appliances. - Plugs
 Plumber bomb o Group discussion on posing - Soil solvent
 Tape measure sanitary appliances. - Mastic
 Marking tools o Demonstration on posing - Books
 Pencil sanitary appliances. - Internet
 Pieces of chalk - Pencil
 Marker - Pieces of chalk
posing of sanitary appliances is done
361 | P a g e
Checklist Score
Yes No
- Position
- Standard measurement
Observation
Learning Outcome 3.2 :Fixe and seal sanitary appliances
 different types of fastening o Practical exercise on fixing - Soil solvent

 different types of fixing seal sanitary appliances. - Mastic
 Materials used for sealing o Practical exercise on fixing - Cement
 Soil solvent and sealing sanitary - Silicon
 Mastic appliances. - Books
 Cement o Brainstorming on fixing and - internet
 Silicon sealing sanitary appliances.
o Group discussion on fixing

and sealing sanitary
appliances.
o Demonstration on fixing and
sealing sanitary appliances.
Fixing of screws is done
362 | P a g e

Checklist Score
Yes No
- Tightening
- Fixing
Observation
Learning Outcome 3.3: Mount cistern
 Materials used : o Practical exercise on - Screws

 Screws mounting cistern - Plugs
 Plugs o Practical exercise on - Split level
 Split level mounting cistern - Plumber bomb
 Plumber bomb o Brainstorming on mounting - Tape measure
 Tape measure cistern - internet
o Group discussion on
mounting cistern
o Demonstration on mounting
cistern
sealing of silicon is done
363 | P a g e
Checklist Score
Yes No
Leakage
Leakage
Observation
Learning Outcome 3.4: Connect inlet and outlet for appliances
 Connect the stop valve  Brainstorming on connecting - Pipe

inlet and outlet for - Flexibles
 Connect flexible pipe to the cistern appliances. - Valves
 Group discussion on - Sanitary
 Connect outlet pipe connecting inlet and outlet appliances
for appliances. - Internet
 Practical exercise on
connecting inlet and outlet
for appliances.
Connection of inlet and outlet for appliances is done
364 | P a g e
Checklist Score
Yes No
- Joint
- Leakage
- Fittings position
- Water pressure
Observation
365 | P a g e
LU 4:Handover the work.
Learning Outcomes:

1. Clean and store tools and equipment
2. Prepare a relevant report of the work
10 Hours
 Method of cleaning:  Brainstorming on cleaning the - Books

 Air pressure workplace - Hand out notes
 Cleaning with cloth  Group discussion on cleaning - Workshop
rugs the workplace - Cloth rugs
 Soap  Brainstorming on cleaning the - Air pressure
workplace
 Group discussion on cleaning
the workplace
Cleaning tools and equipment is done


366 | P a g e
Checklist Score
Yes No
Neatness
Observation
Learning Outcome 4.2: Clean and store tools and equipment
 Cleaning with  Brainstorming on storing tools - Books

 Water and equipment. - Hand out notes
 Rugs  Group discussion on storing - Workshop
 Oil tools and equipment - Cloth rugs
 Brushes  Practical exercise on cleaning - Oil
 Cotton waste and storing tools and - Brushes
 Rearrange equipment - Cotton waste
 Remove the remains,
metals chips and dust from
the working place
Storage of tools, equipment and material is done


367 | P a g e
Checklist Score
Yes No
Storage
Observation
Learning Outcome 4.3: Prepare a relevant report of the work
 Writing the correct report  Brainstorming on work report - Books

 Usable materials writing - Hand out notes
 Remain materials  Group discussion on report - Computer
- Pens
- Papers
- Cloth rugs
Report of work done

 
Checklist Score
Yes No
- Communicate the finished work Use of work
Observation
368 | P a g e
The trainer requests the trainee to install one washing basin outside
the main house, the distance to the soak pit is 15 m. He asks him as
a domestic plumber to carry out this task within 2 hours.
Checklist Score
Yes No
Indicator: preparation of working area is done
Cleanness of the work place

Indicator: selection of tools and equipment is done
- Screw drivers
- Pipe wrench
- Spanners
- Hack saw
- Pliers
- Power hand drill
- Hummer
- Tape measure
- PPE
- Pipe cutter
- Screw drivers
- Pens
Indicator: selection of materials is done
- Flexible pipe
- Pipes
- Teflon
- Fittings
- Soil solvent
- Screws
- Basin
369 | P a g e
Indicator: selection of sanitary appliances is done
W.H. basins
Observation
Checklist Score
Yes No
Indicator: measurements of spaces is done
20 meters from the soak pit
Indicator: expansion drill holes to the solid materials is done
- Diameter
- Deep
Indicator: fixation of plugs is done
- Fixing of plugs
- Tightening of plugs
Indicator: posing of sanitary appliances is done
- Levelling
- Standard height
Indicator: fixing of screws is done
- Tightening of screw
- Fixing of screw

