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TRANSCRIPT
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5 TVET CERTIFICATE V
in
MANUFACTURING WELDING
CODE
MGMWLD5001 Kigali November 2014
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MGMWLD5001-TVET CERTIFICATE V
Manufacturing Welding
REQF Level 5 CURRICULUM
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© Workforce Development Authority, 2014
Copies available from:
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel: (+250) 255113365
Fax: (+250) 255113365
Email: [email protected]
Web: www.wda.gov.rw
Original published version updated:
November, 2014
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Copyright
The Competent Development Body of this Curriculum is © Workforce Development Authority
(WDA). Reproduced with permission.
The following copyright warning applies to the material from the Training Package:
All rights reserved. This work has been produced initially with WDA. This work is copyright, but
permission is given to trainers and teachers to make copies by photocopying or other
duplicating processes for use with their own training organizations or in a workplace where the
training is being conducted. This permission does not extend to the making of copies for use
outside the immediate training environment for which they are made, nor the making of copies
for hire or resale to third parties. The views expressed in this version of the work do not
necessarily represent the views of WDA. The competent Body does not give warranty nor
accept any liability.
The WDA owns the copyright on all Curricula. Schools may reproduce this program in part or in
full for bona fide study or classroom purposes only. Acknowledgement of the WDA copyright
must be included on any reproductions. Learners may copy reasonable portions of the
curriculum for the purpose of study. Any other use of this curriculum must be referred to
theWDA. Ph: (+250) 255113365; fax: (+250) 255113365.
© Workforce Development Authority (WDA) 2014
Published by
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel: (+250) 255113365
Internet: http:// www.wda.gov.rw
http://www.wda.gov.rw/
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Table of Contents
C o p y r i g h t i i
T a b l e o f C o n t e n t s i i i
L i s t o f a b b r e v i a t i o n s v i i
A c k n o w l e d g m e n t s i x
1 . G E N E R A L I N T R O D U C T I O N 1
2 . Q U A L I F I C A T I O N D E T A I L S 2
2.1 Description 2
2.2 Minimum entry requirements 2
2.3 Information about pathways 3
2.4 Job related information 3
2.5 Employability skills and life skills 4
2.6 Information about competencies 6
T R A I N I N G P A C K A G E 7
3.1 Course structure 7
3.2Competencies chart 7
3.4 Flowchart 9
A S S E S S M E N T G U I D E L I N E S 1 0
4.1 Assessment Methodology 10
4.2 Portfolio 10
C C M M S 5 0 1 - M O N I T O R I N G O F O C C U P A T I O N A L S H E A T W O R K P L A C E 1 3
Learning unit 15
LU 1: Conduct OSH (occupational safety and health) monitoring 15
Learning unit 19
LU 2:Collect and analyze Occupational health, safety incidents report 19
Learning unit 25
LU 3: Train all staff on occupational health and safety matters 25
C C M E N 5 0 1 - U P P E R I N T E R M E D I A T E W O R K P L A C E E N G L I S H 3 1
LU 1: Communicate orally in social and professional situations with ease 33
LU 2:Read correctly a range of materials 38
LU 3:Listen to audio messages with different English accents to get the intended message 42
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LU 4:Produce a variety of medium texts on professional and general topics 47
C C M K N 5 0 1 - I K I N Y A R W A N D A K ’ I N T Y O Z A 5 4
Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi 57
Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gukemura amakimbirane no
gukoresha ibinyazina binyuranye. 64
LU 3: Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye. 73
LU 4: Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no
gukoresha ibinyazina binyuranye 83
LU 5: Gukoresha neza uburyo bunyuranye bw ’ ubwumvane no kwandika yubahiriza imyandikire
y’Ikinyarwanda. 93
C C M S E 5 0 1 - W O R K I N G I N A S O C I A L L Y D I V E R S E E N V I R O N M E N T 1 0 4
LU 1:Communicate with customers and colleagues from diverse backgrounds 106
LU 2: Address cross-cultural misunderstandings 110
C C M I W 5 0 1 - I C T A T W O R K P L A C E 1 1 5
LU 1: Prepare document Layout 117
LU 2: Apply basic computer operations 122
LU 3:Manage Data 128
C C M B O 5 0 1 - B U S I N E S S O R G A N I S A T I O N 1 3 4
LU 1: Identify Activities To Be Accomplished For Real Business 136
LU 2: Create a productive working environment 143
LU 3: Run real business operation 152
LU 4: Monitor and evaluate the business 158
C C M P E 5 0 1 - P R O F E S S I O N A L E T H I C S 1 6 3
LU 1 :Apply human values 165
LU 2:Respect engineering ethics 170
LU 3: Apply safety 174
W L D I A 3 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 1 7 9
LU 1: Apply for internship/employment 181
LU 2: Demonstrate appropriate workplace behavior and attitudes 185
LU 3: Respect worker’s and employer’s rights and responsibilities 190
LU 4: Organize and evaluate one’s internship 196
G E N A M 5 0 1 - A D V A N C E D A N A L Y S I S A N D S T A T I S T I C S 2 0 2
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LU 1: Apply fundamentals of integrals 204
LU 2: Identify measures of dispersion and interpret bivariate data 208
G E N G P 5 0 1 - G E N E R A L P H Y S I C S 2 1 3
LU 1:Sources of Energy in the world 216
LU 2:Motion in orbits 221
LU 3:Mobile phone and radio communication 226
LU 4:Climate change and Greenhouse effect 231
LU 5:Earthquakes, Tsunami, floods landslides and cyclone 236
LU 6:Application of optical fibre in telecommunication systems 241
G E N G C 5 0 1 - G E N E R A L C H E M I S T R Y 2 4 8
LU 1:Describe the transition metals 250
LU 2:Perform chemical titration 255
LU 3:Perform electrochemical cell reactions 261
LU 4: Describe polymerization 266
W L D P H 5 0 1 - B A S I C O F P N E U M A T I C A N D H Y D R A U L I C S Y S T E M S 2 7 2
LU 1:Apply the principles of generating hydraulic and pneumatic power 274
LU 2:Describe the operation of hydraulic system 279
LU 3:Describe the operation of pneumatic system 284
LU 4:Construct and apply pneumatic and hydraulic circuits 289
W L D D G 5 0 1 - D E S I G N A N D C O M M U N I C A T I O N G R A P H I C S 2 9 7
LU 1:Analyze the DCG work 299
LU 2:Perform Plane and Descriptive Geometry 303
LU 3:Perform Design Communication and Computer Graphics 311
W L D M M 5 0 1 - M I G / M A G 3 1 8
LU 1:Analyze the MIG/MAG work 320
LU 2: Prepare Materials, Workplace, Equipment And Tools 325
LU 3:Carryout MIG/MAG welds 333
LU 4:Cleanup work area and maintain tools and equipment 343
Summative Assessment 348
W L D F W 5 0 1 - F C A W W E L D I N G 3 5 4
LU 1: Analyze the FCAW work 356
LU 2: Analyze the FCAW work 361
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LU 3: Carry out FCAW welds 370
LU 4: Finish the work 378
LU 5: Carry out workshop Housekeeping 383
Summative Assessment 388
W L D T W 5 0 1 - T I G W E L D I N G 3 9 3
LU 1:Analyze the TIG welding work 395
LU 2:Prepare Materials, Workplace, Equipment And Tools 400
LU 3: Perform joints by TIG 407
LU 4:Clean the work place and arrange tools and equipment 415
Summative Assessment 421
W L D P W 5 0 1 - P I P E W E L D I N G U S I N G S M A W W E L D I N G 4 2 7
LU 1: Analyze The Pipe Welding Work 429
LU 2:Prepare Materials, Workplace, Equipment And Tools 434
LU 3: Carry out pipe welding using SMAW 440
LU 4: Carry out workshop Housekeeping 446
Summative Assessment 451
W L D M F 5 0 1 - M E T A L F O R M I N G 4 5 5
LU 1: Analyze The Metal Forming Work 457
LU 2:Prepare Materials, Workplace, Equipment And Tools 462
LU 3Carry out metal work shaping 469
LU 4: Clean the work place and arrange tools and equipment 475
Summative Assessment 480
G L O S S A R Y a
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List of abbreviations
2D CAD Two-Dimension CAD
3D CAD Three-Dimension CAD
CDU Curriculum Development Unit
CCM Complementary Modules
CSTWE Construction-Welding
CV Curriculum Vitae
ICT Information Communication Technology
IPRC Integrated Polytechnics Regional Centers
PPE Personal Protective Equipment
RTQF Rwanda Technical Qualification Framework
TVET Technical and Vocational Education and Training
VTC Vocational Training Center
WDA Workforce Development Authority
PC Performance criteria
LU Learning unit
TIG Tungsten Inert Gas Welding
MIG Metal Inert Gas Welding
MAG Metal Active Gas welding
FCAWFlux Cored Arc Welding
MMAWManual Metal Arc Welding
SMAW Shielded Metal Arc Welding
PPEPersonal Protective Equipment
CO2Carbon dioxide
1F Fillet weld in down hand position
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2FFillet weld in horizontal position
2FRFillet welding rotation
3F Fillet weld in vertical position
4F Fillet weld in overhead position
5F horizontally fixed.
