5

TVET CERTIFICATE V in

MASONRY

CODE

CSTMAS5001

Kigali December 2014

2 | P a g e

CSTMAS5001-TVET CERTIFICATE V

Masonry

REQF Level 5 CURRICULUM

i | P a g e

copy Workforce Development Authority 2014

Copies available from

Workforce Development Authority (WDA)

P O BOX 2707 Kigali

Tel (+250) 255113365

Fax (+250) 255113365

Email infowdagovrw

Web wwwwdagovrw

Original published version updated

December 2014

ii | P a g e

Copyright

The Competent Development Body of this Curriculum is copy 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

copy Workforce Development Authority (WDA) 2014

Published by

Workforce Development Authority (WDA)

P O BOX 2707 Kigali

Tel (+250) 255113365

Internet http wwwwdagovrw

2 | P a g e

CSTMAS5001-TVET CERTIFICATE V

Masonry

REQF Level 5 CURRICULUM

i | P a g e

copy Workforce Development Authority 2014

Copies available from

Workforce Development Authority (WDA)

P O BOX 2707 Kigali

Tel (+250) 255113365

Fax (+250) 255113365

Email infowdagovrw

Web wwwwdagovrw

Original published version updated

December 2014

ii | P a g e

Copyright

The Competent Development Body of this Curriculum is copy 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

copy Workforce Development Authority (WDA) 2014

Published by

Workforce Development Authority (WDA)

P O BOX 2707 Kigali

Tel (+250) 255113365

Internet http wwwwdagovrw

i | P a g e

copy Workforce Development Authority 2014

Copies available from

Workforce Development Authority (WDA)

P O BOX 2707 Kigali

Tel (+250) 255113365

Fax (+250) 255113365

Email infowdagovrw

Web wwwwdagovrw

Original published version updated

December 2014

ii | P a g e

Copyright

The Competent Development Body of this Curriculum is copy 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

copy Workforce Development Authority (WDA) 2014

Published by

Workforce Development Authority (WDA)

P O BOX 2707 Kigali

Tel (+250) 255113365

Internet http wwwwdagovrw

ii | P a g e

Copyright

The Competent Development Body of this Curriculum is copy 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

copy Workforce Development Authority (WDA) 2014

Published by

Workforce Development Authority (WDA)

P O BOX 2707 Kigali

Tel (+250) 255113365

Internet http wwwwdagovrw

iii | P a g e

Table of Contents

C o p y r i g h t i i

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

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

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

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

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

21 Description 2

22 Minimum entry requirements 2

23 Information about pathways 3

24 Job related information 3

25 Employability skills and life skills 3

26 Information about competencies 6

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

31 Course structure 7

32 Competencies chart 7

34 Flowchart 9

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

41 Assessment Methodology 10

42 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

LU1 Conduct OSH (occupational safety and health) monitoring 15

LU 2 Collect and analyze Occupational health safety incidents report 20

LU 3 Train all staff on occupational health and safety matters 27

C C M I W 5 0 1 - I C T A T W O R K P L A C E 3 4

LU 1 Prepare document Layout 36

LU 2 Apply basic computer operations 41

LU 3 Manage Data 49

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 5 7

LU 1 Communicate orally in social and professional situations with ease 59

LU 2Read correctly a range of materials 65

iv | P a g e

LU 3Listen to audio messages with different English accents to get the intended message 70

LU 4Produce a variety of medium texts on professional and general topics 75

C C M K N 5 0 1 - I K I N Y A R W A N D A K rsquo I N T Y O Z A 8 3

LU 1 Gukoresha ubuvanganzo nyandiko ashyikirana nrsquoabandi 86

LU 2 Gukoresha Ikinyarwanda kintyoza agaragaza uburyo bunyuranye bwo gukemura amakimbirane

no gukoresha ibinyazina binyuranye 93

LU 3 Gukangurira abandi akamaro krsquoisuku nrsquoisukura no gukoresha ibinyazina binyuranye 102

