4

TVET CERTIFICATE IV
in
Auto electricity and electronic systems

CODE
TSVAEE4001

Kigali December, 2017

 TSVAEE4001-TVET CERTIFICATE IV
Auto electricity and electronic systems
REQF Level 4 CURRICULUM

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© Workforce Development Authority, 2017

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:

December, 2017

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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 the
WDA. Ph: (+250) 255113365; fax: (+250) 255113365.

© Workforce Development Authority (WDA) 2017

Published by
Workforce Development Authority (WDA)
P. O. BOX 2707 Kigali
Tel: (+250) 255113365
Internet: http:// www.wda.gov.rw

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Table of Contents
Copyright ii
Table of Contents iii
List of abbreviations vii
Acknowledgments viii
1. GENERAL INTRODUCTION 1
2. QUALIFICATION DETAILS 2
2.1 Description 2
2.2 Minimum entry requirements 2
2.3 Information about pathways 2
2.4 Job related information 2
2.5 Employability skills and life skills 2
2.6 Information about competencies 5
3. TRAINING PACKAGE 6
3.1 Course structure 6
3.2 Competencies chart 6
3.3 Flowchart 3
4. ASSESSMENT GUIDELINES 4
4.1 Assessment Methodology 4
4.2 Portfolio 4
CCMOL001 - OCCUPATION AND LEARNING PROCESS 7
LU 1: Participate as part of a team and respect the rules of the training environment. 9
LU 2: Explain the occupation and learning process 13
LU 3: Respect the facilitation and apply learning methods. 16
LU 4: Develop personal plans based on self-assessment practices 19
CCMCS401 - COMPUTER SKILLS 25
LU 1: Protect computer system 27
LU 2: Use Spreadsheet. 33
LU 3: Use Presentation 42

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CCMQS401 - PROVIDING QUALITY CUSTOMER SERVICE 48
LU 1: Develop and maintain product, service and market knowledge. 51
LU 2: Provide a quality service experience to customers. 58
LU 3: Deal with complaints and difficult customer service situations. 65
LU 4: Manage and use information about clients and customers. 73
CCMHE401 - IMPLEMENTING S.H.E. POLICIES AND PROCEDURES 77
LU 1: Identify hazardous areas to be improved. 79
LU 2: Apply SHE practices. 85
LU 3: Assess and control risks. 93
LU 4: Awareness of SHE in working place. 98
CCMEN401 - INTERMEDIATE WORKPLACE ENGLISH 104
LU 1: Write factual, descriptive, and explanatory texts. 107
LU 2: Apply a range of listening strategies to understand predictable messages. 115
LU 3: Discuss general and trade-related topics. 120
LU 4: Read medium texts on general and trade-related topics. 125
CCMKN401 - IKINYARWANDA CY’UMUNYAMWUGA 130
LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 133
LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ibyiza by’ikoranabuhanga mu iterambere
ry’umwuga no kugaragaza intêgo y’izina mbonera. 139
LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no
kugaragaza amategeko y’igenamajwi mu izina mbonera. 146
LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza uburyo bunyuranye bwo gufata neza
ibidukikije. 153
LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no
kwandika yubahiriza imyandikire y’Ikinyarwanda. 159
CCMBP401 - BUSINESS PLAN DEVELOPMENT 166
LU 1: Identify elements of business plan. 168
LU 2: Write a business plan in line with the identified elements 174
LU 3: Establish strategies to monitor evaluate and update the business plan (Contingency plan). 185
LU 4: Present a business plan 191

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CCMIA401 - INDUSTRIAL ATTACHMENT PROGRAM (IAP) 196
LU 1: Investigate and secure industrial attachment place. 198
LU 2: Deal with workplace challenges. 205
LU 3: Get briefed on industrial attachment program. 209
LU 4: Develop one’s competencies on the workplace. 213
AEEST401 - STARTING SYSTEM REPAIRING 217
LU 1: Describe starting system 219
LU 2: Starter motor components repairing 224
Summative Assessment 237
AEECR401 - CHARGING SYSTEM REPAIRING 241
LU 1: Describe charging system 243
LU 2: Alternator components repairing 248
Summative Assessment 259
AEEIR401 - IGNITION SYSTEM REPAIRING 263
LU 1: Describe ignition system 265
LU 2: Repair ignition system components 270
LU 3: Test ignition system 277
Summative Assessment 283
AEELR401 - LIGHTING AND SIGNALING SYSTEMS 287
LU 1: Describe Lightning and Signaling System 289
LU 2: Repair lighting and signaling systems 294
LU 3: Perform basic maintenance of embroidery equipment and tools 300
Summative Assessment 305
AEEPR401 - PRE-HEATING SYSTEM REPARATION 308
LU 1: Describe pre-heating system 311
LU 2 : Repair pre-heating system components 315
Summative Assessment 327
AEEEA401 - ELECTRICAL AND ELECTRONIC ACCESSORIES 331
LU 1: Describe electrical and electronic accessories 333
LU 2: Test electrical and electronic accessories 344
LU 3: Repair electrical and electronic accessories components 351
Summative Assessment 357

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AEEMS401 - ELECTRICAL AND ELECTRONIC ENGINE MANAGEMENT SYSTEMS
REPAIRING 363
LU 1: Describe electical and electronic engine management 366
LU 2: Repair electrical and electronic engine management system components 370
LU 3: Perform basic maintenance of embroidery equipment and tools 380
Summative Assessment 384
GLOSSARY

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List of abbreviations
ABS Anti-Locks Brake System
AIDS Acquired Immunodeficiency Syndrome
AMD Automotive Manual Drivetrain
CAN Control Area Network
CCM Cross-cutting Modules
CDU Curriculum Development Unit
D4D Direct Injection 4 Cylinder Common Rail Diesel Engine
DME Digital Motor Electronics
DTC Diagnosis Trouble Code
ECU Electronic Control Module
EML Engine Management Light
HEC/IC Hybrid Electronic Instrument Cluster
HIV Human Immunodeficiency Virus
HT High Tension
ICT Information Communication Technology
IPO Input Processing Output
IPRC Integrated Polytechnic Regional Center
LED Light Emiting Diode
LU Learning Unit
OBDI On Board Diognosis I
OBDII On Board Diagnosis Ii
PCM Power Control Module
PDA Personal Digital Assistance
PPE Personal Protective Equipment
RKE Remote Keyless Entry
STI Sexual Transmission Infection
TSS Technical Secondary School
TV Television
TVET Technical and Vocational Education and Training
VCT Voluntary Counselling and Testing
VSO Voluntary Service Overseas
VVT-I Varible Valve Timing Intelligency
WDA Workforce Development Authority

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Acknowledgments
Workforce Development Authority wishes to thank the following persons who participated in
the development of this curriculum:

Coordination
RWAMASIRABO Aimable
Facilitators
HATEGEKIMANA Gratien,
IRYUMUGABE Vincent de Paul
Curriculum Development Team
GATETE Callixte

MWISENEZA Albert

NSHIMIYIMANA Bonaventure

NGEZAHAYO Silas Jay-z

KABASHA David

HATEGEKIMANA Eliphaz

TWAJAMAHORO Jean Pierre

NIYONKURU Irene

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 1. GENERAL INTRODUCTION
Section

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

acquire to perform the occupation of an Auto Electrical and Electronic
Systems Technician. It is designed with an approach that takes into account
the training needs, the work situation, as well as the goals and the means to implement
training.

The modules of the curriculum include a description of the expected results at the end of
training. They have a direct influence on the choice of the theoretical and practical learning
activities. The competencies are the targets of training: the acquisition of each is required for
certification.

The curriculum is the reference to carry out the assessment of learning. Assessment tools of
learning are developed on the basis of this document.

The curriculum consists of three parts. The first part is of general interest and shows the nature
and goals of a program and the key concepts and definitions used in the document. The second
part presents the qualification, its level in the qualification framework, its purpose, its rationale
and the list of modules it comprises. The third part deals with the training package. It includes
the competencies chart, the sequencing of module learning, the description of each module
and the course structure.

The pages describing the modules are the heart of a curriculum. They present the title of the
module, the length of training, the amount of credits, the context in which the competency is
performed, the prerequisite competencies, the learning units and the performance criteria.

In each module, a course structure is provided. The course structure describes the learning
outcomes (knowledge, skills and attitude) and the learning contents related to each learning
unit. Also, the learning activities and resources for learning are suggested.

Finally, the assessment specifications and guidelines are included in each module.

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 Section 2. QUALIFICATION DETAILS
2 An Auto Electrical and Electronic Systems
2.1 Description
Technician contributes in the countries and
regional economies by maintaining and
Title: TVET Certificate IV in Auto repairing automotive electrical and
Electrical and Electronic
Systems electronic systems: starting, ignition,
charging, lighting, signaling, anti-theft
Level: REQF Level 4 systems and vehicle accessories. Learners
Credits: 117 may work with some autonomy or in a team
Sector: Technical Servicing but usually with minimum supervision. At
Sub-sector: Auto electrical and electronic the end of this qualification, qualified
systems learners will be able to:
Issue date: December, 2017  Describe the occupation and learning
process
 Implement health safety and
This qualification provides the skills, environment precaution
knowledge and attitudes for a learner to be  Develop business plan
competent in a range of routine tasks and  Provide quality customer service
activities that require the application of a  Apply Computer Skills
limited range of basic practical skills in a  Use Intermediate English at workplace
defined context.  Gukoresha i Kinyarwanda cy’
umunyamwuga
Work will be undertaken in various  Repair starting system
automotive public Workshops, Residential  Repair charging system
and business Buildings, Training Schools,  Repair ignition system
Own workshops, Spare parts shops,  Repair lighting and signalling systems
automobile warehouses, schools,  Repair pre-heating system
 Repair electrical and electronic
industries, technical servicing companies
accessories
and all tasks related to maintenance,  Repair electrical and electronic engine
reparation of Automotive systems alone or management systems
with others under supervision.  Integrate the workplace

2.2 Minimum entry requirements

The minimum entry requirement to this

qualification is to be physically and mentally
fit with broad knowledge, skills and attitude
of automotive background.

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2.3 Information about pathways

Pathways into the qualification Pathways from the qualification

Preferred pathways for candidates entering Progression route of candidates achieving

this qualification include: this qualification include:
 TVET Certificate III in Automobile  TVET Certificate V in Automobile
 Recognition of prior learning related  A range of other related TVET
to this qualification Certificate V qualifications.

2.4 Job related information

This qualification prepares individuals to integrate the Automobile technology industry with the
professionalization of automobile technician; this qualification again offers the opportunity to execute
the works in workshops and in garages to service and repair a range of vehicles while ensuring that
safety, security and environmental regulations are respected.

Possible jobs related to this qualification

 Auto Electrical and Electronic Systems Technician

2.5 Employability skills and life skills

Through the generic modules, individuals with this qualification have acquired the life and
employability skills to meet the following industry or enterprise requirements:

Personal development

 Understand own personal values, strengths and areas of challenge or weakness and
are able to effectively use or address them
 Develop, implement and evaluate progress toward personal goals;
 Know own preferred way of learning, take initiative for learning new skills, and know
how to monitor own learning progress.

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 Interpersonal communication

 Communicate and get along well with others, in a variety of settings and for a range of
purposes;
 Speak and listen actively and appropriately, one-on- one and in groups;
 Cooperate and work effectively within a group;
 Provide good customer service.

Health, hygiene and safety

 Know the standard health and safety practices and regulations in the workplace;
 Maintain hygiene and personal grooming;
 Identify unsafe situations;
 Respond to emergencies and accidents at work;
 Prevent HIV/Aids and sexual violence.

Environment sustainability

 Know the environmental regulations in Rwanda;

 Dispose of waste ;
 Recycle waste ;
 Report environmental hazards to appropriate person.

Integration of the workplace

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

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

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 Financial fitness

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

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

Management of a small business

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

 Plan for income-generating activity expenses and loan repayments;
 Keep basic business financial records;
 Evaluate the risks and opportunities of using credit in income generating contexts;
 Distinguish between money to be used for investment into own income-generating activities,
for family expenses, and for savings;
 Know the different market actors.

Computer skills

 Operate a computer
 Use word processing applications in the production of workplace or personal
documents
 Create and use spreadsheets and charts through the use of spreadsheet software
 Design electronic presentations
 Send, receive and manage electronic mail (email), as well as to collaborate online using
chat rooms, intranets and instant messaging.

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2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMOL001 Describe the occupation and learning process 3
2 CCMCS401 Apply Computer skills 3
3 CCMQS401 Provide quality customer service 3
4 CCMHE401 Implement SHE policies and procedures 3
5 CCMEN401 Use intermediate English at workplace 3
6 CCMKN401 Gukoresha I Kinyarwanda cy’umunyamwuga 3
7 CCMDB401 Develop business plan 3
8 CCMIA401 Integrate the workplace 30
Total 51

No Code Core competencies Credit

GENERAL

1 AEEST401 Repair starting system 8

2 AEECR401 Repair charging system 7
3 AEEIR401 Repair ignition system 10
SPECIFIC

4 AEELR401 Repair lighting and signalling systems 12

5 AEEPR401 Repair pre-heating system 5
6 AEEEA401 Repair electrical and electronic accessories 12
7 AEEMS401 Repair electrical and electronic engine management systems 12
Total 66

 Number of competencies: 15
 Core competencies : 7
 Complementary competencies : 8
 The total number of Credits: 117

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 Section
3. TRAINING PACKAGE
3 The training package includes the competencies chart, the flowchart, the
modules, the course structure, and the assessment guidelines.

3.1 Course structure

The course structure describes the learning outcomes for each learning unit. These learning
outcomes are the essential skills and knowledge to be acquired. The contents to be covered for
each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,
usually with several options, that will guide the learner and the trainer.

3.2 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.

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 AUTOMOTIVE ELECTRICAL AND ELECTRONIC TECHNICIAN PROCESS GENERAL AND COMPLEMENTARY COMPETENCIES

2 Gukoresha i Kinyarwanda cy’ umunyamwuga

Implement health safety and environment

5 Use Intermediate English at workplace

Select tools, materials and equipment

Describe the occupation and learning

6 Provide quality customer service

Conduct system diagnosis

7 Develop business plan

4 Apply Computer Skills

300 8 Integrate work place

Repair system faults

Document the work

Duration (660 Hrs )

Prepare workplace

Test the system

3 precaution
1 process
SPECIFIC COMPETENCIES
#

30

30

30

30

30

30

30
Duration (510 Hrs)
1 Repa i r s tarting s ys tem 80 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ● ○ ○ ● ○ ●
2 Repa i r cha rgi ng s ys tem 70 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ● ○ ○ ● ○ ●
3 Repa i r i gni tion s ys tem 100 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ● ○ ○ ● ○ ●
4 Repa i r l i ghting a nd s i gna l l i ng s ys tems 120 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ● ○ ○ ● ○ ●
5 Repa i r pre-hea ting s ys tem 50 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ● ○ ○ ● ○ ●
6 Repa i r el ectri ca l a nd el ectroni c a cces s ori es 120 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ● ○ ○ ● ○ ●
Repa i r el ectri ca l a nd el ectroni c engi ne
7 120 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ● ○ ○ ● ○ ●
ma na gement s ys tems

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
3.3 Flowchart

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

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

Occupation and learning process 3

Computer skills 3 Providing quality customer service 3

Implementing S.H.E. Policies and procedures 3 Intermediate workplace english 3
Ikinyarwanda cy’umunyamwuga 3

Starting system repairing 8 Charging system repairing 7

Ignition system repairing 10

Lighting and signalling systems Electrical and electronic

12 12
repairing accessories repairing

Pre-heating system repairing 5

Electrical and electronic engine

12
management systems repairing

Business plan development 3

Industrial attachment program (IAP) 30

Figure 2: Flowchart
 Section 4. ASSESSMENT GUIDELINES
4 4.1 Assessment Methodology

To assess knowledge, practical, and application skills through a jury system of continuous
evaluation that encourages learners to display understanding of the principles in application to
set practical tasks and their attendant theory to assess self-learning.

4.2 Portfolio

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

binder or even a digital collection) containing the learner’s work as well as the learner’s
evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work
produced (such as papers and assignments, direct demonstration, indirect demonstration,
products, documents), but also it is a record of the activities undertaken over time as part of
learner learning. The portfolio is meant to show learner growth, development, and
achievements in the education system. It also shows that you have met specific learning goals
and requirements. A portfolio is not a project; it is an ongoing process for the formative
assessment. The portfolio output (formative assessment) will be considered only as enough for
complementary and general modules. Besides, it will serve as a verification tool for each
candidate that he/she attended the whole training before he/she undergoes the summative
assessment for specific modules.
There are two types of assessment (Formative Assessment and Summative/Integrated
Assessment). Each assessment has its own rule for passing to be declared competent.

Formative Assessment

This is applied on all types of modules (e.g. Complementary, General and Specific modules)
A trainee to be competent for a formative module must have at least 70% on checked
items or “yes” in indicators (e.g. questions, indicators in the checklist)
Each trainee should be competent on all formative assessments to be declared competent
on that module
All formative assessment should be declared competent before taking the
summative/integrated assessment
 Summative/Integrated Assessment

 All Summative/Integrated assessment should match with the content of the module in the
curriculum.
 Summative/Integrated Assessment is always in practical, giving it as a theoretical type of
assessment is not acceptable.
 The integrated situation provided in the curriculum is a sample of the assessment to be
carried out, the Trainer/Teacher has the role of developing another one referring to the
task to be carried out in the integrated situation in accordance to the circumstances inside
school, but the integrated situation should stick on the components of a task.
 During Summative/Integrated assessment, assessor panel members should be three (3).
 This Summative/Integrated assessment can be seen in specific modules and the Trainee
can be declared competent by the following rules:
 For YES or NO scoring of indicators in Summative/Integrated Checklist

The trainee can be declared competent based on the assessment CRITERIA and its respective
assessment indicators
Assessment Criteria Passing Line in the
assessment indicators
Quality of Process 90%
Quality of Product 100%
Relevance 90%
Rest of Criteria/ any other criteria 100%
(example: Safety)
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.
 CCMOL001 - OCCUPATION AND LEARNING PROCESS

CCMOL001 Describe the occupation and learning process

REQF Level: All Learning hours

Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017

Purpose statement

This module is covered first in all qualifications. It allows the learner to get to know the other
participants to the training programme and to understand himself/herself as part of a team.
Also, the trainee will develop a comprehensive and clear vision of the occupation and the
training programme. The module will allow the participant to avoid mistakes of career
guidance and confirm or deny his/her choice from the start. The training and learning
methods are presented to the learner. This approach encourages greater motivation and,
subsequently, a better integration of various learning.
Learning assumed to be in place
Not applicable

Elements of competency and performance criteria

Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.

By the end of the module, the trainee will be able to:

Elements of competency Performance criteria

1. Participate as part of a team 1.1 Proper introduction of oneself
and respect the rules of the 1.2 Appropriate integration in team
training environment 1.3 Appropriate participation in setting rules and adhere
to them
2. Explain the occupation and 2.1 Proper description of the main/major elements of
learning process occupation
2.2 Adequate explanation about the one’s qualification
3. Respect the facilitation and 3.1 Proper engagement in active and participatory
apply learning methods learning methods
3.2 Adequate description of the assessment procedures
4. Develop personal plans 4.1 Proper identification of values, skills and interests
based on self-assessment 4.2 Proper assessment of values, skills and interests
practices 4.3 Correct Setting of goals
4.4 Proper development of plans in order to reach the
set goals
4.5 Proper assessment of one’s learning style
4.6 Adequate identification of learning strategies
 LU 1: Participate as part of a team and respect the rules of the
training environment.

Learning Outcomes:

1 1. Introduce oneself and get to know one another

2. Intergrate in team
3. Participate in setting rules and adhere to them

6 Hours

Learning Outcome 1.1: Introduce oneself and get to know one another

Content Learning activities Resources

 Introductions o Introduction - Trainer manual

 Expectations about the o Game
training Presentation of trainees’
expectations

Formative Assessment 1.1

Performance criterion
Proper introduction of one self.
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Written or performance  Written assessment (Recommendation: ranking exercise)
 Group work (e.g. role play or scenario)

Checklist Score
Yes No
Learner opens introduction with a greeting
Learner says their name
Learner includes his/her background (academic, technical & work qualifications)
Learner closes introduction (e.g. “I am happy to be with you”)
Learner demonstrates consistent eye contact
Learner displays appropriate body language
Speaks in at an audible level
Learner is able to express his/her expectations
Learner is able to share his/her hobbies/interests
Learner is able to link his/her background to his/her future interests
Learner is able to advocate for his/her abilities, skills, interests
Learner uses advanced body language techniques

Observation

Learning Outcome 1.2: Intergrate in team

Content Learning activities Resources

 Working as a team o Game - Trainer manual

 Building trust o Group discussions
Formative Assessment 1.2

Performance criterion
Appropriate integration in team.

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance  Practical task of a team

Checklist Score
Yes No
Closeness/cohesion
Active participation
Responsibilities taker
Mutual collaboration with others
Openness/free expression
Open to criticism/flexibility
Contribution of someone
Complying with rules set

Observation

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

Content Learning activities Resources

 Rules of the classroom o Brainstorming - Trainer manual

 Group responsibilities o Discussions
o Assign class tasks

Formative Assessment 1.3

 Performance criterion
Appropriate participation in setting rules and adhere to them.

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  Practical task of a team

Checklist Score
Yes No
Signed commitment contract
Occupation title
Duties and responsibilities

Observation
 LU 2: Explain the occupation and learning process

Learning Outcomes:

2 1. Describe the main/major elements of occupation

2. Explain about the one’s qualification

12 Hours

Learning Outcome 2.1: Describe the main/major elements of occupation

Content Learning activities Resources

 Characteristics of the o Group discussion - Pictures of people in working

occupation o Personal research situation
 Place of the occupation in o Visit of a business in the - Documents describing the
the sector neighborhood occupation
 The impact/importance of - Documents describing the
the occupation in economic sector
development
 Working conditions

Formative Assessment 2.1

Performance criterion
Proper description of the main/major elements of occupation
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  Essay
 Oral evidence  Verbal explanation (interview)

Checklist Score
Yes No
Working conditions
Equipment tools and materials
Equipment tools and materials
REQF level
Equipment tools and materials
Award certificate
Observation

Learning Outcome 2.2: Explain about the one’s qualification

Content Learning activities Resources

 Rationale of the o Presentation by the teacher - Overview of the training

qualification o Research programme
 Content of the training o Visits of the premises of the - Testimonies of people
programme (modules) school. performing the occupation
 Duration - School year calendar
 Flowchart - Timetable
 Pathways (exit level &
further learning)
 Presentation of the
timetable
 Presentation of the
classrooms and workshops
Formative Assessment 2.2

Performance criterion
Adequate explanation about the qualification

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  Written exercise
 Oral evidence  Verbal explanation (interview)

Checklist Score
Yes No
Entry requirement
Pathways into the qualification
Duration
Qualification details
Pathways after the qualification
Following instructions
Responsibilities taker
Social interdependence
Commitment of learners
Observation
 LU 3: Respect the facilitation and apply learning methods.

Learning Outcomes:

3 1. Engage in active and participatory learning methods

2. Describe the assessment procedures

2 Hours

Learning Outcome 3.1: Engage in active and participatory learning methods

Content Learning activities Resources

 Overview of the active and o Experience sharing. - Trainer manual

participatory teaching and o Presentation by the trainer
learning methods
 Experiential learning cycle

Formative Assessment 3.1

Performance criterion
Proper engagement in active and participatory learning methods
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  Scenarios of learning style analysis
 Role play on engagement and participatory learning methods

Checklist Score
Yes No
Results of assignment
Active participation
Responsibilities taker
Openness/free expression
Formative assessment
Summative assessment
Observation

Learning Outcome 3.2: Describe the assessment procedures

Content Learning activities Resources

 Assessment procedures o Presentation by the trainer - Assessment manual

 Timing
 Assessors/verifiers
 Assessment tools
(portfolio & integrated
situation)

Formative Assessment 3.2

Performance criterion
Adequate description of the assessment procedures

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  written assessment
 Oral evidence  Verbal explanation (interview)

Checklist Score
Yes No
Time of assessment
Roles of Assessors
Roles of verifiers
List values
List of skills
Observation
 LU 4: Develop personal plans based on self-assessment
practices

Learning Outcomes:

4 1.
2.
3.
4.
5.
Identify values, skills and interests
Assess values, skills and interests
Set goals
Develop plans
Assess one’s learning style
10 Hours

Learning Outcome 4.1: Identify values, skills and interests

Content Learning activities Resources

 Values, skills and interests

 Relating values, skills and
interests to the workplace

Formative Assessment 4.1

Performance criterion
Proper identification of values, skills and interests

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  values, skills and interest identification exercise
 scenario/case study analysis
 Checklist Score
Yes No
List of interest
List of qualities
Own strengths
areas of improvement
Observation

Learning Outcome 4.2: Assess values, skills and interests

Content Learning activities Resources

 Skills & qualities assessment o Individual work - individual assessment

 Acceptance of diversity, self- o Exercise on we are all unique checklist
esteem & confidence

Formative Assessment 4.2

Performance criterion
Proper assessment of values, skills and interests

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  values, skills and interest self-assessment exercise
 JOHARI window assessment
 Checklist Score
Yes No
List of interest
List of qualities
Own strengths
areas of improvement
Observation

Learning Outcome 4.3: Set goals

Content Learning activities Resources

 SMART goals o Group work - Trainer manual

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

Formative Assessment 4.3

Performance criterion
Correct Setting of goals

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  Written exercise
 Project work
 Checklist (Correct Setting of goals) Score
Yes No
Medium term SMART goals set
Long term SMART goals set
Strategies to reach set goal
Roadmap/timeframe
Medium term SMART goals set
Observation

Learning Outcome 4.4: Develop plans

Content Learning activities Resources

 SMART goals o Group work - Trainer manual

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

Formative Assessment 4.4

Checklist (Proper development of plans in order to reach the set goal) Score
Yes No
Resources required
Activities to be performed
Possible obstacles
follow up on goal/progress report against set goal
Action to be taken
One's learning style type (s)
features of one's learning styles (s)
Observation
Learning Outcome 4.5: Assess one’s learning style

Content Learning activities Resources

 Types of learning styles o Paper folding activities - Trainer manual

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

Formative Assessment 4.5

Performance criterion
Proper assessment of one’s learning style

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  VARK questionnaire
 Scenario analysis

Checklist Score
Yes No
Learning style
Kinaesthetic
Observation
Learning Outcome 4.6: Identification of learning strategies

Content Learning activities Resources

Formative Assessment 4.6

Performance criterion
Adequate identification of learning strategies

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  Scenario analysis
 Performance evidence

Checklist Score
Yes No
Auditory
Visual
Learning strategies for each style
Observation

Reference books:
1. Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods
Project.
2. Work Readiness Training Programme – Participant’s Manual, Akazi Kanoze – Youth Livelihoods
Project.
 CCMCS401 - COMPUTER SKILLS

CCMCS401 Apply Computer Skills

REQF Level: 4 Learning hours

Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017

Purpose statement

The use of ICT in several areas has grown appreciably in recent years. ICT products are now
used by most people, ranging from mobile phones and digital TVs through to personal
computers and the World Wide Web. This qualification focuses on providing skills, experience
and confidence for those learners who struggle to make the most of technology to demonstrate
creative thinking, problem solving and knowledge construction. It focuses on completing
workplace tasks, such as creating documents with text, graphics and numerical information
using commonly used tools such as: Microsoft Office – Excel, PowerPoint. Also the leaner will
have the skills on how to protect the data in the computer systems.
Learning assumed to be in place
Not applicable

Elements of competency and perfomance criteria

Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.

By the end of the module, the trainee will be able to:

Elements of competency Performance criteria

1. Participate as part of a team 1.1 Proper introduction of oneself
and respect the rules of the 1.2 Appropriate integration in team
training environment 1.3 Appropriate participation in setting rules and adhere
to them
2. Explain the occupation and 2.1 Proper description of the main/major elements of
learning process occupation
2.2 Adequate explanation about the one’s qualification
3. Respect the facilitation and 3.1 Proper engagement in active and participatory
apply learning methods learning methods
3.2 Adequate description of the assessment procedures
4. Develop personal plans 4.1 Proper identification of values, skills and interests
based on self-assessment 4.2 Proper assessment of values, skills and interests
practices 4.3 Correct Setting of goals
4.4 Proper development of plans in order to reach the
set goals
4.5 Proper assessment of one’s learning style
4.6 Adequate identification of learning strategies
 LU 1: Protect computer system

Learning Outcomes:

1 1.
2.
3.
4.
Install software utilities
Scan and Eliminate virus
Backup of computer data based on OS
Restore computer data based on OS installed

5 Hours

Learning Outcome 1.1: Install software utilities

Content Learning activities Resources

 Description of software o Brainstorming on security - Computer Lab

tools utilities software - Projector
 Anti-virus o Group discussion on computer - Computer with OS installed
 Anti-malware security - White Board
 Anti-spyware o Practical exercise on antivirus - Markers
 Adware installation - Computer Lab with
 Backup software internet access
 Backup media - Projector
 Installation of software - Computer with OS installed
tools\utilities - Antivirus
 Anti-virus
 Anti-malware
 Anti-spyware
 Adware
 Backup software
 Backup media
Formative Assessment 1.1

Performance criterion
Proper installation of software utilities according to the manufacturer
specifications

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Written or Oral  Multiple choice
 True or false question
 Matching
 Sentence completion
 Ticking
 Expose (presentation)

Checklist Score
Yes No
Description of software tools utilities
Installation of software tools\utilities:
 Anti-virus
 Anti-malware
 Anti-spyware
 Adware
 Backup software
 Backup media
Observation
Learning Outcome 1.2: Scan and Eliminate virus

Content Learning activities Resources

 Description of scan types o Presentation on o Computer Lab with

 Full system scan computer virus scan internet access
 On demand scan types o Projector
 On access scan o Brainstorming on o Computer with OS
 Description of san mode computer virus scan installed
 Manual o Practical exercises on o Antivirus
 Automatic computer virus scan o White Board
 Scheduled o Markers
 Description of virus elimination
 Elimination by neutralization
 Elimination by deleting
 Elimination by quarantine

Formative Assessment 1.2

Performance criterion
Regular computer scan and elimination of virus as per safety standards

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
 Performance  Multiple choice
 Written  Expose /presentation
 Oral  Task on scanning viruses

Checklist Score
Yes No
Description of scan types and san mode
Description of virus elimination
Virus elimination
 Elimination by neutralization
 Elimination by deleting
 Elimination by quarantine
Observation
Learning Outcome 1.3: Backup of computer data based on OS

Content Learning activities Resources

 Selection of backup types o Brainstorming on backup types o Computer Lab with

 Normal/Full backup o Practical exercises on backup internet access
 Copy backup o Projector
 Differential backup o Computer with OS installed
 Incremental backup o Antivirus
 Daily backups o White Board
 Selection of common o Markers
backup devices
 Tape drive
 Digital audio tape(DAT)
drives
 Auto-loader tape
systems
 Magnetic optical drives
 Removable disks
 Disk drives

Formative Assessment 1.3

Performance criterion
Accurate backup of computer data based on OS installation

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  Matching
 Oral  Sentence completion
 Performance  Ticking
 Expose (presentation )
 Task on backing up data
 Checklist Score
Yes No
Selection of backup types
Selection of common backup devices
backup on various devices
 Tape drive
 Digital audio tape(DAT) drives
 Auto-loader tape systems
 Magnetic optical drives
 Removable disks
 Disk drives
Observation

Learning Outcome 1.4: Restore computer data based on OS installed

Content Learning activities Resources

 Selection restore devices o Brainstorming on backup types o Computer Lab with

 HHD/SSD internet access
 USB/ Flash Driver o Practical exercises on data o Hard disk drive
 Tapes drives restore o Flash drive
 Magnetic optical drives o Tape drive
 CDs o CDs, DVDs
 DVDs o Projector
 Disc drives o Computer with OS installed
o Antivirus

Formative Assessment 1.4

Performance criterion
Appropriate restoring of computer data based on OS installed

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  Matching
 Oral  Expose (presentation )
 Performance  Task on restoring data

Checklist Score
Yes No
Selection of restoring devices
Restoring of data on
 HHD/SSD
 USB/ Flash Driver
 Tapes drives
 Magnetic optical drives
 CDs
 DVDs
 Disc drives
Observation
 LU 2: Use Spreadsheet.