1GGroove weld in down hand position for plate and Groove weld for pipe welding in down hand
position
2G Groove weld in horizontal position for plate and Groove weld for pipe welding fixed vertically
3G Groove weld in vertical position
4G Groove weld in overhead position
5G Groove weld for pipe welding fixed horizontally
6GGroove weld for pipe welding fixed at 450
BOQBill of quantity
DCG Design communication graphics
WHSWork Health and Safety
DTP Desktop publishing
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Acknowledgments
Workforce Development Authority wishes to thank the following persons who participated in
the development of this curriculum:
Coordination
HABIMANA Théodore, Director/TVET Training Department - WDA
MUHIRE Jean Marie Vianney, Head/CDU - WDA
Facilitators
NIKUZE Bernadette, Facilitator/CDU – WDA
HATEGEKIMANA Gratien, Facilitator/RP
Curriculum Development and Assesment Team
Names Occupation Company/Institution
IYAMUREMYE Ferdinand Welding Instructor IPRC East
KAYINAMURA Felix Welder ECBRH Ltd
KWIBUKA Victor Trainer VTC Mpanda
MAJYAMBERE Seleman Welding Instructor IPRC Kigali
MANIRAGUHA Noel Welding Instructor VTC Kavumu
MANIRAKIZA Jean De Dieu Welding Trainer IPRC Kigali
MUGABO Innocent IT trainer IPRC Kigali
NDIKURYAYO Fabien Assistant Lecturer IPRC Kigali
NGENDAHIMANA Jean Claude Welding Instructor IPRC South
NIYONZIMA Denis Welding Trainer IPRC WEST
NKERABAHIZI Jean Baptiste Trainer IPRC Kigali
NSABIMANA Jean Pierre Welding Instructor IPRC Kigali
SADIKI Pacifique Welder Pioneers CO.Ltd
TUYIZERE Felicien Welding Trainer ETAG Gisenyi
MUNYESHYAKA Claude Trainer St Emmanuel school complex
HARINDINTWARI Joseph Trainer Institut Baptiste de BUBERUKA
SEBAGABO Casimir Welder Straight Technical Services
MUJYEMUSENGA Venuste Welder 2JBenchmark
MUSONI Jean Claude Trainer Nyabihu TVET School
KAMBARI Vincent Teacher GS St Marcel/Kayonza
NIYIRERA Eugenie Trainer School of Arts, Multimedia, and Sports
NGEZAHAYO Emmanuel Teacher/Author Rusumo high school
NIYODUSENGA Patrick Physics teacher Ecole des sciences de Nyanza
UWINEZA Patrice Sciences trainer Nyamata TVET school
UMUGABEKAZI Yvette Chemist ADM-IBTC
MUSAFIRI Ernest Instructor IPRC NGOMA
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MUSONI Jean Claude Trainer Nyabihu TVET School
UWERA Marceline Socio-linguistics Officer RALC
MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara
MATATA Jean Bosco Teacher College Ami des Enfants
GASIMBA François Xavier Lecturer UR/College of Education
KAMBARI Vincent Teacher GS St Marcel/Kayonza
MUREGO Yves Quality Assurance Officer WDA
BUCYENSENGE Vincent Instructor IPRC KARONGI
GASANA Vedaste Lecturer INES
FURAHA INEZA Jean Raymond Trainer Lycee de Gisenyi
NGEZAHAYO Emmanuel Maths teacher/author Rusumo High School
NIYODUSENGA Patrick Physics teacher Ecole des sciences de Nyanza
UWINEZA Patrice Sciences trainer Nyamata TVET School
UMUGABEKAZI Yvette Chemist ADM-IBTC
NIYOMUGABO Claude Data Manager/Format Editor Genial Contractors ltd
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1. GENERAL INTRODUCTION
The curriculum presents a coherent and significant set of competencies to
acquire to perform the occupation ofSenior Welder. It is designed with an
approach that takes into account the training needs, the work situation, as well as the goals and
the means to implement training.
The modules of the curriculum include a description of the expected results at the end of
training. They have a direct influence on the choice of the theoretical and practical learning
activities. The competencies are the targets of training: the acquisition of each is required for
certification.
The curriculum is the reference to carry out the assessment of learning. Assessment tools of
learning are developed on the basis of this document.
The curriculum consists of three parts. The first part is of general interest and shows the nature
and goals of a program and the key concepts and definitions used in the document. The second
part presents the qualification, its level in the qualification framework, its purpose, its rationale
and the list of modules it comprises. The third part deals with the training package. It includes
the competencies chart, the sequencing of module learning, the description of each module
and the course structure.
The pages describing the modules are the heart of a curriculum. They present the title of the
module, the length of training, the amount of credits, the context in which the competency is
performed, the prerequisite competencies, the learning units and the performance criteria.
In each module, a course structure is provided. The course structure describes the learning
outcomes (knowledge, skills and attitude) and the learning contents related to each learning
unit. Also, the learning activities and resources for learning are suggested.
Finally, the assessment specifications and guidelines are included in each module.
Section
1
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Section
2 2. QUALIFICATION DETAILS
2.1 Description
This qualification provides the skills,
knowledge and attitudes for a learner to be
competent in tasks and activities that
require the application of practical skills in a
defined context. Work would be
undertaken in various Construction
Sector/industries where Senior Welder
services are provided; Learners may work
with minimum supervision.
At the end of this qualification, qualified
learners will be able to: 1. Monitor occupational SHE at workplace
2. Maintain professional conversation in
upper-intermediate English
3. Gukoresha Kinyarwanda cy’intyoza
4. Work in a socially diverse environment
5. Use ICT at workplace
6. Organize a business
7. Apply professional ethics
8. Apply advanced analysis and statistics
9. Apply general chemistry
10. Apply general physics
11. Apply basic of pneumatic and hydraulic
systems
12. Perform design and communications
graphics
13. Perform MIG/MAG welding
14. Perform FCAW welding
15. Perform TIG welding
16. Perform pipe welding using SMAW
welding
17. Perform metal forming
18. Integrate workplace
2.2 Minimum entry requirements
TVET Certificate IV in Production Welding or other relevant qualifications or through Recognition of Prior Learning.
Title: TVET CertificateV inProduction Welding
Level: REQF Level 5
Credits: 124
Sector: Mining and Manufacturing
Sub-sector: Welding and fabrication
Issue date: November,2014
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2.3 Information about pathways
2.4 Job related information
This qualification prepares individuals to integrate the Construction sector with the professionalization
of Senior Welder; this qualification is for a person engaged in the welding and metal work environment
who performs tasks involving a range of skilled applications in a wide variety of contexts.