LU 4 Gukoresha Ikinyarwanda kintyoza agaragaza uburyo bunyuranye bwo gutunganya ubutaka no

gukoresha ibinyazina binyuranye 111

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

yrsquoIkinyarwanda 121

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 3 1

LU 1 Communicate with customers and colleagues from diverse backgrounds 133

LU 2 Address cross-cultural misunderstandings 137

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 4 2

LU 1 Apply human values 144

LU 2Respect engineering ethics 150

LU 3Apply safety 155

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 6 0

LU 1 Identify Activities To Be Accomplished For Real Business 162

LU 2 Create a productive working environment 170

LU 3 Run real business operation 179

LU 4 Monitor and evaluate the business 186

M A S I A 5 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 1 9 2

LU 1 Apply for internshipemployment 194

LU 2Demonstrate appropriate workplace behavior and attitudes 199

LU 3 Respect workerrsquos and employerrsquos rights and responsibilities 205

LU 4 Organize and evaluate onersquos internship 212

G E N G C 5 0 1 - A P P L Y G E N E R A L C H E M I S T R Y 2 1 9

LU 1Describe the transition metals 221

LU 2Perform chemical titration 226

LU 3Perform electrochemical cell reactions 232

v | P a g e

LU 4 Describe polymerization 237

G N E G P 5 0 1 - G E N E R A L P H Y S I C S 2 4 3

LU 1 Sources of Energy in the world 246

LU 2Motion in orbits 250

LU 3 Mobile phone and radio communication 254

LU 4 Climate change and Greenhouse effect 259

LU 5 Earthquakes Tsunami floods landslides and cyclone 263

LU 6 Application of optical fibre in telecommunication systems 267

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 7 4

LU 1 Apply fundamentals of integrals 276

LU 2 Identify measures of dispersion and interpret bivariate data 280

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

LU 1Examine the work 287

LU 2Determine required resources 292

LU 3Calculate the cost estimation 296

Summative Assessment 304

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

LU 1Prepare the workplace 312

LU 2Erect scaffoldings 317

LU 3Monitor the use of scaffolds 324

LU 4Remove scaffolds 328

Summative Assessment 334

M A S S R 5 0 1 - M A S O N R Y C O N S T R U C T I O N S I T E R E C O R D S 3 3 8

LU 1Identify site documents 340

LU 2Use site documents 345

LU 3 Manage site records 350

Summative Assessment 355

M A S S P 5 0 1 - P R I N C I P L E S O F S O U N D P R O O F I N G I N S U L A T I O N 3 5 9

LU 1Identify sound insulation 361

LU 2Prepare tools materials and equipment 366

LU 3Apply sound insulators 371

Summative Assessment 376

vi | P a g e

M A S S I 5 0 1 - S U R V E Y I N G I N S T R U M E N T S 3 8 0

LU 1 Introduce surveying instruments 382

LU 2Use of surveying Instrumentsequipment and tools 389

LU 3 Interpret surveying data 394

Summative Assessment 399

M A S W P 5 0 1 - W O R K I N G P L A N A N D S C H E D U L E 4 0 2

LU 1Identify activities 404

LU 2Perform Sequence of activities 408

LU 3Allocate duration of project 413

Summative Assessment 417

G L O S S A R Y

vii | P a g e

List of abbreviations

CDU Curriculum Development Unit

CM Complementary Modules

CSTMAS Construction Masonry

ICT Information Communication Technology

IPRC Integrated Polytechnics Regional Centers

PPE Personal Protective Equipment

RTQF Rwandan TVET Qualifications Framework

TSS Technical Secondary Schools

TVET Technical and Vocational Education and Training

VTC Vocational Training Center

WDA Workforce Development Authority

viii | P a g e

Acknowledgments

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

the development of this curriculum

Coordination

MUHIRE JMV CDU-WDA

Facilitation

TUMAINI MANIMBI ndashWDA

RWAMASIRABO Aimable ndashWDA

UWIMANA Anselme ndash WDA

NIKUZE Bernadette- WDA

IRYUMUGABE Vincent ndash NPD COTRACO

Curriculum Development Team

Names Function Institution

1 NSABIMANA Placide Cvil engineer EGC

2 SHINGIRO Ehudi Cvil engineer Access Company

3 HARERIMANA Andre Cvil engineer CEC

4 IRYUMUGABE Vincent de Paul Cvil engineer NPD COTRACO

5 NZABANDORA Malachie Cvil engineer BEAR Construction Ltd

6 NSENGIYUKURI J Rene Trainer Nyanza TSS

7 RUZIBIZA Philbert Instructor IPRC Kigali

8 MUKAGATERA Claudette Cvil engineer RCIC Ltd

9 MUGIRANEZA Philippe Lecturer UR-CST

10 UMUTONI Joy Cvil engineer Quick amp CoLtd

11 NKURIKIYIMFURA Alfred Cvil engineer Thomasamp Piron

12 NGOGA Frank Cvil engineer ROKO Construction

13 UYIRINGIYE Jimmy Mechack Cvil engineer UYIRINGIYE Construction amp consultancy Ltd

14 UGIRISHYAKA Adolphe Cvil engineer NPD COTRACO

15 BAHATI Pierre Instructor IPRC Kigali

16 NSABABERA David Cvil engineer QuickampCoLtd

ix | P a g e

17 MUSAFIRI Ernest Instructor IPRC NGOMA

18 MUSONI Jean Claude Trainer Nyabihu TVET School