Indicator: sealing of silicon is done
- Leakage
- Appearance of silicon

Indicator: connection of inlet and outlet for appliances is done
- Position of fittings
370 | P a g e
- Leakage

Observation
Checklist Score
Yes No
Indicator: cleaning tools and equipment is done
Cleanness of tools and equipment

Indicator: Measurement is respected
Distance from the building to the septic tank is 15m

4hours
Indicator: cleaning of the workplace
Clearness
Indicator: cleaning and storage of tools and equipment
Storage of tools and equipment
Indicator: report of the work done

Observation
371 | P a g e
Checklist Score
Yes No
Indicator: PPE are used
- Overall
- Gloves
- Goggles
- Helmet
Indicator: Tools and equipment are checked before being used
Tools and equipment condition
Cleanness of working area
Observation
Reference books:
372 | P a g e
CSTPW301 - DOMESTIC PLUMBING WORKS
CSTPW301 Prepare domestic plumbing works
Competence

Credits: 10 100
Issue date: October, 2017
Purpose statement
This is core module which describes the skills, knowledge and attitude to be acquired by a trainee to use
and maintain tool, materials and equipment for plumbing works at the construction site in respect to
the standards.
373 | P a g e
N/A

1. Use tools 1.1Proper handling of tools
1.2 Appropriate selection of tools in respect to the task

requirements
1.3 Correct use of tools
2. Use Equipment 2.1 Proper handling of Equipment
2.2 Appropriate selection of equipment in respect to the

task requirements
2.3 Correct use of Equipment
3.Join other types of pipes 3.1 Proper application methods of joining PVC pipes
3.2 Proper application methods of joining copper pipes, cast

and ductile iron pipes
3.3 Proper application methods of joining steel pipes
4. Check conditions of tools and 4.1 Appropriate storage of Tools and Equipment
equipment
4.2 Appropriate safety requirements of tools and
equipment before, during and after use
4.3 Proper interpretation of use manual
5.Perform elementary maintenance of 5.1 Proper tightening of loosened part

tools and equipment 5.2 Proper maintenance of tools and equipment
5.3 Appropriate replacement of damaged parts
374 | P a g e
LU 1:Use tools
Learning Outcomes:
1 1. Handle tools
2. Select and use tools
10 Hours
Learning Outcome1.1:Handle tools
 Introduction on handling o Brainstorming on handling of tools - Workshop

tools. o Group discussion on handling of - PPE
 Techniques of lifting and tools. - Textbooks
handling tools. o Demonstration on handling of tools - Internet
 Safety in the workplace
Handling of tools is done


375 | P a g e
Checklist Score
Yes No
- Type of tools
- Quality of tools
- Size of tools
Observation
Learning Outcome 1.2:Select and use tools
 Identify plumbing tools o Brainstorming on selection and - Workshop

 Use hand and machine tools use tools. - PPE
 Use power hand machine o Group discussion on selection - Internet
and use tools. - Steel square
o Demonstration on selection and - Steel ruler
use tools. - Hoes
o Practical exercises on use of - Hand drilling machine
plumbing tools. - Chisel
- Tape measure
- Split level
- Spanners,
- Blow lamp
- Pipe cutter
- Hammers
- Hark saw
- Spanners
- Pipe wrenches
- Dies stock
- Pipe vice
- Screwdrivers
- Pliers
- Vernier caliper
- Scriber
- Centre punch
376 | P a g e
- Files
Selection of tools in respect to the task requirements is done

Checklist Score
Yes No
- Type of tools
- Quality
- Size
Observation
377 | P a g e
LU 2:use equipment
Learning Outcomes:
2 1.
2.
Handle equipment
Select and use equipment
20 Hours
Learning Outcome 2.1: Handle equipment
 Introduction on handling o Brainstorming on handling - Text books

equipment plumbing equipment - PPE
 Techniques of lifting and o Group discussion on handling - Power machines
handling equipment plumbing equipment - Internet
 Safety in the workplace o Demonstration on handling - Workshop
plumbing equipment.
o Practical exercises on handling
plumbing equipment
Handling of Equipment is done
 Written evidence  Open questions
 Short questions
 Performance evidence
 Task:Use different hand embroidery tools
378 | P a g e
Checklist Score
Yes No
Specification of embroidery hand tools
Position of tools
Manipulation of tools
Observation
Learning Outcome 2.2:Select and use equipment
 Identify plumbing equipment o Brainstorming on selection  Identify plumbing

 Use power machine and use of plumbing equipment
equipment  Use power
o Group discussion on machine
selection and use of
plumbing equipment.
o Demonstration on selection
and use of plumbing
equipment.
o Practical exercises on use of
plumbing equipment.
Selection of equipment in respect to the task requirements is done
379 | P a g e