Possible jobs related to this qualification
Mig/Mag And Fcaw Welder
Tig Welder
Pipe Smaw Welder
Metal Fabricator
Preferred pathways for candidates entering
this qualification include:
Candidates enter this qualification after
achieving TVET Certificate IV in
Production Welding or other relevant
qualifications or through Recognition
of Prior Learning
Progression route of candidates achieving
this qualification include:
Candidates exiting this qualification are able to enter TVET diploma in Production Welding.
Pathways into the qualification
Pathways from the qualification
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2.5 Employability skills and life skills
Through the generic modules, individuals with this qualification have acquired the life and
employability skills to meet the following industry or enterprise requirements:
Communication
Documenting technical work in plain English
Writing and presenting reports
Safety and security precautions
Working collaboratively with project team members
Health and environment
Health reproduction
Rwanda environmental protection, practices rules and regulations
Business Plan
Producing a small IT business plan
Planning and organizing
Preparing feasibility reports that take into account project scope, time, cost, quality,
communications and risk management
Self-management
Taking responsibility for own outputs in relation to specified quality standards
working according to the Rwandan Computer Society Code of Ethics regarding security, legal,
moral and ethical issues
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Technology
Manipulate computer
Using internet
Languages other than Kinyarwanda
Using English as the medium of communication in the working environment
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Number of competencies: 18 Core competencies : 11 Complementary competencies : 7 The total number of Credits: 124
2.6 Information about competencies
No Code Complementary competencies Credit
1 CCMMS501 Monitor occupational SHE at workplace 3
2 CCMUE501 Maintain professional conversation in upper-intermediate English 3
3 CCMKN501 Gukoresha Kinyarwanda cy’intyoza 3
4 CCMSE501 Work in a socially diverse environment 3
5 CCMIW501 Use ICT at workplace 3
6 CCMBO501 Organize a business 3
7 CCMPE501 Apply professional ethics 3
Total 21
1.
2.
No Code Core competencies Credit
GEN
ERA
L
1 GENAM501 Apply advanced analysis and statistics 8
2 GENGC501 Apply general chemistry 5
3 GENGP501 Apply general physics 5
4 CSTPH501 Apply basic of pneumatic and hydraulic systems 5
5 CSTDG501 Perform design and communications graphics 9
SPEC
IFIC
6 CSTMM501
Perform MIG/MAG welding 6
7 CSTFW501
Perform FCAW welding 7
8 CSTTW501
Perform TIG welding 10
9 CSTPW501
Perform pipe welding using SMAW welding 9
10 CSTMF501
Perform metal forming 9
11 CCMIA501 Integrate workplace 30
Total 103
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TRAINING PACKAGE
The training package includes the competencies chart, the flowchart, the
modules, the course structure, and the assessment guidelines.
3.1 Course structure
The course structure describes the learning outcomes for each learning unit. These learning
outcomes are the essential skills and knowledge to be acquired. The contents to be covered for
each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,
usually with several options, that will guide the learner and the trainer.
3.2Competencies chart
The competencies chart is a table that presents an overview of the specific competencies, the
general competencies, the work process and the time allocated to each competency. This table
provides an overall view of the competencies of the training program and allows identification
of the logical sequence of the learning of these competencies.
The competencies chart shows the relationship between general competencies and specific
competencies that are particular to the occupation, as well as the key stages of the work
process. It shows the links between the elements in the horizontal axis and those in the vertical
axis. The symbol (ο) marks a relationship between a general competency and specific
competency. The symbol (∆) indicates a relationship between a specific competency and a step
in the process of work. When the symbols are darkened, it indicates that the link is taken into
account in the description of the specific competency.
The competencies chart allows the trainer to consider the complexity of the competencies in
the organization of the progress of learning. Therefore, the vertical axis shows the specific
competencies in the order they should be acquired.
This is the starting point of the presentation of the competencies in the flowchart presented in
the following pages.
Section
3
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SENIOR WELDER PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES
SPECIFIC COMPETENCIES
Du
rati
on
(7
10
Hrs
)
An
alyz
e th
e w
ork
Org
aniz
e th
e w
ork
pla
ce
Per
form
th
e w
ork
Fin
ish
th
e w
ork
Per
form
wo
rksh
op
ho
use
keep
ing
Mo
nit
or
Occ
up
atio
nal
SH
E b
est
pra
ctic
es
Mai
nta
in p
rofe
ssio
nal
co
nve
rsat
ion
in u
pp
er-
inte
rmed
iate
Engl
ish
Gu
kore
sha
ikin
yarw
and
a cy
’inty
oza
Wo
rk in
a s
oci
ally
div
erse
en
viro
nm
ent
Use
ICT
at w
ork
pla
ce
Org
aniz
e a
bu
sin
ess
Ap
ply
pro
fess
ion
al e
thic
s
Ap
ply
Ad
van
ced
an
alys
is a
nd
sta
tist
ics
Ap
ply
Gen
eral
ph
ysic
s
Ap
ply
Gen
eral
Ch
emis
try
Ap
ply
bas
ic o
f p
neu
mat
ic a
nd
hyd
rau
lic s
yste
ms
Per
form
des
ign
an
d c
om
mu
nic
atio
ns
grap
hic
s
# 2
3 4 5 6 7 8 1 9 11
12
13
Duration (530Hrs)
30
30
30
30
30
30
30
80
50
50
50
90
1 Perform MIG/MAG welding 60 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ● ○ ●
2 Perform FCAW welding 70 ▲ ▲ ▲ ▲ ∆ ○ ○ ○ ○ ○ ○ ○ ○ ○ ● ○ ●
3 Perform TIG welding 100 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ● ○ ●
4 Perform pipe welding using SMAW welding
90 ▲ ∆ ▲ ∆ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ● ○ ●
5 Perform metal forming 90 ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○ ○ ○ ● ● ●
6 Integrate the 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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3.4 Flowchart
The flowchart of sequencing of learning is a schematic representation of the order of acquisition of the
competencies. It provides an overall planning of the entire training programme and shows the
relationship between the modules. This type of planning is to ensure consistency and progression of
learning. For each module, the flowchart shows the learning that is already in place, the learning that is
to take in parallel or later. The positions defined will have a decisive impact on all subsequent
pedagogical choices.
Figure 2: Flow chart
Monitoring of occupational SHE at workplace 3
Upper intermediate workplace english 3 Ikinyarwanda cy’intyoza 3
Working in a socially diverse environment 3 ICT at workplace 3
Professional ethics 3
Advanced analysis and statistics 8
Apply general chemistry 5 Apply general physics 5
Perform design and communications graphics 9
Apply basic of pneumatic and hydraulic systems 5
Perfom MIG/MAG welding 6 Perfom FCAW welding 7
Perfom TIG welding 10
Perfom pipe welding using SMAW welding 9
Perfom metal forming 9
Business organisation 3
Industrial attachment program (IAP) 30
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ASSESSMENT GUIDELINES
4.1 Assessment Methodology
To assess knowledge, practical, and application skills through a jury system of continuous
evaluation that encourages learners to display understanding of the principles in application to
set practical tasks and their attendant theory to assess self-learning.
4.2 Portfolio
A portfolio is a collection of learner work representing learner performance. It is a folder (or
binder or even a digital collection) containing the learner’s work as well as the learner’s
evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work
produced (such as papers and assignments, direct demonstration, indirect demonstration,
products, documents), but also it is a record of the activities undertaken over time as part of
learner learning. The portfolio is meant to show learner growth, development, and
achievements in the education system. It also shows that you have met specific learning goals
and requirements. A portfolio is not a project; it is an ongoing process for the formative
assessment. The portfolio output (formative assessment) will be considered only as enough for
complementary and general modules. Besides, it will serve as a verification tool for each
candidate that he/she attended the whole training before he/she undergoes the summative
assessment for specific modules.