Learning Outcomes:

2 1.
2.
3.
4.
5.
Describe elements of spreadsheet application
Use basic spreadsheet tasks
Format cell and their contents
Manage Sheets in workbook
Use essential functions
15 Hours 6. Optimize data (sorting, filtering, contiguous data)

Learning Outcome 2.1: Describe elements of spreadsheet application

Content Learning activities Resources

 Description of o Brainstorming on elements of o Computer

 Workbooks and spreadsheet application o Projector
Worksheets o Demonstration on elements of o software
 Cells spreadsheet application o Whiteboard
 Headings o Group discussions on elements o Marker
 Formula bar of spreadsheet application o Duster
 Formatting tool o Text books
 Formula bar o Lecture notes
 Colum headers o Papers
 Row headers o Internet
 Active Cell reference
 status bar
 application bar
 Spreadsheets tab
 Horizontal scroll bar
 Vertical scroll bar
Formative Assessment 2.1

Performance criterion
Proper description of elements of spreadsheet application

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  Multiple choice
 Oral evidence  True or false question
 Performance  Matching
 Sentence completion
 Ticking
 Expose (presentation )

Checklist Score
Yes No
Description of Workbooks and Worksheets
Description of Cells
Description of Headings
Description of Formula bar
Description of Formatting Tools
Description of Formula bar
Description of Colum headers
Description of Row headers
Description of Active Cell reference
Description of status bar
Description of application bar
Description of Spreadsheets tab
Description of Horizontal scroll bar
Observation
Learning Outcome 2.2: Use basic spreadsheet tasks

Content Learning activities Resources

 Open o Brainstorming on basic - Computer

 Close spreadsheet tasks - Projector
 New document o Group discussions on opening, - software
 Undo closing, new document, save - Whiteboard
 Save and save us a new document. - Marker
 Save as…. o Practical exercises on selecting, - Duster
 Sheet deleting, modifying a group of - Text books
 Selecting a cell cells - Lecture notes
 Deleting Cell contents o Practical exercises on deleting - Papers
row ad Colum - Internet
 Modifying cell contents
-
 Selecting group of cells
 Increase and reduce the
cell size
 Delete row and Colum
 Duplicate cell

Formative Assessment 2.2

Performance criterion
Proper formatting of cells and their 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  Multiple choice
 Oral evidence  True or false question
 Matching
 Sentence completion
 Ticking
 Expose (presentation)
 Checklist Score
Yes No
Formatting of text and cells
Choice font, size, color
Adjustment of Cow height
Alignment of cell
Formatting of Number
Insertion of rows
Merging cells
Creating of border

Observation

Learning Outcome 2.3: Format cell and their contents

Content Learning activities Resources

 Formatting text and cells o Demonstration on formatting, - Computer

 Choosing font, size, color text and cells - Projector
 Adjusting Cow height o Group discussions on choosing - software
 Alignment of cell font, size and color. - Text books
 Formatting Number o Practical exercises on Inserting - Lecture notes
 Inserting rows and formatting row ,number, - Papers
 Merging cells creation of border and partners - Internet
 Creating borders
 Patterns

Formative Assessment 2.3

Performance criterion
Proper management of sheets in workbook

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  Multiple choice
 Oral evidence  True or false question
 Matching
 Sentence completion
 Ticking
 Expose (presentation)

Checklist Score
Yes No
Selection of Sheet
Renaming of a Sheet
Insertion of new sheets
Moving of a Sheet in a workbook
Deleting a sheet

Observation

Learning Outcome 2.4: Manage Sheets in workbook

Content Learning activities Resources

 Selecting a Sheet o Demonstration on selection of - Computer

 Renaming a Sheet sheets - Projector
 Insert new sheets o Group discussions on inserting - software
 Moving a Sheet in a new sheet - Text books
workbook o Practical exercises on inserting - Internet
 Deleting a sheet and formatting sheets
o Practical exercises on moving
sheet in workbook.
Formative Assessment 2.4

Performance criterion
Adequate using of essential functions
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  Multiple choice
 Oral evidence  True or false question
 Matching
 Sentence completion
 Ticking
 Expose (presentation)

Checklist Score
Yes No
Use of Numbers and Mathematical calculations
Use of Addition operation
Use of Multiplication operation
Use of Division operation
Use of Subtraction operation
Use of AutoSum operation
Use of Function operation
Use of Average operation
Use of Min operation
use of Max operation

Observation
Learning Outcome 2.5: Use essential functions

Content Learning activities Resources

 Use of o Demonstration on number and - Computer

 Numbers and mathematical calculations - Projector
Mathematical o Group discussions on addition, - software
calculations multiplication and division - Whiteboard
 Addition operations. - Marker
 Multiplication o Practical exercises on number - Duster
 Division and mathematical calculations - Text books
 Subtraction o Practical exercises on - Lecture notes
 AutoSum mathematical function(average, - Papers
 Function minimum, maximum and count - Internet
 Average numbers
 Minimum
 Maximum
 Count numbers

Formative Assessment 2.5

Performance criterion
Proper optimization of data

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  Multiple choice
 Oral evidence  True or false question
 Matching
 Sentence completion
 Ticking
 Expose (presentation)
 Checklist Score
Yes No
Sorting of data by multiple columns at the same time
Creation of customized list and performing a custom sort
Automatically filter of list in place
Application of filter options to a list
Use of automatic sub-totaling features
Expanding, collapsing outline detail levels

Observation

Learning Outcome 2.6: Optimize data (sorting, filtering, contiguous data)

Content Learning activities Resources

 Sorting data by multiple o Brainstorming on data - Computer

columns at the same time optimizations(sorting, filtering, - Projector
 Creation of customized list contiguous data ) - software
and performing a custom o Demonstration on sorting by - Whiteboard
sort multiple columns and creation - Marker
 Automatically filter of list of customized list - Duster
in place o Group discussions on - Text books
 Application of filter options application of filter options to a - Lecture notes
to a list list - Papers
 Use of automatic sub- o Practical exercises data - Internet
totalling features optimization
 Expanding, collapsing
outline detail levels

Formative Assessment 2.6

Performance criterion
Proper optimization of data
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  Multiple choice
 Oral evidence  True or false question
 Matching
 Sentence completion
 Ticking
 Expose (presentation)

Checklist Score
Yes No
Sorting of data by multiple columns at the same time
Creation of customized list and performing a custom sort
Automatically filter of list in place
Application of filter options to a list
Use of automatic sub-totaling features
Expanding, collapsing outline detail levels
Sorting of data by multiple columns at the same time
Creation of customized list and performing a custom sort
Automatically filter of list in place

Observation
 LU 3: Use Presentation

Learning Outcomes:

3 1.
2.
3.
4.
Describe elements of presentation application
Manage a slide
Use Templates
Apply Animation and sound in presentation

10 Hours

Learning Outcome 3.1: Describe elements of presentation application

Content Learning activities Resources

 Title Bar o Brainstorming on elements of o Computer

 Menu Bar presentation application o Projector
 Toolbars o Group discussions on elements o software
 Formatting tool bar of presentation application o Text books
 Standard toolbar o Demonstration on elements of
 Outline slides tabbed presentation application
planes
 View button
 Status bar
 Tri-panel view
 Drawing toolbar
 Office asset
 Task pane
 Help

Formative Assessment 3.1

Performance criterion
Proper description of elements of presentation application
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  Multiple choice
 Oral evidence  True or false question
 Matching
 Sentence completion
 Ticking
 Expose (presentation

Checklist Score
Yes No
Description of Title Bar
Description of Menu Bar
Description of Toolbars
Description of Formatting tool bar
Description of Standard toolbar
Description of Outline slides tabbed planes
Description of View button
Description of Status bar
Description of Tri-panel view
Description of Drawing toolbar
Description of Office asset
Description of Task pane
Observation

Learning Outcome 3.2: Manage a slide

Content Learning activities Resources

 Creating a new slide o Demonstration on creation, o Computer

 Modifying a slide formatting of a new slide o Projector
 Duplicate selected slides o Group discussions on o software
 Slide from outline modification, duplication of o Text books
 Reusing slides slides o Internet
 Entering a text o Practical exercises on slide
 Formatting a slide management
Formative Assessment 3.2

Performance criterion
Proper slides formatting

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  Multiple choice
 Oral evidence  True or false question
 Matching
 Sentence completion
 Ticking
 Expose (presentation)

Checklist Score
Yes No
Creation of a new slide
Modification of slide
Duplication of selected slides
Slide from outline
Reuse of slides
Entering a text
Formatting of slide
Observation
Learning Outcome 3.3: Use Templates

Content Learning activities Resources

 Design new template o Brainstorming on use of o Computer

 Insert a template templates o Projector
 Remove a template o Demonstration on design of o software
 Editing a template new slide o Text books
 o Practical exercises on design o Internet
template, inserting templates,
removing a new template and
editing a template

Formative Assessment 3.3

Performance criterion
Proper using of templates

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  Multiple choice
 Oral evidence  True or false question
 Matching
 Sentence completion
 Ticking
 Expose (presentation)

Checklist Score
Yes No
Design of new template
Insertion of a template
Removing a template
Editing of a template
Observation
Learning Outcome 3.4: Apply Animation and sound in presentation

Content Learning activities Resources

 Slide translation o Brainstorming on slide o Computer

 Translation sound translation o Projector
 Translation speed o Demonstration on translation o software
 Custom animation sound o Text books
o Group discussions on elements o Internet
of spreadsheet application
o Practical exercises on animation
and sound in slides

Formative Assessment 3.4

Performance criterion
Proper application of Animation and sound in presentation

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  Multiple choice
 Oral evidence  True or false question
 Matching
 Sentence completion
 Ticking
 Expose (presentation)

Checklist Score
Yes No
Translation of Slide
Translation of sound
Translation of speed
Custom animation
Observation
References:

1. https://www.ctdlc.org/remediation/indexComputer.html
2. https://www.ctdlc.org/remediation/mouse.html
3. https://www.ctdlc.org/remediation/software.html
4. https://www.ctdlc.org/remediation/copypaste.html
5. https://cce.sydney.edu.au/course/BCEI
6. http://www.ecdl.ch/
7. https://www.google.rw/search?q=spreadsheet+application+parts&dcr=0&source=lnms&tbm=is
ch&sa=X&ved=0ahUKEwjUnLiHu5_XAhXG1hQKHecWCmsQ_AUICigB&biw=1366&bih=662
8. https://www.thoughtco.com/excel-step-by-step-basic-tutorial-3123501
9. https://chandoo.org/wp/excel-basics/
10. https://www.google.rw/search?q=powerpoint+presentation+parts&dcr=0&source=lnms&tbm=i
sch&sa=X&ved=0ahUKEwin-
fHhu5_XAhWI8RQKHdqPAN4Q_AUICigB&biw=1366&bih=662#imgrc=boZUYisyVUdFkM:
11. http://emerald.tufts.edu/as/tampl/program99/workshops/ws5_components.html
 CCMQS401 - PROVIDING QUALITY CUSTOMER SERVICE

CCMQS401 Provide quality customer service

REQF Level: 4 Learning hours

Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017

Purpose statement

This module describes the skills, knowledge and attitude required to provide quality customer
service and deal with any matter related to business during, before and after a service
delivery.

The module will allow the participant to identify opportunities for products and services
delivery and reflect on information received to devise changes and suggest coping strategies.
Moreover, the trainee will also develop and use communication techniques intended for the
management of the complaints and ways of recording customer information.
Learning assumed to be in place
Not applicable

Elements of competency and perfomance criteria

Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.

By the end of the module, the trainee will be able to:

Elements of competency Performance criteria

1. Develop and 1.1 Proper identification of opportunities and use of formal and
maintain product, informal research to develop and maintain knowledge of
service and market products and services.
knowledge. 1.2 Appropriate use of customer feedback and workplace
observation to evaluate products, services and promotional
initiatives and identify changes in customer preferences, needs
and expectations.
1.3 Effective sharing of market, product and service knowledge
obtained with colleagues to enhance the effectiveness of the
team.
1.4 Suggestion of ideas to appropriate person for product and
service adjustments to meet customer needs for future planning
according to organization policy.

2. Provide a quality 2.1. Determination and clarification of customer preferences, needs

service experience to and expectations.
customers. 2.2. Proper offering of accurate information about appropriate
products and services to customers to meet their needs and
expectations.
2.3. Anticipation of customer preferences needs and expectations
throughout the service experience and provide products and
services in a timely manner, appropriate to individual needs and
preferences, and according to organization standards.
2.4. Offering possible extras and add-ons appropriately and provision
of personalized and additional services and products where
appropriate.
2.5. Proactive promotion of products and services at appropriate
opportunities according to current organization goals and
promotional focus and appropriate employment of selling
 Elements of competency Performance criteria

3. Deal with complaints and difficult 3.1 Proper use of questioning techniques to establish and
customer service situations. agree on the nature, possible cause and details of the
complaint or difficult customer service situation with
the customer and assessment of the impact on the
customer of the situation.
3.2 Effective use of communication techniques to assist in
the management of the complaint and handle the
situation sensitively, courteously and discreetly.
3.3 Proper determination of possible options to resolve the
complaint and prompt analysis and decision on the best
solution, taking into account any organization
constraints.
3.4 Appropriate use of techniques to turn complaints into
opportunities to demonstrate high quality customer
service.
3.5 Effective provision of feedback on complaints to
appropriate personnel in order to avoid future
occurrence.
3.6 Reflection and evaluation of complaint and solution to
enhance response to future complaints or difficult
service situations.

4. Manage and use information about 4.1 Proper determination and record of customer
clients and customers information where appropriate to provide
personalized service.
4.2 Perfect development and maintaining of knowledge of
organization promotional initiatives and
implementation where appropriate.
4.3 Proactive provision of enhanced products and services
to clients and customers based on client information.
 LU 1: Develop and maintain product, service and market
knowledge.

Learning Outcomes:

1 1. Identify opportunities and use formal and informal research to

develop and maintain knowledge of products and services.
2. Use customer feedback and workplace observation to evaluate
products, services and promotional initiatives and identify changes
in customer preferences, needs and expectations.
5 Hours 3. Share market, product and service knowledge obtained with
colleagues to enhance the effectiveness of the team
4. Suggest ideas to appropriate person for product and service
adjustments to meet customer needs for future planning according
to organization policy.

Learning Outcome 1.1: Identify opportunities and use formal and informal research to develop
and maintain knowledge of products and services.

Content Learning activities Resources

 Products and services o Large group discussion - Role play scenario

knowledge and its o Role plays - Reference books
importance o Small group activity - Online materials
 Opportunities to develop o Brainstorming - Scholarly materials
and maintain knowledge of o Question and answer
products and services
 Membership of
industry associations
and networks
 Conventional and
creative sources of
information
Learning Outcome 1.1: Identify opportunities and use formal and informal research to develop
and maintain knowledge of products and services. (Cont.)

Content Learning activities Resources

 Formal and informal o Large group discussion - Role play scenario

research techniques: o Role plays - Reference books
o Discussions with o Small group activity - Online materials
colleagues o Brainstorming - Scholarly materials
 Reading organization o Question and answer
information
 Research of product
and service
information brochures
 General media
 Attendance at
conferences, trade
shows and industry
events
 Distributing surveys
and questionnaires

Formative Assessment 1.1

Performance criterion
Proper identification of opportunities and use of formal and informal research to
develop and maintain knowledge of products and services.

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  Multiple choice
 True or false question
 Matching
 Sentence completion
 Ticking
 Essay (short responses / extended responses)
 Checklist Score
Yes No
Products and services are identified
Opportunities to develop and maintain knowledge of products and services are
identified
Use of formal research techniques
Use of informal research techniques
Observation

Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate
products, services and promotional initiatives and identify changes in customer preferences,
needs and expectations.

Content Learning activities Resources

 Products, services and o Large group discussion - Role play scenario

promotional initiatives o Role plays - Reference books
 Tours and transport o Small group activity - Online materials
 Conferences and o Brainstorming - Scholarly materials
conventions o Question and answer
 Function facilities
 Entertainment
 Shopping services
 Restaurant facilities
 Food and beverage
 Add-on services
 Special offers or
packages.
Learning Outcome 1.2: Use customer feedback and workplace observation to evaluate
products, services and promotional initiatives and identify changes in customer preferences,
needs and expectations. (Cont.)

Content Learning activities Resources

 Ways to determine o Large group discussion - Role play scenario

customer preferences, o Role plays - Reference books
needs and expectations: o Small group activity - Online materials
o Brainstorming - Scholarly materials
 Active listening
o Question and answer
 Questioning
 Observation
 Recognition of non-
verbal signs
 Factors influencing
customer preferences,
needs and expectations:
 Age
 Gender
 Social and cultural
characteristics
 Prior knowledge
 Special needs
 Ways to satisfy customer
preferences, needs and
expectations:
 Friendliness
 Courtesy
 Value for money
 Prompt or timely
service
 Assistance
 Empathy and support
 Comfort
 New experience
 Basic needs for food,
shelter, transport or
other services.
Formative Assessment 1.2

Performance criterion
Appropriate use of customer feedback and workplace observation to evaluate
products, services and promotional initiatives and identify changes in
customer preferences, needs and expectations.

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  Multiple choice
 Performance  True or false question
 Oral  Matching
 Ticking
 Essay (short responses / extended responses)

Checklist Score
Yes No
Identification of promotional initiatives
Application of ways to determine customer preferences, needs and expectations
Identification of Factors influencing customer preferences, needs and expectations
Application of ways to satisfy customer preferences, needs and expectations

Observation
Learning Outcome 1.3: Share market, product and service knowledge obtained with
colleagues to enhance the effectiveness of the team

Content Learning activities Resources

 Reasons to share o Group discussion - Role play scenario

knowledge o Role play - Reference books
 Methods and techniques of o Presentation - Online materials
sharing knowledge at - Scholarly materials
workplace

Formative Assessment 1.3

Performance criterion
Effective sharing of market, product and service knowledge obtained with
colleagues to enhance the effectiveness of the team.

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  Practical task of a team

Checklist Score
Yes No
Identification of reasons to share knowledge of market, product and service
Application of methods and techniques of sharing knowledge at workplace
Observation
Learning Outcome 1.4: Suggest ideas to appropriate person for product and service
adjustments to meet customer needs for future planning according to organization policy.

Content Learning activities Resources

 Product and Service o Individual reflection - Role play scenario

adjustment procedure o Brainstorming - Reference books
 Importance of Product and o Large group discussion - Online materials
Service adjustment on o Role play - Scholarly materials
customer satisfaction

Formative Assessment 1.4

Performance criterion
Suggestion of ideas to appropriate person for product and service adjustments
to meet customer needs for future planning according to organization policy.

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  Multiple choice
 Oral  True or false question
 Performance  Matching
 Ticking
 Essay (short responses / extended responses)
 Presentation
 Role play

Checklist Score
Yes No
Application of product and Service adjustment procedure
Identification of the importance of product and Service adjustment procedure on
customer satisfaction

Observation
 LU 2: Provide a quality service experience to customers.

Learning Outcomes:

2 1. Determine and clarify customer preferences, needs and expectations

2. Offer accurate information about appropriate products and services
to customers to meet their needs and expectations.
3. Anticipate customer preferences needs and expectations throughout
the service experience and provide products and services in a timely
10 Hours manner, appropriate to individual needs and preferences, and
according to organization standards.
4. Offer possible extras and add-ons appropriately and provide
personalized and additional services and products where
appropriate
5. Promote products and services at appropriate opportunities
according to current organization goals and promotional focus and
employ selling techniques appropriately to encourage usage and
purchase

Learning Outcome 2.1: Determine and clarify customer preferences, needs and expectations.

Content Learning activities Resources

 Customer needs and o Experience sharing - Role play scenario

preferences o Brainstorming - Reference books
 The importance of o Trainer guide - Online materials
researching your customers o Individual reflection - Scholarly materials
needs and preferences o Large group discussion
o Role play

Formative Assessment 2.1

Performance criterion
Proper determination and clarification of customer preferences, needs and
expectations.

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  Multiple choice
 Oral evidence  True or false question
 Matching
 Ticking
 Essay (short responses / extended responses)
 Presentation

Checklist Score
Yes No
Identification of customer needs and preferences
Clarification of customer needs and preferences
Identification of the importance of researching customers needs and preferences
Observation

Learning Outcome 2.2: Offer accurate information about appropriate products and services to
customers to meet their needs and expectations.

Content Learning activities Resources

 Needs and expectations of o Experience sharing - Role play scenario

customers on products and o Brainstorming - Reference books
services o Presentation by trainer - Online materials
 General features o Individual reflection - Scholarly materials
 Special features o Large group discussion
 Benefits o Role play
 Disadvantages
 Price
 Special offers
 Availability
 How to purchase or
order
Formative Assessment 2.2

Performance criterion
Proper offering of accurate information about appropriate products and services
to customers to meet their needs and expectations.

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  Multiple choice
 Oral evidence  True or false question
 Performance evidence  Matching
 Ticking
 Essay (short responses / extended responses)
 Presentation
 Role play

Checklist Score
Yes No
Information about products and services to customers

Observation

Learning Outcome 2.3: Anticipate customer preferences needs and expectations throughout
the service experience and provide products and services in a timely manner, appropriate to
individual needs and preferences, and according to organization standards.

Content Learning activities Resources

 Steps to anticipate o Role play - Role play scenario

customer needs and o Simulation - Reference books
preferences o Brainstorming - Online materials
 Timely customer service - Scholarly materials
 Importance of timely - Video record
customer service
Formative Assessment 2.3

Performance criterion
Anticipation of customer preferences needs and expectations throughout the
service experience and provide products and services in a timely manner,
appropriate to individual needs and preferences, and according to organization
standards.

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  Multiple choice
 Oral evidence  True or false question
 Performance evidence  Matching
 Ticking
 Essay (short responses / extended responses)
 Presentation
 Role play

Checklist Score
Yes No
Application of steps to anticipate customer needs and preferences
Identification of the importance of timely customer service

Observation
Learning Outcome 2.4: Offer possible extras and add-ons appropriately and provide
personalized and additional services and products where appropriate.

Content Learning activities Resources

 Importance of offering o Brainstorming - Reference books

extras and add-ons o Presentation by trainer - Online materials
 Ways to improve o Individual reflection - Scholarly materials
customer service o Large group discussion
 Promoting products and o Question and answer
services o Debate
 Displays
 Promotions
 special offers and deals
 menus and specials
 word of mouth
 up-selling.
 Selling techniques:
 Serving
 Helping
 Advising
 building rapport with
customers
 arousing interest.

Formative Assessment 2.4

Performance criterion
Offering possible extras and add-ons appropriately and provision of personalized
and additional services and products where appropriate.

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  Multiple choice
 Oral evidence  True or false question
 Matching
 Ticking
 Essay (short responses / extended responses)
 Presentation
 Checklist Score
Yes No
Identification of the importance of offering extras and add-ons
Identification of ways to improve customer service
Provision of personalized and additional services
Observation

Learning Outcome 2.5: Promote products and services at appropriate opportunities according
to current organization goals and promotional focus and employ selling techniques
appropriately to encourage usage and purchase.

Content Learning activities Resources

 Importance of offering o Large group discussion - Reference books

extras and add-ons o Question and answer - Online materials
 Ways to improve o Debate - Scholarly materials
customer service o Observation - Role play scenario
 Promoting products and o Role play
services
 Displays
 Promotions
 special offers and deals
 menus and specials
 word of mouth
 up-selling.
 Selling techniques:
 Serving
 Helping
 Advising
 building rapport with
customers
 arousing interest.

Formative Assessment 2.5

Performance criterion
Proactive promotion of products and services at appropriate opportunities
according to current organization goals and promotional focus and appropriate
employment of selling
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  Multiple choice
 Oral evidence  True or false question
 Performance evidence  Matching
 Ticking
 Essay (short responses / extended responses)
 Presentation
 Role play

Checklist Score
Yes No
Identification of methods to promote products and services
Application of selling techniques

Observation
 LU 3: Deal with complaints and difficult customer service
situations.

Learning Outcomes:

3 1. Use questioning techniques to establish and agree on the nature,

possible cause and details of the complaint or difficult customer
service situation with the customer and assess the impact on the
customer of the situation.
2. Use communication techniques to assist in the management of the
9 Hours complaint and handle the situation sensitively, courteously and
discreetly.
3. Determine possible options to resolve the complaint and promptly
analyse and decide on the best solution, taking into account any
organisation constraints
4. Use techniques to turn complaints into opportunities to
demonstrate high quality customer service.
5. Provide feedback on complaints to appropriate personnel in order to
avoid future occurrence
6. Reflect on and evaluate complaint and solution to enhance response
to future complaints or difficult service situations.

Learning Outcome 3.1: Use questioning techniques to establish and agree on the nature,
possible cause and details of the complaint or difficult customer service situation with the
customer and assess the impact on the customer of the situation.

Content Learning activities Resources

 Questioning techniques o Small group discussion - Role play scenario

 When and when not to use o Individual work - Reference books
questioning techniques o Role play - Online materials
 Complaints or difficult o Simulation - Scholarly materials
customer service situations - Video record
Formative Assessment 3.1

Performance criterion
Proper use of questioning techniques to establish and agree on the nature,
possible cause and details of the complaint or difficult customer service
situation with the customer and assessment of the impact on the customer of
the situation.

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  Multiple choice
 Oral evidence  True or false question
 Performance evidence  Matching
 Ticking
 Essay (short responses / extended responses)
 Presentation
 Role play

Checklist Score
Yes No
Identification of questioning techniques
Application of questioning techniques while dealing with difficult customer service
situations
Observation
Learning Outcome 3.2: Use communication techniques to assist in the management of the
complaint and handle the situation sensitively, courteously and discreetly.

Content Learning activities Resources

 Communication techniques - Group work - Role play scenario

 Listening and active - Presentation - Reference books
listening - Brainstorming - Online materials
 Asking questions to - Role play - Scholarly materials
gain information,
clarify ambiguities and
adequately understand
requirements
 Rephrasing and
repeating questions,
requests and
statements to confirm
that they have been
correctly understood
 Empathizing with the
customer's situation
while upholding
organisation policy
 Non-verbal
communication and
recognition of non-
verbal signs
 Using communication
techniques appropriate
to different social and
cultural groups
 Ability to speak clearly,
be understood and use
appropriate language,
style and tone.

Formative Assessment 3.2

Performance criterion
Effective use of communication techniques to assist in the management of the
complaint and handle the situation sensitively, courteously and discreetly
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance evidence  Role play

Checklist Score
Yes No
Application of communication techniques while handling customer complaints

Observation

Learning Outcome 3.3: Determine possible options to resolve the complaint and promptly
analyse and decide on the best solution, taking into account any organisation constraints..

Content Learning activities Resources

 Organisation constraints - Small group discussion - Role play scenario

 Emotional and logical - Individual work - Reference books
aspects of complaints. - Role play - Online materials
 Methods to manage and - Scholarly materials
reduce stress when
resolving complaints
 Proactive complaint
handling

Formative Assessment 3.3

Performance criterion
Proper determination of possible options to resolve the complaint and prompt
analysis and decision on the best solution, taking into account any organization
constraints.
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  Multiple choice
 Oral evidence  True or false question
 Performance evidence  Matching
 Ticking
 Essay (short responses / extended responses)
 Presentation
 Role play

Checklist Score
Yes No
Identification of organization constraints
Determination of emotional and logical aspects of complaints
Application of methods to manage and reduce stress while handling complaints

Observation

Learning Outcome 3.4: Use techniques to turn complaints into opportunities to demonstrate
high quality customer service.

Content Learning activities Resources

 Methods of transforming o Individual work - Reference books

complaints into additional o Debate - Online materials
service opportunities o Discussion - Scholarly materials
 High quality customer o Role play - Role play scenario
service

Formative Assessment 3.4

Performance criterion
Where appropriate, proper use of techniques to turn complaints into
opportunities to demonstrate high quality customer service.
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  Multiple choice
 Oral evidence  True or false question
 Performance evidence  Matching
 Ticking
 Essay (short responses / extended responses)
 Presentation
 Role play

Checklist Score
Yes No
Use of techniques of transforming complaints into opportunities

Observation

Learning Outcome 3.5: Provide feedback on complaints to appropriate personnel in order to

avoid future occurrence

Content Learning activities Resources

 The importance of feedback o Group work - Role play scenario

on customer complaints o Presentation - Reference books
 Effective feedback giving o Brainstorming - Online materials
o Role play - Scholarly materials

Formative Assessment 3.5

Performance criterion
Effective provision of feedback on complaints to appropriate personnel in order
to avoid future occurrence.
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  Multiple choice
 Oral evidence  True or false question
 Performance evidence  Matching
 Ticking
 Essay (short responses / extended responses)
 Presentation
 Role play

Checklist Score
Yes No
Identification of the importance of feedback on customer complaints
Effective feedback giving

Observation

Learning Outcome 3.6: Reflect on and evaluate complaint and solution to enhance response to
future complaints or difficult service situations.

Content Learning activities Resources

 Complaint analysis o Individual work - Reference books

May include: o Debate - Online materials
 Tools of analyzing o Discussion - Scholarly materials
customer o Pair work
complaints
 Customer complaint
checklist
 Customer satisfaction
Formative Assessment 3.6

Performance criterion
Reflection and evaluation of complaint and solution to enhance response to
future complaints or difficult service situations.

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  Multiple choice
 Oral evidence  True or false question
 Product evidence  Matching
 Ticking
 Essay (short responses / extended responses)
 Presentation
 Role play

Checklist Score
Yes No
Tools of analyzing customer complaints
Process to solve customer complaint to enhance response to future complaints or
difficult service situations
Observation

.
 LU 4: Manage and use information about clients and
customers.

Learning Outcomes:

4 1. Determine and record customer information where appropriate to

provide personalised service
2. Develop and maintain knowledge of organisation promotional
initiatives and implement where appropriate
3. Proactively provide enhanced products and services to clients and
2 Hours customers based on client information.

Learning Outcome 4.1: Determine and record customer information where appropriate to
provide personalised service.

Content Learning activities Resources

 Customer information o Brainstorming - Reference books

 Collecting customer o Large group discussion - Online materials
information o Individual reflection - Scholarly materials
 Storing information o Pair work
 Maintaining customer
information

Formative Assessment 4.1

Performance criterion
Proper determination and record of customer information where appropriate to
provide personalized service.
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  Multiple choice
 Oral evidence  True or false question
 Performance evidence  Matching
 Ticking
 Essay (short responses / extended responses)
 Presentation
 Role play

Checklist Score
Yes No
Identification of types of customer information
Application of techniques of collecting customer information
Identification of means of storing and maintaining customer information
Observation

Learning Outcome 4.2: Develop and maintain knowledge of organisation promotional

initiatives and implement where appropriate.

Content Learning activities Resources

 Importance of promotional o Brainstorming - Reference books

activities o Large group discussion - Online materials
 Types of promotional o Individual reflection - Scholarly materials
activities o Pair work
 Steps to successfully o Small group activity
implement organisation
promotional initiatives
Formative Assessment 4.2

Performance criterion
Perfect development and maintaining of knowledge of organization promotional
initiatives and implementation where appropriate.