Checklist Score
Yes No
- Type
- Quality
- Size
Observation
380 | P a g e
LU 3:Join other types of pipes
Learning Outcomes:
3 2.
3.
4.
5.
Join PVC pipes
Join copper pipes
Join cast and ductile iron pipes
Join steel pipes
Hours: 30
Learning Outcome 3.1: Join PVC pipes
 Different methods of joining o Practical exercises -SolSolvent

on cement, Sand
PVC pipes: joining PVC pipes paper
- Ring joint o Clean pipes -HaHatch saw, Wood saw,
- Use solvent o Apply solvent cement Wheel
on cutter,
- Threaded fittings spigot and socket pipes spanSpanners,Threading
- Use fusion o Thread pipes machine
o Use ring joint -
Storage of Tools and Equipment is done
381 | P a g e
Checklist Score
Yes No
- Storage Tools and Equipment
- Arrangement Tools and Equipment
Observation
Learning Outcome 3.2 :Join copper pipes
 Different methods of joining Practical exercises on joining - Spanners, Blow

copper pipes: copper pipes: lamp, Tube cutter,
- Compression joints o Apply compression joints
Flare tool
- Capillary joints o Apply capillary joints
o Apply brazing joints -Bending springs
- Brazing joints
-Oxyacetylene gas
-Hammer, Solder and flux
Safety requirements of tools and equipment before, during and after use is done

382 | P a g e
Checklist Score
Yes No
- PPE
- Function
- Position
Observation
Learning Outcome 3.3:Join cast and ductile iron pipes
 Methods of joining: Practical exercises on joining cast --Cast and ductile iron
- Flange joints in above ground and ductile iron pipes: pipes
- O ring push-on (Socket and
spigot) o Apply flange joints in above -Caulking yarn,
ground Caulking tool
- Caulked joint
o Apply O ring push-on (Socket
and spigot) -Flanges, Wheel cutter
o Apply caulked joint
-Ce
Interpretation of use manual is done
383 | P a g e
Checklist Score
Yes No
- Specification
- Symbols
Observation
Learning Outcome 3.4:Join steel pipes
 Methods of joining: Practical exercises on joining - Welding machine

- Coupling joint steel pipes:
- Arc Welding -Welding rods
o Apply coupling joint
o Apply welding (on -ExtExtention
big wires and
diameter) Spanners
384 | P a g e
Checklist Score
Yes No
Observation
385 | P a g e
LU 4:Check conditions of tools and equipment
Learning Outcomes:
4 1.
2.
3.
Store Tools and Equipment
Apply safety requirements of tools and equipment
Interpret manual
20 Hours
Learning Outcome 4.1:Store Tools and Equipment
 Introduction on storing o Group discussion on storing - Workshop

tools and equipment tools and equipment - PPE
 Condition of storing tools o Practical exercises on storing - Textbooks
and equipment tools and equipment. - Internet
- Steel square
- Steel ruler
- Hoes
- Hand drilling machine
- Chisel
- Tape measure
- Split level
- Spanners,
- Blow lamp
- Pipe cutter
- Hammers
- Hark saw
- Spanners
- Pipe wrenches
- Dies stock
- Pipe vice
- Screwdrivers
- Pliers
- Vernier caliper
- Scriber
- Centre punch
386 | P a g e
- Files
- Arc welding machine
- Bending machine
Tightening of loosened part is done


Checklist Score
Yes No
- Fixing
- Tightening
- Sealing
Observation
387 | P a g e
Learning Outcome 4.2: Apply safety requirements of tools and equipment
 Checking of actual o Group discussion on safety - Over all

conditions of tools and Checking of actual conditions of - Helmet
equipment. tools and equipment - Gloves
 Safety precautions of the o Practical exercises on Checking - Goggles
workplace of actual conditions of tools and - Safety shoes
equipment - Dust mask
- Ear protectors
- Workplace
Maintenance of Tools and Equipment is done

Checklist Score
Yes No
- Cleaning
- Greasing
- Repairing
- Replacing
- Cleaning
Observation
388 | P a g e
Learning Outcome 4.3: Interpret manual
 Introduction on o Group discussion on using of - Manuals

manual manuals - Tools
 Using manual o Practical exercises on using of - Equipment
manuals -
o Brainstorming on use of
manuals
Replacement of damaged parts is done

Checklist Score
Yes No
- replacing
Observation
389 | P a g e
LU 5:Perform elementary maintenance of tools and
equipment
Learning Outcomes:
5 1.Tight loosened part

2.Maintain Tools and Equipment
20 Hours
Learning Outcome 5.1:Tight loosened part
 Different parts of tools and o Practical exercises - Spanners

equipment - Screw driver
 Removable parts - Pliers
 Fixed parts - Textbooks
Proper selection of timber according to space function


390 | P a g e
Checklist Score
Yes No
Identify timbers
 Eucalyptus
 Greveria
 Libuyu (mahogany)
 Muvula
 Siala
Guidelines for selecting timber
 Beauty
 Harmony
 Graceful ageing
 Lifecycle costing
 Upkeep
Observation
Learning Outcome 5.2: Maintain Tools and Equipment
 Types of maintenance o Practical exercises on - Spanners