There are two types of assessment (Formative Assessment and Summative/Integrated
Assessment). Each assessment has its own rule for passing to be declared competent.
Formative Assessment
1. This is applied on all types of modules (e.g. Complementary, General and Specific modules)
2. 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)
3. Each trainee should be competent on all formative assessments to be declared competent
on that module
4. All formative assessment should be declared competent before taking the
summative/integrated assessment
Section
4
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Summative/Integrated Assessment
All Summative/Integrated assessment should match with the content of the module in the
curriculum.
Summative/Integrated Assessment is always in practical, giving it as a theoretical type of
assessment is not acceptable.
The integrated situation provided in the curriculum is a sample of the assessment to be
carried out, the Trainer/Teacher has the role of developing another one referring to the
task to be carried out in the integrated situation in accordance to the circumstances inside
school, but the integrated situation should stick on the components of a task.
During Summative/Integrated assessment, assessor panel members should be three (3).
This Summative/Integrated assessment can be seen in specific modules and the Trainee
can be declared competent by the following rules:
For YES or NO scoring of indicators in Summative/Integrated Checklist
The trainee can be declared competent based on the assessment CRITERIA and its respective
assessment indicators
Assessment Criteria Passing Line in the
assessment indicators
Quality of Process 90%
Quality of Product 100%
Relevance 90%
Rest of Criteria/ any other criteria
(example: Safety)
100%
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Note: the Assessor should check if the 10% indicator (Quality of Process and Relevance) in
which the Trainee was not able to meet during Summative/Integrated Assessment should not
be among those indicators that can cause any hazard, or the one indicator that is performed
poorly where there is room for improvement.
1. During assessment, trainees with special needs (e.g. people with disability) should be
assisted accordingly.
2. Deputy School Manager in-charge of Studies, Class Teacher, and Trainer should consider
the status (competent/not yet competent) of trainees before delivering the next module
with pre-requisites.
3. Respect of flowchart particularly in considering the delivery of modules which has
prerequisite of a following/subsequent module is considered in issuing TVET certificate,
otherwise other modules can be given anytime.
4. All evidences during assessment (e.g. quiz, checklist, forms) should have a written form
that is compiled in the Trainer (source) and Trainee (result) portfolio. Portfolio is the
responsibility of School, Class Teacher, and Trainees. It should be given to trainees after
certification.
5. Industrial Attachment Program (IAP)
- All Trainees should finish and declared competent on all modules before taking IAP
module.
- Trainees should finish and declared competent on the 30 hours content of IAP
module written in the curriculum before they go to workplace or industry.
- The school should organize visit for all trainees in the workplace or industry to
confirm and assist IAP especially in filling up the logbook.
- An interview to the trainee should be conducted in the school after the IAP has
been completed and should be documented in the trainee portfolio.
- All completed logbooks should be part of the trainee portfolio.
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Competence
C C M M S 5 0 1 - MONITORING OF OCCUPATIONAL SHE AT WORKPLACE
CCMMS501 Monitor Occupational SHE best practices
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017
Purpose statement
This module describes the skills, knowledge and attitudes required to perform OSHE monitoring systems taken as
instruments used for measurement and analysis in the area of occupational safety and health. They are commonly
used to inform and guide government policy. Typically, these systems are used to give an indication of the number
of work accidents or occupational diseases, or they might record information about places of work, or about the
activities of the organizations involved in ensuring good working conditions. Moreover, the module describes the
skills, knowledge and attitudes required to monitor occupational safety, health and security policies and
procedures. Finally, the learner learns how to advice and train all employees on health and safety matters.
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Learning assumed to be in place
Not applicable
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Conduct OSHE ( occupational safety
and health) monitoring
1.1 Proper checking of application of OSHE policies,
procedures and regulations
1.2 Proper monitoring of the use of PPEs
1.3 Proper monitoring the compliance of OSHE best
practice
2. Collect and analyze occupational
health, safety incidents report
2.1 Proper collection of data regarding OSHE incidents
2.2 proper analysis of OSHE data collected
2.3 Adequate elaboration of a compiled incident reports
2.4 Proper recommendation of safest way to do the job
3. Train all staff on occupational
health and safety matters
3.1 Appropriate provision of information and instructions
3.2 Appropriate training to all employees and supervisors
on OSHE standards/regulations
3.3 Proper evaluation of trained OSHE programs
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Learning unit
LU 1: Conduct OSH (occupational safety and health) monitoring
1 Learning Outcomes:
1. Check if SHE policies, procedures and regulations are applied 2. Monitor use of PPEs 3. Monitor compliance of OSHE best practice
10 Hours
Learning Outcome1.1: Check if SHE policies, procedures and regulations are applied
SHE policies in accordance with the discipline
SHE regulations; Safety roles of employees
Responsibility of
administration
Incident reporting
Ventilation and air quality
First aid facilities
Hazard control in
workplace
Equipment and machinery
Emergency response plans
SHE standards;
Responsibility in working
place
Hazard identification and
risk Control
Making the working area
safe
Personnel protective
o Brainstorming
o Documentary research
o Group discussion
Flipcharts
Markers
Flipcharts stand
Internet
Resources Learning activities Content
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Formative Assessment 1.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Checking if OSHE policies, procedures and regulations are
applied
Checklist Score
Yes No
OSHE policies are checked
OSHE regulations are checked
OSHE standards are checked
Observation
equipment
Health of employees
Facilities
Reporting of incidents and
accidents
Emergency preparedness
procedures
Performance criterion
Proper checking of application of OSHE policies, procedures and regulations
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Learning Outcome 1.2: Monitor use of PPEs
Types of PPEs to be used
according to the trade
Physical verification of PPEs
Cleaning and storage of
materials, tools and
equipment
o Group discussion
o Practical exercise
Checklist
PPEs
Brushes
Store
Shelter
Shelves
Pen
Formative Assessment 1.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the use of PPEs
Checklist Score
Yes No
List of PPEs to be used according to the trade is checked
Physical verification of PPEs is done
Cleaning and storage of materials, tools and equipments are checked
Observation
Learning Outcome 1.3: Monitor compliance of OSHE best practice
Performance criterion
Proper monitoring of the use of PPEs
Resources Learning activities Content
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OSHE best practice
regulations
standards
Standards checklist to be
evaluated according to the
specific trade
o Brainstorming o Group discussion o Group work
Formative Assessment 1.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Monitoring the compliance of OSHE best practice
Checklist Score
Yes No
OSHE best practices are checked
List of standards to be evaluated according to the specific trade is checked
Observation
Performance criterion
Proper monitoring the compliance of OSHE best practice
Resources Learning activities Content
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Learning unit
LU 2:Collect and analyze Occupational health, safety incidents report
2 Learning Outcomes:
1. Collect data regarding OSHE incidents 2. Analyze OSHE data collected 3. Elaborate compiled incident reports 4. Recommend safest way to do the job
10 Hours
Learning Outcome 2.1: Collect data regarding OSHE incidents
Steps of data collection; o Consulting of incident
report documents o Talk to people involved or
witnesses to the event o Site visit
Categories of incidents; Major accident
fatal permanent injury
Minor accident (injuries) Near miss
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Performance criterion
Proper collection of data regarding OSHE incidents
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Collecting data regarding OSHE incidents in working area
Checklist Score
Yes No
Steps of data collection are followed
Categories of incidents are identified
Observation
Learning Outcome 2.2: Analyze OSHE data collected
Root and causes of incident; Poor management
laziness stupidity forgetfulness negligence ignorance
Influencing factors associated with the work
environment individual physical abilities,
organization and its management
system Overload Poor procedures Inadequate training Low motivation
Impact of incidents Social impact
loss of manpower medical expenses
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Resources Learning activities Content