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  Multiple choice
 Oral evidence  True or false question
 Matching
 Ticking
 Essay (short responses / extended responses)
 Presentation

Checklist Score
Yes No
Identification of the importance of promotional activities
Identification of steps to successfully implement organization promotional initiatives

Observation

Learning Outcome 4.3: Proactively provide enhanced products and services to clients and
customers based on client information.

Content Learning activities Resources

 Using stored customer o Large group discussion -

information o Individual reflection - Reference books
 The impact of enhanced o Pair work - Online materials
products and services o Small group activity - Scholarly materials
 Systems and methods of o Presentation by trainer
providing enhanced o Experience sharing
products and services
Formative Assessment 4.3

Performance criterion
Proactive provision of enhanced products and services to clients and customers
based on client information.

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  Multiple choice
 Oral evidence  True or false question
 Matching
 Ticking
 Essay (short responses / extended responses)
 Presentation

Checklist Score
Yes No
Identification of the impact of enhanced products and services
Identification of Systems and methods of providing enhanced products and services

Observation

References:

1. Solomon, Micah (4 March 2010). "Seven Keys to Building Customer Loyalty--and Company
Profits"
2. Dall, Michael; Bailine, Adam (2004). Service this: Winning the war against customer disservice
(1st ed.). Last Chapter First. ISBN 0-9753719-0-8.
3. https://www.dalecarnegie.com/events/transforming_customer_complaints_into_opportunities/
4. https://www.customersure.com/blog/customer-complaints-online/
 CCMHE401 - IMPLEMENTING S.H.E. POLICIES AND PROCEDURES

CCMHE401 Implement S.H.E. policies and procedures

REQF Level: 4 Learning hours

Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017

Purpose statement

This module describes the outcomes required to implement safety, health and environmental
(SHE) policies and procedures on a site adhering to defined policies and procedures to ensure
own safety and that of others, together with protection of the environment. This includes
implementation of recognized environmental care principles.
Learning assumed to be in place
Not applicable

Elements of competency and perfomance criteria

Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.

By the end of the module, the trainee will be able to:

Elements of competency Performance criteria

1. Identify hazardous areas to be 1.1 Proper selection of the tools and materials
improved 1.2 Proper physical inspection of the working area
1.3 Proper marking and reporting of hazardous area
1.4 Proper reporting on the area of weakness according to
company procedure
2. Apply SHE practices 2.1 Proper identification of applicable Occupational Health,
Safety and Environmental (OHSE) requirements
2.2 Appropriate instruction to workers to follow safety best
practices and Enforce health and safety regulations.
2.3 Proper establishment and maintenance of
communication with others in line with SHE
requirements.
2.4 Proper performance of tasks in a safe manner and in
line with SHE best practices
3. Assess and control risks 3.1 Proper analysis of work practices and processes to
identify areas for improvement in relation to SHE issues
and hazards
3.2 Proper detection and assessment of risk, and detailed
report and investigation of all incidents/ accidents.
3.3 Proper control of hazard to make them less dangerous
by looking at the most effective options.
4. Promote awareness of SHE in 4.1 Proper implementation of environmental procedures
working place 4.2 Adequate training of workers to operate tools and
equipment
4.3 Proper inspection of the working area and appropriate
remedial action to be taken to minimize or eliminate
hazards.
 LU 1: Identify hazardous areas to be improved.

Learning Outcomes:

1 1. Select tools and materials

2. Inspect and identify physical feature of dangerous area
3. Mark and report on the hazardous areas

5 Hours

Learning Outcome 1.1: Select tools and materials

Content Learning activities Resources

 Types of tools ,materials o Presentation on types of - Reference Books

and equipment used to - internet
equipment
identify hazards: - TV screen
 Dust sampler o Group discussion - Module manuals
 Noise meter - Visual aid
o Practical exercises on types of
 Hammer - Steel bar
 Brushes equipment - Dust sampler
 Crowbar - Mining anemometer
o Visual aids
 Ladder - Noise meter
 Rock drill o Video and audio materials on - Hammer
 Tape measure - Brushes
types of equipment
 Infrared thermometer - Crowbar
- Ladder
- Timber
- Nails
- Cement
- Wire mesh
- Marking paints
- Tape measure
- Infrared thermometer
- Strings and ropes
- PPEs
Learning Outcome 1.1: Select tools and materials (cont.)

Content Learning activities Resources

 Types of tools ,materials o Presentation on types of - Reference Books

and equipment used to - internet
equipment
control hazards: - TV screen
 Hammer o Group discussion - Module manuals
 Brushes - Visual aid
o Practical exercises on types of
 Crowbar - Steel bar
 Ladder equipment - Dust sampler
 Timber - Mining anemometer
o Visual aids
 Nails - Noise meter
 Cement o Video and audio materials on - Hammer
 Wire mesh - Brushes
types of equipment
 Marking paints - Crowbar
 Tape measure - Ladder
 Level meter - Timber
 Pick - Nails
 Shovel - Cement
 Saw - Wire mesh
 PPEs (nose masks, - Marking paints
hearing Protection, - Tape measure
goggles, helmets , - Infrared thermometer
overalls, protective - Strings and ropes
footwear, gloves) - PPEs

Formative Assessment1.1

Performance criterion
Proper selection of the tools and materials
 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  Multiple choice
 Oral evidence  True or false question
 Performance evidence  Matching
 Sentence completion
 Ticking
 Expose (presentation)
 Task: Selecting tools and materials for hazardous area identification

Checklist Score
Yes No
Identification of working area
Arrangement of tools according to their types and use
Arrangement of materials according to their types and use
Arrangement of equipment according to their types and use
Observation

Learning Outcome 1.2: Inspect and identify physical feature of dangerous area

Content Learning activities Resources

 Tools and equipment o Presentation on checklists and - Reference books

checklist: work place examinations - Visual aids
 Adequate supply of o Observation - Computer
tools and equipment o Group discussion - internet
for inspection o Practical exercises - Module manuals
 Appropriate PPE for o on checklists and work place - Steel bar
inspection according to examinations - Dust sampler
each job specification. o Visual Aid materials - Hammer
 Work place examination o Video and audio aids - TV Screen
for unsafe area
 Environment condition
Water
Cracks
Air
Dust
Formative Assessment 1.2

Performance criterion
Proper physical inspection of the working area

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  Multiple choice
 Performance  True or false question
 Oral  Matching
 Ticking
 Sentence completion
 Expose (presentation)
 Task: Inspecting of the working place

Checklist Score
Yes No
Identification of Environment condition
Identification of Adequate supply of tools and equipment for inspection
Identification of Appropriate PPE for inspection according to each job specification
Observation
Learning Outcome 1.3: Mark and report on the hazardous areas

Content Learning activities Resources

 Introduction to tools and o Presentation on tools and - Reference books

equipment for marking equipment and reporting - Visual aids
hazardous area: o Group discussion on tools and - Computer
equipment and reporting - internet
 Hammer
o Practical exercises on marking - Module manuals
 Brushes
and temporary supporting - Hammer
 Crowbar
o Visual Aid materials - Brushes
 Ladder
o Video and audio materials - Crowbar
 Timber
- Ladder
 Nails
- Timber
 Barricade tap (Warning
- Nails
sign)
- Barricade tap
 Cones
 Use of tools and
equipment for marking
hazardous area:

 Reporting:
 Through the
administrative
hierarchy
 Emergency reporting

Formative Assessment 1.3

Performance criterion
Proper marking of hazardous area and proper reporting on the area of weakness
according to company procedure
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  Multiple choice
 Performance  True or false question
 Oral  Matching
 Ticking
 Sentence completion
 Expose (presentation)
 Task: marking hazardous areas and reporting

Checklist Score
Yes No
Selection of tools according the hazardous area
Selection of materials according the hazardous area
Selection of equipment according the hazardous area
Appropriate use of tools and equipment for marking hazardous area:
A detailed report is produced
Observation
 LU 2: Apply SHE practices.

Learning Outcomes:

2 1. Identify and follow applicable Occupational Health Safety and

environmental (OHSE) requirements
2. Instruct workers to follow safety best practices and enforce health
and safety regulations.
3. Establish and maintain communication with others in line with SHE
10 Hours requirements
4. Perform tasks in a safe manner and in line with SHE best practices

Learning Outcome 2.1: Identify and follow applicable Occupational Health Safety and
environmental (OHSE) requirements

Content Learning activities Resources

 OHS requirement: o Research on OHS requirement, - PPEs

 Personal protective environmental requirements, - Reference books
equipment and clothing Legislative requirements and - Work sheet
Organisational requirements - Markers
 safety equipment
o Brainstorming on OHS - Flip charts
 first aid equipment
 firefighting equipment requirement, environmental
requirements, Legislative
 hazard and risk control
requirements and
 fatigue management
Organisational requirements
 elimination of hazardous
o Group discussion on OHS
materials and substances requirement, environmental
 safe forest practices requirements, Legislative
including required actions requirements and
relating to forest fire Organisational requirements
 manual handling including
shifting, lifting and carrying
 machine guarding
Learning Outcome 2.1: Identify and follow applicable Occupational Health Safety and
environmental (OHSE) requirements (Cont.)

Content Learning activities Resources

 Environmental o Research on OHS requirement, - PPEs

requirements: environmental requirements, - Reference books
 legislation Legislative requirements and - Work sheet
 organisational policies Organisational requirements - Markers
and procedures o Brainstorming on OHS - Flip charts
 workplace practices requirement, environmental
 Legislative requirements: requirements, Legislative
 award and enterprise requirements and
agreements Organisational requirements
 industrial relations o Group discussion on OHS
 Australian Standards requirement, environmental
 confidentiality and requirements, Legislative
privacy requirements and
 OHS
Organisational requirements
 the environment
 equal opportunity
 anti-discrimination
 relevant industry codes
of practice
Learning Outcome 2.1: Identify and follow applicable Occupational Health Safety and
environmental (OHSE) requirements (Cont.)

Content Learning activities Resources

 Organisational o Research on OHS requirement, - PPEs

requirements: environmental requirements, - Reference books
 Legal Legislative requirements and - Work sheet
Organisational requirements - Markers
 organisational and site
o Brainstorming on OHS - Flip charts
guidelines
 policies and requirement, environmental
requirements, Legislative
procedures relating to
requirements and
own role and
Organisational requirements
responsibility
o Group discussion on OHS
 quality assurance requirement, environmental
 procedural manuals requirements, Legislative
 quality and continuous requirements and
improvement Organisational requirements
processes and
standards
 OHS, emergency and
evacuation procedures
 ethical values
 recording and
reporting requirements
 equipment use,
maintenance and
storage requirements
 environmental
management
requirements (waste
disposal, recycling and
re-use guidelines)

Formative Assessment 2.1

Performance criterion
Proper identification of applicable Occupational Health, Safety and
Environmental (OHSE) requirements
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  Multiple choice
 Oral evidence  True or false question
 Performance  Matching
 Sentence completion
 Ticking
 Expose (presentation)
 Task: identification of applicable Occupational Health, Safety
and Environmental (OHSE) requirements

Checklist Score
Yes No
Respected OHSE requirements are well identified
Respected Environmental requirements are well identified
Respected Legislative requirements are well identified
Respected Organisational requirements are well identified
Observation

Learning Outcome 2.2: Instruct workers to follow safety best practices and enforce health and
safety regulations.

Content Learning activities Resources

 SHE standards and o Observation - PPEs

regulations to be followed: o Group discussion - Reference books
 Use of PPEs o Practical exercises - Work sheet
o Checklists - Markers
 Use of inspection
- Flip charts
checklist -
 Appropriate tools
,materials and
equipment to be used
Formative Assessment 2.2

Performance criterion
Appropriate instruction to workers to follow safety best practices and Enforce
health and safety regulations.

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  Multiple choice
 Oral evidence  True or false question
 Performance  Matching
 Sentence completion
 Ticking
 Expose (presentation)
 Task: Instructing SHE standards and regulations

Checklist Score
Yes No
Use of PPEs
Use of inspection checklist of SHE standards and regulations
Appropriate tools ,materials and equipment to be used

Observation
Learning Outcome 2.3: Establish and maintain communication with others in line with SHE
requirements

Content Learning activities Resources

 Communication: o Group discussion - Public Board notices

 verbal and non-verbal o Practical exercises - Communication
language devices/phones
 constructive feedback - Safety signs
 active listening
 questioning to clarify
and confirm
understanding
 use of positive,
confident and
cooperative language
 use of language and
concepts appropriate
to individual social and
cultural differences
 control of tone of voice
and body language

Formative Assessment 2.3

Performance criterion
Proper establishment and maintenance of communication with others in line
with SHE requirements.

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  Multiple choice
 Oral evidence  True or false question
 Performance  Matching
 Sentence completion
 Ticking
 Expose (presentation)
 Task: Communicate with others in line with SHE requirements
 Checklist Score
Yes No
Verbal and non-verbal language are used
constructive feedback is given
active listening is respected
questioning to clarify and confirm understanding
 verbal and non-verbal language
 constructive feedback
 active listening
 questioning to clarify and confirm understanding
 use of positive, confident and cooperative language
 use of language and concepts appropriate to individual social and cultural
differences
 control of tone of voice and body language
 use of language and concepts appropriate to individual social and cultural
differences
 control of tone of voice and body language

Observation

Learning Outcome 2.4: Perform tasks in a safe manner and in line with SHE best practices

Content Learning activities Resources

 Environmental policy which o Group discussion - Registration documents

ensures: o Practical exercises - Regulations
 Compliance, - Safety standards
improvement (where
required to reflect
environmental policy)
and prevention
 Continuous cycle of
planning,
implementing,
monitoring, reviewing
and improving
environmental
practices and systems
Formative Assessment 2.4

Performance criterion
Proper performance of tasks in a safe manner and in line with SHE best practices

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  Multiple choice
 Oral evidence  True or false question
 Performance  Matching
 Sentence completion
 Ticking
 Expose (presentation)
 Task: Perform tasks in a safe manner and in line with SHE best
practices ( according to their specific trade)

Checklist Score
Yes No
Compliance
Improvement (where required to reflect environmental policy)
Prevention
Continuous cycle of planning, implementing, monitoring, reviewing and improving
environmental practices and systems
Observation

.
 LU 3: Assess and control risks.

Learning Outcomes:

3 1. Analyse work practices and identify areas for improvement in

relation to SHE issues and hazards
2. Detect, assess and report SHE issues and Hazards in the work area
to appropriate personnel
3. Control hazard to make them less dangerous by looking at the most
10 Hours effective options.

Learning Outcome 3.1: Analyse work practices and identify areas for improvement in relation
to SHE issues and hazards

Content Learning activities Resources

 Questioning techniques o Small group discussion - Role play scenario

 When and when not to use o Individual work - Reference books
questioning techniques o Role play - Online materials
 Complaints or difficult o Simulation - Scholarly materials
customer service situations - Video record

Formative Assessment 3.1

Performance criterion
Proper analysis of work practices and processes to identify areas for
improvement in relation to SHE issues and hazards
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  Multiple choice
 Oral evidence  True or false question
 Performance  Matching
 Sentence completion
 Ticking
 Expose (presentation)
 Task: Analyze of work practices and processes to identify areas
for improvement in relation to SHE issues and hazards
Checklist Score
Yes No
Analysis of work place to see if it is free from any hazard.
List of all identified risks/hazards in the working area to be improved
List of adequate measures to be used to improve unsafe area
Observation

Learning Outcome 3.2: Detect, assess and report SHE issues and Hazards in the work area to
appropriate personnel

Content Learning activities Resources

 Communication techniques - Group work - Role play

 Listening and active listening - Presentation scenario
 Asking questions to gain information, - Brainstorming - Reference books
clarify ambiguities and adequately - Role play - Online materials
understand requirements - Scholarly
 Rephrasing and repeating questions, materials
requests and statements to confirm that
they have been correctly understood
 Empathizing with the customer's situation
while upholding organisation policy
 Non-verbal communication and
recognition of non-verbal signs
 Using communication techniques
appropriate to different social and cultural
groups
 Ability to speak clearly, be understood and
use appropriate language, style and tone.
Formative Assessment 3.2

Performance criterion
Proper detection and assessment of risk, and detailed report and investigation of
all incidents/ accidents.

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  Multiple choice
 Oral evidence  True or false question
 Performance  Matching
 Sentence completion
 Ticking
 Expose (presentation)
 Task: Detecting and assessing risks, and detailed report and
investigating all

Checklist Score
Yes No
Identification of hazards.
Decide who might be harmed and how
Evaluation of the risks and decide on precautions.
Recording of findings and its implementation
Reviewing risk assessment and update if necessary.
Report to the appropriate personnel

Observation
Learning Outcome 3.3: Control hazard to make them less dangerous by looking at the most
effective options.

Content Learning activities Resources

 Hazard control methods: prevention, o Group discussion  Procedural manuals

handle, isolation, remove or use of o Practical exercises  Environmental
PPE o Brainstorming policy
 Hazard reporting procedures o Research  Reference books
 job procedures and safe work  Checklist
instructions and allocation of  Papers
responsibilities  Pens
 emergency procedures  Internet
 accident and near miss reporting and
recording procedures
 Consultation on Occupational Health
and Safety issues
 Selection, storage and maintenance
procedures for use of personal
protective equipment (PPE)

Formative Assessment 3.3

Performance criterion
Proper control of hazard to make them less dangerous by looking at the most
effective options.

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  Multiple choice
 Oral evidence  True or false question
 Performance  Matching
 Sentence completion
 Ticking
 Expose (presentation)
 Task: Control of hazard options in working area
 Checklist Score
Yes No
Hazard control methods are applied
Hazard reporting procedures are followed
Job procedures and safe work instructions and allocation of responsibilities are respected
Emergency procedures are planned
Accident and near miss reporting and recording procedures are planned
Consultation on Occupational Health and Safety issues
Selection, storage and maintenance procedures for use of personal protective equipment
(PPEs)
Observation
 LU 4: Awareness of SHE in working place.

Learning Outcomes:

4 1. Implement environmental procedures

2. Provide training to workers on SHE and operational control
3. Inspect the working area and remedial action to be taken to
minimize or eliminate hazards.

5 Hours

Learning Outcome 4.1: Implement environmental procedures

Content Learning activities Resources

 Environmental goals: o Brainstorming on - Procedural manuals

 environmental Environmental goals - Organisational policies and
sustainability o Research on Environmental procedures
(Afforestation, - Environmental policy
goals
conservation) o Group discussion
 Energy promotion (use
of renewable energy
and other resource
such as; solar and wind
energy)
 Emissions control and
where possible,
reduction
 Waste generation
control and where
possible, reduction
 Waste management,
recycling, re-use and
disposal.
Formative Assessment 4.1

Performance criterion
Proper implementation of environmental procedures

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  Multiple choice
 Oral evidence  True or false question
 Performance  Matching
 Sentence completion
 Ticking
 Expose (presentation)
 Task: Implementing environmental procedures

Checklist Score
Yes No
Environmental sustainability is maintained
Energy promotion is encouraged/sensitized
Emissions control and where possible, reduction is encouraged/sensitized
Waste generation control and where possible, reduction
Waste management, recycling, re-use and disposal is encouraged/sensitized
Observation
Learning Outcome 4.2: Provide training to workers on SHE and operational control

Content Learning activities Resources

 Training: - Fire extinguisher

 in-house or external training - First aid kit
programs - Fire triangle
 one-on-one supervision - Personal protective
 programs that maintain up-to- equipment and
date knowledge of legislative clothing
changes at the local, State, - Safety equipment
Territory and Commonwealth - First aid equipment
levels - Procedural manuals
 Operational controls: - Organisational policies
 Prevention of pollution and procedures
 Control of air emissions - Environmental policy
 Solid and hazardous wastes
 Contamination of land
 Noise, Odour, Dust, Traffic
 Water discharges
 Raw material & resource use
 Hazardous material storage and
handling
 Compliance with legislation and
regulations
 Electronic or mechanical
technology to reduce emissions
 Routine preventive maintenance
programs to reduce wear and
breakdown of equipment
 Monitoring and observation of
equipment performance
 Types of Operational Controls
 Standard Operating Procedures
 Signage
 Log Books
 Check Lists
Formative Assessment 4.2

Performance criterion
Adequate training of workers to operate tools and equipments

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  Multiple choice
 Oral evidence  True or false question
 Performance  Matching
 Sentence completion
 Ticking
 Expose (presentation)
 Task: Training on operating tools and equipment In line with SHE
requirements

Checklist Score
Yes No
Training on Operational control is provided

Observation
Learning Outcome 4.3: Inspect the working area and remedial action to be taken to minimize
or eliminate hazards.

Content Learning activities Resources

 Remedial actions to be inspected in o Research on environmental - Environmental policy

the working area; impact - Procedural manuals
 workplace waste management o Group discussion - Organisational policies
systems and procedures
o Brainstorming
 emissions control of greenhouse
gases
 use of non-renewable resources
control
 chemical use control
 supply chain management
 Environmental Impacts;
 Soil degradation
 Erosion
 Leaching
 Climate change
 Air, soil, water pollution
 Land sliding

Formative Assessment 4.3

Performance criterion
Proactive inspection of the working area and appropriate remedial action to be
taken to minimize or eliminate hazards.

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  Multiple choice
 Oral evidence  True or false question
 Performance  Matching
 Sentence completion
 Ticking
 Expose (presentation)
 Task: Training on operating tools and equipment In line with SHE
requirements
 Checklist Score
Yes No
Remedial actions to be inspected in the working area are identified
Identification of Environmental Impacts

Observation

References:

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
 CCMEN401 - INTERMEDIATE WORKPLACE ENGLISH

CCMEN401 Use intermediate English at the workplace

REQF Level: 4 Learning hours

Credits: 3 30
Sector: All
Sub-sector: All
Issue date: January, 2017

Purpose statement

This module describes the skills, knowledge and

attitudes to be acquired for the trainee’s. The trainee will be able to present personal ideas and
opinions, discuss selected topics of interest, build a convincing argument to support or refute
an opinion, support or refute an idea in a debate/discussion, use proper terminology to report
facts, describe, explanation and stating facts , use tenses Accurately, write structured factual,
descriptive, and explanatory texts on a range of topics, produce correspondence texts stating,
describe facts in the workplace, produce small scale-reports on trade-related issues, read
medium texts on general and trade-related topics, identify different reading techniques, select
and apply reading techniques to different texts, draw inferences from medium-length texts ,
Identify listening strategies, select appropriate listening strategy depending on the listening
purpose, Apply listening strategies while listening to audio messages, Use nonverbal clues to
detect messages implied by the speaker.
Learning assumed to be in place
Not applicable

Elements of competency and performance criteria

Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.

By the end of the module, the trainee will be able to:

Elements of competency Performance criteria

1. Write factual, descriptive, and 1.1 Effective use of proper terminology to report facts
explanatory texts 1.2 Correct use of tenses to describe, explain and state
facts accurately
1.3 Clear distinction of factual, description and
explanatory paragraphs
1.4 Appropriate writing of well-structured factual,
descriptive, and explanatory texts on a range of
topics
1.5 Production of correspondence texts (letters, emails)
stating, explaining, or describing facts at the
workplace
1.6 Production of small-scale reports on trade-related
issues (field visits, industrial attachments)
2. Apply a range of listening strategies 2.1 Accurate identification of different listening
to understand predictable strategies
messages 2.2 Proper selection of a listening strategy depending on
the listening purpose
2.3 Active application of listening strategies while
listening to audio messages
2.4 Adequate use of non-verbal clues (intonation, tone,
body movement) to detect messages implied by the
speaker
3. Discuss general and trade-related 3.1 Presentations of personal ideas and opinions during
topics discussions selected topics of interest
3.2 Proper detection and avoidance of argumentation
fallacies in debates and discussions
3.3 Proper use of functional language to support of
refute ideas in a debate or discussion
3.4 Convincing building of arguments to support or
refute an opinion (elements and types of an
argument
 Elements of competency Performance criteria

4. Read medium texts on general and 4.1 Accurate identification of different reading
trade-related topics techniques (skimming, scanning, extensive reading,
critical reading)
4.2 Proper selection of a reading technique depending
on the reading purpose and material
4.3 Active application of reading techniques while
reading different texts messages
4.4 Demonstration of the ability to understand the
inferences made in a range of medium length texts
 LU 1: Write factual, descriptive, and explanatory texts.

Learning Outcomes:

1 1.
2.
3.
4.
Use proper terminology to report facts
Describe, explain and state facts using tenses accurately
Distinguish factual, description and explanatory paragraphs
Write well-structured factual, descriptive, and explanatory texts on a
range of topics
10 Hours 5. Production of correspondence texts (letters, emails) stating,
explaining, or describing facts at the workplace
6. Produce small-scale reports on trade-related issues (field visits,
industrial attachments)

Learning Outcome 1.1: Use proper terminology to report facts

Content Learning activities Resources

 Expressing facts o Group discussions  Projector

 Expressions used in o Dialogues  Computer
outlining facts o Role plays  Flipcharts
The fact is that… o Short presentations  Markers
The (main) point is that … o Practical writing exercises  Scenarios
This proves that … o Modelling  Trainee
What it comes down to is manuals
that …  Stationeries
It is obvious that …  Lesson plans
It is certain that …  Reference
One can say that … books
It is clear that…  Written
There is no doubt that … speeches
 Comparing and reporting facts  Newspaper
 Using comparatives and reports
superlatives
 Quantifiers and modifiers
Formative Assessment 1.1

Performance criterion
Use proper terminology to report facts

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  Presentations
 Performance evidence  Sentence completion
 Matching
 Writing practice
 Task: Using comparatives and superlatives, report key information
facts at your workplace.

Checklist Score
Yes No
Word choice
Comparatives and superlatives
Expression of facts
Observation
Learning Outcome 1.2: Describe, explain and state facts using tenses accurately

Content Learning activities Resources

 Using present tenses to o Dialogues  Audiovisual materials

describe, explain and state o Storytelling  Projector
present facts o Short presentations  Computer
 Using past tenses to o Practical writing exercises  Flipcharts
describe, explain and state o Modelling  Markers
past facts o Brainstorming  Lesson plans
o Vocabulary Games  Recordings
 Reference books
 Photos or pictures
 Written speeches
 Newspaper reports
Formative Assessment 1.2

Performance criterion
Describe, explain and state facts using tenses accurately

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  Writing practice
 Performance  Discussions
 Matching
 Task: Describe present facts about your career using appropriate
tenses

Checklist Score
Yes No
Tense use
Description of facts
Observation
Learning Outcome 1.3: Distinguish factual, description and explanatory paragraphs

Content Learning activities Resources

 Introduction to tools and o Presentation on tools and - Reference books

equipment for marking equipment and reporting - Visual aids
hazardous area: o Group discussion on tools - Computer
and equipment and - internet
 Hammer
reporting - Module manuals
 Brushes
o Practical exercises on - Hammer
 Crowbar
marking and temporary - Brushes
 Ladder
supporting - Crowbar
 Timber
o Visual Aid materials - Ladder
 Nails
o Video and audio materials - Timber
 Barricade tap (Warning
- Nails
sign)
- Barricade tap
 Cones
 Use of tools and equipment
for marking hazardous area:

 Reporting:
 Through the
administrative hierarchy
 Emergency reporting

Formative Assessment 1.3

Performance criterion
Distinguish factual, description and explanatory paragraphs

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  Writing practice
 Performance  Discussions
 Matching
 True or false questions
 Task: Classify the paragraphs given to you by the teacher according
to their types
 Checklist Score
Yes No
Paragraph types
Elements of a paragraph
Paragraph structure
Observation

Learning Outcome 1.4: Write well-structured factual, descriptive, and explanatory texts on a
range of topics

Content Learning activities Resources

 Sentence structure o Group works  Audiovisual

 Compound sentences o Pair work materials
Coordinative o Jumbled paragraphs  Projector
conjunction o Gap-fill  Computer
 Complex sentences  Flipcharts
Main clauses  Markers
Subordinate clause  Lesson plans
Subordinate  Recordings
conjunctions  Reference books
 Compound complex  Photos or pictures
sentences
 Structure of narrative,
argumentative, descriptive,
and explanatory texts
 Present and past tenses

Formative Assessment 1.4

Performance criterion
Write well-structured factual, descriptive, and explanatory texts on a range of
topics
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  Matching
 Performance  Writing practice
 Presentation
 Task: Write a short essay describing your career dreams

Checklist Score
Yes No
Text structure
Types of texts
Tense use
Observation

Learning Outcome 1.5: Production of correspondence texts (letters, emails) stating,

explaining, or describing facts at the workplace

Content Learning activities Resources

 Introduction to business o Pair work  Audiovisual materials

letters o Jumbled paragraphs  Projector
 Parts of a business letter o Gap-fill  Computer
 Types of business letters o Peer feedback  Flipcharts
 Introduction to email o Practical exercises on email  Markers
correspondence writing  Lesson plans
 Parts of an email o Practical exercises on  Recordings
 Strategies for writing a business letters  Reference books
good email  Photos or pictures
 Types of emails  Letter samples
Formative Assessment 1.5

Performance criterion
Produce correspondence texts (letters, emails) stating, explaining, or describing
facts at the workplace

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 Writing practice
 Performance Task: Compose an email outlining some of the challenges you face at
work.
Checklist Score
Yes No
Strategies for writing correspondence texts
Parts of an email
Parts of letters
Types of letters and emails
Observation

Learning Outcome 1.6: Produce small-scale reports on trade-related issues (field visits,
industrial attachments)

Content Learning activities Resources

 Writing small-scale reports o Report Writing practice  Audiovisual materials

 Structure of a formal o Peer feedback  Projector
report o Group work  Computer
Layout  Flipcharts
Introduction  Markers
Body  Lesson plans
Conclusion  Reference books
 Sample reports
Formative Assessment 1.6

Performance criterion
Produce small-scale reports on trade-related issues (field visits, industrial
attachments)

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  Writing practice
 Performance  Presentation
 Task: Produce a short report on your recent field visit

Checklist Score
Yes No
Structure of a report
Language use
Observation
 LU 2: Apply a range of listening strategies to understand
predictable messages.

Learning Outcomes:

2 1. Identify different listening strategies

2. Select appropriate listening strategy depending on the listening
purpose
3. Apply listening strategies while listening to audio messages
4. Use non-verbal clues to detect messages implied by the speaker
2 Hours

Learning Outcome 2.1: Identify different listening strategies

Content Learning activities Resources

 Listening strategies o Dialogues  Audiovisual

 Listening for details materials
o Role plays
 listening for the gist  Projector
 note taking
o Short presentations  Computer
o Modelling and drilling  Flipcharts
 Active listening and
 Markers
response o Listening to TV shows  Lesson plans
 Listening for specific  Recordings
o Listening to radio programs
information  Reference books
 predicting  Written speeches
 drawing inferences  Newspaper reports
 summarizing  Scenarios
 recognizing cognates
 recognizing word-order
patterns
 Applying Listening strategies
 Identifying the listening
purpose
 Selecting the
appropriate listening
strategy
Formative Assessment 2.1

Performance criterion
Identify different listening strategies

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  Discussions
 Oral evidence  Presentations
 Performance  Multiple choice
 Listening practice
 Task: List and explain at least three listening strategies.

Checklist Score
Yes No
Understanding of Listening strategies
Observation

Learning Outcome 2.2: Select appropriate listening strategy depending on the listening purpose

Content Learning activities Resources

Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1

Formative Assessment 2.2

Performance criterion
Select appropriate listening strategy depending on the listening purpose
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  Discussions
 Oral evidence  Presentations
 Performance  Multiple choice
 Listening practice
 Task: Which listening strategy would you use to get the main
idea of a recording?