 Cleaning maintenance of tools and - Screw driver
 Repair equipment. - Pliers
 replace o Brainstorming on maintenance - Textbooks
of tools and equipment - Oil
o Group discussion on selection - Grease
on maintenance of tools and - Soap
equipment - Cloth rugs
o Demonstration on maintenance
of tools and equipment
391 | P a g e
Checklist Score
Yes No
Observation
Learning Outcome 5.3: Apply hardwood floor
 Hardwood floor  Brainstorming - Reference books

installation procedures:  Individual research - Internet
 Choose the Boards - Timber pieces
 Measure the Room
 Check for a SqueakyFloor
 Roll Out the Vapor Barrier
Paper
 Start Installation
 Place the Boards
 Hand-Nail the Rolls
 Staple the Boards
 Cutting the Baseboard
 Fill in the Gaps
 Work around Clearance
Issue
 Fit Last Board into Place
 Fill Holes with Wood Putty
 Hardwood Floor
Maintenance
392 | P a g e


Checklist Score
Yes No
Observation
393 | P a g e
A company has given a tender to the Saint Joseph vocation training

center for the maintenance of electrical threading machine. As a
domestic plumber you are requested to handle this task in 3 hours.
Checklist Score
Yes No
Indicator: Handling of tools is done
Quality of tools
Size of tools
Indicator: Selection of tools in respect to the task requirements is done
- Wire brush
- Soap solution
- Solvents
- Pliers
- Screwdrivers
- Venire caliper
- Files
- Bench vice
- Adjustable Spanners
- Oil cane
- Spanners,
- Hammers
394 | P a g e
- Overall
- Gloves
- Safety boots
- Helmet
- Lamp tester
- Multimeter
- Overall
Observation
Checklist Score
Yes No
Indicator: Use of tools is done
- Product
Indicator: Handling of Equipment is done
- Condition of equipment
- Size of Equipment
- Type of Equipment
- Quality of Equipment
Indicator: Selection of equipment in respect to the task requirements is done
- PPE
- Power threading machine
395 | P a g e
- Multimeter
Indicator: Use of equipment is done
- Product
- Condition of tools
Observation
Checklist Score
Yes No
- 3 hours
Indicator: Storage of Tools and Equipment is done
- Storage of Tools and Equipment
- Arrangement Tools and Equipment
Indicator: Tightening of loosened part is done
- Fixing
- Tightening
Indicator: Maintenance of Tools and Equipment is done
- Sealing
- Cleaning equipment
- Greasing of motion parts
396 | P a g e
- Repairing of damaged parts
Indicator: Replacement of damaged parts is done
- Replacing of damaged parts

Observation
Checklist Score
Yes No
Indicator: Safety requirements of tools and equipment before, during and after use is done
- PPE
- Function
- Cleanness of working area
Observation
397 | P a g e
CSTSW301 – BASIC SOFT SOLDERING AND WELDING
CSTSW301 Apply Basic soft soldering and welding

Competence

Credits: 7 70
Sub-sector: Plumbing
Purpose statement
This core module describes the skills, knowledge and attitudes to be acquired by the learner to use tools
and equipment as well as to perform some elementary welding in workshop by using ox-acetylene gas
welding and arc welding techniques in all positions.
398 | P a g e
N/A

1. Prepare the site/workplace 1.1 Proper identification of materials, tools and equipment
1.2 Proper disposition of tools, materials and equipment
1.3 Appropriate sketching of welding work.
2. Perform arc welding 2.1 Correct use of measuring, marking and cutting tools
2.2 Correct edge preparations
2.3 Correct application of arc welding techniques in all
positions
3. Perform oxy-acetylene welding 3.1 Correct use of measuring and marking tools
3.2 Correct edge preparations
3.3 Correct application of oxy-acetylene welding techniques
in all positions
4. Perform soft soldering 4.1 Make various joints using soldering process
4.2 Identify different types of soldering rods

4.3 Identify different types of flaxes
5. Check the work done 5.1 Accurate measurement of the work done
5.2 Neat appearance of the welded pieces
5.3 Physical testing of the welded parts.
6. Handover the work 6.1 Proper cleaning of the workplace

6.2 Appropriate cleaning and storage of tools and
equipment
6.3 Relevant report of the work done
399 | P a g e
LU 1:Prepare the site/workplace
Learning Outcomes:
1 1. Select material, tools and equipment.