19 UWERA Marceline Socio-linguistics Officer RALC

20 MUTAGANZWA Gilbert Teacher Ecole Secondaire de Rukara

21 MATATA Jean Bosco Teacher College Ami des Enfants

22 GASIMBA Franccedilois Xavier Lecturer URCollege of Education

23 KAMBARI Vincent Teacher GS St MarcelKayonza

24 MUREGO Yves Quality Assurance Officer WDA

25 BUCYENSENGE Vincent Instructor IPRC KARONGI

26 GASANA Vedaste Lecturer INES

28 FURAHA INEZA Jean Raymond Trainer Lycee de Gisenyi

29 NGEZAHAYO Emmanuel Maths teacherauthor Rusumo High School

30 NIYODUSENGA Patrick Physics teacher Ecole des sciences de Nyanza

31 UWINEZA Patrice Sciences trainer Nyamata TVET School

32 UMUGABEKAZI Yvette Chemist ADM-IBTC

33 KALIMA Egide Civil Engineer DECO Ltd

34 TUYIZERE Mireille Jeannine Civil Engineer Complex construction ltd

35 KAGAMBIRA Eric Site Engineer RSampP Construction Company

36 MUGEMANYI Silverien TVET Trainer MPANDA TVET School

37 NTAKIRUTIMANA Naphtal Mason SAM Construction ltd

38 NIYONZIMA Jean Marie Vianney TVET Trainer St Joseph le travailleur

39 BYIRINGIRO David Data manager and format editor

Mars Construction ltd

40 UGIRISHYAKA Adolphe Civil Engineer FSEA

1 | P a g e

1 GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competencies to

acquire to perform the occupation of mason supervisor 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

2 | P a g e

Section

2

2 QUALIFICATION DETAILS

21 Description

This qualification provides the skills

knowledge and attitudes for a learner to be

competent in a range of routine tasks and

activities that require the application of a

limited range of basic practical skills in a

defined context Work would be

undertaken in various construction

enterprises where Elaborate Working Plan

and Schedule Operate surveying

instruments Conduct scaffolding

operations Apply principles of sound

Proofinginsulation Make site records and

Estimate the cost are carried out Learners

may work with some autonomy or in a team

but usually under non- directive

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 ikinyarwanda cyrsquointyoza 4 Work in a socially diverse

environment 5 Use ICT at workplace 6 Organize a business 7 Apply professional ethics 8 Apply general physics 9 Apply general chemistry 10 Advanced Analysis and Statistics 11 Estimate the cost 12 Apply principles of sound

proofinginsulation 13 Operate surveying instruments 14 Elaborate working plan and schedule 15 Conduct scaffolding operations 16 Make Site records 17 Integrate workplace

22 Minimum entry requirements

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

Title TVET Certificate V in Masonry

Level REQF Level 5

Credits 120

Sector Construction

Sub-sector Masonry

Issue date December 2014

3 | P a g e

23 Information about pathways

24 Job related information

This qualification prepares individuals to integrate the construction sector and operate as a

Mason Supervisor whereby heshe can Elaborate Working Plan and Schedule Operate

surveying instruments Conduct scaffolding operations Apply principles of sound

Proofinginsulation Make site records and Estimate the cost This qualification constitutes a

middle level in Masonry The individuals with this qualification can enter the TVET Diploma in

Civil Engineering in order to be equipped with the necessary competencies to function as a

Foreman in masonry

25 Employability skills and life skills

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

employability skills to meet the following industry or enterprise requirements

Possible jobs related to this qualification

Mason Supervisor

Preferred pathways for candidates

entering this qualification include

Candidates enter this qualification

after achieving TVET Certificate IV in

construction masonery 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 construction

Pathways into the qualification

Pathways from the qualification

4 | P a g e

Communication

Documenting technical work in plain English

Writing and presenting reports

Safety and security precautions

Working collaboratively with project team members

Health and environment

Health reproduction

Rwanda environmental protection practices rules and regulations

Business Plan

Producing a small IT business plan

Planning and organizing

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

communications and risk management

Self-management

Taking responsibility for own outputs in relation to specified quality standards

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

moral and ethical issues

Technology

Manipulate computer

Using internet

5 | P a g e

Languages other than Kinyarwanda

Using English as the medium of communication in the working environment

6 | P a g e

Number of competencies 17 Core competencies 10 Complementary competencies 7 The total number of Credits 120