Checklist Score
Yes No
Understanding of Listening strategies
Selection of listening strategies

Observation

Learning Outcome 2.3: Apply listening strategies while listening to audio messages

Content Learning activities Resources

Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1

Formative Assessment 2.3

Performance criterion
Apply listening strategies while listening to audio messages

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  Discussions
 Oral evidence  Multiple choice
 Performance  Listening practice
 Task: Which listening strategy would you use to get the main
idea of a recording?
 Checklist Score
Yes No
Understanding of Listening strategies
Selection of listening strategies
Listening purpose

Observation

Learning Outcome 2.4: Use non-verbal clues to detect messages implied by the speaker

Content Learning activities Resources

 Understanding non-verbal o role play  video materials

o video watching  posters/banners
clues
o note taking  wallpapers
 Voice clues o modelling  audiovisual materials
Intonation o drilling  Projector
Voice tone  Flipcharts
 Body movement  Markers
facial expressions  Lesson plans
gestures  Recordings
 Reference books
 Scenarios
 Trainee manuals

Formative Assessment 2.4

Performance criterion
Use non-verbal clues to detect messages implied by the speaker

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  Multiple choice
 Oral evidence  Discussions
 Performance  Audio-visual practice
 Task: Watch a video shown by the teacher and say what the
speaker’s gestures mean.

Checklist Score
Yes No
Understanding of body language
Interpreting voice clues

Observation

.
 LU 3: Discuss general and trade-related topics.

Learning Outcomes:

3 1. Present personal ideas and opinions during discussions on selected

topics of interest
2. Use functional language to support or refute ideas in a debate or
discussion
3. Detect and avoid argumentation fallacies in debates and discussions
5 Hours 4. Build convincing arguments to support or refute an opinion

Learning Outcome 3.1: Present personal ideas and opinions during discussions on selected
topics of interest

Content Learning activities Resources

 Expressing opinion in English o Dialogues  Audiovisual

 Agreeing with an opinion o Role plays materials
Full agreement with an o Modelling  Projector
opinion
o Group discussions  Computer
o Debates  Flipcharts
Partial agreement with an o Mock speeches  Markers
opinion
 Lesson plans
 Disagreeing with an opinion  Recordings
Forms of disagreement  Reference books
When to disagree  Written speeches
Disagreeing politely  Newspaper reports
 Using functional language in  Scenarios
argument building  Trainee manual
 Persuasion
 Asking questions
 Cause and effect
 Summarizing ideas to be
refuted
 Sequencing ideas
 Predicting ideas
Formative Assessment 3.1

Performance criterion
Present personal ideas and opinions during discussions on selected topics of
interest

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  Presentation practice
 Performance  Writing practice
 Discussions
 Task: Prepare a short presentation on a topic of interest and
share it with your class.

Checklist Score
Yes No
Articulation of ideas
Using functional in expressing opinions
Observation

Learning Outcome 3.2: Use functional language to support or refute ideas in a debate or
discussion

Content Learning activities Resources

Refer to Learning Outcome 3.1 Refer to Learning Outcome 3.1 Refer to Learning Outcome
3.1
Formative Assessment 3.2

Performance criterion
Use functional language to support of refute ideas in a debate or discussion

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  Discussions
 Performance  Presentations
 Task: Following instructions given by your teacher, use
functional language in supporting or refuting ideas in a group
discussion

Checklist Score
Yes No

Observation

Learning Outcome 3.3: Detect and avoid argumentation fallacies in debates and discussions

Content Learning activities Resources

 Dealing with argumentation o Dialogues  video materials

fallacies
o Role plays  posters/banners
 Types of Fallacies  wallpapers
Formal Fallacies o Modelling and drilling  audiovisual
 Propositional fallacies materials
 Quantification fallacies  Projector
 Formal syllogistic  Computer
fallacies  Flipcharts
Informal Fallacies  Markers
 Faulty generalizations  Lesson plans
 Red herring fallacies  Recordings
Conditional fallacies  Reference books
 Responding to fallacies
Formative Assessment 3.3

Performance criterion
Detect and avoid argumentation fallacies in debates and discussions

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  Multiple choice
 Oral evidence  Discussions
 Performance  Listening practice
 Note taking
 Presentation
 Task: Listen to the recording played to you by the teacher and
tell which argumentation fallacies the speaker is using then
respond to them.

Checklist Score
Yes No
Types of Argumentation fallacies
Responding to fallacies

Observation

Learning Outcome 3.4: Build convincing arguments to support or refute an opinion

Content Learning activities Resources

 Building a convincing argument o Debates  video materials

 Definition of an argument
o Group discussions  posters/banners
 Elements of an argument  wallpapers
Claims o Brainstorming  audiovisual materials
Counterclaims
o Presentations  Projector
Reasons  Flipcharts
Evidence o Mock speeches  Lesson plans
 Types of arguments  Recordings
 Reference books
 Speech samples
Formative Assessment 3.4

Performance criterion
Build convincing arguments to support or refute an opinion

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  Discussions
 Oral evidence  Writing practice
 Performance  Presentation
 Task: After drafting your argument on the role of TVET on
Rwanda’s development, indicate all the elements of an
argument in it.

Checklist Score
Yes No
Understanding of an argument
Elements of an argument
Types of arguments

Observation

.
 LU 4: Read medium texts on general and trade-related topics.

Learning Outcomes:

4 1. Introduce oneself and get to know one another

2. Intergrate in team
3. Participate in setting rules and adhere to them

2 Hours

Learning Outcome 4.1: Identify different reading techniques

Content Learning activities Resources

 Reading techniques o Practical exercises  Projector

 Skimming o Debating texts read  Computer
 Flipcharts
 Scanning o Presentations on texts read
 Markers
 Deep reading o Group discussions  Lesson plans
 Critical reading  Reference books
 Written speeches
 Newspaper reports
 Reading materials

Formative Assessment 4.1

Performance criterion
Identify different reading techniques

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  Reading practice
 Performance  Multiple choice
 True and false questions
 Presentations
 Task: Differentiate between different reading techniques

Checklist Score
Yes No
Reading techniques
Differentiating reading techniques
Observation

Learning Outcome 4.2: Select a reading technique depending on the reading purpose and
material

Content Learning activities Resources

Refer to Learning Outcome 4.1 Refer to Learning Outcome 4.1 Refer to Learning Outcome
4.1

Formative Assessment 4.2

Performance criterion
Adequate training of workers to operate tools and equipments
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  Reading practice
 Performance  Multiple choice
 True and false questions
 Presentations
 Task: Select an appropriate reading strategy based on the
reading task given to you by the teacher.

Checklist Score
Yes No
Reading techniques
Differentiating reading techniques

Observation

Learning Outcome 4.3: Apply reading techniques while reading different texts

Content Learning activities Resources

 Applying reading techniques to texts o Practical exercises  Projector

 General texts o Debating texts read  Computer
 Flipcharts
 Trade-related texts o Presentations on texts
 Markers
read  Lesson plans
o Group discussions  Reference books
 Written speeches
 Newspaper reports
 Reading materials
Reference books
Formative Assessment 4.3

Performance criterion
Apply reading techniques while reading different texts

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  Reading practice
 Performance  Presentations
 Task: After using different strategies to read a given text, share
with the class the differences you noticed.

Checklist Score
Yes No
Reading techniques
Differentiating reading techniques
Application of reading techniques

Observation

Learning Outcome 4.4: Demonstrate ability to understand the inferences made in a range of
medium length texts

Content Learning activities Resources

Refer to Learning Outcome 4.3 Refer to Learning Outcome 4.3 Refer to Learning Outcome
4.3
Formative Assessment 4.4

Performance criterion
Demonstrate ability to understand the inferences made in a range of medium
length texts

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  Reading practice
 Performance  Presentations
 Task: Read the text given by the teacher and identify what the
writer implies. How did you come up with such inferences?

Checklist Score
Yes No
Understanding of inferences
Justifying inferences

Observation

References:
.
 CCMKN401 - IKINYARWANDA CY’UMUNYAMWUGA

CCMKN401 Gukoresha Ikinyarwanda cy’umunyamwuga

Ikiciro: 4 Amasaha ateganijwe

Credits: 3 30
Ishami: Yose
Agashami: Twose
Igihe yateguriwe: Mutarama, 2017

Intego nyamukuru

Iyi mbumbanyigisho irasobanura ubumenyi n’ubushobozi bukenewe kugira ngo uwiga ashobore
Gukoresha ikinyarwanda cy’umwuga mu kumva, kuvuga, gusoma no kwandika, mu bikorwa bijyanye
n’umwuga we; Gukoresha ubuvanganzo gakondo mu gushyikirana n’abandi abagezaho ibitekerezo bye
kandi agaragaza uko yakira ibyabo; Kugaragaza imyumvire n’imyifatire ikwiye agenda avoma mu
myandiko n’ikinamico binyuranye; Gutandukanya ingeri zinyuranye z’ubuvanganzo nyarwanda;
Guhanga no kumurika mu rurimi rw’ikinyarwanda afatiye ku ngeri zinyuranye z’imyandiko;
Gusobanura intego n’ amategeko y’igenamajwi by’izina mbonera; Gukoresha neza indangahantu no
Kwandika yubahiriza ifatana n’itandukana ry’amagambo.
Ubushobozi fatizo
Ubushobozi mu Kinyarwanda kiboneye

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 1.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

gakondo bufatiye ku yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije
mwuga ashyikirana mu ngiro zitandukanye.
n’abandi 1.2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo
gakondo bufatiye ku mwuga.
1.3. Gusoma neza umwandiko w’ubuvanganzo gakondo bufatiye
ku mwuga
yubahiriza utwatuzo n’isesekaza.
1.4. Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga
akurikiranya neza ingingo.
1.5. Gutarama akoresheje ubuvanganzo bwizwe.
2. Gukoresha Ikinyarwanda 2.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko
kiboneye agaragaza ibyiza yumva umwandiko ku nsanganyamatsiko
by’ikoranabuhanga mu y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu
iterambere ry’umwuga no ngiro zinyuranye.
kugaragaza intego y’izina 2.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
mbonera. 2.3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
2.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.
2.5. Kumurika ingero zifatika zihamya uruhare
rw’ikoranabuhanga mu iterambere ry’umwuga.
2.6. Kugaragaza intego y’izina mbonera ku buryo bukwiye.
 Ingingo z’Ubushobozi Ibipimo by’Ubushobozi

3. Gukoresha Ikinyarwanda 3.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

kiboneye uwiga agaragaza yumva umwandiko ku nsanganyamatsiko y’ububi
ububi bw’ibiyobyabwenge bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro
mu rubyiruko no zitandukanye.
kugaragaza amategeko 3.2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko.
y’igenamajwi mu izina 3.3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.
mbonera. 3.4. Guhina no guhimba umwandiko akurikiranya neza ingingo.
3.5. Kumurika ingamba zifatika zo kurwanya ikoreshwa
ry’ibiyobyabwenge mu rubyiruko.
3.6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.
4. Gukoresha Ikinyarwanda 4.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko
kiboneye uwiga agaragaza yumva umwandiko ku nsanganyamatsiko yerekeye
uburyo bunyuranye bwo uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro
gufata neza ibidukikije no zitandukanye.
gukoresha indangahantu. 4.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
4.3. Gusoma neza umwandiko yubahiriza utwatuzo
n’isesekaza.
4.4. Guhimba no kumurika umwandiko akurikiranya neza
ingingo.
4.5. Kumurika no gusobanura ibikorwa by’abanyamwuga
bishobora kwangiza ibidukikije.
4.6. Gukoresha neza indangahantu.
5. Gukoresha Ikinyarwanda 5.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko
kiboneye uwiga agaragaza yumva ikinamico ku nsanganyamatsiko yerekeye akamaro
akamaro k’ubutabazi k’ubutabazi bw’ibanze mu ngiro zitandukanye.
bw’ibanze no kwandika 5.2. Gusubiza neza ibibazo mu mvugo iboneye ku ikinamico.
yubahiriza imyandikire 5.3. Gusoma neza ikinamico yubahiriza uturango twayo.
y’Ikinyarwanda. 5.4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro.
5.5. Gukoresha mu mvugo n’inyandiko amagambo akwiye
avuga ibice n’ingingo by’umubiri.
5.6. Kwandika yubahiriza ifatana n’itandukana ry’amagambo.
 LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga
ashyikirana n’abandi.

Umusaruro w’inyigisho:

1 1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva

ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro
zitandukanye.
2. Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo
bufatiye ku mwuga.
Amasaha 6 3. Gusoma umwandiko w’ubuvanganzo gakondo bushingiye ku mwuga
yubahiriza utwatuzo n’isesekaza.
4. Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga
akurikiranya neza ingingo.
5. Gutarama akoresheje ubuvanganzo bwizwe.

Umusaruro w’inyigisho 1.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva

ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
 Ibimenyetso byo gutega Urwenya - Ibitabo by’ubuvanganzo
amatwi no kutarogoya ufite o Gutega amatwi urwenya gakondo (bagiramenyo)
ijambo o Gusoma urwenya bucece - Sede (cd)
Urwenya o Gusoma urwenya mu - Disiketi
 inyunguramagambo matsinda bashaka ibisubizo - Ikibaho
 ingingo z’umuco byo kumva umwandiko, - Marikeri
n’amateka ibisobanuro by’amagambo - Murandasi
 inshoza n’uturango akomeye no kumurika - Inkoranyamagambo
by’Urwenya ibyavuyemo n’inkoranyamuga
 Ihimbamwandiko o Gusoma urwenya
baranguruye
o Guhuza ibivugwa mu
nshoberane n’indangagaciro
o Gusobanura ingingo z’umuco
n’amateka
o Gusobanura inshoza
n’uturango by’ urwenya
Umusaruro w’inyigisho 1.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye. (Ibikurikira)

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
Ubuvanganzo gakondo Ubuvanganzo gakondo bufatiye ku - Ibitabo by’ubuvanganzo
bufatiye ku mwuga mwuga gakondo (bagiramenyo)
o Gusoma ubuvanganzo gakondo - Sede (cd)
 Amavumvu, o bufatiye ku mwuga bucece - Disiketi
 Amasare, o Gusoma ubuvanganzo - Ikibaho
 ibyidogo, bunyuranye gakondo bufatiye - Marikeri
 amahamba,.. ku mwuga mu matsinda, - Murandasi
 Isesekaza n’utwatuzo bashaka ibisubizo byo kumva - Inkoranyamagambo
umwandiko, basobanura n’inkoranyamuga
Igitaramo gishingiye ku amagambo akomeye,
buvanganzo gakondo banamurikaibyavuyemo.
o Gusoma ubuvanganzo gakondo
bunyuranye bufatiye ku mwuga
baranguruye
o Guhuza ibivugwa mu
ubuvanganzo gakondo
bunyuranye bufatiye ku mwuga
n’indangagaciro
o Gukoresha Ikinyarwanda
kiboneye uwiga agaragaza
insanganyamatsiko z’ingenzi
o Gusobanura ingingo z’umuco
n’amateka
o Gusobanura inshoza n’uturango
by’ ubuvanganzo gakondo
bunyuranye bufatiye ku mwuga
o Guhina ubuvanganzo gakondo
bunyuranye bufatiye ku mwuga
o Gutahura isomo ry’ingenzi
o Gutarama
Isuzuma Mbonezanyigisho 1.1

Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ubuvanganzo
gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.

Gihamya Isuzuma
 Amajwi n’amashusho
by’uwiga ateze amatwi
atarogoya

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya
Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo
Urwenya
Amavumvu, Amasare, Ibyidogo, Amahamba,..

Umwanzuro

Umusaruro w’inyigisho 1.2: Gusubiza mu mvugo iboneye ibibazo ku buvanganzo gakondo

bufatiye ku mwuga.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
Reba Reba Reba
Umusaruro w’inyigisho 1.1 Umusaruro w’inyigisho 1.1 Umusaruro w’inyigisho 1.1

Isuzuma Mbonezanyigisho 1.2

 Ubushobozi busuzumwa
Yashubije mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku
mwuga.

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.

Gihamya Isuzuma
 Amajwi n’amashusho
y’ibisubizo ku kumva
umwandiko

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya
Inyunguramagambo
Ingingo z’umuco n’amateka
Umwanzuro

Umusaruro w’inyigisho 1.3: Gusoma umwandiko w’ubuvanganzo gakondo bushingiye ku

mwuga yubahiriza utwatuzo n’isesekaza.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
Reba Reba Reba
Umusaruro w’inyigisho 1.1 Umusaruro w’inyigisho 1.1 Umusaruro w’inyigisho 1.1
Isuzuma Mbonezanyigisho 1.3

Ubushobozi busuzumwa
Yasomye neza umwandiko w’ubuvanganzo gakondo bufatiye ku mwuga
yubahiriza utwatuzo n’isesekaza.

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.

Gihamya Isuzuma
 Amajwi n’amashusho
y’isomwa ry’umwandiko

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya
Isesekaza n’utwatuzo

Umwanzuro

Umusaruro w’inyigisho 1.4: Guhimba ahuza n’ubuvanganzo gakondo bufatiye ku mwuga

akurikiranya neza ingingo.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
Reba Reba Reba
Umusaruro w’inyigisho 1.1 Umusaruro w’inyigisho 1.1 Umusaruro w’inyigisho 1.1

Isuzuma Mbonezanyigisho 1.4

Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo.
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
 Ibihangano bishingiye ku
buvanganzo gakondo
mu mwuga
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ihimbamwandiko
Ubuvanganzo gakondo bufatiye ku mwuga

Umwanzuro

Umusaruro w’inyigisho 1.5: Gutarama akoresheje ubuvanganzo bwizwe.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
Reba Reba Reba
Umusaruro w’inyigisho 1.1 Umusaruro w’inyigisho 1.1 Umusaruro w’inyigisho 1.1

Isuzuma Mbonezanyigisho 1.5

Ubushobozi busuzumwa
Yataramye akoresheje ubuvanganzo bwizwe.

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
 Amajwi n’amashusho ku
gitaramo
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Igitaramo gishingiye ku buvanganzo gakondo

Umwanzuro
 LU 2: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza
ibyiza by’ikoranabuhanga mu iterambere ry’umwuga no
kugaragaza intêgo y’izina mbonera.

Umusaruro w’inyigisho:

2 1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva

umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere
ry’umwuga abinyujije mu ngiro zinyuranye.
2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko.
3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.
Amasaha 6 4. Guhina no guhimba umwandiko akurikiranya ingingo.
5. Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu
iterambere ry’umwuga.
6. Kugaragaza intêgo y’izina mbonera.

Umusaruro w’inyigisho 2.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva

umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu
ngiro zinyuranye.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
 Ibimenyetso by’uteze amatwi o Gutega amatwi umwandiko ku - Ibitabo bikubiyemo
atarogoye; nsanganyamatsiko imyandiko yerekeye
 Umwandiko ku y’ikoranabuhanga ikoranabuhanga
nsanganyamatsiko n’iterambere ry’umwuga. n’iterambere
y’ikoranabuhanga n’iterambere o Kutarogoya ufite ijambo nta ry’umurimo ; ibitabo
ry’umwuga; mpamvu; by’ikibonezamvugo;
 Inyunguramagambo; o Gusubiza ibibazo byo kumva - SEDE (CD);
 Insanganyamatsiko umwandiko n’inyunguramaga - Disiketi ;
y’umwandiko; mbo; - Ikibaho;
 Ingingo z’umuco; o Kuvumbura - Marikeri;
 ingingo z’amateka; insanganyamatsiko ivugwa mu - Murandasi;
 indangagaciro zo gukunda mwandiko; - Inkoranyamagambo
umurimo (umurimo unoze, o Gukoresha Ikinyarwanda n’inkoranyamuga;
kubahiriza igihe…); kiboneye uwiga agaragaza - Ibikoresho
 Ihinamwandiko ku indangagaciro zo gukunda by’ikoranabuhanga;
nsanganyamatsiko umurimo;
y’ikoranabuhanga n’ iterambere o Gusoma bucece;
ry’umwuga; o
Umusaruro w’inyigisho 2.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu
ngiro zinyuranye. (Ibikurikira)

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
 Isesekaza n’utwatuzo; o Gusoma mu matsinda bashaka - Ibitabo bikubiyemo
 Ihangamwandiko ku ibisubizo by’ibibazo byo kumva imyandiko yerekeye
nsanganyamatsiko umwandiko, ikoranabuhanga
y’ikoranabuhanga n’ inyunguramagambo no n’iterambere ry’umurimo ;
iterambere ry’umwuga; kumurika ibyavuyemo; ibitabo by’ikibonezamvugo;
 ingero zihamya uruhare o Gusoma aranguruye agaragaza - SEDE (CD);
rw’ikoranabuhanga mu isesekaza; - Disiketi ;
iterambere ry’umwuga; o Gukusanya, mu matsinda, - Ikibaho;
ibitekerezo ku ruhare - Marikeri;
 Intego y’izina mbonera. rw’ikoranabuhanga mu - Murandasi;
iterambere ry’umwuga; - Inkoranyamagambo
o Gukora inshamake n’inkoranyamuga;
y’umwandiko; - Ibikoresho
o Kujya impaka ku ngaruka zo by’ikoranabuhanga;
gukoresha nabi ikoranabuhanga
mu mwuga n’ingamba zafatwa
mu kubirwanya;
o Kugaragaza intego y’izina
mbonera.

Isuzuma Mbonezanyigisho 2.1

Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko
ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu
ngiro zinyuranye

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
 Amajwi n’amashusho
by’uwiga ateze amatwi
atarogoya
 Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Ibimenyetso by’uteze amatwi atarogoye
Umwandiko ku nsanganyamatsiko y”ikoranabuhanga niterambere ry’umwuga
Umwanzuro

Umusaruro w’inyigisho 2.2: Gusubiza ibibazo mu mvugo iboneye ku mwandiko.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
Reba Reba Reba
Umusaruro w’inyigisho 2.1 Umusaruro w’inyigisho 2.1 Umusaruro w’inyigisho 2.1

Isuzuma Mbonezanyigisho 2.2

Ubushobozi busuzumwa
Yashubije ibibazo mu mvugo iboneye ku mwandiko

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
 Amajwi n’amashusho ku
bibazo byo kumva
umwandiko

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya
Inyunguramagambo
Insanganyamatsiko y’umwandiko
Ingingo z’umuco
ingingo z’amateka
Indangagaciro zo gukunda umurimo
Umwanzuro
Umusaruro w’inyigisho 2.3: Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
Reba Reba Reba
Umusaruro w’inyigisho 2.1 Umusaruro w’inyigisho 2.1 Umusaruro w’inyigisho 2.1

Isuzuma Mbonezanyigisho 2.3

Ubushobozi busuzumwa
Yasomye umwandiko yubahiriza utwatuzo n’isesekaza

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
 Amajwi n’amashusho
ry’isomwa
ry’umwandiko

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya
Isesekaza n’utwatuzo

Umwanzuro

Umusaruro w’inyigisho 2.4: Guhina no guhimba umwandiko akurikiranya ingingo.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
Reba Reba Reba
Umusaruro w’inyigisho 2.1 Umusaruro w’inyigisho 2.1 Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.4

Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.

Gihamya Isuzuma
 Amashusho, amajwi
n’inyandiko z’ihimba,
imurika
n’ihinamwandiko

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya
Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere
ry’umwuga
Ihangamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere
ry’umwuga

Umwanzuro

Umusaruro w’inyigisho 2.5: Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu

iterambere ry’umwuga.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
Reba Reba Reba
Umusaruro w’inyigisho 2.1 Umusaruro w’inyigisho 2.1 Umusaruro w’inyigisho 2.1
Isuzuma Mbonezanyigisho 2.5

Ubushobozi busuzumwa
Yamuritse ingero zihamya uruhare rw’ikoranabuhanga mu iterambere
ry’umwuga

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.

Gihamya Isuzuma
 Amashusho n’amajwi
y’imurika ry’ingero
zihamya uruhare
rw’ikoranabuhanga mu
iterambere ry’umwuga

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya
Ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga

Umwanzuro

Umusaruro w’inyigisho 2.6: Kugaragaza intêgo y’izina mbonera.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
Reba Reba Reba
Umusaruro w’inyigisho 2.1 Umusaruro w’inyigisho 2.1 Umusaruro w’inyigisho 2.1

Isuzuma Mbonezanyigisho 2.6

Ubushobozi busuzumwa
Yagaragaje intêgo y’izina mbonera
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.

Gihamya Isuzuma
 Inyandiko y’ibisubizo ku
ntêgo y’izina mbonera

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya
Intego y’izina mbonera

Umwanzuro
 LU 3: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza
ububi bw’ibiyobyabwenge mu rubyiruko no kugaragaza
amategeko y’igenamajwi mu izina mbonera.

Umusaruro w’inyigisho:

3 1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva

umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge
mu rubyiruko abinyujije mu ngiro zitandukanye.
2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
Amasaha 6 4. Guhina no guhimba umwandiko akurikiranya neza ingingo.
5. Kumurika ingamba zifatika zo kurwanya ikoreshwa
ry’ibiyobyabwenge mu rubyiruko.
6. Kugaragaza amategeko y’igenamajwi mu izina mbonera.

Umusaruro w’inyigisho 3.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva

umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko abinyujije mu
ngiro zitandukanye.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
 Umwandiko ku o Gutega amatwi umwandiko ku - Ibitabo bikubiyemo
nsanganyamatsiko y’ububi nsanganyamatsiko y’ ububi imyandiko ku bubi
bw’ibiyobyabwenge mu bw’ibiyobyabwenge mu bw’ibiyobyabwenge mu
rubyiruko; rubyiruko. rubyiruko;
 Ibimenyetso by’uteze o Kutarogoya ufite ijambo nta - Ibitabo
amatwi atarogoya; mpamvu. by’ikibonezamvugo;
 Inyunguramagambo; o Gusubiza ibibazo byo kumva - SEDE (CD);
 Insanganyamatsiko umwandiko n’inyunguramaga - Disiketi ;
y’umwandiko; mbo. - Ikibaho;
 Ingingo z’umuco; o Kuvumbura - Marikeri;
 ingingo z’amateka; insanganyamatsiko ivugwa mu - Murandasi;
 indangagaciro zo kubaha mwandiko. - Inkoranyamagambo
ubuzima (kwiyitaho); o Gukoresha Ikinyarwanda n’inkoranyamuga.
 Ihinamwandiko ku kiboneye uwiga agaragaza
nsanganyamatsiko y’ububi indangagaciro zo kubaha
bw’ibiyobyabwenge mu ubuzima.
rubyiruko; o Gusoma bucece.
 o
Umusaruro w’inyigisho 3.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko abinyujije mu
ngiro zitandukanye. (Ibikurikira)

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
 Ihangamwandiko ku o Gusoma mu matsinda bashaka - Ibitabo bikubiyemo
nsanganyamatsiko y’ ibisubizo by’ibibazo byo kumva imyandiko ku bubi
ububi umwandiko, bw’ibiyobyabwenge mu
bw’ibiyobyabwenge mu inyunguramagambo no rubyiruko;
rubyiruko; kumurika ibyavuyemo. - Ibitabo by’ikibonezamvugo;
 Ingamba zifatika zo o Gusoma aranguruye agaragaza - SEDE (CD);
kurwanya ikoreshwa isesekaza. - Disiketi ;
ry’ibiyobyabwenge mu o Gukusanya, mu matsinda, - Ikibaho;
rubyiruko. ibitekerezo ku bubi - Marikeri;
 Amategeko y’igenamajwi bw’ibiyobyabwenge mu - Murandasi;
mu izina mbonera. rubyiruko n’ingamba zo - Inkoranyamagambo
kurwanya ikoreshwa n’inkoranyamuga.
ry’ibiyobyabwenge mu
rubyiruko.
o Gukora inshamake
y’umwandiko.
o Kugaragaza amategeko
y’igenamajwi mu izina
mbonera.

Isuzuma Mbonezanyigisho 3.1

Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko
ku nsanganyamatsiko ku bubi bw’ibiyobyabwenge mu rubyiruko abinyujije mu
ngiro zitandukanye

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.

Gihamya Isuzuma
 Amajwi n’amashusho
by’uwiga ateze amatwi
atarogoya
 Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Umwandiko ku nsanganyamatsiko y‘ububi bw’ibiyobyabwenge mu rubyiruko
Ibimenyetso by’uteze amatwi atarogoye

Umwanzuro

Umusaruro w’inyigisho 3.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
Reba Reba Reba
Umusaruro w’inyigisho 3.1 Umusaruro w’inyigisho 3.1 Umusaruro w’inyigisho 3.1

Isuzuma Mbonezanyigisho 3.2

Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
 Amajwi n’amashusho
y’ibisubizo ku kumva
umwandiko
Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Inyunguramagambo
Insanganyamatsiko y’umwandiko
Ingingo z’umuco
ingingo z’amateka
indangagaciro zo kubaha ubuzima (kwiyitaho)
Umwanzuro
Umusaruro w’inyigisho 3.3: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
Reba Reba Reba
Umusaruro w’inyigisho 3.1 Umusaruro w’inyigisho 3.1 Umusaruro w’inyigisho 3.1

Isuzuma Mbonezanyigisho 3.3

Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.

Gihamya Isuzuma
 Amajwi n’amashusho
y’isomwa ry’umwandiko

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya
Isesekaza n’utwatuzo

Umwanzuro

Umusaruro w’inyigisho 3.4: Guhina no guhimba umwandiko akurikiranya neza ingingo.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
Reba Reba Reba
Umusaruro w’inyigisho 3.1 Umusaruro w’inyigisho 3.1 Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.4

Ubushobozi busuzumwa
Yahinnye anahimba umwandiko akurikiranya neza ingingo

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.

Gihamya Isuzuma
 Amajwi, amashusho
n’inyandiko ku ihina
n’ihimbamwandiko

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya
Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu
rubyiruko
Ihangamwandiko ku nsanganyamatsiko y’ ububi bw’ibiyobyabwenge mu
rubyiruko
Umwanzuro

Umusaruro w’inyigisho 3.5: Kumurika ingamba zifatika zo kurwanya ikoreshwa

ry’ibiyobyabwenge mu rubyiruko.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
Reba Reba Reba
Umusaruro w’inyigisho 3.1 Umusaruro w’inyigisho 3.1 Umusaruro w’inyigisho 3.1
Isuzuma Mbonezanyigisho 3.5

Ubushobozi busuzumwa
Yamuritse ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu
rubyiruko

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.

Gihamya Isuzuma
 Amajwi, amashusho
n’inyandiko ku ngamba
zifatika zo kurwanya
ikoreshwa
ry’ibiyobyabwenge mu
rubyiruko

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya
Ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu rubyiruko

Umwanzuro

Umusaruro w’inyigisho 3.6: Kugaragaza amategeko y’igenamajwi mu izina mbonera.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
Reba Reba Reba
Umusaruro w’inyigisho 3.1 Umusaruro w’inyigisho 3.1 Umusaruro w’inyigisho 3.1

Isuzuma Mbonezanyigisho 3.6

Ubushobozi busuzumwa
Yagaragaje amategeko y’igenamajwi mu izina mbonera

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
 Gihamya Isuzuma
 Ibisubizo by’imyitozo ku
mategeko y’igenamajwi
mu izina mbonera

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya
Amategeko y’igenamajwi mu izina mbonera

Umwanzuro
 LU 4: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza
uburyo bunyuranye bwo gufata neza ibidukikije.