2.Describe the utility of embroidery materials, equipment and
tools
3.Describe the parts of embroidery machine
Hours: 10
Learning Outcome1.1:Identify materials, tools and equipment.
Classify materials, tools and o Brainstorming on classification of - Books

equipment : metals - Internet connection
 Metals differentiation o Group discussion on ferrous- - Handout notes
 Colors metals and non-ferrous –metals - Slot pencil
 Mass o Group discussion on drawing. - Drawing copy,
 Soundness o Learners will observe and practice - Ruler,
 Chip removal on material selection. - Rubber,
 Tools : - Scriber
 Slot pencil - Center punch
 Drawing copy, - Compasses,
 Ruler, - T-square,
 Rubber, - Drawing board.
 Scriber - Bench
 Center punch - Vice
 Compasses, - Hacksaw
 T-square, - Wire brush
 Drawing board. - Chipping hummer
 Bench - Ferrous-metals
 Vice - Non-Ferrous metals
 Hacksaw - Electrodes
 Wire brush - Welding machine,
 Chipping hummer - Drilling machine,
 Materials: - Grinding machine ,
 Ferrous-metals - PPE (safety goggles,
400 | P a g e
 Non-Ferrous metals welding shield,
 Electrodes overall, apron, gloves,
 Equipment: safety shoes).
 Welding machine,
 Drilling machine,
 Grinding machine ,
 PPE (safety goggles,
welding shield,
overall, apron,
gloves, safety shoes).


Checklist Score
Yes No
Observation
Learning Outcome 1.2:Choose materials, tools and equipment
401 | P a g e
Classify materials, tools and o Brainstorming on classification of - Books
equipment : metals - Internet
 Metals differentiation o Group discussion on ferrous- connection
 Colors metals and non-ferrous –metals - Handout notes
 Mass o Group discussion on drawing. - Slot pencil
 Soundness o Learners will observe and - Drawing copy,
 Chip removal practice on material selection. - Ruler,
 Tools : - Rubber,
 Slot pencil - Scriber
 Drawing copy, - Center punch
 Ruler, - Compasses,
 Rubber, - T-square,
 Scriber - Drawing board.
 Center punch - Bench
 Compasses, - Vice
 T-square, - Hacksaw
 Drawing board. - Wire brush
 Bench - Chipping hummer
 Vice - Ferrous-metals
 Hacksaw - Non-Ferrous
 Wire brush metals
 Chipping hummer - Electrodes
 Materials: - Welding machine,
 Ferrous-metals - Drilling machine,
 Non-Ferrous metals - Grinding machine ,
 Electrodes - PPE (safety
 Equipment: goggles, welding
 Welding machine, shield, overall,
 Drilling machine, apron, gloves,
 Grinding machine , safety shoes).
 PPE (safety goggles,
welding shield, overall,
apron, gloves, safety
shoes).

402 | P a g e
Checklist Score
Yes No
Observation
403 | P a g e
LU 2:Perform arc welding
Learning Outcomes:
2 1. Perform measurements, cutting and marking for ferrous metals

2. Apply proper welding techniques.
20 Hours
Learning Outcome 2.1: Perform measurements, cutting and marking for ferrous metals
 Ferrous metal o Learners will research on - Books.

 Cast iron, mild steel, equipment types - Internet connection
stainless steel measuring,marking and - Tape measure
cutting. - Steel ruler
o Learners will demonstrate and - Scriber, center punch
practice in group. - Hark saw ,electrical cutting
machine, chisel
- Bending machine
- PPE
404 | P a g e
Checklist Score
Yes No
Observation
Learning Outcome 2.2:Apply proper welding techniques.
 Welding techniques : o Visit active welding - Books.

 Vertical position workshops - Internet
 Horizontal position o Learners will research on connection
 Overhead position welding position. - Tape measure
 Flat position o Learners will demonstrate - Steel ruler
 Various types of joints : and practice in group. - Scriber, center
 T-Joint punch
 Lap joint - Hark saw ,electrical
 Butt joint cutting machine,
chisel
 Bead - Bending machine
PPE


405 | P a g e
Checklist Score
Yes No
Observation
406 | P a g e
LU 3:Perform oxy-acetylene welding
Learning Outcomes:
3 1. Perform measurements, cutting and marking for ferrous and non-

ferrous metals
2. Apply oxy-acetylene gas welding
3. Apply various joints using soldering process
4. Identify different types of soldering rods
20 Hours 5. Identify different types of fluxes
Learning Outcome 3.1: Check state of embroidery machine
 Aluminium, copper, brass, bronze o Learners will research on - Books.

equipments types - Internet
measuring,marking and connection
cutting. - Tape measure
o Visit active welding - Steel ruler
workshops - Scriber,
o Learners will demonstrate - Center pinch
and practice in group. - Hark saw,
- Electrical cutting
machine,
- Chisel
- Flux
- Welding rods
407 | P a g e
Checklist Score
Yes No
Specialization of common problems
Observation
Learning Outcome 3.2 :Apply oxy-acetylene gas welding
 Oxy-acetylene equipment : o Learners will research on - Books.