26 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 ikinyarwanda cyrsquointyoza 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

No Code Core competencies Credit

GEN

ERA

L 1 GENGP501 Apply general physics 5

2 GENGC501 Apply general chemistry 6

3 GENAM501 Advanced Analysis and Statistics 8

4 MASCE501 Estimate the cost 10

SPEC

IFIC

5 MASSP501 Apply principles of sound proofinginsulation 8

6 MASSI501 Operate surveying instruments 10

7 MASWP501 Elaborate working plan and schedule 5

8 MASSO501 Conduct scaffolding operations 9

9 MASSR501 Make Site records 8

10 MASIA501 Integrate workplace 30

Total 99

7 | P a g e

3 TRAINING PACKAGE

The training package includes the competencies chart the flowchart the

modules the course structure and the assessment guidelines

31 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

32 Competencies chart

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

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

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

of the logical sequence of the learning of these competencies

The competencies chart shows the relationship between general competencies and specific

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

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

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

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

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

account in the description of the specific competency

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

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

competencies in the order they should be acquired

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

the following pages

Section

3

8 | P a g e

Mason supervisor PROCESS GENERAL AND COMPLEMENTARY COMPETENCES

SPECIFIC COMPETENCIES Du

rati

on

(8

70

Hrs

)

Pre

par

e th

e w

ork

Per

form

tes

tin

g o

per

atio

ns

(in

situ

lab

ora

tory

)

Rec

ord

th

e re

sult

s

Inte

rpre

t re

sult

s

Rep

ort

th

e w

ork

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 n

up

per

in

term

edia

te E

ngl

ish

Gu

kore

sha

Ikin

yarw

and

a cy

In

tyo

za

Wo

rkin

g in

soci

ally

div

erse

en

viro

nm

ent

Use

ICT

at w

ork

pla

ce

Org

anis

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

Esti

mat

e th

e co

st

2

3

4

7

8

9

10

12

13

14

15

Duration (740 Hrs) 30

30

30

30

30

30

30

80

50

60

10

0

1 Operate Surveying instruments 100

2 Elaborate working plan and schedule 50

3 Conduct scaffolding operations 90

4 Apply principles of sound proofingInsulation 80 ∆

5 Make site records 80 ∆ ∆

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

9 | P a g e

34 Flowchart

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

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

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

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

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

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

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

Figure 2 Flowchart

Monitoring of occupational SHE at workplace 3

Working in a Socially Diverse Environment 3 Upper Intermediate at Workplace 3

ICT at Workplace 3 Ikinyarwanda k Intyoza 3

Business Organisation 3 Professional Ethics 3

General chemistry 6 General physics 5

Cost Estimation 10

Principles of sound proofinginsulation 8 Working Plan and Schedule 5

Scaffolding Operations 9 Masonry Construction Site Records 8

Surveying Instruments 10

Business organisation 3

Industrial Attachment Program (IAP) 30

10 | P a g e

4 ASSESSMENT GUIDELINES

41 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

42 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 learnerrsquos work as well as the learnerrsquos

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 heshe attended the whole training before heshe undergoes the summative

assessment for specific modules

There are two types of assessment (Formative Assessment and SummativeIntegrated

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

Formative Assessment

This is applied on all types of modules (eg Complementary General and Specific modules)

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

items or ldquoyesrdquo in indicators (eg 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

summativeintegrated assessment

Section

4

11 | P a g e

SummativeIntegrated Assessment

All SummativeIntegrated assessment should match with the content of the module in the

curriculum

SummativeIntegrated 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 TrainerTeacher 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 SummativeIntegrated assessment assessor panel members should be three (3)

This SummativeIntegrated 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 SummativeIntegrated 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

12 | P a g e

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

which the Trainee was not able to meet during SummativeIntegrated 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 (eg people with disability) should be

assisted accordingly

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

the status (competentnot 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 followingsubsequent module is considered in issuing TVET certificate

otherwise other modules can be given anytime

4 All evidences during assessment (eg 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

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

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

11 Proper checking of application of OSHE policies

procedures and regulations

12 Proper monitoring of the use of PPEs

13 Proper monitoring the compliance of OSHE best

practice

2 Collect and analyze occupational

health safety incidents report

21 Proper collection of data regarding OSHE incidents

22 proper analysis of OSHE data collected

23 Adequate elaboration of a compiled incident reports

24 Proper recommendation of safest way to do the job

3 Train all staff on occupational

health and safety matters

31 Appropriate provision of information and instructions

32 Appropriate training to all employees and supervisors

on OSHE standardsregulations

33 Proper evaluation of trained OSHE programs

Learning unit LU1 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 Outcome11 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

o Brainstorming

o Documentary research

o Group discussion

˗ Flipcharts

˗ Markers

˗ Flipcharts stand

˗ Internet

Resources Learning activities Content

Formative Assessment 11

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

Personnel protective

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

Learning Outcome 12 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 12

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

Performance criterion

Proper monitoring of the use of PPEs

Resources Learning activities Content

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 13 Monitor compliance of OSHE best practice