Umusaruro w’inyigisho:

4 



Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye
bwo gufata neza ibidukikije mu ngiro zitandukanye.
Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.
Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.
Amasaha 6  Guhimba no kumurika umwandiko akurikiranya neza ingingo.
 Kumurika no gusobanura ibikorwa by’abanyamwuga bishobora
kwangiza ibidukikije.
 Gukoresha neza indangahantu

Umusaruro w’inyigisho 4.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva

umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu
ngiro zitandukanye.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
 Umwandiko o Gutega amatwi umwandiko ku - Ibitabo bikubiyemo
ku nsanganyamatsiko nsanganyamatsiko yerekeye gufata imyandiko ku kurengera
yerekeye gufata neza neza ibidukikije. ibidukikije;
ibidukikije; o Kutarogoya ufite ijambo nta mpamvu. - Ibitabo
 Ibimenyetso by’uteze o Gusubiza ibibazo byo kumva by’ikibonezamvugo;
amatwi atarogoye. umwandiko n’ inyunguramagambo. - SEDE (CD);
 Inyunguramagambo; o Kuvumbura insanganyamatsiko - Disiketi ;
 Insanganyamatsiko ivugwa mu mwandiko. - Ikibaho;
y’umwandiko; o Gusoma bucece. - Marikeri;
 Ihimbamwandiko; o Gusoma mu matsinda. - Murandasi;
 Ibikorwa o Gusoma aranguruye agaragaza - Inkoranyamagambo
by’abanyamwuga isesekaza. n’inkoranyamuga;
bishobora kwangiza o Gukorera mu matsinda, bungurana - Amafoto.
ibidukikije; ibitekerezo ngamba zo kurengera
 Isesekaza n’utwatuzo; ibidukikije.
 Indangahantu. o Gukora inshamake y’umwandiko.
o Kujya impaka ku ngaruka zo kwangiza
ibidukikije.
o Gukoresha neza indangahantu.
Isuzuma Mbonezanyigisho 4.1

Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko
ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije
mu ngiro zitandukanye

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
 Amajwi n’amashusho
by’uwiga ateze amatwi
atarogoya

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya
Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije
Ibimenyetso by’uteze amatwi atarogoye
Umwanzuro

Umusaruro w’inyigisho 4.2: Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
Reba Reba Reba
Umusaruro w’inyigisho 4.1 Umusaruro w’inyigisho 4.1 Umusaruro w’inyigisho 4.1

Isuzuma Mbonezanyigisho 4.2

Ubushobozi busuzumwa
Yashubije neza ibibazo mu mvugo iboneye ku mwandiko
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
 Amajwi n’amashusho
y’ibisubizo ku kumva
umwandiko

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya
Inyunguramagambo
Insanganyamatsiko y’umwandiko
Umwanzuro

Umusaruro w’inyigisho 4.3: Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
Reba Reba Reba
Umusaruro w’inyigisho 4.1 Umusaruro w’inyigisho 4.1 Umusaruro w’inyigisho 4.1

Isuzuma Mbonezanyigisho 4.3

Ubushobozi busuzumwa
Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
 Amajwi n’amashusho
y’isomwa ry’umwandiko
 Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Isesekaza n’utwatuzo

Umwanzuro

Umusaruro w’inyigisho 4.4: Guhimba no kumurika umwandiko akurikiranya neza ingingo

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
Reba Reba Reba
Umusaruro w’inyigisho 4.1 Umusaruro w’inyigisho 4.1 Umusaruro w’inyigisho 4.1

Isuzuma Mbonezanyigisho 4.4

Ubushobozi busuzumwa
Yahimbye anamurika umwandiko akurikiranya neza ingingo

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
 Amajwi, amashusho
n’inyandiko ku ihimba
n’imurikamwandiko

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya
Ihimbamwandiko
Umwanzuro
Umusaruro w’inyigisho 4.5: Kumurika no gusobanura ibikorwa by’abanyamwuga bishobora
kwangiza ibidukikije.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
Reba Reba Reba
Umusaruro w’inyigisho 4.1 Umusaruro w’inyigisho 4.1 Umusaruro w’inyigisho 4.1

Isuzuma Mbonezanyigisho 4.5

Ubushobozi busuzumwa
Yataramye akoresheje ubuvanganzo bwizwe.

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.

Gihamya Isuzuma
 Amajwi n’amashusho ku
bisobanuro by’ ibikorwa
by’abanyamwuga
bishobora kwangiza
ibidukikije

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya
Ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije

Umwanzuro
Umusaruro w’inyigisho 4.6: Gukoresha neza indangahantu.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
Reba Reba Reba
Umusaruro w’inyigisho 4.1 Umusaruro w’inyigisho 4.1 Umusaruro w’inyigisho 4.1

Isuzuma Mbonezanyigisho 4.6

Ubushobozi busuzumwa
Yakoresheje neza indangahantu

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
 Ibisubizo ku
mikoreshereze
y’indangahantu

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya
Indangahantu

Umwanzuro
 LU 5: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza
akamaro k’ubutabazi bw’ibanze no kwandika yubahiriza
imyandikire y’Ikinyarwanda.

Umusaruro w’inyigisho:

5 



Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva
ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi
bw’ibanze mu ngiro zitandukanye.
Gusubiza ibibazo mu mvugo iboneye ku ikinamico.
Gusoma ikinamico yubahiriza uturango twayo.
Amasaha 6  Guhimba no gukina ikinamico ahuza imvugo n’ingiro.
 Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga ibice
n’ingingo by’umubiri.
 Kwandika yubahiriza ifatana n’itandukana ry’amagambo.

Umusaruro w’inyigisho 5.1: Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva

ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro
zitandukanye.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
 Ikinamico ku o Gutega amatwi ikinamico ku - Ibitabo bikubiyemo
nsanganyamatsiko nsanganyamatsiko yerekeye ubutabazi imyandiko;
yerekeye k’ubutabazi bw’ibanze. - Ibitabo
bw’ibanze; o Kutarogoya ufite ijambo nta mpamvu. by’ikibonezamvugo ;
 Ibimenyetso by’uteze o Gusubiza ibibazo byo kumva ikinamico - SEDE (CD);
amatwi atarogoye; n’inyunguramagambo. - Disiketi ;
 Inyunguramagambo o Kuvumbura insanganyamatsiko ivugwa mu - Ikibaho;
ku ngeri y’ikinamico; ikinamico. - Marikeri;
 Amagambo akwiye o Gusoma bucece ikinamico. - Murandasi;
avuga ibice n’ingingo o Gusoma bakuramwa baranguruye bigana - Inkoranyamagambo;
z’umubiri; abakinankuru. - Amabwiriza ya Minisitiri
 Ingingo z’umuco o Gukorera mu matsinda, bungurana N0 001/2014 yo ku wa
n’amateka; ibitekerezo ku nsanganyamatsiko ivugwa 08/10/2014 agenga
 Udukino ku mu ikinamico. imyandikire
nsanganyamatsiko o Kujya impaka ku ngaruka z’ingeso yo y’Ikinyarwanda nk’uko
k’ubutabazi kudatabara abari mu kaga. yasohotse mu Igazeti ya
bw’ibanze. o Kubahiriza ifatana n’itandukana Leta N0 41 bis yo ku wa
 Ifatana n’itandukana ry’amagambo. 13/10/2014.
ry’amagambo. o Gutahura no gukosora amakosa yubahiriza
itandukana n’ifatana ry’amagambo.
Isuzuma Mbonezanyigisho 5.1

Ubushobozi busuzumwa
Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ikinamico ku
nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro
zitandukanye

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.

Gihamya Isuzuma
 Amajwi n’amashusho
by’uwiga ateze amatwi
atarogoya

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya
Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze
Ibimenyetso by’uteze amatwi atarogoye
Umwanzuro

Umusaruro w’inyigisho 5.2: Gusubiza ibibazo mu mvugo iboneye ku ikinamico.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
Reba Reba Reba
Umusaruro w’inyigisho 5.1 Umusaruro w’inyigisho 5.1 Umusaruro w’inyigisho 5.1

Isuzuma Mbonezanyigisho 5.2

Ubushobozi busuzumwa
Yashubije ibibazo mu mvugo iboneye ku ikinamico
Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.

Gihamya Isuzuma
 Amajwi n’amashusho
y’ibisubizo ku kumva
umwandiko

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya
Inyunguramagambo Inyunguramagambo ku ngeri y’ikinamico
Ingingo z’umuco n’amateka
Umwanzuro

Umusaruro w’inyigisho 5.3: Gusoma ikinamico yubahiriza uturango twayo.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
Reba Reba Reba
Umusaruro w’inyigisho 5.1 Umusaruro w’inyigisho 5.1 Umusaruro w’inyigisho 5.1

Isuzuma Mbonezanyigisho 5.3

Ubushobozi busuzumwa
Yasomye ikinamico yubahiriza uturango twayo

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.

Gihamya Isuzuma
 Amajwi n’amashusho
uwiga asoma ikinamico
 Urutonde rw’ibisuzumwa Arabishoboye
Yego Oya
Isesekaza n’utwatuzo

Umwanzuro

Umusaruro w’inyigisho 5.4: Guhimba no gukina ikinamico ahuza imvugo n’ingiro.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
Reba Reba Reba
Umusaruro w’inyigisho 5.1 Umusaruro w’inyigisho 5.1 Umusaruro w’inyigisho 5.1

Isuzuma Mbonezanyigisho 5.4

Ubushobozi busuzumwa
Yahimbye anakina ikinamico ahuza imvugo n’ingiro

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
 Amajwi n’amashusho
n’inyandiko ku ikinamico

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya
Udukino ku nsanganyamatsiko y’ubutabazi bw’ibanze

Umwanzuro
Umusaruro w’inyigisho 5.5: Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga ibice
n’ingingo by’umubiri.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
Reba Reba Reba
Umusaruro w’inyigisho 5.1 Umusaruro w’inyigisho 5.1 Umusaruro w’inyigisho 5.1

Isuzuma Mbonezanyigisho 5.5

Ubushobozi busuzumwa
Yakoresheje mu mvugo n’inyandiko amagambo akwiye avuga ibice n’ingingo
by’umubiri

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.
Gihamya Isuzuma
 Ibisubizo ku myitozo
y’ikoreshwa ry’
amagambo akwiye
avuga ibice n’ingingo
by’umubiri

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya
Amagambo akwiye avuga ibice n’ingingo z’umubiri

Umwanzuro

Umusaruro w’inyigisho 5.6: Kwandika yubahiriza ifatana n’itandukana ry’amagambo.

Ibyigwa Ibikorwa by’uwiga Imfashanyigisho

activities
Reba Reba Reba
Umusaruro w’inyigisho 5.1 Umusaruro w’inyigisho 5.1 Umusaruro w’inyigisho 5.1
Isuzuma Mbonezanyigisho 5.6

Ubushobozi busuzumwa
Yanditse yubahiriza ifatana n’itandukana ry’amagambo

Usuzuma akusanya bimwe mu bihamya bikurikira, akanzura niba ubushobozi busuzumwa bwagezweho.

Gihamya Isuzuma
 Ibisubizo ku myitozo y’
ifatana n’itandukana
ry’amagambo

Urutonde rw’ibisuzumwa Arabishoboye

Yego Oya
Ifatana n’itandukana ry’amagambo

Umwanzuro

Ibitabo n’inyandiko byifashishijwe:

BIZIMANA S, KAYUMBA C., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST, 2ème, Edition
BIZIMANA, S., RWABUKUMBA, G., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST, 1ère
Edition
CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris.
CONFÉRENCE DES MINISTRES DE L’EDUCATION DES ETATS D’EXPRESSION FRANÇAISE, (1986),
Promotion et intégration des langues nationales dans les systèmes éducatifs, Librairie Honoré
Champion, Paris.
COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura
Dictionnaire Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB.
EDITION BAKAME (2010) Ikinyarwanda Ikibonezamvugo cy’amashuri abanza n’ayisumbuye, Kigali
FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4, Fountain
Publishers, Kigali
FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain
Publishers, Kigali
FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain
Publishers, Kigali
GAGNÉ, G., PAGÉ, M. na ARRAB, E, (2002), Didactique des langues maternelles. Questions actuelles
dans différentes régions du monde, De Boeck Universitégions du monde, De Boeck Université,
Bruxelles.
GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima . Paris, OIF
INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC),( 2013), Indangagaciro z’Umuco w’u Rwanda,
Imfashanyigisho ibanza, Kigali
KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS
MINEDUC (2008), Ikinyarwanda : Imyandiko mfashanyigisho, Igitabo cy’Umunyeshuri, NCDC, Kigali
MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986), Ikinyarwanda: Ikibonezamvugo cyo mu
Cyiciro cya Gatatu, Kigali
UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo Nyarwanda
, Kigali.
VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.
 CCMBP401 - BUSINESS PLAN DEVELOPMENT

CCMBP401 Develop a business plan

REQF Level: 4 Learning hours

Credits: 3 30
Sector: All
Sub-sector: All
Issue date: November, 2017

Purpose statement

This module covers the skills, knowledge and attitude to develop a business plan which is
linked to organisational strategic outcomes and facilitates the achievement of service
delivery. The module will allow the learner to identify elements of business plan, develop
business plan in line with the identified elements, establish strategies to monitor, evaluate
and update the business plan (Contingency plan) and present a business plan.
Learning assumed to be in place
Not applicable

Elements of competency and perfomance criteria

Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.

By the end of the module, the trainee will be able to:

Elements of competency Performance criteria

1. Identify elements of business plan 1.1 Proper analysis of business environment in accordance
with identified business idea.
1.2 Appropriate conduct of business feasibility study in line
with business environment analysis results
1.3 Correct definition of business plan elements
2. Write a business plan in line with the 2.1 Proper description of the business in accordance with
identified elements business environment analysis results
2.2 Proper design of business production plan in line with
results from business environment analysis
2.3 Clear design of marketing plan in line with market
feasibility study and business products
2.4 Accurate develop of business staffing requirement plan
in line with business activities
2.5 Proper design of business financial plan in line with
business needs
3. Establish strategies to monitor, 3.1 Clear identification of risk in accordance with business
evaluate and update the business plan- environment
contingency plan 3.2 Accurate assessment of risk associated to the business
in line with the business plan developed
3.3 Clear explanation of business contingency plan
concepts
3.4 Accurate development of contingency plan in
accordance of assessed risks
4. Present a business plan 4.1 Accurate preparation of business plan presentation in
accordance with business plan Clearly explain Clear
different ways to present the business plan
4.2 Appropriate presentation of a business plan
 LU 1: Identify elements of business plan.

Learning Outcomes:

1 1. Analyse business environment in accordance with identified

business idea.
2. Conduct business feasibility study in line with business
environment analysis results
3. Define elements of business plan
4 Hours

Learning Outcome 1.1: Analyse business environment in accordance with identified business
idea.

Content Learning activities Resources

 Meaning of business environment o Brainstorming - Flipchart

 Meaning of business situation o Questions and answers - Marker pen
 Types of business environment. o Story telling - Internet
 Internal environment o Problem solving - Reference books
Financial resources o Role play - Case studies
Assets o Practical exercise - scenarios
Human resources - SWOT analysis
Technological resources template
 External environment - Industry trends
Suppliers of Inputs analysis
Customers template
Marketing Intermediaries
Competitors
Publics
Economic environment
Social and Cultural environment
Political and Legal environment
Technical environment
Demographical environment
Natural environment
Learning Outcome 1.1: Analyse business environment in accordance with identified business
idea. (Cont’d)

Content Learning activities Resources

 Current industrial trends analysis: o Brainstorming - Flipchart

 Industry rivalry (Degree of o Questions and answers - Marker pen
competition among existing o Story telling - Internet
firms) o Problem solving - Reference books
 Treat of substitutes (products o Role play - Case studies
or services) o Practical exercise - scenarios
 Bargaining power of buyers - SWOT analysis template
 Bargaining power of suppliers - Industry trends analysis
 Barriers to entry (threat of new template
entrants)
 SWOT analysis of the business

Formative Assessment 1.1

Performance criterion
Proper analysis of business environment in accordance with identified business
idea.

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  Multiple choice exercises
 Oral evidence  Essay& Cases study
 Product evidence  True or false questioning
 Sentence completion
 Observation checklist
 A produced industrial analysis
 Checklist Score
Yes No
Types of business environment.
Analysis of business environment
Current industrial trends analysis
SWOT analysis of the business
Observation

Learning Outcome 1.2: Conduct business feasibility study in line with business environment
analysis results

Content Learning activities Resources

 Meaning of business feasibility study o Brainstorming - Flipchart

 Purpose of business feasibility study o Questions and answers - Marker pen
 Components of business feasibility o Problem solving - Pen
study o Story telling - Internet
 Product feasibility o Practical exercise - Reference books
 Market feasibility - Case studies
 Organizational feasibility - scenarios
 Financial feasibility - Feasibility study
 Recommendations and conclusion template
 Steps involved in feasibility analysis
 Step 1. Conduct a preliminary
analysis
 Step 2. Prepare a projected income
statement
 Step 3. Conduct a market survey
 Step 4. Plan business organization
and operations
 Step 5. Prepare an opening day
balance sheet
 Step 6. Review and analyze all data
 Step 7. Make "go/no go" decision
Formative Assessment 1.2
Performance criterion
Appropriately conduct business feasibility study in line with business
environment analysis results

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  Multiple choice exercises
 Product evidence  Essay& Cases study
 True or false questioning
 Sentence completion
 Problem solving
 A produced business feasibility study.

Score
Checklist Yes No
Identification of purpose of business feasibility study
Identification of components of business feasibility study
Performing steps involved in feasibility analysis

Observation
Learning Outcome 1.3: Define elements of business plan

Content Learning activities Resources

 Meaning of the term business o Brainstorming - Flipchart

plan o Questions and answers - Marker pen
 Difference between business plan o Story telling - Pen
and project plan o Problem solving - Internet
 Importance of the business plan - Reference books
 The needs of the business plan - Case studies
Internal use - scenarios
External use
 Elements of business plan
 Title/cover Page
 Executive Summary
 Description of the business
 Production plan
 Marketing plan
 Business staff plan
 Financial plan
 Risk associated to the business
 Meaning of business risk
 Types of risks associated to the
business activities

Formative Assessment 1.3

Performance criterion
Correctly define elements of business plan

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  Multiple choice exercises
 Performance  Essay& Cases study
 True or false questioning
 Sentence completion
 Checklist Score
Yes No
Difference between business plan and project plan
Importance of the business plan
The needs of the business plan
Identification of business plan elements

Observation
 LU 2: Write a business plan in line with the identified elements

Learning Outcomes:

2 1. Describe the business

2. Design business production plan in line with results from business
environment analysis
3. Design marketing plan in line with market feasibility study and
business products
20 Hours 4. Design business staff in line with business activities
5. Develop business financial plan in line with business needs

Learning Outcome 2.1: Describe the business

Content Learning activities Resources

 Title Page o Oral presentation - Flipchart

 Business name o Brainstorming - Marker pen
 Business logo o Questions and answers - Pen
 Product mark o Practical exercise - Internet
 Address - Reference books
 Name of person who developed the - Case studies
business - Business plan template
 In which month and year plan is Including questions
issued. that guiding trainee to
 Executive summary write a business plan
 the name and location of the
business
 Type of business to be done
 the industry/market of the business
 the uniqueness of the
products/services and what
proprietary rights of the business
 the current stage of development
for the venture
 the legal form of the organization
and why
 the key management personnel
and what skills do they have that
will help the business
Learning Outcome 2.1: Describe the business (Cont’d)

Content Learning activities Resources

 Executive summary (Cont’d) o Oral presentation - Flipchart

 Projection of sales o Brainstorming - Marker pen
 the break-even o Questions and answers - Pen
 Who is requesting the funds o Practical exercise - Internet
 For what purpose are the funds - Reference books
being requested - Case studies
 the expected benefits of this - Business plan template
investment to your company Including questions
 funds repayment that guiding trainee to
 collateral to be used to secure a write a business plan
loan
 the business financial milestones
 Description of the business
 The rationale of the business idea
 Structure of the business
 What is the type of the business
(Manufacturing? Services?
Construction?
 Business mission
 Business vision
 Business objectives
 Competitive advantage of the
business

Formative Assessment 2.1

Performance criterion
Proper description of the business in accordance with business environment
analysis results

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  Multiple choice exercises
 Oral  Essay& Cases study
 Product  True or false questioning
 Sentence completion
 Observation checklist
 A produced business caver page and description of the business.
 Checklist Score
Yes No
Cover page- 1page
Executive summary-1 page
Description of the business
Reflecting business idea

Observation

Learning Outcome 2.2: Design business production plan in line with results from business
environment analysis

Content Learning activities Resources

 Product design o Oral presentation - Flipchart

 Branding and Packaging o Brainstorming - Marker pen
 Business premises and plant location o Questions and answers - Pen
 Location and reason of the choice o Practical exercise - Internet
 House or land for the production - Reference books
 Equipment and machinery required - Case studies
 types, quality and quantity for the - Business plan
production template
 Production planning Including
 process under which the production questions that
will pass through guiding trainee
 Raw materials to write a
 The amount of raw materials business plan
needed to produce a given quantity
of product
 Amount of each ingredient that will
be needed to formulate a batch/set
of product
 Competing technologies
 the technology to be used during the
production process
 technologies that should be
developed by other and affect your
business
Learning Outcome 2.2: Design business production plan in line with results from business
environment analysis (Cont’d)

Content Learning activities Resources

 Manufacturing and operations o Oral presentation - Flipchart

 the cost of manufacturing o Brainstorming - Marker pen
 Reduction of the manufacturing cost o Questions and answers - Pen
 Quality control and ongoing service o Practical exercise - Internet
 plan to avoid defects or imperfections - Reference books
of products - Case studies
 Monitoring or inspection that you - Business plan
intend to build into the production template
process Including
 strategies will you use to satisfy the questions that
customer changing preferences guiding trainee
 Labour requirements to write a
 Types of workers needed during business plan
production process
 the required skills of each workers
 Operations
 The design of your production
operations
 Utilities and office consumables
 Consumables needed in the
production
 Packaging equipment required
 Types of materials that you will use to
package your product
 Source of supply and the quantity
needed
 The terms and conditions of suppliers
 Importance of business product
Formative Assessment 2.2

Performance criterion
Proper designing of business production plan in line with results from business
environment analysis

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  Multiple choice exercises
 Oral  Essay& Cases study
 Product  True or false questioning
 Sentence completion
 Observation checklist
 A produced production plan of the business.

Checklist Score
Yes No
Product design
Identification of business premises and plant location
Estimation of equipment and machinery required
Designing production planning
Estimation of raw materials
Setting competing technologies
Manufacturing and operations
Quality control and ongoing service
Labour requirements
Operations
Utilities and office consumables
Packaging equipment required
Importance of business product

Observation
Learning Outcome 2.3: Design marketing plan in line with market feasibility study and business
products

Content Learning activities Resources

 Market research (Customer description) - Oral presentation - Flipchart

 Market Analysis - Brainstorming - Marker pen
 Geographical location of the customers
 The size of the different market - Questions and answers - Pen
segments?
- Practical exercise - Internet
 The current and past trends affecting the
market you plan to enter - Reference books
 Competition analysis - Case studies
 Major competitors
 the SWOT of your competitors - Business plan
 Use their weakness to compete them template Including
 strategy to address the threats
 Target market questions that
 core customer guiding trainee to
 group of customers that made you to start
your business write a business
 Marketing objectives plan
 market share
 The level of sales
 Market intermediaries
 Product description
 Product positioning
 the proportions of sales revenue for each
type of product/service
 Economic value of your products/services
 Price of products/services
 Place
 Where will you locate your business and
why
 At which market will you sell your
product?
 What is channel of distribution of your
product
 Promotion
 How will you communicate to customers
the availability of your product
 How will you offer discount to customer
Learning Outcome 2.3: Design marketing plan in line with market feasibility study and business
products (Cont’d)

Content Learning activities Resources

 Market Strategies - Oral presentation - Flipchart

 What will be the partners of your
- Brainstorming - Marker pen
business
 How will you manage your - Questions and answers - Pen
customers
- Practical exercise - Internet
 How will you increase market
share - Reference books
 Ongoing marketing evaluation - Case studies
 What methods will you use to
track customer satisfaction - Business plan
 What methods will you use to template Including
track the effectiveness of your
marketing activities questions that guiding
 What communication will you
trainee to write a
use to get feedback from
customers business plan
 Marketing budget
 What will be the cost of
marketing activities

Formative Assessment 2.3

Performance criterion
Clearly design marketing plan in line with market feasibility study and business
products

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  Multiple choice exercises
 Oral  Essay& Cases study
 Product  True or false questioning
 Sentence completion
 Observation checklist
 A produced marketing plan of the business plan.
 Checklist Score
Yes No
Market research
Target market
Marketing objectives
Product description
Price
Place
Promotion
Market Strategies
Ongoing marketing evaluation
Marketing budget

Observation

Learning Outcome 2.4: Design business staff in line with business activities

Content Learning activities Resources

 Job analysis - Oral presentation - Flipchart

 What are the business - Brainstorming - Marker pen
activities - Questions and answers - Pen
 Job description - Practical exercise - Internet
 How each task will be - Reference books
performed - Case studies
 Job specifications - Business plan
 What are the performance template Including
requirements to a specific questions that
task guiding trainee to
 Organizational structure write a business
 What is the hierarchy of the plan
staff
Formative Assessment 2.4

Performance criterion
Accurately develop business requirements in terms of staffing in line with
business activities

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  Multiple choice exercises
 Oral  Essay& Cases study
 Product  True or false questioning
 Sentence completion
 Observation checklist
 A produced developed business staff.

Checklist Score
Yes No
Job analysis
Job description
Job specifications
Organizational structure

Observation
Learning Outcome 2.5: Develop business financial plan in line with business needs

Content Learning activities Resources

 Total cost o Oral presentation - Flipchart

 Start-up requirements plan o Brainstorming - Marker pen
 Cost items (What are the cost items o Questions and answers - Pen
your business will need in its first o Practical exercise - Internet
year of implementation - Reference
 Cost : how much each item cost books
 Source of funds: what are the source - Case studies
of fund: What is the share owner - Business plan
 Projected cash flow statement for the template
first three years what is the estimated Including
profit in three years?) questions that
 Details guiding
 Period of twelve months trainee to
 Projected Income: Profit & Loss write a
statement for the first three years business plan
 How your business will vary in
term of income for 3 years
 Projected balance sheet for the first
three years
 What will be the financial position
of your business in the first three
years
 Liquidity ration
 What is the business ability to pay
its short term obligations
 Debt Equity ratio
 Return of investment ratio
 What is profitability percentages on
business performance
 How efficiently the company will use
their total assets base to generate
sales
 Breakeven point
 At which point your business, product
will become financially viable
 Payback period
 At which period the business will
cover cash invested on its asset
 Projected sales plan
 Loan payment plan
Formative Assessment 2.5

Performance criterion
Properly design business financial plan in line with business needs

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  Multiple choice exercises
 Oral  Essay& Cases study
 Product  True or false questioning
 Sentence completion
 Observation checklist
 A produced business financial plan.

Checklist Score
Yes No
Total cost
Start-up requirements plan
Projected Income (Profit & Loss) statement for the first three years
Projected balance sheet for the first three years
Projected cash flow statement for the first three years
Liquidity ration
Debt Equity ratio
Return of investment ratio
Breakeven point
Payback period
Projected sales plan
Loan payment plan

Observation
 LU 3: Establish strategies to monitor evaluate and update the
business plan (Contingency plan).

Learning Outcomes:

3 1. Analyse risk in accordance with business environment

2. Assess identified risks in accordance with business plan
developed
3. Explain business contingency plan concepts
4. Development contingency plan in accordance of assessed risks
3 Hours

Learning Outcome 3.1: Analyse risk in accordance with business environment

Content Learning activities Resources

 Meaning of Monitoring, Evaluation o Oral presentation - Flipchart

and Updating business plan
o Brainstorming - Marker pen
 Important tools used in updating
business plan o Questions and answers - Pen
 CANVAS model o Practical exercise - Internet
 Marketing plan review
 Importance of Monitoring and - Reference books
Evaluation - Case studies
 Steps involved in risk analysis.
 Identify threats - Risk analysis
 Financial template
 Technical
 Political
 Natural
 Structural
 Threats identification tools:
SWOT Analysis
PESTEL Analysis
 Estimate risks (Quantitative and
Qualitative risk estimation)
 Risk estimation tools:
Risk impact chart
Probability chart
Formative Assessment 3.1

Performance criterion
Clearly identified risk in accordance with business environment

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  Multiple choice exercises
 Oral  Essay& Cases study
 True or false questioning
 Sentence completion
 Observation checklist

Checklist Score
Yes No
Meaning of monitoring, evaluation and updating business plan
Important tools used in updating business plan
Meaning of risk analysis
Importance of risk analysis
Steps involved in risk analysis
Steps involved in risk analysis

Observation
Learning Outcome 3.2: Assess identified risks in accordance with business plan developed

Content Learning activities Resources

 Factors influencing risks assessment o Brainstorming - Flipchart

 SWOT analysis o Oral presentation - Markers
What factors are critical for
o Group discussion - Pen
the success of your plan?
What risk does your plan o Documentary research - Internet
should face? o Internet research - Reference books
Analyze the source of the
o Practical exercise - Case studies
risk, the probability of it
happening and the effects o Questions and answers - Business plan
What measures can you take - Computer
to avoid these risks?
Define operational plan
 PESTEL analysis
What factors are critical
for the success of your
plan in relation with
politics, economy, social,
technological,
environment and legal
What measures can you
take to avoid these risks
Define operational plan

Formative Assessment 3.2

Performance criterion
Accurately assess risk associated to the business in line with the business plan
developed

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  Multiple choice exercises
 Oral  Essay& Cases study
 True or false questioning
 Sentence completion
 Observation checklist

Checklist Score
Yes No
Factors influencing risks assessment

Observation

Learning Outcome 3.3: Explain business contingency plan concepts

Content Learning activities Resources

 Meaning of contingency plan o Brainstorming on identifying - Flipchart

 Purpose of contingency plan meaning of key words - Markers
 Importance of contingency plan o Oral presentation - Pen

 Types of business contingency plan o Group discussion - Internet

o Questions and answers - Reference books
o Documentary research - Case studies
o Internet research - Business plan
- Computer

Formative Assessment 3.3

Performance criterion
Briefly explain business contingency plan concepts

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  Multiple choice exercises
 Oral  Essay& Cases study
 Product  True or false questioning
 Sentence completion
 Observation checklist
 A produced schedule

Checklist Score
Yes No
Meaning of contingency plan
Purpose of contingency plan
Importance of contingency plan
Types of business contingency plan

Observation

Learning Outcome 3.4: Development contingency plan in accordance of assessed risks

Content Learning activities Resources

 Steps involved in contingency plan o Brainstorming - Flipchart

 Identifying requirements related to o Oral presentation - Markers
specific contingency plan
o Group discussion - Pen
 Cost Calculation of requirements
identified o Documentary research - Internet
 Appreciation of company capacity o Internet research - Reference books
to cover risks identified
o Practical exercise - Case studies
 Decide choice to undertake
Adaptation o Questions and answers - Role play scenarios
Complementarity - Business plan
Abandon
- Computer
 Specific strategies to make the
contingency plan operational
 Describe the risk statement
 Define the protocol
Formative Assessment 3.4

Performance criterion
Accurate development of contingency plan in accordance of assessed risks

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  Multiple choice exercises
 Oral  Essay& Cases study
 Product  True or false questioning
 Sentence completion
 Observation checklist
 A produced contingency

Checklist Score
Yes No
Steps involved in contingency plan
Specific strategies to make the contingency plan operational

Observation
 LU 4: Present a business plan

Learning Outcomes:

4 1. Explain different ways to present the business plan

2. Explain different ways to present the business plan
3. Present a business plan

3 Hours

Learning Outcome 4.1: Explain different ways to present the business plan

Content Learning activities Resources

 Purpose of business plan presentation o Brainstorming - Flipchart

 Financing support
o Group discussion - Markers
 Strategic orientation
 Attracting investors o Questions and answers - Pen
 Types of preparation required
o Practical exercise - Internet
 Content preparation
 Material preparation - Reference books
 Psychological preparation
- Case studies
 Steps involved in preparation of business
plan presentation - play scenarios
Analyze your audience - Computer
Select a topic
Define the objective of the presentation
of business plan.
Prepare the body of the business plan to
be presented and anticipate the
questions from audience
Prepare the suggestions and conclusion.
Practice delivering the presentation of
business plan
 Presentation content
 Business idea
 Market
 Marketing strategy
Formative Assessment 4.1

Performance criterion
Accurately prepare of business plan presentation in accordance with business
plan

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  Multiple choice exercises
 Oral  Essay& Cases study
 Product  True or false questioning
 Sentence completion
 Observation checklist
 A produced presentation of business plan

Checklist Score
Yes No
Purpose (Why) of business plan presentation
Types of preparation required
Steps involved in preparation of business plan presentation

Observation
 Learning Outcome 4.2: Explain different ways to present the business plan

Content Learning activities Resources

 The business plan shall be presented o Brainstorming Questions - Flipchart

 shareholder and answers - Markers
 stakeholder
o Group discussion - Pen
 Procedures involved in business plan
presentation o Role play - Internet
- Reference books
Connect with your audience
Business like - Case studies
Simple language - scenarios
Presentation touch at a
- Computer
personal level
- Internet
Paint a picture in your audience’ minds
Pick out great images and
visual
Lasting impression
 Put credibly content
 Use statistics and data
Charts
Graph

Formative Assessment 4.2

Performance criterion
Clearly explain different ways to present the business plan

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  Multiple choice exercises
 Oral  Essay& Cases study
 True or false questioning
 Sentence completion
 Observation checklist
 Checklist Score
Yes No
Types of audience to whom to present a business plan
Procedures involved in business plan presentation

Observation

Learning Outcome 4.3: Present a business plan

Content Learning activities Resources

 Techniques to present your business o Brainstorming o Internet

plan o Group discussion o Reference books
 Only write key points o Questions and answers o Case studies
 Don’t read them, speak about o Role play o scenarios
them o Computer
 Use visualization, pictures, o Internet
symbols, colours, tables
 Short, concise, come to the point,
not more than 10 min.
 React positive to questions
 Use body language, voice,
appearance
 Try to convince
 Integrating comments, suggestions
and remarks in the business plan
 Planning to maintain and enforce
relationship with stakeholders
(audience) for further collaboration

Formative Assessment 4.3

Performance criterion
Appropriately present a business plan

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  Multiple choice exercises
 Oral  Essay& Cases study
 Performance  True or false questioning
 Sentence completion
 Observation checklist
 Video
 photos

Checklist Score
Yes No
Techniques to present your business plan
Integrating comments, suggestions and remarks in the business plan
Planning to maintain and enforce relationship with stakeholders (audience) for further
collaboration

Observation

References:

Omagor, P. a. (2010). Entrepreneurship education for advanced level students.