 Acetylene cylinder. equipment types - Internet
 Oxygen cylinder measuring,marking and connection
 Nozzle cutting. - Acetylene
 Torch o Visit active welding cylinder.
 Oxygen Horse workshops - Oxygen cylinder
 Oxygen Horse o Learners will demonstrate - Nozzle
 Regulator (manifold) and practice in group. - Torch
 Adjustable spanner - Oxygen Horse
 Filer metal - Oxygen Horse
 Flux - Regulator
(manifold)
 Welding techniques : - Adjustable
 Vertical position spanner
 Horizontal position - Filer metal
 Overhead position - Flux
 Flat position
 Various types of joints :

 T-Joint
 Lap joint
 Butt joint
 Bead
408 | P a g e
Checklist Score
Yes No
Observation
Learning Outcome 3.3:Apply various joints using soldering process
 Various types of joints : -Visit active welding workshops - Books.

 T-Joint and sites - Internet
 Lap joint, Butt joint, Bead -Learners will demonstrate and connection,
Types of soldering rods: practice in group - soldering Iron
-Visit active welding workshops - Books.
 Lead: A: 50%, B :60%, C: 7o% and sites - Internet
-Learners will demonstrate and connection,
practice in group - Rods
 Tin:A: 50%,B:40%,C: 30% -Check the writing on the rods
409 | P a g e
Checklist Score
Yes No
Observation
Learning Outcome 3.4:.Apply various joints using soldering process
 Various types of joints : -Visit active welding workshops - Books.

 T-Joint and sites - Internet
 Lap joint, Butt joint, Bead -Learners will demonstrate and connection,
Types of soldering rods: practice in group - soldering Iron
-Visit active welding workshops - Books.
 Lead: A: 50%, B :60%, C: 7o% and sites - Internet
-Learners will demonstrate and connection,
practice in group - Rods
 Tin:A: 50%,B:40%,C: 30% -Check the writing on the rods
410 | P a g e
Checklist Score
Yes No
Observation
Learning Outcome 3.5:Identify different types of fluxes
Types of fluxes: Demonstration by trainer - Books.

Practice of the trainees - Internet
 Liquid flux Site visit connection,
 Paste flux - Welding workshop
 Powder flux
411 | P a g e
Checklist Score
Yes No
Observation
412 | P a g e
LU 4:Check the work done
Learning Outcomes:
4 1. Inspect the work done.

2. Apply physical testing of welded pieces
10Hours
Learning Outcome 4.1:Inspect the work done
 The tools for o Work in Group and individually - Books

measurement: to take measurement on final - Internet
 Tap measure product - Tap measure
 T-scale o Work in Group and individually - T-scale
 Ruler to physical inspection on final - Hummer
 Physical inspection product - Ruler
 Eyes - Hands
 hands - Eyes
413 | P a g e

Checklist Score
Yes No
Observation
Learning Outcome 4.2 :Apply physical testing of welded pieces
 Hammering o Work in Group and individually - Internet

to make hammering on final - Books
 Testing machine (hydraulic product - Hummer
press) o Work in Group and individually - Hydraulic press
on using testing machine


414 | P a g e
Checklist Score
Yes No
Observation
415 | P a g e
LU 5:Handover the work
Learning Outcomes:
5 1. Store tools, equipment and remaining materials

2. Prepare a report on work done
10 Hours
Learning Outcome 5.1: Store tools, equipment and remaining materials
 Cleaning the workplace  Practical on cleaning the - Soaps

 Cleaning and/or storing workplace - Mappers
tools, equipment and  Practical on cleaning and/or - Water baquets
remaining materials storing tools, equipment - Oil
and materials - Cotton waste
- Liquid soaps.


416 | P a g e
Checklist Score
Yes No
Observation
Learning Outcome 5.2: Prepare a report on work done
 Writing the work done o Learners are given samples of - Books

report written reports - Written report samples
o Practical exercise on writing - Computers
reports. - Pens