OSHE best practice

regulations

standards

Standards checklist to be

evaluated according to the

specific trade

o Brainstorming o Group discussion o Group work

Formative Assessment 13

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

Performance criterion

Proper monitoring the compliance of OSHE best practice

Resources Learning activities Content

Checklist Score

Yes No

OSHE best practices are checked

List of standards to be evaluated according to the specific trade is checked

Observation

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 21 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 21

Resources Learning activities Content

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 Collecting data regarding OSHE incidents in working area

Checklist Score

Yes No

Steps of data collection are followed

Categories of incidents are identified

Observation

Performance criterion

Proper collection of data regarding OSHE incidents

Learning Outcome 22 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

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

o Small group discussions o Pair discussion o Brainstorming

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

Formative Assessment 22

Resources Learning activities Content

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

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 23

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

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 24

The assessor may collect any of the following evidences and make judgements if the performance

criterion has been achieved

Performance criterion

Proper recommendation of safest way to do the job

Resources Learning activities Content

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

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

Learning Outcome 31 Provide information and instructions

Brief description of

An occupational health and safety

(OHampS) 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

accidentsincidents

Emergency procedures

Medical and first aid

Health and safety promotion

Workplace specific items

o Brainstorming

o Group work

o Discussion

- Reference books

- Internet

- Hand-outs

- Stories and

pictures

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

standardsregulations

3 Evaluate trained OSHE programs 10Hours

Resources Learning activities Content

Responsibilities of the staff

Responsibilities of workers

Using personal protection

and safety equipment as

required by the employer

Following safe work

procedures

Knowing and complying with

all regulations

Reporting any injury or

illness immediately

Reporting unsafe acts and

unsafe conditions

Participating in joint health

and safety committees or as

the representative

Responsibilities of supervisor

Instructing workers to

follow safe work practices

Enforcing health and safety

regulations

Correcting unsafe acts and

unsafe conditions

Ensuring that only

authorized adequately

trained workers operate

equipment

Reporting and investigating

all accidentsincidents

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

Reporting accidentsincidents

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 31

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

Checklist Score

Yes No

A brief description of an occupational health and safety (OHampS) 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 32 Train all employees and supervisors on OSHE

standardsregulations

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

o Brainstorming

o Group work

o Discussion

- Reference

books

- Internet

- Hand-outs

- Stories and

pictures

Resources Learning activities Content

Formative Assessment 32

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 standardsregulations

Checklist Score

Yes No

A brief description of SHE regulations is provided

A brief description of SHE standards is provided

Observation

Health of employees

Facilities

Reporting of incidents and

accidents

Emergency preparedness

Procedures

Performance criterion

Appropriate training to all employees and supervisors on OSHE

standardsregulations

Learning Outcome 33 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 33

The assessor may collect any of the following evidences and make judgements if the performance

criterion has been achieved

Types of evidence Portfolio assessment tools

Written

Oral

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task Evaluating trained OSHE program

Performance criterion

Proper evaluation of trained OSHE programs

Resources Learning activities Content

Checklist Score

Yes No

Evaluation forms are well developed

Learning assessment (Questions and responses topic of discussionhellip) is well developed

Training impact assessment is well developed

Observation

Reference 1 Occupational Risk Control Predicting and Preventing the Unwanted by VinerDerek ISBN

9781472419712 Publication Date 2015

2 OSHA General Industry regulations Book 29 CFR 1910 Paperback- July12014 y MANCOMM Inc

(Author Editor)

3 OHampS a management guide by Richard Archer Kerry Borthwick Susanne Tepe Publication

Date 2009

4 GBasic OHampS Program Elements OSH Answershtm

5 httpswwwrospacomoccupational-safetyadvicetraining-matters

6 httpswww3tonlinefiincident-reporting

7 httpwwwsafetyuwaeduautopicsplantinspection

8 httpwwwhsegovukstatisticscausdisindexhtm

9 httpswwwccohscaoshanswershsprogramsjob-hazhtml