Ssempijja, M. (2011). Entrepreneurship education for advanced level and business institutions,
third edition. Uganda: Kyambogo University.
SANGSTER, F. W. (2005). Bussiness accounting, tenth edition. UK: Pearson Education
Limited.
Read more: http://www.businessdictionary.com/definition/breakeven-point.html
 CCMIA401 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)

CCMIA401 Integrate the workplace

REQF Level: 4 Learning hours

Credits: 30 300
Sector: All
Sub-sector: All
Issue date: November, 2017

Purpose statement

This module describes the skills, knowledge and attitudes required to integrate the
learners/internee in workplace for an industrial attachment program. The module will allow
the learner to investigate and secure industrial attachment place, deal with workplace
challenges, comprehend the whole process of the industrial attachment program and be able
to demonstrate the competencies acquired at school in the real workplace.
Learning assumed to be in place
All the modules covered at REQF level 4.

Elements of competency and perfomance criteria

Learning units describe the essential outcomes of a competency.
Performance criteria describe the required performance needed to demonstrate achievement
of the learning unit.

By the end of the module, the trainee will be able to:

Elements of competency Performance criteria

1. Investigate and secure industrial 1.1 Accurate description of types of industries

attachment place 1.2 Appropriate mapping of the industry organizational
structure
1.3 Proper identification of importance of industrial
attachment
1.4 Accurate collection of information on different
industries where one can carry his/her IAP
1.5 Proper selection of industrial attachment place based
on training package
1.6 Appropriate application of correspondences
2. Deal with workplace challenges 2.1 Proper identification of industrial attachment
challenges
2.2 Careful development of ways/ strategies to overcome
industrial attachment challenges
2.3 Regular creativity and innovation in accordance with
work situation
3. Get briefed on industrial attachment 3.1 Proper setting of industrial attachment goals.
program 3.2 Proper description of IAP documents
3.3 Clear explanation on how IAP assessment is conducted.
4. Develop one’s competencies on the 4.1 Expected competencies are fully developed
workplace 4.2 Trainee logbook is completely and well filled
4.3 Proper description of gained work experience
 LU 1: Investigate and secure industrial attachment place.

Learning Outcomes:

1 1.
2.
3.
4.
5.
Describe types/categories of industry.
Map the industry organizational structure
Identify importance of industrial attachment
Collect information on different industries
Select industrial attachment place based on training package
10 Hours 6. Apply correspondences

Learning Outcome 1.1: Describe types/categories of industry.

Content Learning activities Resources

 Definition of terms o Small group work - Pictures and videos of

 Firm
o Large group discussion various industries
 Sector
 Industry o Observation of pictures - Reference books
 Company
o Presentation of videos - Chalkboard
 Organization
 Factory o Group discussions - Projector
 Enterprise
o Group work on the industry - Power Point
 Industry classification
 Primary industry classification. presentation on
 Genetic industry
o Site visit categories of industry
 Extractive industry
 Manufacturing industry
 Construction industry
 Service industry
 Industry sectors
Formative Assessment 1.1

Performance criterion
Accurate description of types of industries.
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  Essay (extended responses)
 Oral evidence  Sentence completion
 Product evidence  Expose /presentation
 Concept / mind map (organizational chart)

Checklist Score
Yes No
Types of industries
Industry classification
Industry sectors

Observation

Learning Outcome 1.2: Map the industry organizational structure

Content Learning activities Resources

 Purpose of organizational o Large group discussion - Sample of organizational

structure o Individual work structure
 Benefits to use o Pair work - Reference books
organizational chart o Small group work - Chalkboard
 Types of organizational o Large group discussion - Projector
structure. o Learning through pictures. - Power Point presentation
o mapping the industry on mapping the industry
organizational structure organizational structure
- Pictures
Formative Assessment 1.2

Performance criterion
Appropriate mapping of the industry organizational structure.
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  Expose /presentation
 Oral evidence  Concept / mind map (organizational chart)

Score
Checklist Yes No
Organizational Chart

Observation

Learning Outcome 1.3: Identify importance of industrial attachment

Content Learning activities Resources

 Benefits of IAP o Small group work - Reference books

 Characteristics of IAP o Large group discussion - Chalkboard
o Asking questions - Projector
o Group work on the IAP - Power Point
characteristics. presentation on
o Research on IAP. importance of
industrial attachment

Formative Assessment 1.3

Performance criterion
Proper identification of importance of industrial attachment

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  Multiple choice
 Oral evidence  True or false question
 Matching
 Sentence completion
 Expose /presentation

Checklist Score
Yes No
Importance of industrial attachment

Observation

Learning Outcome 1.4: Collect information on different industries

Content Learning activities Resources

 industry location o Observation of the environment - Reference books

 Industry type o Research on the industry types - Chalkboard
 Industry size and size - Projector
o Guided learning on how to collect - Power Point
information presentation on
o Learning through maps collection of
o Asking questions information on
o Group work on the given topic different industries
o Industry visit

Formative Assessment 1.4

Performance criterion
Accurate collection of information on different industries where one can carry
his/her IAP.

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  Essay (short responses / extended responses)
 Oral  Expose (presentation)

Checklist Score
Yes No
Information about:
 industry location
 Industry type
 Industry size
Recorded information on different industries where one can carry out his/her IAP

Observation

Learning Outcome 1.5: Select industrial attachment place based on training package.

Content Learning activities Resources

 IAP selection criteria o Reflection on the training - Reference books

 Training package package - Chalkboard
o Pair sharing of selection criteria - Projector
 Tasks related to the field. of IAP place - Power Point
 Working hours o Discussions presentation on
o Asking questions selection of industrial
o Industry visit attachment)

Formative Assessment 1.5

Performance criterion
Proper selection of industrial attachment place based on training package

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  Question and answer

Checklist Score
Yes No
Appropriate industrial attachment place based on training package

Observation

Learning Outcome 1.6: Apply correspondences

Content Learning activities Resources

 Use of workplace documents. o Research on how to use - Sample of IAP

 IAP application letter workplace documents application letter
 Curriculum vitae o Guided learning on how to - Sample of Curriculum
 E-mail write workplace documents vitae
 Complain letter o Asking questions - Sample of Complain
 Thanks letter o Group work on the letter
interpretation of the workplace - Sample of thanks letter
documents - Reference books
- Chalkboard
- Projector
- Correspondences

Formative Assessment 1.6

Performance criterion
Appropriate application of correspondences.

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  Short responses
 Product  Different Workplace documents

Checklist Score
Yes No
Workplace documents / completed Checklist
Essential element of workplace documents

Observation
 LU 2: Deal with workplace challenges.

Learning Outcomes:

2 1. Identify industrial attachment challenges

2. Develop ways/strategies to overcome industrial attachment
challenges
3. Discuss creativity and innovation at work place

20 Hours

Learning Outcome 2.1: Identify industrial attachment challenges

Content Learning activities Resources

 IAP challenges (before ,During and o Observation of the - Reference books

After) environment - Projector
 Budget issues
o Group discussion on IAP - Power Point presentation
 Cope with a new work situation
 Insufficient of industrial challenges on creativity and
attachment place o Pair sharing of IAP challenges. innovation
 Lack of assistance from industrial
attachment in charge
 Industry attitude toward interns

Formative Assessment 2.1

Performance criterion
Proper identification of industrial attachment challenges.

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  Multiple choice exercises
 Oral  True or false questioning
 Matching
 Sentence completion
 Expose (presentation).
Checklist Score
Yes No
List Possible industrial attachment challenges.

Observation

Learning Outcome 2.2: Develop ways/strategies to overcome industrial attachment challenges

Content Learning activities Resources

 Effective strategies to enhance IAP o Pair sharing on effective - Reference books

 Partnership with industries strategies to enhance IAP - Chalkboard
 Collaboration/Regular contact o Brainstorming on the way to - Projector
 Early Preparation of IAP overcome IAP challenges. - Power Point
 Tips for Overcoming Your IAP o Research on effective presentation on
Challenges strategies and tips to creativity and
 Being patient overcome IAP challenges innovation
 Meet new people o Asking questions
 Effective communication o Group discussion on ways to
overcome IAP challenges

Formative Assessment 2.2

Performance criterion
Careful development of ways/ strategies to overcome industrial attachment
challenges.
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  Essay (short responses /extended responses)
 Performance  Role play
 Scenarios
 Scenarios – Completed checklist.

Checklist Score
Yes No
Possible ways/strategies to overcome industrial attachment challenges

Observation

Learning Outcome 2.3: Discuss creativity and innovation at work place

Content Learning activities Resources

 Ways to develop creativity in o Pair sharing of effective ways to - Reference books

the workplace. promote creativity and innovation - Chalkboard
o Research on good ways to develop - Projector
 Ways to promote innovation creativity and innovation - Power Point
in your workplace. o Asking questions presentation on
o Discussions on ways to promote and creativity and
develop creativity and innovation innovation)

Formative Assessment 2.3

Performance criterion
Regular creativity and innovation in accordance with work situation.

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  Multiple choice
 True or false question
 Essay (short responses /extended responses)

Checklist Score
Yes No
List of possible ways to develop creativity and innovation on the workplace

Observation
 LU 3: Get briefed on industrial attachment program.

Learning Outcomes:

3 1. Set industrial attachment goals.

2. Describe of IAP documents.
3. Explain how IAP assessment is conducted.

5 Hours

Learning Outcome 3.1: Set industrial attachment goals.

Content Learning activities Resources

 Goals of industrial attachment o Group discussion on the IAP - Hand out on industrial
goal attachment goals.
o Research on the IAP goals
o Asking questions
o Individual work on the
setting of own IAP goals

Formative Assessment 3.1

Performance criterion
Proper setting of industrial attachment goals.

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  Essay (short responses /extended responses)
 Oral  Multiple choice
 True or false question
 Question and answer
 Checklist Score
Yes No
Essential elements of IAP documents

Observation

Learning Outcome 3.2: Describe of IAP documents.

Content Learning activities Resources

 IAP Logbooks: o Presentation - Logbooks

 IAP list of competencies to be o Small group work on the
developed interpretation of IAP
 IAP attendance sheet logbooks
 IAP agreement o Exercise on the completion
 IAP report form of IAP logbooks
 IAP Evaluation form o Guided learning on how to
 IAP interview form complete IAP logbooks

Formative Assessment 3.2

Performance criterion
Accurately assess risk associated to the business in line with the business plan
developed

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  Multiple choice exercises
 Oral  Essay& Cases study
 True or false questioning
 Sentence completion
 Observation checklist
 Checklist Score
Yes No
Factors influencing risks assessment

Observation

Learning Outcome 3.3: Explain how IAP assessment is conducted.

Content Learning activities Resources

 Written tests o Presentation by trainees - Vocational tools

 Performance evidence(marked by and trainer - Task sheets
company supervisor) o Discussion on IAP
 Respond to interview questions assessment is conducted
o Asking questions

Formative Assessment 3.3

Performance criterion
Briefly explain business contingency plan concepts

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  Multiple choice exercises
 Oral  Essay& Cases study
 Product  True or false questioning
 Sentence completion
 Observation checklist
 A produced schedule
 Checklist Score
Yes No
Meaning of contingency plan
Purpose of contingency plan
Importance of contingency plan
Types of business contingency plan

Observation
 LU 4: Develop one’s competencies on the workplace.

Learning Outcomes:

4 1. Develop competencies related to one’s field.

2. Fill in trainee logbook
3. Describe gained work experience

280 Hours

Learning Outcome 4.1: Develop competencies related to one’s field.

Content Learning activities Resources

o Preform daily workplace - Industry tools,

routine tasks related to equipment and
one’s field. consumables related to
one’s field

Formative Assessment 4.1

Performance criterion
Expected competencies are fully developed.

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
 Types of evidence Portfolio assessment tools
 Performance
 Product

Checklist Score
Yes No
List of well performed activities
tasks given by industry (checklist)

Observation

Learning Outcome 4.2: Fill in trainee logbook

Content Learning activities Resources

o Complete trainee logbook - logbooks

o Complete IAP reports
o Complete IAP Evaluation
o Conduct IAP interview

Formative Assessment 4.2

Performance criterion
Trainee logbook is completely and well filled.

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
 Types of evidence Portfolio assessment tools
 Performance
 Product

Checklist Score
Yes No
List of well performed activities/ tasks given by industry (checklist)

Observation

Learning Outcome 4.3: Describe gained work experience

Content Learning activities Resources

o Presentation on work - Questionnaires

experience related to one’s related to work
field experience.

Formative Assessment 4.3

Performance criterion
Proper description of gained work experience.

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  Expose (presentation)
 Oral
 Essay (short responses / extended responses)photos
 Checklist Score
Yes No
Brief presentation of experience gained during the industrial attachment period

Observation

References:

1. http://www.differencebetween.net/business/difference-between-factory-and-industry/
2. https://www.capitalfm.co.ke/campus/students-5-things-you-need-to-do-to-secure-an-
attachment/
3. http://smallbusiness.chron.com/purpose-organizational-structure-3812.html
4. http://iamanentrepreneur.in/guru-gyan/importance-mapping-organisation-structure/
5. https://www.edrawsoft.com/why-use-orgchart.php
6. http://open.lib.umn.edu/strategicmanagement/chapter/9-3-creating-an-organizational-
structure/
7. http://www.differencebetween.com/difference-between-company-and-vs-industry/
8. https://hbr.org/2014/11/to-encourage-innovation-make-it-a-competition
9. http://www.innovationmanagement.se/2012/11/09/does-encouraging-creativity-in-the-
workplace-improve-innovation/
10. http://smallbusiness.chron.com/different-ways-file-documents-filing-cabinet-57513.html
11. https://www.thebalance.com/creating-a-document-management-system-2948084
12. http://www.wow.com/wiki/Technical_writing?s_chn=70&s_pt=source2&s_gl=US&v_t=content
13. https://bizfluent.com/how-5093085-write-daily-report.html
14. https://resources.workable.com/supervisor-job-description
15. https://ischool.syr.edu/infospace/2017/07/20/tips-overcoming-Industrial Attachment Program
(IAP)-challenges/
16. https://www.researchgate.net/profile/Frank_Twenefour/publication/272370787_Industrial_Tra
ining_Programmes_of_Polytechnics_in_Ghana_The_Pertinent_Issues/links/55056a6e0cf24cee3
a046df8/Industrial-Training-Programmes-of-Polytechnics-in-Ghana-The-Pertinent-Issues.pdf
17. https://toughnickel.com/misc/Challenges-faced-by-interns-Problems-commonly-found-in-
Industrial Attachment Program (IAP)s
18. Adu peproh J., Frank.B.K Twenefour (2015) industrial training program of polytechnics in Ghana:
the pertinent issues, Ghana
 AEEST401 - STARTING SYSTEM REPAIRING

AEEST401 Repair starting system

RTQF Level: 4 Learning hours

Credits: 8 80
Sector: Technical Services
Sub-sector: Automobile

Issue date: December, 2017

Purpose statement

This module will allow the learner to describe vehicle starting system, conduct diagnosis of
starting system. Its results will enable the learner to repair or replace starter motor
components and starter motor control circuit.

The knowledge gained from this module will enable the learner to perform testing activities of
starting system while responding to work needs.
Learning assumed to be in place
Implement safety, health and environmental policies and procedures
Technical drawing
Caring textile fibers

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. Describe starting system 1.1. Proper identification of starting system components

1.2. Proper description of starter motor components
1.3. Proper description of starting system control circuit
2. Repair starter motor components 2.1. Adequate selection of tools, materials and equipment
and control circuit 2.2. Proper diagnosis of sta rting system
2.3. Appropriate disassembling of starter motor
2.4. Proper test of starter motor components
2.5. Appropriate reparation or replacement of damaged
starter components
2.6. Correct repairing of starter motor control circuit
3. Test starting system 3.1 Proper test of starter Battery
3.2 Proper test of starter motor
3.3 Proper checking of control circuit
 LU 1: Describe starting system

Learning Outcomes:

1 1. Identify starting system components

2. Describe starter motor components
3. Describe starting system control circuit

10 Hours

Learning Outcome1.1 Select material, tools and equipment.

Content Learning activities Resources

 Introduction o Video presentation of starting - Workshop

 Definition of starting system components - Whiteboard
system o Brainstorming on purpose of - Flip charts
 Starting system starting system - Marker pen
components Group discussion on types of starting - Vehicle
 Purpose of starting system - Jump starting cable
system - Battery
 Vehicle battery circuit - Dc motors
 Single battery - Switches
Double battery - Starters
- Fuses
- Relays
- Handout notes
- Papers
- Pen
Formative Assessment 1.1

Performance criterion
Proper identification of starting system components

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  Multiple choice
 Oral  True or false questions
 Matching
 Sentence completion
 Presentation

Checklist Score
Yes No
Definition of starting system
Starting system components
Purpose of starting system
Single battery
Double battery

Observation
Learning Outcome 1.2 Describe the parts of embroidery machine

Content Learning activities Resources

 Starter motor components o Brainstorming functions for - Workshop

design starter motor components - Whiteboard
 Types of starter motor o Group discussion on operating - Flip charts
 Pre-engaged started principles - Vehicle
motor o Assignment on components - Jump starting cable
 Inertia starter design - Battery
 Permanent magnet o Presentation of the assignment - Dc motors
starter - Switches
 Gear reduction - Starters
starter - Fuses
 Function for each - Relays
components - Spanners
 Operating principles - Screw driver
- Hummer
- Pliers
- Punches and chisels
- Manual book
- Marker pen
- Camera
- Battery charger
- Bench vice
- Handout notes
- Papers
- Pen
- Marker pen
Formative Assessment 1.2

Performance criterion
Proper description of starter motor components

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  Multiple choice
 True or false questions
 Oral
 Matching
 Sentence completion

Checklist Score
Yes No
Starter motor components design
Pre-engaged started motor
Inertia starter
Permanent magnet starter
Gear reduction starter
Function for each components
Operating principles
Observation

Learning Outcome 1.3: Describe starting system control circuit

Content Learning activities Resources

 Starting system control o Brainstorming about - Vehicle with starting system

circuit design starting system control - Handout notes
 Function of starting system o Group discussion on safety - Papers
control circuit components starting circuit - Pen
 Safety starting circuit - Marker pen Workshop
- Whiteboard
- Flip charts
- Jump starting cable
- Battery
- Dc motors
- Switches
- Starters
- Fuses
- Relays
Formative Assessment 1.3

Performance criterion
Proper description of starting system control circuit

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  Multiple choice
 Oral  True or false questions
 Matching
 Sentence completion

Checklist Score
Yes No
Starting system control circuit design
Function of starting system control circuit components
Safety starting circuit
Observation
 LU 2: Starter motor components repairing

Learning Outcomes:

2 1.
2.
3.
Select tools, materials and equipment
Diagnose starter motor components
Disassemble starter motor

20 Hours 4. Test starter motor components

5. Repair or replace damaged starter components
6. Repair starter motor control circuit

Learning Outcome 2.1: Select tools, materials and equipment

Content Learning activities Resources

 Tools o Demonstration by
- Workshop
 Power tools video/picture of tools
- Vehicle
 Measuring tools o Demonstration by
- Hydraulic press
 Hand tools video/picture of materials
- Jump starting cable
o Demonstration by
 Materials - Terminal cleaner
video/picture of equipment
- Spanners
 Grease o Group discussion on the use
- Screw driver
 Lubricants of Diagnostic machine
- Hummer
 Brushes - Pliers
- Cutters
 Equipment - Punches and chisels
 Diagnostic machine - Brushes
 Battery capacity load
- Soldering gun
tester
 Armature tester - Drilling machine
- Vernier caliper
- Testers
- Multi-meter
- Battery
- Fuses
- Relays
- Starters
 - Switches
- Dc motors
- Sulphuric acid and distilled
water
- Internet connection
- Manual book
- Soaps
- Water
- Spare parts
- Marker pen
- Super glue
- Silicon
- Grease
- Gear oil
- Camera
- Battery load tester
- Battery charger
- Car lift
- Bench vice
- Hydraulic jack
- Stand
- Computer with
software(AUTODATA/ALL
DATA)
Formative Assessment 2.1

Performance criterion
Adequate selection of tools, materials and equipment

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
 Performance  Practical activities
evidence
 Checklist Score
Yes No
Power tools
Measuring tools
Hand tools
Grease
Lubricants
Brushes
Diagnostic machine
Battery capacity load tester
Observation

Learning Outcome 2.2 Diagnose of starter motor components

Content Learning activities Resources

 Common problems of starting systems o Demonstration on system - Diagnostic

 Faults diagnosis machine
 Symptoms o Group discussion on - Multimeter
 Causes diagnosing process - Vehicle
 Remedy o Individual exercise of system - Screw driver
 Diagnose procedures fault verification - Hummer
 Verify system fault o Group work on diagnosis - Pliers
 Evidences evaluation process - Cutters
 Diagnosis systems - Testers
 Result report - Battery
- Manual book
- Internet
connection
- Computer with
software(AUTO-
DATA/ALL- DATA)
Formative Assessment 2.2

Performance criterion
Proper diagnosing of starter motor components

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance evidence  Practical activity

Checklist Score
Yes No
Faults
Symptoms
Causes
Remedy
Verify system fault
Evidences evaluation
Diagnosis systems
Result report
Observation

Learning Outcome 2. 3 Disassemble starter motor

Content Learning activities Resources

 Locating starter motor in o Workshop demonstration of starter - Workshop

vehicles motor dismounting and - Vehicle
 Dismounting procedures disassembling procedures - Spanners
 Disconnect battery o Practical work on dismounting - Starter motor
 Disconnect wires Practical work on disassembling - Screw driver
 Unbolt starter starter motor - Hummer
 Remove starter - Pliers
 motor - Cutters
 Disassembling procedures - Punches and
 Remove solenoid chisels
 Tape off the end - Manual book
frame - Stand
 Remove the brushes - Hydraulic jack
holder - Bench vice
 Separation of meshing driver
and electrical motor
Formative Assessment 2.3

Performance criterion
Proper disassembling of starter motor

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
 Performance evidence  Practical activities

Checklist Score
Yes No
Disconnect battery
Disconnect wires
Unbolt starter
Remove starter motor
Remove solenoid
Tape off the end frame
Remove the brushes holder
Separate meshing driver and electrical motor
Observation
Learning Outcome 2.4: Appropriate testing starter motor components

Content Learning activities Resources

- Multi-meter
 Starter motor Bench testing o Brainstorming on testing -
- Vehicle
 Armature testing procedures
- Starter motor
 Short circuit testing o Demonstration on starter
- Battery capacity
 Grounded testing motor bench testing
load tester
 Open circuit testing o Practical work of bench
- Wires
 Coil field testing testing
- Workshop
 Short circuit o Practical work on visual
- Armature tester
 Grounded testing inspection
- Bench vice
 Open circuit testing o Practical work on coil field
- Bench Work
 Brush holders / carbon brush testing
- Manual book
plate
- Battery
 Open circuit testing
- PPE
 Short circuit
- Fuse
 Solenoid circuit testing
- Switch
 Visual inspection
- Relays
 Visual inspection of
brushes
 O-ring visual
inspection
 Pinion gear
 Fork
 Planetary gear set
 One way clutch operation
testing

Formative Assessment 2.4

Performance criterion
Appropriate testing starter motor components

Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.
 Type of evidence Portfolio assessment tools
 Performance evidence  Practical activities

Checklist Score
Yes No
Bench testing of starter motor
Short circuit testing
Grounded testing
Open circuit testing
Solenoid circuits testing
Visual inspection of brushes
O-ring visual inspection
Pinion gear
Fork
Planetary gear set
One way clutch operation testing
Observation

Learning Outcome 2.5: Repair or replace damaged starter motor components

Content Learning activities Resources

 Faults Checking o Demonstration on - Vehicle

 Visual check conducting visual checking - Jump starting
 Smelling check o Brainstorming on testing cable
 Testing o Group discussion fault - Terminal
 Noisy check checking cleaner
 Replacing and repairing procedures o Workshop exercise on - Spanners
 Stuff will need (gather starter removal - Screw driver
resources) o Individual exercise stripping - Hummer
 Starter removal starter - Pliers
 Stripping starter o Group exercise on replacing - Cutters
 Assess the damage damaged starter motor - Punches and
 Repair the armature and field o Group exercise on repairing chisels
winding damaged starter motor - Brushes
 Repair solenoid - Soldering gun
  Lubricating the new brushes - Drilling machine
 Fitting the new brushes - Vernier caliper
 Checking brush and pinion - Testers
 Assembling the starter - Spare parts
 Testing - Grease
 Mount starter motor in the - Stand
vehicle - Hydraulic jack
- Computer with
software(AUTO-
DATA/ALL -
DATA)
- Car lift
- Bench vice
- Pulley puller

Formative Assessment 2.5

Performance criterion
Appropriate repairing or replacing of damaged starter components

Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance evidence  Practical activities

Checklist Score
Yes No
Visual check
Smelling check
Testing
Noisy check
Gather resources
Starter removal
Stripping starter
Assess the damage
Repair the armature and field winding
Repair solenoid
Lubricating the new brushes
Fitting the new brushes
Checking brush and pinion
Assembling the starter
Testing
Mount starter motor in the vehicle
Observation

Learning Outcome 2.6: Repair starter motor control circuit

Content Learning activities Resources

 Test starting system control circuit o Demonstration on testing - Vehicle

components starting system control - Jump starting
 Ignition /starting switch circuit components cable
 Starting relay o Workshop practice on Repair - Terminal
 Starting fuse or replace damaged starter cleaner
 Wiring control circuit components - Spanners
 Safety switch o Assignment on repairing - Screw driver
 Repair or replace damaged starter damaged components on the - Hummer
control circuit components starter control circuit - Pliers
 Ignition /starting switch o Presentation on starting - Cutters
 Starting relay system control circuit - Punches and
 Starting fuse chisels
 Wiring - Soldering gun
 Safety switch - Testers
- Multimeter
- Manual book
- Battery
- Super glue
- Silicon
- Spare parts
- Grease
- Camera
- Computer with
software(AUTO-
DATA/ALL -
DATA)
 - Bench vice

Formative Assessment 2.6

Performance criterion
Correct Repairing of starter motor control circuit

Assessor may collectamong the following evidences and make judgements on whether the
performance criterion has been achieved.

Type of evidence Portfolio assessment tools

 Performance evidence  Practical activities

Checklist Score
Yes No
Ignition testing
Starting switch testing
Starting relay testing
Starting fuse testing
Wiring testing
Safety switch testing
Ignition repairing
starting switch repairing
Starting relay repairing
Starting fuse repairing
Wiring repairing
Safety switch repairing
Observation
 LU 3: Testing starting system

Learning Outcomes:

3 1.
2.
3.
Test Starter Battery
Test Starter motor
Test starter motor control circuit

20 Hours

Learning Outcome 3.1: Test Starter Battery

Content Learning activities Resources

- Vehicle
 Check electrolyte o Demonstration by video on
- Multimeter
 level testing battery voltage
- Testers
 weight density o Brainstorming on visual
- Battery
 Visual checking inspection
- Battery load tester
 Colour o Group discussion on
- Battery charger
 Physical damage electrolyte checking
- Distilled water
 Test battery voltage
- Sulphuric acid
 Charged
- Terminal cleaner
 Discharged
- Hydrometer
Damaged
- Computer with
software
(Auto-data)
Formative Assessment 3.1

Performance criterion
Proper testing of Battery

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance evidence  Practical activities

Checklist Score
Yes No
Electrolyte level checking
Electrolyte weight density checking
Colour checking
Physical damage checking
Charged battery voltage testing
Discharged battery voltage testing
Observation

Learning Outcome 3.2: Proper testing of starter

Content Learning activities Resources

 Test of starter motor pinion o Demonstration by - Starter motor

 Engagement video/picture of - Starter battery
 Rotation engagement - Vehicle
 Disengagement o Brainstorming on starter - Booster cables
 Test starter motor short circuit motor short circuit testing - Computer with
o Practical work on testing software (Auto-
starter motor data)
Formative Assessment 3.2

Performance criterion
Proper testing of starter

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
 Performance  Practical activity
evidence

Checklist Score
Yes No
Engagement testing
Rotation testing
Disengagement testing
Starter motor short circuit testing
Observation

Learning Outcome 3.3. Troubleshoot local area network

Content Learning activities Resources

 Test for starting o Brainstorming on test for - Vehicle

parameter starting parameter - Spanners
 voltage drop o Group discussion on - Screw driver
 current draw voltage drop - Pliers
 continuity o Group discussion on - Cutters
 Short circuit continuity - Testers
 Test system o Practical work on testing - Multimeter
performance system performance - Battery
- Fuses
- Relays
- Switches
- Manual book
Computer with
software(AUTODATA / ALL DATA)
Formative Assessment 3.3

Performance criterion
Proper checking of control circuit

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance evidence  Practical activity

Checklist Score
Yes No
Voltage drop testing
Current draw testing
Continuity testing
Short circuit testing
Testing of system performance
Observation

Summative Assessment

Integrated situation Resources

Mr. HABIMANA of GOLILAND Tour Company brought ONE vehicle

TOYOTA RAV4 with starting system problems. Mr. HABIMANA
arrived at SAR MOTORS at 8AM and he said that he needed it at
2PM. As an auto electricity technician, the Service manager
requested you to solve those problems within 6 hours.
Assesment Criterion 1: Quality of Process

Checklist Score
Yes No
Indicator: Tools, equipment and materials are selected

Tools
 Spanners
 Terminal cleaner
 Screw driver
 Hummer
 Pliers
 Scanner tool
 Bench vise
 Pulley remover
 Jump start cable
 Wire brush
Materials
 Water
 Lamp tester
 Grease
 Paper sand
 Mark pen
 Lubricants
 Brushes
 Lamps
 Insulator taps
Equipment
 multi-meter
 Oscilloscope
 Battery charger
 Battery load tester
 Computer with software (Auto data)
 PPE
Indicator: starting system components has been tested

Preliminary test is well done (Starting Engine, Battery Voltage, Wiring and
connections).
Materials, Tools, Equipment are properly selected.
 Removal of starter motor from the engine is well done.
Starter Motor is well tested.
Starter Motor disassembling procedures are respected
Starter parts are well Cleaned and tested.
Greasing and Starter motor assembling procedures are properly done.
Starter motor is well retested.
Starter motor is well fixed on the engine.
Indicator: Starting system components has been repaired

Starter parts are well Cleaned and repaired

Indicator: Starting system components has been replaced

Replacing of damaged parts is well done.