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Economic impact poor production, closer of the company compensation repairs
Physical effects permanent injuries, loss of ability to handle
materials, persistent pain headaches
Psychological effects anxiety, depression
Formative Assessment 2.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Analyzing the OSHE data collected
Checklist Score
Yes No
Identification of root and causes of incident
Identification of impact of incidents
Observation
Performance criterion
Proper analysis of OSHE data collected
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Learning Outcome 2.3: Elaborate compiled incident reports
Type of incident reports; Monthly report Quarterly report Annual report
Categories of incidents; Major accident
fatal permanent injury
Minor accident (injuries) Near miss
Template of incidents
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.3
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Elaborating a compiled incident reports
Performance criterion
Adequate elaboration of a compiled incident reports
Resources Learning activities Content
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Checklist Score
Yes No
Types of incident reports are identified
Categories of incidents are identified
Template of incidents is well filled
Observation
Learning Outcome 2. 4: Recommend safest way to do the job
Use of PPEs
Emergency preparedness procedures
hazard identification and risk control
making the working area safe
reporting of incidents and accidents
Training of employees
o Small group discussions o Pair discussion o Brainstorming
- Reference books - Internet - Hand-outs - Didactic materials
Formative Assessment 2.4
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Recommending the safest way to do the job
Performance criterion
Proper recommendation of safest way to do the job
Resources Learning activities Content
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Checklist Score
Yes No
Use of adequate PPEs is recommended
Emergency Preparedness Procedures is recommended
Hazard Identification And Risk Control is recommended
Making The Working Area Safe is recommended
Reporting Of Incidents And Accidents is recommended
Training of employees is recommended
Observation
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Learning unit
LU 3: Train all staff on occupational health and safety matters
3 Learning Outcomes:
1. Provide information and instructions 2. Train all employees and supervisors on OSHE
standards/regulations 3. Evaluate trained OSHE programs
10 Hours
Learning Outcome 3.1: Provide information and instructions
Brief description of:
An occupational health and safety
(OH&S) program
A policy statement
The program elements
Individual responsibility
Joint occupational health and
safety committee
Health and safety rules
Correct work procedures
Employee orientation
Training
Workplace inspections
Reporting and investigating
accidents/incidents
Emergency procedures
Medical and first aid
Health and safety promotion
Workplace specific items
Responsibilities of the staff:
Responsibilities of workers
o Brainstorming
o Group work
o Discussion
- Reference books
- Internet
- Hand-outs
- Stories and
pictures
Resources Learning activities Content
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26 | P a g e
Using personal protection
and safety equipment as
required by the employer.
Following safe work
procedures
Knowing and complying with
all regulations.
Reporting any injury or
illness immediately
Reporting unsafe acts and
unsafe conditions
Participating in joint health
and safety committees or as
the representative
Responsibilities of supervisor
Instructing workers to
follow safe work practices.
Enforcing health and safety
regulations.
Correcting unsafe acts and
unsafe conditions.
Ensuring that only
authorized, adequately
trained workers operate
equipment.
Reporting and investigating
all accidents/incidents.
Inspecting own area and
taking remedial action to
minimize or eliminate
hazards.
Ensuring equipment is
properly maintained
Promoting safety
awareness in workers
Responsibilities of management
Providing a safe and healthful
workplace.
Establishing and maintaining a
health and safety program.
Ensuring workers are trained
or certified as required.
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Reporting accidents/incidents
and cases of occupational
disease to the appropriate
authority
Providing medical and first aid
facilities
Ensuring personal protective
equipment is available
Providing workers with health
and safety information
Supporting supervisors in their
health and safety activities
Evaluating health and safety
performance of supervisors
Formative Assessment 3.1
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information and instructions on occupational health
and safety matters
Performance criterion
Appropriate provision of information and instructions
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Checklist Score
Yes No
A brief description of an occupational health and safety (OH&S) program is provided
A brief description of A policy statement is provided
A brief description of the program elements is provided
Responsibilities of the staff are described (workers, supervisor, Management staff)
Observation
Learning Outcome 3.2: Train all employees and supervisors on OSHE standards/regulations
Training on SHE regulations
Safety roles of employees
Responsibility of administration
Incident reporting
Ventilation and air quality
First aid facilities
Hazard control in workplace
Equipment and machinery
Emergency response plans
Training on SHE standards
Responsibility in working place
Hazard identification and risk
control
Making the working area safe
Personnel protective
equipment
Health of employees
Facilities
Reporting of incidents and
accidents
Emergency preparedness
Procedures
o Brainstorming
o Group work
o Discussion
- Reference
books
- Internet
- Hand-outs
- Stories and
pictures
Resources Learning activities Content
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Formative Assessment 3.2
The assessor may collect any of the following evidences and make judgements if the performance
criterion has been achieved.
Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Providing information on OSHE standards/regulations
Checklist Score
Yes No
A brief description of SHE regulations is provided
A brief description of SHE standards is provided
Observation
Learning Outcome 3.3: Evaluate trained OSHE programs
Evaluation forms
Learning assessment Questions and responses, topic of discussion
Training impact assessment
o Brainstorming o Group work o Discussion
- Reference books - Internet - Hand-outs - Stories and
pictures
Formative Assessment 3.3
Resources Learning activities Content
Performance criterion
Appropriate training to all employees and supervisors on OSHE
standards/regulations
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Types of evidence Portfolio assessment tools
Written
Oral
Performance
Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Evaluating trained OSHE program
Checklist Score
Yes No
Evaluation forms are well developed
Learning assessment (Questions and responses, topic of discussion…) is well developed
Training impact assessment is well developed
Observation
Reference: 1. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner,Derek , ISBN:
9781472419712, Publication Date: 2015
2. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc.
(Author, Editor)
3. OH&S : a management guide by Richard Archer, Kerry Borthwick, Susanne Tepe. Publication
Date: 2009
4. G:\\Basic OH&S Program Elements OSH Answers.htm
5. https://www.rospa.com/occupational-safety/advice/training-matters/
6. https://www.3tonline.fi/incident-reporting
7. http://www.safety.uwa.edu.au/topics/plant/inspection
8. http://www.hse.gov.uk/statistics/causdis/index.htm
9. https://www.ccohs.ca/oshanswers/hsprograms/job-haz.html
Performance criterion
Proper evaluation of trained OSHE programs
http://www.ecu.eblib.com/patron/FullRecord.aspx?p=2004776https://ecu.on.worldcat.org/oclc/271786642?databaseList=638https://www.rospa.com/occupational-safety/advice/training-matters/https://www.3tonline.fi/incident-reportinghttp://www.safety.uwa.edu.au/topics/plant/inspectionhttp://www.hse.gov.uk/statistics/causdis/index.htmhttps://www.ccohs.ca/oshanswers/hsprograms/job-haz.html
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Competence
C C M E N 5 0 1 - UPPER INTERMEDIATE WORKPLACE ENGLISH
CCMEN501 Maintain professional conversation in upper-intermediate English
REQF Level: 5 Learning hours
Credits: 3 30
Sector: All
Sub-sector: All
Issue date: January, 2017
Purpose statement
This core module describes the skills, knowledge and attitudes to be acquired for the trainee’s. The
trainee will be able to Prepare and deliver speeches at different social and professional occasions, adapt
speech messages to a particular audience, Ask questions to clarify, extend and follow up ideas, Produce
medium compositions on different trade-related subjects, Identify and differentiate different business
documents, Effective writing of different business documents, Identify and use of writing styles, read
different trade-related texts, Apply reading techniques to selected trade-related texts, Explain key
terms/words in their context, Answer reading comprehension questions precisely, Analyze different
trade-related texts,Summarize trade-related texts (in own words), identify differences between
common English accents, Listen and respond to users of common English their accents, Reporting
information listened to from different common accents, Steps of speech preparation and delivery,
Important tips on speech delivery, Requirements to properly articulate information, Analyse trade-
related texts and Summarise texts.