Checklist Score
Yes No
Bubble diagram
Observation
417 | P a g e

 Tools:
The trainer requests the domestic plumber to carry out the - Spades
following works: - Mortar pan
- Trowel
Tank stand in mild steel (2m*2m*4m) using arc welding. - floats
- Spirit level
Solar water heater stands in mild steel (1m*1m*3m) using arc - Tape measure
welding - Bucket
- Straight edge
Meter cover in mild steel (40cm*20cm) using oxy-acetylene gas
- Watering can
welding
- Water container
As a domestic plumber you’re requested to perform those tasks  Equipment:
within 2 hours per each. - Wheel barrow
- Vibrator machine
- PPE:
 Helmet
 Gloves
 Goggles
 Dust mask
 Overall
 Safety shoes
(boots)
- Concrete mixer
- Gauge box
 Materials
- Cement
- Water
- Aggregates (fine and
coarse)
 Oil
418 | P a g e
Checklist Score
Yes No
Indicator: Quantity of Materials is well estimated.
Indicator: Tools ,Equipment and Materials are well selected
Indicator: Measurement, Marking out and cutting are well done
Indicator: Welding is properly done
Indicator: Cleaning and Painting are properly done
Observation
Checklist Score
Yes No
Indicator: Appearance is attractive
Indicator: Joints are permanently bonded
Indicator: Design is well done
419 | P a g e
Observation
Checklist Score
Yes No
Indicator: Dimensions are well respected
Indicator: Correct materials are well used
Observation
420 | P a g e
Checklist Score
Yes No
Indicator: PPE are well used
Indicator: Tools and Equipment are properly maintained
Indicator: Fire extinguisher, ventilation, and first aid kit)
Observation
421 | P a g e
GLOSSARY
Assessment: A process of gathering and judging Complementary competencies: Set of
evidence in order to decide whether a person knowledge, skills and attitudes which are not
has attained a standard of performance. directly linked to a specific occupation or
industry, but which are important for work,
Assessment criteria: Statements which describe education and life in general, such as
performances and place them in context with communication, mathematics, organizational
sufficient precision to allow valid and reliable aptitude, and computer literacy, interpersonal
assessment. and analytical competency.
Best practice: Management practices and work Core modules: Modules leading to
processes that lead to outstanding or top-class competencies’ acquisition that an industry
performance and provide examples for others. sector has agreed upon as essential for a person
Competency standard: An industry-determined to be accepted as competent at a particular
specification of performance which sets out the level. All modules may be core, but in many
skills, knowledge and attitudes required to cases competency at a level will involve core
operate effectively in employment. modules plus optional or specialization
Competency standards are made up of units of modules. Core competencies are normally
competency, which are themselves made up of those central to work in a particular industry.
elements of competency, together with Credential: Formal certification issued for
performance criteria, a range of variables, and successful achievement of a defined set of
an evidence guide. outcomes, e.g. successful completion of a
Competency: means the ability to apply course in recognition of having achieved
knowledge, skills and personal, social and particular knowledge, skills or competencies;
methodological skills in the workplace or successful completion of an apprenticeship or
during learning, as well as in personal and traineeship.
professional development. This ability or Credit: The acknowledgement that a person has
capacity is acquired through leaning, exposure
satisfied the requirements of a module.
to the tasks and series of training allowing one
to perform specific task autonomously. Reason Curriculum: The specifications for a course or
why in the context of the CBE Framework subject (module) which describe all the learning
competencies are described as responsibility experiences a learner undergoes, generally
and independence. including objectives, content, intended learning
outcomes, teaching methodology,
Competency-based assessment (or CBA): The recommended or prescribed assessment tasks,
gathering and judging of evidence in order to assessment exemplars, etc.
decide whether a person has achieved a
standard of competency. Evidence guide: The part of a competency
standard which provides a guide to the
interpretation and assessment of the unit of
competency, including the aspects which need particular occupation or industry. The following
to be emphasized in assessment, relationships are key areas of competency which were
to other units, and the required evidence of developed into seven key competencies:
competency. collecting, analyzing and organizing
information; communicating ideas and
Flexible delivery: A range of approaches to information; planning and organizing activities;
providing education and training, giving working with others and in teams; using
learners greater choice of when, where and mathematical ideas and techniques; solving
how they learn. Flexible delivery may involve
problems; and using technology.
distance education, mixed-mode delivery,
online education, self-paced learning, self- Knowledge: means the result of the adoption
directed learning, etc. of information through the learning process.
Knowledge is a set of facts, principles, theories
Formal education: Also formal training and practices related to area of work or study.
education or training provided in educational In CBE context lifelong learning knowledge is
institutions such as schools, universities, described as theoretical and / or factual.
colleges, etc. or off the job in a workplace,
usually involving direction from a teacher or Learning outcomes: are statements of what
instructor. learner knows, understands and can perform,
based on the completion of the learning
General competencies: competencies process, defined by knowledge, skill and
correspond to larger operations that go beyond
competency.
the tasks, but generally contribute to their
implementation. These activities require more Learning activities: Suggested activities that
fundamental learning and are generally can be developed during lesson planning and
common to several tasks and transferable to activity preparation. The choice of learning
many work situations. activities must be tailored according to group
size, available material resources and
Generic modules: Modules leading to the communication tools.
attainment of complementary competencies.
Learning hours: Amount of hours required to
Informal education: The acquisition of
acquire the competency, including the time
knowledge and skills through experience, allocated to evaluation, which is estimated
reading, social contact, etc. between 5 and 10% of the total learning time of
Internship: An opportunity for a learner to the competency.
integrate career related experience by
Learning outcomes: Statements that indicate
participating in planned, supervised work. what learners will know or be able to do as a
Key competencies: Any of several generic skills result of a learning activity. Learning outcomes
or competencies considered essential for are usually expressed as knowledge, skills, or
people to participate effectively in the attitudes.
workforce. Key competencies apply to work Learning unit: Any of the basic building blocks
generally, rather than being specific to work in a of a module, which describes the key activities
or the elements of the work covered by the work or life experience, which may be used to
module grant status or credit in a subject or module.
Module: A unit of training which corresponds to Skills: are the ability to apply knowledge and
one competency and which can be completed use the principle of “know how” to perform a
on its own or linked to others. specific task and to solve the problem. In
the context of the CBE Framework, skills are
Occupation: The principal business of one’s life. defined as cognitive (involving the use of logical,
Performance criteria The part of a competency intuitive and creative thinking), practical
standard specifying the required level of (including physical skill and use of methods,
performance in terms of a set of outcomes materials, devices and instruments) and social
which need to be achieved in order to be skills (communication and cooperation skills,
deemed competent. It describes the quality emotional intelligence and other).
requirements of the result obtained in labor Specific competencies: Competencies that are
performance. directly related to the tasks of the occupation in
Qualification: means the formal name for the the workplace context. They refer to concrete,
result of a process of assessment and practical, and focused aspects
validation, which is obtained when a competent Traineeship: A system of vocational training
body determines that an individual has combining off-the-job training at an approved
achieved learning outcomes to the standards training provider with on-the-job training and
laid down. practical work experience. Traineeships
Quality assurance: The systems and procedures generally take one to two years and are now a
designed and implemented by an organization part of the New Apprenticeships system.
to ensure that its products and services are of a Unit of competency: A component of a
consistent standard and are being continuously competency standard. A unit of competency is a
improved. statement of a key function or role in a
Recognition of prior learning (or RPL): The particular job or occupation. See also element
acknowledgement of a person’s skills and of competency, performance criteria, range of
knowledge acquired through previous training, variables.
Workforce Development Authority
Empowering people with employable skills and entrepreneurship capacity
WORKFORCE DEVELOPMENT AUTHORITY – WDA