Fuse is replaced
Battery is replaced
Relay is replaced
Brushes are replaced
Observation

Assesment Criterion 2: Quality of product

Checklist Score
Yes No
Indicator: starting is performed

1. Pinion gear is well engaged and disengaged

2. Starter motor is rotating properly.
3. Engine is starting properly.
4. After Road Test, Starting System is working properly.
1. Cable connection is well performed.
2. Replaced components specifications are respected.
3. Starter Motor torque is enough.
Assesment Criterion 3: Relevance

Checklist Score
Yes No
Indicator: Time is respected
3 hours
Indicator: Efficient use of materials

 No materials are wasted

Observation

Reference books:
 Tom D. (2004).Automobile Electrical and Electronic Systems 3rd edition, Elsevier Butterworth-
Heinemann, Linacre House, Jordan Hill, Oxford
 Gscheilder R. (2006).Modern Automotive Technology Fundamentas, Service, Diagnostics ; Verlag
Europa-Lehrmittel ,Germany
 NATEF(1999) .Automotive excellence Student Text Student Edition; Glencoe McGraw-Hill
 http://googleweblight.com/i?u=http://whatisstressuni.blogspot.com/2012/03/inertia.html?m%
3D1&grqid=Ll-SX5fm&hl=en-RW
 http://www.instructables.com/id/Starter-Motor-Repair/
 AEECR401 - CHARGING SYSTEM REPAIRING

AEECR401 Repair charging system

RTQF Level: 4 Learning hours

Credits: 7 70
Sector: Technical services
Sub-sector: Automobile

Issue date: December, 2017

Purpose statement

This module will allow the learner to describe vehicle charging system, conduct diagnosis of
charging system and its results will enable the learner to repair or replace alternator
components and charging system external wiring.

The knowledge gained from this module will enable the learner to perform testing activities of
charging system while responding to work needs.
Learning assumed to be in place
Basic electricity
Basic electronics
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 Describe charging system 1.1. Proper identification of charging system component

1.2. Proper description of charging system components
1.3. Proper description of charging system external
wiring

2 Repair alternator components 2.1. Adequate selection of tools, materials and

equipment
2.2. Proper diagnosis of charging system
2.3. Correct test of alternator components
2.4. Correct repair or replace damaged alternator
components

3 Repair alternator external wiring 3.1. Proper testing of charging system external wiring
components
3.2. Proper repairing or replace damaged alternator
external wiring components
3.3. Proper testing of charging system
 LU 1: Describe charging system

Learning Outcomes:

1 1. Identify charging system components

2. Describe charging system components
3. Describe charging system external wiring

10 Hours

Learning Outcome1.1 describe charging system components

Content Learning activities Resources

 Introduction to charging o Brainstorming on charging - Car

system system components - Alternator
 Definition of charging o Group discussions on charging - Battery
system system components - Wires
 Function of charging o Assignment and Presentation - Regulator
system on charging system - Bench work
 Components of charging
system - White board
 Location of charging - PPE
system components - Internet
 Vehicle battery electrical - Books
systems - Paper
 Single battery vehicle - Pen
electrical system
- Computer
 Dual battery vehicle
- Projector
electrical system
- Visual aids
- Handout notes
Formative Assessment 1.1

Performance criterion
Proper identification of charging system components

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  Multiple choice
 oral  True or false questions
 Matching
 Sentence completion
 Presentation

Checklist Score
Yes No
Function of charging system
Classification of vehicle battery electrical systems
Alternator Location
Battery Location
Regulator Location
Pulley and drive belt Location
Fuses Location
Ignition switch Location

Observation
Learning Outcome 1.2 describe charging system components

Content Learning activities Resources

- Car
 Charging system design o Brainstorming on charging
- Alternator
 Alternator system design - Battery
 Regulator o Group discussion on - Wires
 Battery charging system design - Regulator
 External Wiring o Brainstorming on charging - Bench work
 Requirement of charging system system requirements - White board
o - PPE
 Introduction Group discussion on
operating principles - Internet
 Vehicle electrical loads
- Books
 Charging voltage - Paper
 Operating principles - Pen
 Generation of - Computer
electricity - Visual aids
 Rectification of AC to - Handout notes
DC
 Regulation of output
voltage
Charging internal circuits

Formative Assessment 1.2

Performance criterion
Proper description of charging system components

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  Multiple choice
 True or false questions
 oral
 Matching
 Sentence completion
 Checklist Score
Yes No
Requirements of charging system
Generation of electricity
Rectification of AC to DC
Regulation of output voltage
Charging internal circuits
Alternator main components
Wiring diagram of external circuit
Telltale lamp function
Battery function in charging system
Ignition Switch function
Drive Pulley function
Diode assembly operation
Observation

Learning Outcome 1.3: Describe charging system external wiring

Content Learning activities Resources

o Brainstorming on - Alternator
 External wiring
external wiring of - Battery
components components - wires
 Battery o Demonstration by - Vehicle
 Ignition switch video/picture wiring - Telltale lamp
 Fuses components - Fuses and relays
 Relays o Assignment on external - Internet
 Wires wiring functions - Books
o Assignment - Paper
 Telltale lamp
Presentation - Pen
 Functions of external - Computer
wiring - Hand out notes
 Wiring external diagram
Formative Assessment 1.3

Performance criterion
Proper description of charging system external wiring

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  Multiple choice
 Oral  True or false questions
 Matching
 Sentence completion

Checklist Score
Yes No
Charging system external wiring diagram
Function of External wiring components
External wiring components names
External wiring components location
Observation
 LU 2: Alternator components repairing

Learning Outcomes:

2 1. Selection of tools, materials and equipment

2. Diagnosis charging system
3. Test alternator components

40 Hours

Learning Outcome 2.1 Selection of tools, materials and equipment

Content Learning activities Resources

 Tools o Demonstration by video/ - Toolbox

 Power tools picture of tools - Multi-meter
 Measuring tools o Demonstration by video/ - Tester
picture of materials
 Hand tools - battery charger
o Demonstration by video/
- Books
 Materials picture of equipment
o Group discussion on the use - Cables
 Grease - Visual aids
of PPE
 Lubricants - Internet
- Computer
 Brushes
- Hand-out notes
 Equipment
 PPE
Formative Assessment 2.1

Performance criterion
Adequate selection of tools, materials and equipment

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
 Types of evidence Portfolio assessment tools
 Performance evidence  Practical activities
 Observation checklist
 Product evidence
 Product evidence

Checklist Score
Yes No
Spanners
Multimeter
Tester
PPE
Battery charger
Screw drivers
Pliers
Spare parts
Brushes
Grease
Battery load tester
Brushes
Observation

Learning Outcome 2.2 Diagnose charging system

Content Learning activities Resources

 Common problems charging systems o Brainstorming on  Car

 Faults common problems of  Multi-meter
 Symptoms charging system  Testers
 Causes o Demonstration on  Tool box
 Remedy system diagnosis  Wires
 Diagnose procedures o Practical work of system  Manual book
 Verify system fault diagnosis  Internet
 Evidences evaluation o Brainstorming on results connection
 Diagnosis systems reporting  Pen and
 Result report notebook
 Whiteboard
Formative Assessment 2.2

Performance criterion
Proper diagnosis of charging system

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance evidence  Observation checklist
 Practical exercise of disconnecting battery

Checklist Score
Yes No
Quick test of charging system faulty
Alternator faulty
Regulator faulty
Fuses testing
Battery faulty
Wires and Connectors continuities
Telltale lamp malfunction
Observation

Learning Outcome 2. 3 Test alternator components

Content Learning activities Resources

 Alternator location o Demonstrating on the location - Vehicle with

 Alternator Dismounting of alternator charging system
procedures o Brainstorming on alternator - Complete tool
 Disconnect battery dismounting procedures box
 Disconnect wires o Practical work on alternator - Workshop
 Remove drive belt assembling procedures - Classroom
  Unbolt alternator - Books
o Assignment on testing the roller
 Remove - Internet
bearing seat
 Alternator disassembling - Whiteboard
procedures o Group discussion on alternator - Mark pen
 remove cover windings testing - Multi-meter
 remove brush holder o Assignment on alternator - Oscilloscope
 remove regulator reassembling / Mounting - Battery charger
 remove diode plate following procedures - Gloves
 remove pulley o Brainstorming on replacing - Goggles
 separate rotor and procedures - Safety boots
stator o Group discussion on repairing - Flip charts
 Examinations of the running procedures - Brushes
surfaces of the pulley for wear o Practical work on mounting - Spare parts
and dents alternator in the vehicles - Helmet
 Testing of the roller bearing - Grease
seat - Respirators
 Alternator windings testing: - Safety shoes
 Short circuit testing - Hand gloves
for stator winding - Over coat
and rotor - Battery load
 Short to ground tester
testing for stator - Battery charger
winding and rotor - Computer with
 Open testing for software (Auto-
stator winding and data)
rotor
 Alternator reassembling /
Mounting procedures
 Place stator on rear
housing
 Insert front housing
 Insert bolts and nuts
 Re-install brush into
brush holder
 Install diode plate
 place regulator
 Install cover
 Mount alternator
 Place stator on rear
housing
 Insert front housing
  Insert bolts and nuts
 Re-install brush into
brush holder
 Install diode plate
 place regulator
 Install cover
 Mount alternator

Formative Assessment 2.3

Performance criterion
Proper Testing alternator components

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
 Performance evidence  Observation checklists

Checklist Score
Yes No
Disconnection of battery
Disconnection of wires
Removal of drive belt
Unbolt alternator
Removal alternator
Short circuit testing for stator winding and rotor
Short to ground testing for stator winding and rotor
Open testing for stator winding and rotor
Drive belt tensioning
Alternator dissembling
Examinations of the running surfaces of the pulley for wear and dents
Testing of the roller bearing seat
Alternator reassembling
Alternator mounting
Observation
Learning Outcome 2. 4 Repair or replace damaged alternator components

Content Learning activities Resources

 Replacing and repairing o Brainstorming on replacing - Complete tool

procedures procedures box
 Stuff will need (gather o Group discussion on repairing - Workshop
resources) procedures - Classroom
 Alternator removal o Practical work on mounting - Books
 Stripping alternator alternator in the vehicles - Internet
 Assess the damage - Whiteboard
 Repair the rotor and field - Mark pen
winding - Multi-meter
 Replace regulator - Oscilloscope
 Replace diode plate - Battery charger
 Repair stator windings - Gloves
 Lubricating the new - Goggles
brushes - Safety boots
 Fitting the new brushes - Flip charts
 Checking brush - Brushes
 Assembling the alternator - Spare parts
 Testing - Helmet
 Mount alternator in the - Grease
vehicle - Respirators
- Safety shoes
- Hand gloves
- Over coat
- Battery load
tester
- Battery charger
- Computer with
software (Auto-
data)

Formative Assessment 2.4

Performance criterion
Proper Repairing or replace damaged alternator components
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
 Performance evidence  Observation checklists

Checklist Score
Yes No
Alternator removal
Assess the damaged parts
Repair of rotor and field winding
Regulator Replacement
Diode plate Replacement
Repairing of stator windings
Lubricating the new brushes
Fitting the new brushes
Checking brush
Assembling the alternator
Testing of alternator
Mounting of alternator in the vehicle
Observation
 LU 3: Alternator external wiring repairing

Learning Outcomes:

3 1. Test charging system external wiring components

2. Repair or replace damaged alternator external wiring
components
3. Test charging system

20 Hours

Learning Outcome 3.1: Test charging system external wiring components

Content Learning activities Resources

 Testing external wiring o Demonstration on - Vehicle with

components external wiring Charging system
 Control switch components - Complete tool box
 Fuses o Brainstorming on testing - Workshop
 Relays external wiring - Classroom
 Control wires components - Books
 Battery o Practical work on testing - Internet
 Telltale lamp external charging circuit - Multi-meter
 Test external charging circuit - Battery charger
 Pre-excitation - Gloves
 Excitation - Goggles
 Charging - Safety boots
- Brushes
- Spare parts
- Helmet
- Respirators
- Safety shoes
- Hand gloves
Formative Assessment 3.1

Performance criterion
Proper Testing charging system external wiring components

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance evidence  Practical activities

Checklist Score
Yes No
Control switch testing
Fuses checking for continuity
Relays testing for operation
Control wires measuring for continuity
Battery voltage measuring
Dashboard Telltale lamp interpretation
Observation
Learning Outcome 3.2 Repair or replace damaged alternator external wiring components

Content Learning activities Resources

 Wires Short circuit repair o Brainstorming on - Complete tool

 Wiring Short to ground repair repairing wire short box
 Open wires repair circuit - Workshop
 Replacement of damaged o Group discussion on - Classroom
components wiring short to ground - Books
 Control switch o Practical work on - Internet
 Fuses replacing damaged - Mark pen
 Relays components - Multi-meter
 Control wires - Oscilloscope
 Dashboard with telltale - Battery charger
lamp - Gloves
- Goggles
- Safety boots
- Workshop
- Whiteboard
- Flip charts
- Brushes
- Spare parts
- Helmet
- Grease
- Respirators
- Safety shoes
- Hand gloves
- Over coat
- Battery load
tester
- Battery charger
- Computer with
software (Auto-
data)
Formative Assessment 3.2

Performance criterion
Repairing or replace damaged alternator external wiring components

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
 Performance evidence  Practical activity

Checklist Score
Yes No
Control switch continuity
Fuses continuity
Relays states
Control wires continuity
Dashboard with telltale lamp operating conditions
Observation

Learning Outcome 3.3. Testing charging system

Content Learning activities Resources

 Importance of maintaining o Collection of maintenance tools - Damp cloth

equipment and tools o Demonstration on how to - Brush
 Process maintenance: maintain equipment and tools - Oil
 Cleaning o Individual work of maintaining - Water
 Oiling equipment and tools - Soap
 Process of arrangement o Practical exercises on
equipment and tools arrangement equipment and
 Health and safety of tools
equipment and tools
Formative Assessment 3.3

Performance criterion
Proper testing charging system

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance evidence  Practical activity

Checklist Score
Yes No
Alternator output voltage testing
Battery voltage state checking
Quick test of charging system state
Observation

Summative Assessment

Integrated situation Resources

WASAC has Toyota Hilux which has a problem in charging system,

where it has low charging voltage in the vehicle and telltale lamp
remain light on when engine is running. The hired company for
repairing is KABGAYI GARAGE, the technician is requested to repair
it in 5 hours.
Assesment Criterion 1: Quality of Process

Checklist Score
Yes No
Indicator: Tools, equipment and materials are selected

Tools
 Brush
 Tape measure
 Hammer
 Nails
 Spade
 Steel trowel
Materials
 Water
 Grease
 Paper sand
 Mark pen
 Lubricants
 Brushes
 Lamps
 Insulator taps
Equipment
 multi-meter
 Oscilloscope
 Battery charger
 Battery load tester
 Computer with software (Auto data)
 PPE
Indicator: charging system components has been tested

 Battery is tested
 Alternator is tested
 Regulator is tested
 Charging voltage is tested
 Wiring is tested
 Telltale lamp is tested
  Fuse is tested
 Switch is tested
 Driver belt tension is tested
 Pulley is tested
 Relay box is tested
Indicator: charging system components has been repaired
 Wiring is repaired
 Alternator is repaired
 Switch is repaired
Indicator: charging system components has been repaired
 Telltale lamp is replaced
 Regulator is replaced
 Fuse is replaced
 Battery is replaced
 Relay is replaced
 Brushes are replaced
Observation

Assesment Criterion 2: Quality of product

Checklist Score
Yes No
Indicator: charging is performed

The vehicle is charging correctly

Charging voltage is increased
Telltale lamp is off when engine is running
Observation
Assesment Criterion 3: Relevance

Checklist Score
Yes No
Indicator: Time is respected
5 hours
Indicator: Efficient use of materials

No materials are wasted

Observation

Assesment Criterion 4: Safety

Checklist Score
Yes No
Indicator: Scale is respected

Indicator: Efficient use of materials

No materials are wasted

Observation

Reference books:
1. Tom D. (2004). Automobile Electrical and Electronic Systems 3rd edition, Elsevier Butterworth-
Heinemann, Linacre House, Jordan Hill, Oxford.
2. Gscheilder R. (2006). Modern Automotive Technology Fundamentas, Service, Diagnostics ; Verlag
Europa-Lehrmittel ; Germany.
3. NATEF (1999). Automotive excellence student Text Student Edition; Glencoe McGraw-Hill.
4. https://itstillruns.com/main-components-alternator-6966534.html/
5. https://axleaddict.com/auto-repair/Alternator-Problems-Troubleshooting/
6. http://www.ratwell.com/technical/ChargingSystem.html/
7. http://www.ratwell.com/technical/ChargingSystem.html#loadtesting/
8. http://www.ratwell.com/technical/ChargingSystem.html#charging/
9. http://www.ratwell.com/technical/ChargingSystem.html#limitations/
 AEEIR401 - IGNITION SYSTEM REPAIRING

AEEIR401 Repair ignition system

RTQF Level: 4 Learning hours

Credits: 10 100
Sector: Technical Servicing
Sub-sector: Automobile

Issue date: December, 2017

Purpose statement

This module will allow the learner to describe vehicle ignition system, conduct diagnosis of ignition
system and its results will enable the learner to repair or replace ignition system components.

The knowledge gained from this module will enable the learner to perform testing activities of ignition
system while responding to work needs.
Learning assumed to be in place
Basic of electricity
Basic of electronics

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. Describe ignition system 1.1. Proper identification of ignition system types

1.2. Proper description of ignition system types
1.3. Appropriate test of ignition components

2. Repair ignition system components 2.1. Adequate selection of tools, materials and
equipment
2.2. Proper dismounting of ignition components
2.3. Methodical repair and replacement of ignition
system components
2.4. Proper performance of ignition timing

3. Test ignition system 3.1. Adequate selection of tools, materials and

equipment
3.2. Proper test of ignition delivery
3.3. Appropriate Checking general states of cables
 LU 1: Describe ignition system

Learning Outcomes:

1 4. Identify ignition system types

5. Test ignition system components
6. Describe ignition system types and components

20 Hours

Learning Outcome1.1 Identify ignition system types

Content Learning activities Resources

 Fundamental of o Brainstorming on purpose of - Workshop

ignition system: ignition system - Flip charts
 Definition of ignition o Group discussion on types of - Whiteboard
system ignition system - Vehicle
 Ignition system types - Battery
 Purpose of ignition - Wires and connectors
system - Fuses
- Relays
- Switches
- Sensors
- Actuators
- ECU
- Electronic
components
- Marker pen
Formative Assessment 1.1

Performance criterion
Proper identification of ignition system types

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  Multiple choice
 Oral  True or false questions
 Matching
 Sentence completion
 Ticking
 Presentation

Checklist Score
Yes No
Ignition system definition
Ignition system types
Ignition system purpose

Observation

Learning Outcome 1.2 Describe ignition types and components

Content Learning activities Resources

 Brainstorming functions for - Workshop

 Ignition system design
starter motor components - Flip charts
 Ignition distributor
 Group discussion on operating - Whiteboard
 Battery
- Vehicle
 Ignition coil principles
- Battery
 Ignition control  Assignment on components’
- Wires and
module design
connectors
  Control circuit  Presentation of the assignment - Fuses
 Types of ignition system - Relays
 Conventional ignition - Switches
system - Sensors
 Electronic ignition - Actuators
systems - ECU
- Electronic
 Operating principles
components
- Marker pen

Formative Assessment 1.2

Performance criterion
Proper description of ignition system types

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  Multiple choice
 Oral  True or false questions
 Matching
 Sentence completion
 Ticking
 Presentation

Checklist Score
Yes No
Starter battery listing
Ignition switch listing
Ignition coil listing
Ignition distributor listing
Wires listing
High tension cables listing
Ignition control module listing
Crankshaft position sensor listing
Camshaft position sensor listing
Spark plugs listing
Relay listing
Fuses listing
Ignition system operation
Conventional ignition system design
Electronic ignition system design
Starter battery listing
Observation

Learning Outcome 1.3: Test ignition system components

Content Learning activities Resources

o Workshop - Workshop
 Test sparks strength
demonstration of - Flip charts
 Test ignition coil
starter motor - Whiteboard
 Open circuit
dismounting and - Vehicle
 Control circuit
disassembling - Spanners
 Visual inspection
procedures - Terminal cleaner
 Electrode terminal
o Practical work on - Screw driver
wear
dismounting - Pliers
 Spark plug insulator
o Practical work on - Cutters
condition
disassembling starter - Oscilloscope
 Spark plugs (HT)cable
motor - Multimeter
damage
- Testers
 Distributor rotor
- Dial gauge
crack
- Telescopic gauge
 Ignition coil cracks
- Feeler gauge
 Measure the air gap - Battery
 Spark plug - Lamps
 Contact break - Wires and
 Diagnosis with scanner tool connectors
 Found Diagnostic - Fuses
Trouble Codes - Relays
 Clear faults code - Switches
 Actuation test - Sensors
 Programming - Actuators
 Control modules - ECU
 Keys - Electronic
components
- Spare parts
- Over coat
- Hand gloves
- Safety shoes
- Helmet
 - Ear mufflers
- Respirators
- Scanner tool
- Spark plug cleaner
and tester
Formative Assessment 1.3

Performance criterion
Appropriate testing of ignition components

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance  Practical activities
evidence
 Product evidence

Checklist Score
Yes No
Open circuit testing with multimeter
Control circuit testing with multimeter
Inspection of components visually
Testing spark
Measurement of the spark plug air gap
Measurement of the contact break air gap
Connect and Switch (ON/OFF) scanner tool
Find and clear found diagnostic trouble codes
Actuation test
Open circuit testing with multimeter
Control circuit testing with multimeter
Observation
 LU 2: Repair ignition system components

Learning Outcomes:

2 4.
5.
6.
7.
Select tools, materials and equipment
Dismount ignition system components
Repair and replace ignition system components
Perform ignition timing

50 Hours

Learning Outcome 2.1 Select tools, materials and equipment

Content Learning activities Resources

 Tools o Video/ picture demonstration

- Terminal cleaner
 Power tools of tools
- Screw driver
 Measuring tools o Brainstorming on materials
- Hummer
 Hand tools and equipment
- Workshop
o Individual exercise of selecting
 Materials - Flip charts
tools materials and equipment
- Whiteboard
 Grease
- Vehicle
 Lubricants - Spanners
 Brushes - Pliers
- Cutters
 Equipment - Soldering gun
 PPE - Oscilloscope
 Diagnostic machine - Multimeter
- Testers
- Dial gauge
- Telescopic gauge
- Feeler gauge
- Battery
- Lamps
- Wires and connectors
- Fuses
- Relays
- Switches
- Water
- Internet connection
- Manual book
- Sensors
- Actuators
- ECU
- Electronic components
- Cleaning agent (WD-40)
- Spare parts
- Marker pen
- Sand papers
- Silicon
- Over coat
- Hand gloves
- Safety shoes
- Helmet
- Ear mufflers
- Respirators
- Scanner tool
- Spark plug cleaner and
tester
- Air gun
- Computer with software
(AUTO-DATA/ALL -DATA)
- Camera
- Timing light/ Stroboscopic
lamp
- Didactical panel
- Battery charger
- Bench vice
- Car lift
- Dustbin
Formative Assessment 2.1

Performance criterion
Adequate selection of tools, materials and equipment

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
 Performance  Practical activities
evidence


Checklist Score
Yes No
Power tools selection
Measuring tools selection
Hand tools selection
Materials selection
Equipment selection
Observation

Learning Outcome 2.2 Dismount ignition system components

Content Learning activities Resources

o Demonstration on  Screw driver

 Locating ignition system
system diagnosis  Hummer
components in vehicles
o Group discussion on  Spanners
 Dismounting procedures diagnosing process  Pliers
 Disconnect battery o Individual exercise of  Cutters
 Disconnect cables system fault  Testers
 Remove ignition coil verification
 Over coat
 Remove the ignition control o Group work on
 Hand gloves
module diagnosis process
 Safety shoes
  Remove ignition distributor  Helmet
 Remove spark plugs  Ear mufflers
 Distributor disassembling  Respirators
procedures  Car lift
 Remove protective cover
 Remove the rotor
 Remove contact breaker
/pulse or hall generator
Formative Assessment 2.2

Performance criterion
Proper dismounting of ignition components

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance  Practical activities
evidence


Checklist Score
Yes No
Locating ignition system components in vehicles
Disconnection of battery
Disconnection of cables
Removing ignition coil
Removing the ignition control module
Removing ignition distributor
Removing spark plugs
Distributor disassembling
Locating ignition system components in vehicles
Observation
Learning Outcome 2. 3 Repair and replace ignition system components

Content Learning activities Resources

o Practical work on bench - Terminal

 Faults Checking
testing cleaner
 Visual check
o Practical work on repairing - Screw driver
 Smelling check
high tension cables - Hummer
 Testing o Demonstration on adjusting - Workshop
 Noisy check the gap - Vehicle
 Repair the high tension cables o Practical work on plug - Spanners
 Insulate replacement - Pliers
 Connection - Cutters
 Adjust the gap - Soldering gun
 Contact breaker - Oscilloscope
 Spark plug - Multimeter
 Spark plug replacement - Testers
procedures - Dial gauge
- Telescopic
 Remove HT cables
gauge
 Unscrew spark plugs
- Feeler gauge
 Remove spark pugs
- Internet
 Purchase new spark connection
plugs - Manual book
 Fix spark plugs - Spare parts
 Connect high tension - Sand papers
cables - Silicon
 Testing - Over coat
- Hand gloves
- Safety shoes
- Helmet
- Ear mufflers
- Respirators
- Scanner tool
- Spark plug
cleaner and
tester
- Air gun
- Computer with
software
(AUTO-
DATA/ALL-
DATA)
- Timing light/
 Stroboscopic
lamp
- Didactical panel
- Battery charger
- Bench vice
- Car lift
- Dustbin
Formative Assessment 2.3

Performance criterion
Methodical repairing and replacement of ignition system components

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
 Performance  Practical activities
evidence

Checklist Score
Yes No
Cables connection
Insulation of cables
Contact breaker gap adjusting
Remove and connection of HT cables
Remove and Fixing spark pugs
Testing operation of the system
Cables connection
Insulation of cables
Observation

Learning Outcome 2. 4 Perform ignition timing

Content Learning activities Resources

 Understanding ignition o Demonstration on conducting - Screw driver

timing visual checking - Spanners
 Firing order o Brainstorming on testing - Pliers
 Timing marks o Group discussion fault checking - Multimeter
  Ignition cycle o Workshop exercise on starter - Testers
 Check ignition timing removal - Battery
 Uses of Stroboscopic o Individual exercise stripping - Wires and
lamp starter connectors
 Visual check o Group exercise on replacing - Manual book
- Over coat
 Adjust distributor damaged starter motor
- Hand gloves
o Advance o Group exercise on repairing
- Safety shoes
o Retard damaged starter motor
- Helmet
- Ear mufflers
- Respirators
- Scanner tool
- Timing light/
Stroboscopic
lamp
Formative Assessment 2.3

Performance criterion
Proper performance of ignition timing

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
 Performance  Practical activities
evidence

Checklist Score
Yes No
Checking Firing order
Checking ignition cycle
Checking Timing marks
Checking ignition timing using Stroboscopic lamp
Adjusting distributor Advance
Adjusting distributor Retard
Observation
 LU 3: Test ignition system

Learning Outcomes:

3 1. Adequate selection of tools, materials and equipment

2. Test ignition spark delivery
3. Check general states of (HT)cables and wires

30 Hours

Learning Outcome 3.1: Select tools , materials and equipment

Content Learning activities Resources

 Tools o Video/picture
- Terminal cleaner
 Power tools demonstration of tools
- Screw driver
 Measuring tools o Brainstorming on materials
- Hummer
 Hand tools and equipment
- Workshop
o Individual exercise of
 Materials - Flip charts
selecting tools materials and
- Whiteboard
 Grease equipment
- Vehicle
 Lubricants - Spanners
 Brushes - Pliers
- Cutters
 Equipment - Soldering gun
 PPE - Oscilloscope
 Diagnostic machine - Multimeter
- Testers
- Dial gauge
- Telescopic gauge
- Feeler gauge
- Battery
- Lamps
- Wires and
 connectors
- Fuses
- Relays
- Switches
- Water
- Internet
connection
- Manual book
- Sensors
- Actuators
- ECU
- Electronic
components
- Cleaning agent
(WD-40)
- Spare parts
- Marker pen
- Sand papers
- Silicon
- Over coat
- Hand gloves
- Safety shoes
- Helmet
- Ear mufflers
- Respirators
- Scanner tool
- Spark plug
cleaner and
tester
- Air gun
- Computer with
software (AUTO-
DATA/ALL -DATA)
- Camera
- Timing light/
Stroboscopic
lamp
- Didactical panel
- Battery charger
- Bench vice
- Car lift
- Dustbin
Formative Assessment 3.1

Performance criterion
Precise checking state of equipment and tools

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance  Practical activities
evidence
 Product evidence

Checklist Score
Yes No
Power tools selection
Measuring tools selection
Hand tools selection
Materials selection
Equipment selection
Power tools selection
Measuring tools selection
Observation

Learning Outcome 3.2 Test ignition spark delivary

Content Learning activities Resources

o Demonstration by video - Workshop

 Test sparks
sparks testing - Vehicle
 Weak
o practical work on - Spanners
 Strong
testing sparks - Screw driver
 Leakage
 o Group discussion - Cutters
- Pliers
- Soldering gun
- Oscilloscope
- Multimeter
- Testers
- Dial gauge
- Telescopic
gauge
- Battery
- Wires and
connectors
- Fuses
- Relays
- Switches
- Internet
connection
- Manual book
- Battery charger
- Computer with
software
(AUTO-
DATA/ALL -
DATA)
- Camera
- Didactical panel
- Over coat
- Hand gloves
- Safety shoes
- Helmet
- Ear mufflers
- Respirators
- Scanner tool
- Spark plug
cleaner and
tester

Formative Assessment 3.2

Performance criterion
Proper testing of ignition delivery
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
 Performance  Practical activities
evidence
 Product evidence

Checklist Score
Yes No
Testing sparks
Differentiating weak and strong spark
Checking cable leakage
Observation

Learning Outcome 3.3. Check general states of (HT) cables and wires

Content Learning activities Resources

o Brainstorming on visual - Workshop

 Visual check
checking - Vehicle
 Broken
o Demonstration on visual - Pliers
 Loosen
checking - Cutters
 Testing o Practical work on testing - Multimeter
 Continuity continuity - Testers
 Short circuit o Practical work on testing - Wires and
 Voltage drop short circuit connectors
 Additional resistance o Practical work on testing - Scanner tool
voltage drop - Over coat
- Hand gloves
- Safety shoes
- Helmet
- Ear mufflers
- Respirators
Formative Assessment 3.3

Performance criterion
Appropriate Checking general states of cables

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance  Practical activities
evidence
 Product evidence

Checklist Score
Yes No
Checking broken and loosen cables
Continuity testing with multimeter
Short circuit testing using measuring equipment
Voltage drop testing using measuring equipment
Observation
Summative Assessment

Integrated situation Resources

Mr. Andre, a Workshop Manager of Motor Vehicle Electronic Garage
(MVEG) receives one car HYUNDAI SANTAFE from UNESCO. That car
has the problem of engine power loss due to engine misfire. As an
automobile electrical and electronic technician, you are requested to
repair its ignition system within
5 hours.