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Learning assumed to be in place
Oral Basic English Communication Intermediate Workplace English
Elements of competence and performance criteria
Learning units describe the essential outcomes of a competence.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.
By the end of the module, the trainee will be able to:
Elements of competence Performance criteria
1. Communicate orally in social and
professional situations with ease
1.1 Acceptable preparation of speeches on different social and professional occasions
1.2 Effective delivery of speeches by audible and clear articulation of messages addressed to an audience using pronunciation, segmental and Suprasegmental phonology
1.3 Asking relevant questions to clarify, extend and follow up ideas according to question forms
2. Read correctly a range of
materials
2.1 Adequate reading of different trade-related texts 2.2 Clear analysis of trade-related texts (identification
and description of characters, events and settings, as well as to express preferences by giving reasons)
2.3 Effective summary of key ideas in trade-related texts
3. Listen to audio messages with
different English accents to get
the intended message
3.1 Appropriate listening and responding to others 3.2 Clear identification of differences between
common English accents 3.3 Accurate reporting of information listened to in
different accents
4. Produce a variety of medium
texts on professional and
general topics
4.1 Clear and detailed writing about a wide range of trade-related subjects.
4.2 Effective differentiation of business documents (inventory, memos, letters, handovers, receipts, minutes)
4.3 Appropriate writing of business documents 4.4 Appropriate use of writing style applicable to each
type of business document
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Learning unit
LU 1: Communicate orally in social and professional situations with ease
1 Learning Outcomes:
1. Prepare speeches for different social and professional occasions
2. Deliver speeches to an audience 3. Ask questions to clarify, extend and follow up ideas according
to question forms 10 Hours
Learning Outcome1.1:Prepare speeches for different social and professional occasions
Steps for speech preparation Step 1: Research and
Preparation Step 2: Writing Your
Speech Step 3: Practicing Step 4: Putting
Together Visual Aids Step 5: Predicting
the Q&A
Identification of categories of audience Familiar audience Non-familiar
audience Adaptation of the
message to the audience
o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays
Flip charts
White/chalk Board
Markers
Microphones
Reference books
Scenarios
Stationeries
Scenarios
Projector
Lesson plan
Trainee manual
Reference books
Resources Learning activities Content
-
Formative Assessment 1.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Writing practice
Task: Write a 5 minutes’ speech on a topic of choice to be presented to
the class.
Checklist Score
Yes No
Indicator: Steps for speech preparation are well applied
Background of the topic is given
Speech script is prepared
Visual Aids are prearranged
Prospective Q&A are hypothesized
Indicator: Categories of audience are well identified
Familiar audienceis identified
Non-familiar audience is identified
Message is adapted to the audience
Observation
Performance criterion
Acceptable preparation of speeches on different social and professional occasions
-
Learning Outcome 1.2:Deliver speeches to an audience
Important tips for speech delivery
Dos and Don’ts on speech delivery
Requirements to articulate message Pronunciation Speed Tone
o Brainstorming o Documentary research o Practical exercise o Presentation o Role plays
Flip charts
White/chalk Board
Markers
Microphones
Reference books
Scenarios
Stationeries
Scenarios
Projector
Lesson plan
Trainee manual
Reference books
Formative Assessment 1.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Presentation
Task
Deliver a 5 minutes’ speech on a topic of choice to the class.
Performance criterion
Effective delivery of speeches by audible and clear articulation of messages
addressed to an audience using pronunciation, segmental and Suprasegmental
phonology
Resources Learning activities Content
-
Checklist Score
Yes No
Indicator 1:EffectiveSpeech delivery to an audience
Tips for speech delivery are applicable
Dos and Don’ts on speech delivery are applicable
Indicator 2:Message articulation is effective
Pronunciation is accurate
Speed is considerable
Tone is formal
Observation
Learning Outcome 1.3: Ask questions to clarify, extend and follow up ideas according to question
forms
Question forms Yes/No questions Wh-questions Choice questions Hypothetical questions Embedded questions Leading questions
o Practical exercise o Presentation o Role plays o Group work
Scenarios
White/blackboard
Reference books
Markers
Flip charts
Paper
Stationeries
Formative Assessment 1.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Asking relevant questions to clarify extend and follow up ideas according to
question forms
Resources Learning activities Content
-
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Discussions
Presentations
Task: Answer at least 3 questions from the audience on your 5-minute speech.
Checklist Score
Yes No
Indicator: Questions are well formulated
Yes/No questionswell formulated
Wh-questionswell formulated
Choice questions are well stated
Hypothetical questionswell formulated
Embedded questionswell formulated
Leading questionswell formulated
Observation
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Learning unit
LU 2:Read correctly a range of materials
2 Learning Outcomes:
1. Read different trade-related texts adequately 2. Analyse trade-related texts 3. Summarize key ideas in trade-related texts
5 Hours
Learning Outcome 2.1: Read different trade-related texts adequately
Types of texts Expository Narrative Descriptive Directive Argumentative
Application of reading techniques on selected texts Reading for details Reading for specific
information Explanation of key
terms/words in the text Provision of answers to
reading comprehension questions
o Brainstorming o Documentary research o Practical exercise o Group work o Presentation
- Flip charts - White/chalk Board - Markers - Reference books - Stationeries - Projector - Lesson plan - Trainee manual
Formative Assessment 2.1
Resources Learning activities Content
-
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Reading practice Presentations Matching Multiple choice
Task: Using an appropriate reading strategy, read the text provided to you
and answer its comprehension questions
Checklist Score
Yes No
Indicator 1: The type of texts is understood
Expository text is understood
Narrative text is understood
Descriptive text is understood
Directive text is understood
Argumentative text is understood
Indicator 2: Reading techniques are applied
Reading for details is applied
Reading for specific information is applied
Indicator 3: Vocabulary and comprehension
Key terms/words are explained
Comprehension questions are answered
Observation
Performance criterion
Adequate reading of different trade-related texts
-
Learning Outcome 2.2:Analyse trade-related texts
Identification and description Text Structure Purpose of the text Style
Technicality Illustration Prose or verse
Writer’s stance
o Practical exercise o Presentation o Role play o Group discussion
Scenarios
White/blackboard
Reference books
Markers
Flip charts
Paper
Stationeries
Lesson plan
Trainee manual
Formative Assessment 2.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Reading practice Presentations Multiple choice
Task: Read the text provided by the trainer and explain its purpose
Checklist Score
Yes No
Indicator: The trade related text is accurately analyzed
Text Structure: characters, events and settings are analyzed
Purpose of the text is understood
Style is identified
Writer’s stance is recognized
Observation
Performance criterion
Clear analysis of trade-related texts (identification and description of characters, events and settings, as well as to express preferences by giving reasons)
Resources Learning activities Content
-
Learning Outcome 2.3:Summarize key ideas in trade-related texts
Steps to summarize: Maintenance of the
most important ideas Elimination of the less
important details Paraphrasing in own
words
o Practical exercise o Presentation o Group work
- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson plan
Formative Assessment 2.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Reading practice Writing practice Presentations
Task: Summarize the text given by the trainer
Checklist Score
Yes No
Indicator: Steps to summarize are followed
The most important ideas are maintained
Less important details are eliminated
The content is paraphrased in own words
Observation
Performance criterion
Effective summary of key ideas in trade-related texts
Resources Learning activities Content
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Learning unit
LU 3:Listen to audio messages with different English accents to get the intended message
3 Learning Outcomes:
1. Listen and respond to others correctly 2. Identify differences between common English accents clearly 1. Report information listened to in different accents accurately
4 10 Hours
Learning Outcome 3.1: Listen and respond to others correctly
Application of active listening strategies to different accents Listening forGeneral
information Listening for Specific
information
Types of listening Informative listening Discriminative listening Relationship listening Appreciative listening
Responding to different accents Responding through
Interactions Asking for clarification Expressing satisfaction
o Modelling o Practical exercise o Presentation o Role plays
Flip charts
White/chalk Board
Audiovisual materials
Scenarios
Stationeries
Projector
Computer
Lesson plan
Trainee manual
Recordings
Resources Learning activities Content
-
Formative Assessment 3.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Listening practice Discussions True or false questions
Task: Following your trainer’s instructions, listen and respond to what you hear.