Rwanda
T +250 255113365
F +250 255113365
E [email protected]
I www.wda.gov.rw

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3

TVET CERTIFICATE III

Kigali October, 2016

© Workforce Development Authority, 2016

Original published version updated:

© Workforce Development Authority (WDA) 2016

No Names Occupation Institution

2 KIHIKO Zachary Plumbing Instructor IPRC Kigali

3 KANYABUJINJA Nshuti Placide Hydraulic Engineer/ Lecturer IPRC Kigali

4 MUSABYIMANA Jean Baptiste Plumbing Technician

6 MBONITANGA Gervais Plumbing Technician

8 MUSANIWABO Hyacinthe Pedagogue WDA

9 KANYANGOGA Charles Plumbing Instructor IPRC Kigali

10 BUTARE Paul Plumbing Instructor IPRC Kigali

11 HARELIMANA Benoit Plumbing Instructor IPRC Kigali

12 NYIRANEZA Théopiste Plumbing Trainer WDA

13 GAKWERERE Blaise Aimable Plumbing Technician GGMS

14 NIYONZIMA Emmanuel Plumbing Technician GISCOM Ltd

FILIOT Aline, APEFE-PAFP (Programme d’Appui à la Formation Professionnelle)

NGOMA Marie-Pierre, VVOB-PAFP (Programme d’Appui à la Formation Professionnelle)

APEFE-PAFP (Programme d’Appui à la Formation Professionnelle)

1 The curriculum presents a coherent and significant set of competencies to

2.2 Minimum entry requirements

The minimum entry requirement to this

Pathways into the qualification Pathways from the qualification

Preferred pathways for candidates entering Progression route of candidates achieving

2.4 Job related information

Possible jobs related to this qualification

2.5 Employability skills and life skills

Health, hygiene and safety

 Know the environmental regulations in Rwanda;

Integration of the workplace

 Know how to apply for and present themselves for employment;

 Understand principles and tools behind personal and family money-management;

Management of a small business

 Simulate income-generating activities with the basic cycles of business;

No Code Complementary competencies Credit

No Code Core competencies Credit

1 GENAM301 Basic algebra and trigonometry 10

2 CSTDP301 Prepare Domestic plumbing works 10

5 CSTFF301 Apply Sanitary Fittings And Fixtures 9

9 CSTIA301 Integrate the workplace 30

3.1 Course structure

Communicate simply using English in familiar situations

1 Describe the occupation and learning process

Communicate effectively at workplace

Apply Basic algebra and trigonometry

3 Apply computer literacy

Drain waste water

1 Prepare Domestic plumbing works 100 ▲ ▲ ▲ ▲ ▲ ▲ ▲ ○ ● ○ ● ○ ○ ● ○

▲:Functional link application ●: Functional link application

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

Occupation and learning process 3

Workplace communication skills 3 Pre-intermediate workplace english 3

Basic algebra and trigonometry 10

Preparation of Domestic plumbing Besi electricity 7

Industrial attachment program (IAP) 30

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

CCMOL001 Describe the occupation and learning process