Checklist Score
Yes No
Indicator 1: Active listening strategies are applied
Active listening is applied for general information
Active listening is applied for specific information
Indicator 2: Types of listening are correctly applied
Informative listening is applied
Discriminative listening is applied
Relationship listening is applied
Appreciative listening is applied
Indicator 3: Exact reactions to different accents are processed
Questions are asked for clarification
Satisfaction testimonial is expressed
Observation
Performance criterion
Appropriate listening and responding to others
-
Learning Outcome 3.2: Identify differences between common English accents clearly
Introduction to English accents Defining an English accent Common English accents
Differences between American and British English Vowel Pronunciation Consonant pronunciation Rhotic accent Change of stress Changes in articulation
o Practical exercise o Drilling/ o Modeling o Presentation o Roleplay
- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Stationeries - Audiovisual material - Recordings - Trainee manual - Lesson plan
Formative Assessment 3.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Oral evidence
Performance evidence
Listening practice Discussions True or false questions Note taking
Task: Listen to two different recordings played by the trainer and identify
the differences between the accents of both speakers
Performance criterion
Clear identification of differences between common English accents
Resources Learning activities Content
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Checklist Score
Yes No
Indicator 1: Introduction to English accents is understood
English accent is defined
Common English accents are mastered
Indicator 2: American and British English accents are differentiated
Vowel Pronunciation is considered
Consonant pronunciation is considered
Rhotic accent is considered
Change of stress is considered
Changes in articulation are considered
Observation
Learning Outcome 3.3:Report information listened to in different accents accurately
Reporting information General information Specific information
o Practical exercise o Presentation o Drilling/ o Modelling
- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Audiovisual materials - Recordings - Stationeries
Formative Assessment 3.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Accurate reporting of information listened to in different accents
Resources Learning activities Content
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Types of evidence Portfolio assessment tools
Written evidence
Oral evidence
Performance evidence
Listening practice
Discussions
Presentations
Task:
Listen and report to the information you hear from each recording
played to you by the trainer
Checklist Score
Yes No
Indicator: Reporting is done according to types of information
Reported considering general information
Reported considering specific information
Observation
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Learning unit
LU 4:Produce a variety of medium texts on professional and general topics
4 Learning Outcomes:
1. Write about a wide range of trade-related subjects clearly 2. Differentiate business documents effectively 3. Write business documents perfectly 4. Use writing style applicable to each type of business document
5 Hours
Learning Outcome 4.1: Write about a wide range of trade-related subjects clearly
Varieties of writing Chronological writing Analytical writing Descriptive writing Compare and
contrast writing Evaluative writing Summary writing
The Writing processes Exploring and
planning Drafting Building effective
paragraphs Editing
o Brainstorming o Documentary research o Practical exercise o Group work
- Flip charts - White/chalk Board - Markers - Reference books - Stationeries - Projector - Lesson plan - Trainee manual
Resources Learning activities Content
-
Formative Assessment 4.1
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance
Writing practice Presentations
Task: Write a short text analysing an important issue affecting your career
Checklist Score
Yes No
Indicator 1: Varieties of writing are understood
Chronological writing is understood
Analytical writing is understood
Descriptive writing is understood
Compare and contrast writing
Evaluative writing is understood
Summary writing is understood
Indicator 2: The Writing processes is followed
Exploring and planning is considered
Drafting is done
Effective paragraphs are built
Editing is done
Observation
Performance criterion
Clear and detailed writing about a wide range of trade-related subjects
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Learning Outcome 4.2: Differentiate business documents effectively
Identification and differentiation of business documents Business plans and Goals
Business proposals Concept notes
Accounting Documents Financial reports Financial statements Goods received note Purchase order Goods delivery note Requisition
Customer service documents
Business reports Annual reports Term reports Quarterly report Activity/Operation
reports Operational documents
Contracts Business letters Memorandum of
Understanding
o Practical exercise o Brainstorming o Presentation o Documentary research o Group work o Roleplay
- Scenarios - White/blackboard - Reference books - Markers - Flip charts - Stationeries - Lesson plan - Trainee manual
Formative Assessment 4.2
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Performance criterion
Effective differentiation of business documents (inventory, memos,letters, handovers, receipts, minutes)
Resources Learning activities Content
-
Types of evidence Portfolio assessment tools
Written evidence
Oral
Performance
Writing practice Discussions Presentations Multiple choice Matching
Task: Name at least 4 different types of business documents and specify their differences
Checklist Score
Yes No
Indicator: Business documents are explored
Business plan is explored (characteristics, structure, elements, importance,..)
Accounting documents are explored (characteristics, structure, elements, importance,..)
Customer service documents are explored (types, characteristics, structure, elements, importance,..)
Business reports are explored (characteristics, structure, elements, importance,..)
Operational documents are explored (types, characteristics, structure, elements, importance,..)
Observation
Learning Outcome 4.3: Write business documents perfectly
Steps to write business documents Identifying the
audience Identifying the
document’s purpose Organizing the
writing Proofreading the
business document Editing the business
o Practical exercise o Documentary research o Presentation o Group work
- White/blackboard - Reference books - Markers - Flip charts - Paper - Stationeries - Trainee manual - Lesson plan
Resources Learning activities Content
-
document
Writing commonly used business documents
Formative Assessment 4.3
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Writing practice Presentation
Task:
Write a business of a project you would implements upon graduation
Checklist Score
Yes No
Indicator 1: Steps to write business documents are followed accurately
The audience is identified
The document’s purpose is identified
The writing is organized
The business document is proofread
The business document is edited
Indicator 2: Commonly used business documents are correctly written
Business plans are elaborated
Accounting documents are prepared
Customer service documents are written
Business reports are drafted
Operational documents are prepared
Etc
Observation
Performance criterion
Appropriate writing of business documents
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Learning Outcome 4.4: Use writing style applicable to each type of business document
Application of principles and techniques of business writing
Formatting a business document
o Practical writing exercises o Group work o Documentary research o Presentation
- White/blackboard - Reference books - Markers - Flip charts - Stationeries - Trainee manual - Lesson plan
Formative Assessment 4.4
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
Written evidence
Performance evidence
Writing practice Presentation Matching
Task:
Using the appropriate writing style for each business document, write a memo and business letter on a topic of your choice.
Checklist Score
Yes No
Indicator: Content and format are respected
Different principles and techniques of business writing are applied
Accurate business document format is used
Observation
Performance criterion
Appropriate use of writing style applicable to each type of business document
Resources Learning activities Content
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Reference books:
1. Jacques Barzun, On Writing, Editing, and Publishing (Chicago: U. of Chicago Press,1972), pp. 57, 7
2. Jefferson Bates, Writing with Precision (Washington: Acropolis Books, 1985), pp. 82-85 3. George W. Fluharty and Harold R. Ross, Public Speaking (New York: Barnes and Noble,
1981), p. 276 4. William E. Wiethoff, Writing the Speech (Greenwood, IN: Alistair Press, 1994), p. 15 5. Judith Humphrey, “Writing Professional Speeches,” Vital Speeches of the Day, vol. 54,
Mar. 15, 1988, p. 343 6. Robert A. Rackleff, “The Art of Speechwriting,” Vital Speeches of the Day, vol. 54, Mar.
1, 1988, p. 311 7. Kenneth Roman and Joel Raphaelson, Writing That Works (New York: Harper and
Row,1981), p. 73 8. Dwyer, Karan Kangas&Marlina M. Davidson. “Is Public Speaking Really More Feared than
Death?” Communications Research Reports, Vol. 29, Issue 2, 2012. Pages 99 – 107. 9. Beebe, S. A., & Beebe, S. J. Public speaking: An audience-centered approach (6th ed.). (
New York: Pearson, 2006). 10. Fraleigh, D. M., &Tuman, J. S. Speak up! An illustrated guide to public speaking. (New
York: Bedford/St. Martins, 2009). 11. Paul Taylor, "Analysis and Synthesis of Intonation using Tilt Model", Journal of the
Acoustical Society of America. Vol 107 3, pp. 1697-1714. 12. Gimson, A. C.. "An introduction to the pronunciation of English". London: Arnold, 1989. 13. Trudgill, P. and J. Hanna. "International English: a guide to the varieties of
StandardEnglish". London: Hodder Education, 2008. 14. S. H. Weinberger and S. A. Kunath, “The Speech Accent Archive: towards a typology
of English accents,” Language and Computers,vol. 73, no. 1, pp. 265–281, 2011 15. Desmond A. Gilling "The Essential Handbook for Business Writing :communication
excellence in English, the language of business worldwide", First Edition. Canada, 2013 16. Green, G. M., Kantor, R. N., Morgan, J. L., Stein, N. L., Hermon, G., Salzillo, R., Sellner, M.
B., Bruce, B. C., Gentner, D., & Webber, B. L. Problems and Techniques of Text Analysis, April 1980.
17. Billmeyer, Rachel and Mary Lee Barton. Teaching Reading in the Content Areas: If Not Me, Then Who? Aurora, CO: McREL, 1998
18. Buckley, J. The Canadian Student’s Guide to Essay Writing. (6th ed.) Toronto, 2004
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Competence
C C M K N 5 0 1 - IKINYARWANDA K’INTYOZA
CCMKN501 IKINYARWANDA K’INTYOZA
Ikiciro: 3 Amasaha ateganijwe
Indengo y'amasaha: 3 30
Ishami: Yose
Agashami: Twose
Igihe yateguriwe: Ukuboza, 2016
Intego nyamukuru
Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga ashobore :
Kumva, kuvuga, gusoma no kwandika Ikinyarwanda k’intyoza mu bikorwa bijyanye n’umwuga we.
Gukoresha ubuvanganzo nyandiko mu gushyikirana n’abandi abagezaho ibitekerezo bye kandi agaragaza uko yakira ibyabo.
Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu myandiko, inkurushusho n’ikinamico binyuranye.
Kugereranya ingeri zinyuranye z’ubuvanganzo nyarwanda.
Guhanga no kumurika mu rurimi rw'Ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko.
Gukoresha neza ibinyazina bitandukanye.
Kwandika neza amazina bwite anyuranye.
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Ubushobozi fatizo
Ubushobozi mu Kinyarwanda cy'umunyamwuga
Ingingo n’ibipimo by’ubushobozi
Ingingo z’ubushobozi zisobanura umusaruro w’ibanze ugomba kugerwaho.
Ibipimo by’ubushobozi bisobanura ubushobozi busabwa mu kugaragaza ko intego zikubiye mu mbumbe
zagezweho.
Ingingo z’Ubushobozi Ibipimo by’Ubushobozi
1. Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi.
1.1 Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva inkurushusho abinyujije mu ngiro zitandukanye.
1.2 Gusoma neza inkurushusho yubahiriza uturango n’isesekaza.
1.3 Gusubiza ibibazo ku nkurushusho mu nyandiko ikwiye. 1.4 Guhindura inkurushusho mo agakino akurikiranya neza
ingingo. 1.5 Guhimba no kwandika inkurushusho akurikiranya neza
ingingo.
2. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza uburyo bunyuranye bwo gukemura amakimbirane no gukoresha ibinyazina binyuranye.
2.1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yo gukemura amakimbirane abinyujije mu ngiro zitandukanye.
2.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 2.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 2.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 2.5. Kumurika ingero zifatika zigaragaza uburyo bwo gukemura
amakimbirane. 2.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
3. Gukangurira abandi akamaro k’isuku n’isukura no gukoresha ibinyazina binyuranye.
3.1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva umwandiko ku kamaro k’isuku n’isukura abinyujije mu ngiro zitandukanye.
3.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 3.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 3.5. Kumurika ingero zifatika zihamya akamaro k’isuku n’isukura. 3.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
4. Gukoresha Ikinyarwanda k'intyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no gukoresha ibinyazina binyuranye.
4.1. Gukoresha Ikinyarwanda k'intyoza agaragaza ko yumva umwandiko ku mitunganyirize y’ubutaka abinyujije mu ngiro zitandukanye.
4.2. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza 4.3. Gusubiza ibibazo ku mwandiko mu mvugo ikwiye. 4.4. Guhina no guhimba umwandiko akurikiranya neza ingingo. 4.5. Kumurika ingero zifatika zihamya imitunganyirize iboneye
-
y’ubutaka. 4.6. Gukoresha ibinyazina binyuranye ku buryo bukwiye.
5. Gukoresha neza uburyo bunyuranye bw’ ubwumvane no kwandika yubahiriza imyandikire y’Ikinyarwanda.
5.1. Gukoresha Ikinyarwanda k'intyoza, uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye ubwumvane mu ngiro zitandukanye.
5.2. Gusoma neza ikinamico yubahiriza uturango twayo. 5.3. Gusubiza ibibazo ku ikinamico mu mvugo ikwiye. 5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro. 5.5. Gukoresha neza inzego z’ururimi. 5.6. Kubahiriza imyandikire y’amazina bwite.
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Umusaruro w’inyigisho 1.1: Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva
inkurushusho abinyujije mu ngiro zitandukanye.
Ibimenyetso by’uteze amatwi atarogoya ufite ijambo.
Inkurushusho Insanganyamatsiko; Inyunguramagambo; ingingo z’umuco
n’amateka; Inshamake
y’inkurushusho; inshoza n’uturango
by’inkurushusho; isomo ry’ingenzi; isesekaza n’utwatuzo.
o Gusoma inkurushusho bucece.
o Gusoma inkurushusho mu matsinda bashaka: - Ibisobanuro
by’amagambo akomeye; - Ibisubizo by’ibibazo byo
kumva inkurushusho no kumurika ibivuyemo;
o Gusoma inkurushusho uwiga aranguruye ;
o Gusoma inkurushusho bakuranwa ;
o Guhuza ibivugwa mu nkurushusho n’indangagaciro;
o Gusanisha ingeso zivugwa mu nkurushusho n’imyitwarire y’abantu;
o Gukoresha Ikinyarwanda k'intyoza agaragaza insanganyamatsiko z’ingenzi;
o Gusobanura ingingo z’umuco
˗ Ibitabo by’ubuvanganzo (inkurushusho) ;
˗ Ibinyamakuru bikoresha inkurushusho ;
˗ Sede (cd); ˗ Disiketi ; ˗ Ikibaho; ˗ Marikeri; ˗ Murandasi; ˗ Inkoranyamagambo.
Gukoresha ubuvanganzo nyandiko ashyikirana n’abandi
1 Umusaruro w’inyigisho:
1. Gukoresha Ikinyarwanda k'intyoza uwiga agaragaza ko yumva inkurushusho abinyujije mu ngiro zitandukanye
2. Gusubiza ibibazo ku nkurushusho mu mvugo ikwiye. 3. Gusoma neza inkurushusho yubahiriza uturango n’isesekaza. 4. Guhindura inkurushusho mo agakino akurikiranya neza ingingo. 5.