Assesment Criterion 1: Quality of Process

Checklist Score
Yes No
Indicator: Tools, equipment and materials are selected

Tools
 Spanners
 Terminal cleaner
 Screw driver
 Hummer
 Pliers
 Filler gauge
 Cutting tool
 Manual book
Materials
 Wires
 Insulator taps
 Grease
 Paper sand
 Mark pen
 Fuel
 Cleaning agent (WD-40)
Equipment
 multi-meter
 Scanner tool
 Oscilloscope
 Soldering gun
 Testers
 Spark plug cleaner and tester
  Air gun
 Car lift
 Timing light/ Stroboscopic lamp
 Computer with software(AUTO-DATA/ALL- DATA)
 PPE
Indicator: Ignition system components has been tested

Cables and connectors are well checked

Firing order is well checked
Spark delivery is well tested
Spark strength is well tested
Ignition timing is well checked
Distributor is well checked
Ignition coil is well tested
Trouble codes are well found
Spark plugs are well tested
Indicator: Ignition system components has been repaired

Spark plugs are well cleaned

Firing order well corrected
Gaps are well adjusted
Trouble codes are well erased
Ignition timing is well adjusted
Cables are well connected and insulated
Spark plugs are well tighten
Indicator: Ignition system components has been replaced

Spark plugs are replaced

Ignition coil is replaced
Distributor is replaced
Observation
Assesment Criterion 2: Quality of product

Checklist Score
Yes No
Indicator: Ignition is performed

The spark is strong

Leakage voltage on high tension cables is repaired
Engine power is enough
Observation

Assesment Criterion 3: Relevance

Checklist Score
Yes No
Indicator: Scale is respected

2 hours
Indicator: Efficient use of materials

No materials are wasted

Observation
Assesment Criterion 4: Safety

Checklist Score
Yes No
Indicator: Scale is respected

1:10
sds
sdsd
Indicator: Efficient use of materials

No materials are wasted

Observation

Reference books:
 Tom D. (2004). Automobile Electrical and Electronic Systems 3rd edition, Elsevier Butterworth-
Heinemann, Linacre House, Jordan Hill, Oxford.
 Gscheilder R. (2006). Modern Automotive Technology Fundamentas, Service, Diagnostics ;
Verlag Europa-Lehrmittel ; Germany.
 Tom D. Advanced Automotive Fault Diagnosis, 2nd edition.
 NATEF (1999). Automotive excellence student Text Student Edition ; Glencoe McGraw-Hill.
 AEELR401 - LIGHTING AND SIGNALING SYSTEMS

AEELR401 Repair lighting and signaling systems

RTQF Level: 4 Learning hours

Credits: 12 120
Sector: Technical servicing
Sub-sector: Automobile
Issue date: December, 2017

Purpose statement

This module will allow the learner to describe vehicle lighting and signaling system, conduct diagnosis of
lighting and signaling system and its results will enable the learner to repair or replace lighting and
signaling system components and lighting and signaling system circuits.

The knowledge gained from this module will enable the learner to perform testing activities of lighting
and signaling system while responding to work needs.
Learning assumed to be in place
Basic electricity
Basic electronics

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. Describe lighting and Signaling 1.1. Proper identification of lighting and signaling system
systems
1.2. Proper description of Lighting and signaling system
components
1.3. Proper description of lighting and signaling system
circuits

2. Repair lighting and Signaling systems 2.1. Adequate selection of tools, materials and equipment
2.2. Proper identification of faults
2.3. Appropriate repair of lighting and signaling
circuit/wires

3. Test the lighting and Signaling 3.1. Proper testing of lighting and signaling components
systems
3.2. Correct replacement lighting and signaling components

3.3. Proper verification of lighting and signaling

functionalities
 LU 1: Describe Lightning and Signaling System

Learning Outcomes:

1 1.
2.
3.
Identify lighting and signaling systems.
Describe Lighting and signaling system components
Describe lighting and signaling systems

30 Hours

Learning Outcome1.1: Identify lighting and signaling systems

Content Learning activities Resources

 Brainstorming on the purpose of - Vehicle with lighting

 Essentials of lighting
signaling system system
system
 Brainstorming on the purpose of - Workshop
 Definition of lighting
lighting system - Whiteboard
system
 Demonstration on vehicle the - Marker pen
 Definition of
location of signaling and lighting - internet
signaling system
system - Projector
 Purpose of lighting
 Field visit - Handout note
system
- Lamps
 Purpose of signaling
- Battery
system
- Bulbs and socket
 Location of lighting and
- Wires and connectors
signaling system main
- Fuses
components
- Relays
 Battery
- Switches
 Switches
 Fuses
 Relays
 Lamps
 Flasher unit
 Wires
 Horn
Formative Assessment 1.1

Performance criterion
Proper identification of lighting and signaling system

Assessor may collectamong the following evidences and make judgements on whether the performance
criterion has been achieved.

Types of evidence Portfolio assessment tools

 Written  Multiple choice
 Oral  True or false questions
 Matching
 Sentence completion
 Presentation

Checklist Score
Yes No
Function of lighting system
Function of signaling system
Battery Location
Switches Location
Fuses Location
Relays Location
Wires Location
Horn Location
Lamps Location
Flasher unit Location

Observation
Learning Outcome 1.2: Describe Lighting and signaling system components

Content Learning activities Resources

- Vehicle
 Headlamp layout o Demonstration by video/picture
- Workshop
 Types of headlamps on layout of headlamp
- Whiteboard
 Low beam headlamp o Brainstorming on the types of
- Marker pen
 High beam headlamp headlamp
- Flip charts
 Auxiliary lamp o Demonstration of headlamp
- Projector
 Fog lamp cleaning system
- Video aid
 Search lamp o Group discussion on functions of
- Lamps
 Flush to pass lamp headlamp cleaning system
- Battery
 Headlamp cleaning system o Workshop demonstration on light
- Bulbs and socket
 Functions source of headlight and lights
- Wires and
 Components o Assignment to describe Lighting
connectors
 Light source of headlight and and signaling system
- Fuses
lights
- Relays
 Halogen lamp
- Switches
 Gas discharge lamp
- Flasher unit
 Neon-gas discharge
- Internet
lamp
connection
 Metal filament lamp
- Head light tester
 ECE regulations
- Camera
 LED lights
- Battery charger
- Didactical panel
- Handout note

Formative Assessment 1.2

Performance criterion
Proper description of lighting and signaling system components

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  Multiple choice
 Oral  True or false questions
 Matching
 Sentence completion

Checklist Score
Yes No
Head lamp layout
Low beam head lamp
High beam head Lamp
Auxiliary lamp
Fog lamp
Search lamp
Flush to pass lamp
Halogen lamp
Gas discharge lamp
Neon-gas discharge lamp
Metal filament lamp
ECE regulations
LED lights
Head lamp cleaning components and its functions
Observation

Learning Outcome 1.3: Describe lighting and signaling systems

Content Learning activities Resources

- Vehicle with lighting

 Wiring diagram of external o Brainstorming on the wiring
and signaling systems
lights/lamps diagram of external
- Workshop
 Reverse light lights/lamp
- Whiteboard
 Parking light o Demonstration by
- Marker pen
 High beam head video/picture of the wiring
- Projector
light diagram
- Lamps
 Low beam head o Internet research on the
- Bulbs and socket
light wiring diagrams
- Internet connection
 Fog light
- Camera
 Auxiliary light
  Brake light - Didactical panel
 Side light - Handout notes
 Turn signal light - Pen
 Day time running - Paper
light
 Horn circuit
 Wiring diagram of internal
light/lamp (Roof light)

Formative Assessment 1.3

Performance criterion
Proper description of lighting and signaling system circuits

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  Multiple choice
 True or false questions
 Performance evidence
 Matching
 Sentence completion

Checklist Score
Yes No
Wiring diagram of Reverse lights
Wiring diagram of Parking lights
Wiring diagram of High and low beam head lights
Wiring diagram of Fog lights
Wiring diagram of Brake lights
Wiring diagram of Turn signal and hazard lights
Wiring diagram of Horn
Observation
 LU 2: Repair lighting and signaling systems

Learning Outcomes:

2 1. Select tools, materials and equipment

2. Identify faults
3. Repair of lighting and signaling circuit/wire

20 Hours

Learning Outcome 2.1 Select tools, materials and equipment

Content Learning activities Resources

 Tools o Demonstration by - Hand-out notes

 Power tools video/picture of tools - Spanners
o Demonstration by - Terminal cleaner
 Measuring tools video/picture of materials - Screw driver
 Hand tools - Pliers
o Individual exercise on selecting - Cutters
 Materials
tools according to the need - Hack saw
 Grease - Punches and chisels
 Lubricants o Demonstration by - Bolts extractors
- Manual book
 Brushes video/picture of equipment
- Scanner tool
 Lamps - Computer and
o Group discussion on the use of software(auto-data, all-data
 Insulator taps PPE - Testers
 Wires - Multimeter
 Fuse - Soldering gun
 Connectors - Drilling machine (portable)
- Sensors
 Relays
- Actuators
 Equipment - Water
 PPE - Soaps
 Diagnostic machine - Spare parts
- Rivets
 - Workshop
- Whiteboard
- Marker pen
- Flip charts
- Projector
- Video aid
- Lamps
- Battery
- Bulbs and socket
- Wires and connectors
- Fuses
- Relays
- Switches
- Flasher unit
- Internet connection
- Head light tester
- Camera
- Battery charger
- Didactical panel

Formative Assessment 2.1

Performance criterion
Adequate selection of tools, materials and equipment

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools

 Performance  Practical activities

evidence

Checklist Score
Yes No
Toolbox
Multimeter
Lux-meter
Bulbs and sockets
Lamps
Fuses and relays
Insulator
Manual book
Terminal cleaner
Tester
PPE
Battery charger
Observation

Learning Outcome 2.2 Identify faults

Content Learning activities Resources

- Car with lighting

 Lighting and signalling systems o Brainstorming on possible
and signaling
possible faults faults of signaling and system
 Open circuits lighting system - Lux-meter
 High resistance circuits o Group discussion on - Auto-data soft
 Short circuits ware
signaling faults
 Damaged insulation - Multimeter
 Burnt wiring o Group discussion on lighting - Testers
 Connector damaged system faults - Tool box
 Terminal damaged - Wires
o Practical work on
 Frayed wires - Manual book
 Water and moisture conducting system diagnosis - Internet
connection
 Diagnosis procedures of lighting and signaling
- Pen and notebook
 Verify the fault. systems - Whiteboard
 Collect further information.
 Evaluate the evidence. o Group exercise on using
 Carry out further tests in a logical diagnosis equipments
sequence.
 Rectify the problem. o Brainstorming on diagnosis
 Check all systems and tight. trouble codes

 Diagnosis trouble codes(DTC) being set

as a results of LED lamp resistance
being lower than original resistance
filament lamp load
Formative Assessment 2.2

Performance criterion
Proper identification of faults

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance evidence  Practical activities

Checklist Score
Yes No
Lighting and signaling Possible faulty identification
Diagnosing lighting and signaling trouble code using scanner tool OBDII
Headlamp Relay testing
Fuses testing
Multifunction switch operation testing
Wires and Connectors continuity testing
Observation

Learning Outcome 2. 3 Repair of lighting and signaling circuit/wire

Content Learning activities Resources

 Repair circuit possibilities o Brainstorming on repair circuit - Vehicle with

 Repair open circuits possibilities lighting and
signalling
 Replace high resistance o Practical exercise on installation of
system
circuit/ wires full lighting system and signaling - Complete tool
  Replace short o Individual exercise of problem box
circuits/wires rectification - Workshop
- Classroom
 Replace damaged o Assignment on repairing lighting
- Books
insulation and signaling - Internet
 Replace burnt wiring o Brainstorming on clean diagnosed - Whiteboard
- Mark pen
 Replace damaged trouble codes
- Multimeter
connector - Oscilloscope
 Replace terminal - Battery charger
- Gloves
damaged
- Goggles
 Replace frayed wires - Safety boots
 Clean water and - Flip charts
moisture - Brushes
- Spare parts
 Cleaning of headlights - Helmet
 Clean diagnosed trouble - Grease
codes(DTC) being set as a - Respirators
results of LED lamp - Safety shoes
resistance being lower than - Hand gloves
original resistance filament - Over coat
lamp load
- Battery load
tester
- Battery charger
- Computer with
software (auto-
data)

Formative Assessment 2.3

Performance criterion
Appropriate repair of lighting and signaling circuit/wires

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
 Types of evidence Portfolio assessment tools
 Performance evidence  Practical activities

Checklist Score
Yes No
Clean water and moisture in sockets
Clean diagnosed trouble codes(DTC)
Headlight and light Fuse replacement
Headlight relays replacement
Connector and sockets replacement
Terminals cleaning
Damaged wires replacements
Headlamp adjustment
Headlamp cleaning
Replacement of short circuits/wires
Replacement of damaged insulation
Replacement of burnt wiring
Replacement of damaged connector
Replacement of terminal damaged
Replacement of frayed wires
Observation
 LU 3: Perform basic maintenance of embroidery equipment
and tools

Learning Outcomes:

3 1. Test lighting and signaling components

2. Replace lighting and signaling components
3. Verify lighting and signaling functionalities

45 Hours

Learning Outcome 3.1: Test lighting and signaling components

Content Learning activities Resources

 Testing procedures o Brainstorming on testing - Vehicle with

 Hand and eye checks (loose procedures lighting and
wires, loose switches and signaling system
o Practical demonstration on
other obvious faults) – all - Lamps
connections clean testing control switch - Battery
 Check battery must be 70% o Group exercise on testing - Bulbs and socket
charged. - Wires and
flasher unit
 Check bulb(s) – visual check connectors
or test with ohmmeter. o Individual exercise on testing - Fuses
 Fuse continuity – (do not horn - Relays
trust your eyes) voltage at - Switches
o Group exercise on testing
both sides with a meter or a - Flasher unit
test lamp. relays and fuses - Internet
 If used, does the relay click, connection
this means the relay has - Head light tester
operated, it is not necessarily - complete tool box
making contact. - workshop
 Supply to switch – battery - classroom
volts. - books
 Supply from the switch – - internet
battery volts. - multi-meter
  Supplies to relay – battery - battery charger
volts. - gloves
 Feed out of the relay – battery - goggles
volts. - Safety boots
 Voltage supply to the light – - Brushes
within 0.5 V of the battery. - Spare parts
 Earth circuit (continuity or - Helmet
voltage) – 0 or 0V. - Respirators
 Component testing - Safety shoes
 Test flasher unit - Hand gloves
 Test horn
 Test control switch
 Test relays and fuses

Formative Assessment 3.1

Performance criterion
Proper test of lighting and signaling components

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance evidence  Practical activities

Checklist Score
Yes No
Control switch continuity testing
Bulbs testing for brightness
Relays operation testing
Fuses testing for continuity
Horn testing
Flasher unit testing
Observation
Learning Outcome 3.2 Replace lighting and signaling components

Content Learning activities Resources

 Components to be replaced o Demonstration by - Vehicle with

 Flasher unit video/picture on replacing lighting and
 Horn signaling
components of lighting and
 Relay systems
 Bulbs/lamps signaling - Complete tool
 Fuses o Practical exercise on box
 Wires - Workshop
replacing lighting and
 Ignition switch - Classroom
 Hazard switch signaling components - Books
 Brake switch o Group discussion on - Internet
 Reverse switch - White board
removal procedures of
- Lamps
 Headlight removal procedures headlights - Battery
 Disconnect cable from battery o Practical work on removing - Bulbs and socket
 Remove other obstacles headlight following - Wires and
 Remove the bolts and two connectors
screws procedures - Fuses
 Disconnect sockets from o Individual exercise on - Relays
headlight installation of headlight - Switches
 Remove front bumper assembly - Flasher unit
following procedures
 Remove head light assembly - Mark pen
 Headlight installation procedures - Multi-meter
 Install headlight assembly - Oscilloscope
 Install front bumper assembly - Battery charger
 Tighten with bolts and screws - Gloves
 Install removed obstacles - Goggles
 Connect headlight sockets - Safety boots
 Connect battery cable - Workshop
- White board
 Adjust headlight aiming
- Flip charts
- Brushes
- Spare parts
- Helmet
- Grease
- Respirators
 - Safety shoes
- Hand gloves
- Over coat
- Battery load
tester
- Battery charger
- Computer with
software (AUTO-
DATA)

Formative Assessment 3.2

Performance criterion
Accurate selection of cleaning materials and products

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
 Performance evidence  Practical activities

Checklist Score
Yes No
Replacement of flasher unit
Replacement of horn
Relay replacement
Replacement of bulbs/lamps
Replacement of fuses
wires Replacement
Replacement of ignition switch
Replacement of hazard switch
Replacement of brake switch
Headlight removal
Headlight installation
Adjust headlight aiming
Observation
Learning Outcome 3.3. Verify lighting and signaling functionalities

Content Learning activities Resources

 Headlamp aiming procedures o Demonstration on vehicle to - Vehicle with

 Vehicle preparation for head verify headlight aiming and lighting and
signaling
light aiming adjustment headlight functionalities
systems
 Preparation for headlight o Demonstration on vehicle to - Complete tool
aiming(using tester) verify full lighting system box
- Workshop
 Preparation for headlight functionalities
- Headlamp aiming
aiming(using screen) o Assignment on full lighting tester
 Inspect headlight aiming system verification
 Adjust headlight aiming
 Operating verification for
 Horn
 Turn signal lights
 Hazard lights
 High beam lights
 Low beam lights
 Fog lights/spot lights
 Brake lights
 Reverse lights
 Parking lights
 Interior lights
 Auxiliary lights

Formative Assessment 3.3

Performance criterion
Proper verification of lighting and signaling functionalities
Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance evidence  Practical activities

Checklist Score
Yes No
Using headlamp aiming tester
Headlight adjustment
Lighting and signaling operational verification
Observation

Summative Assessment

Integrated situation Resources

N. MOTORVEHICLE WORKSHOP Ltd is a company which deals with all

vehicles related services in NYANZA and GASABO districts. Mr. Rolland
is a tourist and while travelling from Kigali to NYUNGWE National Park
by his TOYOTA LANDCRUISER V8, arrived at ISONGA, he noticed a bad
smelling of something burnt followed by the trouble of lighting and
signaling systems and then all lamps went off. He called the service
Manager of the above mentioned GARAGE for help.

As an auto electricity and electronics technician from the aforesaid

company, you are requested to solve those problems within 6 hours.
Assesment Criterion 1: Quality of Process

Checklist Score
Yes No
Indicator: Tools, equipment and materials are selected
Tools
 Spanners
 Terminal cleaner
 Screw driver
 Hummer
 Pliers
 Scanner tool
 Cutters
 Jump start cable
 Wire brush
Materials
 Bulbs
 Lamp tester
 Connector and sockets
 Paper sand
 Wires
 Insulator taps
 Fuses
 Relays
 Fuel
 Switches
 Brushes
Equipment
 Multi-meter
 Tester
 Battery charger
 Battery load tester
 Computer with software (Auto data)
 PPE
Indicator: Lighting and signaling system functionality has been tested
Parking light is well tested
Headlamps is well tested
Turn signal indicators and hazard is well tested
Reverse lights is well tested
Brake lights is well tested
Horns is well tested
Auxiliary lamps is well tested
Indicator: Lighting and signaling system components has been tested
Visual inspection is well done ( wires, connectors, bulbs lights, )
Battery voltage is well tested
Multifunctional switch is well tested
Fuses and relays is well tested
Flusher unit is well tested
Indicator: Lighting and signaling system components has been repaired / replaced
Multifunctional switch is well repaired.
Burnt fuse is replaced
Battery is replaced
Burnt relay is replaced
Burnt wiring are replaced
Burnt bulbs are replaced
Flusher unit is well repaired/replaced
Burnt or damaged Connectors and sockets are well replaced

Observation

Assesment Criterion 2: Quality of product

Checklist Score
Yes No
Indicator: Lighting and signaling systems is working
Parking light is working well
Headlamps is working well
Turn signal indicators and hazard is working well
Reverse lights is working well
Brake lights is working well
Horns is working well
Auxiliary lamps is working well
Observation
Assesment Criterion 3: Relevance

Checklist Score
Yes No
Indicator: Time is respected
6 hours
Indicator: Efficient use of materials
No materials are wasted
Observation

Reference books:
 Tom D. (2004). Automobile Electrical And Electronic Systems 3rd edition, Elsevier Butterworth-
Heinemann, Linacre House, Jordan Hill, Oxford.
 Gscheilder R. (2006). Modern Automotive Technology Fundamentals, Service, Diagnostics ;
Verlag Europa-Lhermitte ; Germany.
 https://en.wikipedia.org/wiki/Automotive_lighting/
 https://en.wikipedia.org/wiki/Automotive_lighting#Dipped_beam_(low_beam,_passing_beam,_
meeting_beam)/
 https://en.wikipedia.org/wiki/Automotive_lighting#Side_turn_signals/
 Gross, Jessica (12 July 2013). "Who Made That Turn Signal?". The New York Times Magazine.
Retrieved 2017-10-25
 Rockwell, T. H., Safford, R. R. (1969): An evaluation of rear-end signal system characteristics in
night driving, pp. 12–13, 17, 33, 41–42

AEEPR401 - PRE-HEATING SYSTEM REPARATION

AEEPR401 Repair pre-heating System

RTQF Level: 4 Learning hours
Credits: 5 50
Sector: Technical services
Sub-sector: Automobile

Issue date: December, 2017

Purpose statement

This module will allow the learner to describe pre-heating system, conduct diagnosis of pre-heating
system and its results will enable the learner to repair or replace pre-heating system components.

The knowledge gained from this module will enable the learner to perform testing activities of pre-
heating system while responding to the work needs.
Learning assumed to be in place
Basic of electricity
Basic of electronics

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

2. Describe pre-heating system 2.1. Proper identification of pre-heating system

components
2.2. Proper description of glow plugs and timer relay/
ECU
2.3. Proper description of pre-heating system control
circuit

3. Repair pre-heating system 2.1. Adequate selection of tools, materials and

components equipment
2.2. Adequate dismounting and mounting of pre-
heating system components
2.3. Proper diagnosis of pre-heating system
components
2.4. Correct repair or replacement of damaged pre-
heating system components

4. Repair pre-heating system control 4.1. Proper test of pre-heating system control circuit
circuit components
4.2. Correct repair or replacement of damaged pre-
heating system control circuit components
4.3. Proper test of pre-heating system
 LU 1: Describe pre-heating system

Learning Outcomes:

1 1. Identify pre-heating system components

2. Describe pre-heating system control circuit
3. Describe glow plugs and timer relay/ECU

5 Hours

Learning Outcome1.1 Identify pre-heating system components

Content Learning activities Resources

o Brainstorming on purpose of
 Definition of pre-heating system - Workshop
pre-heating system
 Purpose of pre-heating system - Flip charts
o Group discussion on pre- - Whiteboard
heating system components - Vehicle with pre-
heating system
with pre-heating
system
- Battery
- Wires and
connectors
- Fuses
- Relays
- Switches
- Sensors
- Actuators
- ECU
- Electronic
components
- Marker pen
Formative Assessment 1.1

Performance criterion
Proper identification of pre-heating system components

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  Multiple choice
 Oral  True or false questions
 Matching
 Sentence completion
 Ticking
 Presentation

Checklist Score
Yes No
Pre-heating system Definition
Pre-heating system Purpose
Observation

Learning Outcome 1.2: Describe pre-heating system control circuit

Content Learning activities Resources

o Brainstorming on types - Workshop

 Glow plugs Types
of glow plugs - Flip charts
 In-cylinder variety
o Video/ picture - Whiteboard
 In-manifold variety
demonstration on timer - Vehicle with
(thermostat) relay/ ECU location pre-heating
 Timer relay/ ECU location system
- Battery
- Marker pen
Formative Assessment 1.2

Performance criterion
Proper description of glow plugs and timer relay/ ECU

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  Multiple choice
 Oral  True or false questions
 Matching
 Sentence completion
 Ticking
 Presentation

Checklist Score
Yes No
In-cylinder variety glow plugs
In-manifold variety glow plugs

Locate Timer relay/ECU

Observation

Learning Outcome 1.3: Describe glow plugs and timer relay/ECU

Content Learning activities Resources

o Brainstorming on pre - Workshop

 Pre-heating system control
heating system - Flip charts
circuit design
classification - Whiteboard
 Battery
o Group discussion on - Vehicle with
 Glow plugs
operating principles pre-heating
  Relay o Assignment on system
 Fuse components design - Battery
 Timer relay/ ECU - Glow plugs
 Telltale lamp - Relay
 Wires - Fuse
 Metallic plate - Timer relay/
 Classification of pre-heating ECU
system - Telltale lamp
 Timer relay - Wires
controlled - Metallic plate
 Engine ECU
controlled
 Operating principles

Formative Assessment 1.2

Performance criterion
Proper description of pre-heating system control circuit

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  Multiple choice
 Oral  True or false questions
 Matching
 Sentence completion
 Ticking
 Presentation

Checklist Score
Yes No
Design of pre-heating system control circuit
Timer relay controlled pre-heating system
Engine ECU controlled pre-heating system
Operation of pre heating system control circuit
Observation
 LU 2 : Repair pre-heating system components

Learning Outcomes:

2 1.
2.
3.
4.
Select tools, materials and equipment
Dismount and mount pre-heating system components
Diagnose pre-heating system components
Repair or replace damaged pre-heating system components

30 Hours

Learning Outcome 2. 1 Select tools, materials and equipment

Content Learning activities Resources

 Tools  Video/ picture - Workshop

 Power tools demonstration of tools - Vehicle with
 Measuring tools  Brainstorming on pre-heating
system
 Hand tools materials and equipment
- Whiteboard
 Individual exercise of -
 Materials Flipcharts
selecting tools materials - Spanners
 Grease and equipment - Jump starting
 Lubricants cable
- terminal
 Heater plug cleaner
- Screw driver
 Equipment
- Pliers
 PPE - Cutters
- Brushes
 Diagnostic machine - Soldering gun
- Testers
- Multi-meter
- Battery
- Lamps
- Wires and
connectors
- Fuses
 - Relays
- Starters
- Switches
- Internet
connection
- Manual book
- Sensors
- Actuators
- ECU
- Electronic
components
- Spare parts
- Sand papers
- Marker pen
- Silicon
- Scanner tool
- Computer with
software
(AUTO-DATA/
ALL-DATA
- Camera
- Battery load
tester
- Didactical panel
- Battery charger
- Rubber pads
- Over coat
- Hand gloves
- Safety shoes
- Helmet
- Ear mufflers

Formative Assessment 2.1

Performance criterion
Adequate selection of tools, materials and equipment

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
 Types of evidence Portfolio assessment tools
 Performance  Practical activities
Evidence

Checklist Score
Yes No
Power tools selection
Measuring tools selection
Hand tools selection
Materials selection
Equipment selection
Observation

Learning Outcome 2.2: Dismount and mount pre-heating system components

Content Learning activities Resources

o Video demonstration on - Workshop

 Location of pre-heating system
pre heating system - Vehicle with
components in Vehicle with pre- dismounting pre-heating
heating systems o Group discussion on system
 Dismounting procedures dismounting procedures - Spanners
 Disconnect battery o Individual exercise of - Screw driver
 Disconnect glow plug wires system fault verification - Pliers
o - Cutters
 Disconnect metallic plate Group work on mounting
and dismounting pre- - Over coat
 Remove glow plugs - Hand gloves
 Remove timer/ ECU heating system
- Safety shoes
 Mounting procedures components
- Helmet
 Fix glow plugs - Ear mufflers
 Fix metallic plate
 Mount timer/ ECU
 Connect wires
 Connect battery
Formative Assessment 2.2

Performance criterion
Adequate dismount and mounting of pre-heating system components

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance  Practical activities
Evidence


Checklist Score
Yes No
Locating pre-heating system components in Vehicle with pre-heating system
Disconnection of glow plug wires
Disconnection of glow plug metallic plate
Remove of glow plugs
Fixing glow plugs and metallic plate
Connecting battery
Observation

Learning Outcome 2.3: Diagnose pre-heating system components

Content Learning activities Resources

- Workshop
 Glow plugs Testing o Workshop demonstration of
- Vehicle with
 Heating current Testing glow plug testing pre-heating
 Visual inspection  Practical work on Testing system
 Loosen wires heating current - Spanners
 Broken glow plugs - Screw driver
 Individual practical work on - Pliers
 Burned wires glow plugs testing - Cutters
  Glow plug leaks  Demonstration on visual - Testers
 Test heating time inspection - Multi-meter
- Battery
o Brainstorming on visual - Wires and
inspections connectors
- Fuses
- Relays
- Switches
- Manual book
- Scanner tool
- Computer with
software
(AUTO-DATA/
ALL-DATA
- Battery load
tester
- Over coat
- Hand gloves
- Safety shoes
- Helmet
- Ear mufflers

Formative Assessment 2.3

Performance criterion
Proper diagnosis of pre-heating system components

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance  Practical activities
Evidence
 Checklist Score
Yes No
Glow plugs testing
Heating current testing with measuring equipment
Visual inspection of glow plug and wires state
Testing heating time
Observation

Learning Outcome 2. 4: Repair or replace damaged pre-heating system components

Content Learning activities Resources

o Brainstorming on fault checking - Workshop

 Faults Checking
o Practical work on wire repairing - Vehicle with
 Visual check pre-heating
o Demonstration by video on
 Smelling check system
replacement procedures
 Testing open circuit o Individual practical work on - Spanners
 Wires repairing glow plug replacement - Jump starting
 Insulate cable
- Screw driver
 Connect
- Pliers
 Glow plug replacement - Cutters
procedures - Brushes
 Disconnect wires - Soldering gun
 Remove metallic - Testers
plate - Multi-meter
 Unscrew glow plugs - Battery
- Lamps
 Remove glow pugs
- Wires and
 Purchase new glow connectors
plugs - Fuses
 Fix glow plugs - Relays
 Fix metallic plate - Switches
 Connect wires - Internet
connection
 Testing
- Manual book
- Spare parts
- Sand papers
- Silicon
- Scanner tool
- Computer
 with software
(AUTO-
DATA/ALL-
DATA
- Camera
- Battery load
tester
- Battery
charger
- Over coat
- Hand gloves
- Safety shoes
- Helmet
- Ear mufflers
- Dustbin

Formative Assessment 2.4

Performance criterion
Correct repair or replacement of damaged pre-heating system components

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance  Practical activities
Evidence

Checklist Score
Yes No
Testing open circuit
Insulation, Connection and Disconnection of wires
Remove glow plugs
Fixing glow plugs
Testing the operation of the system
Observation
 : Repair pre-heating system control circuit

Learning Outcomes:

3 1. Test pre-heating system control circuit components

2. Repair or replace damaged pre-heating system control circuit
components
3. Test pre-heating system

15 Hours

Learning Outcome 3.1: Test pre-heating system control circuit components

Content Learning activities Resources

- Workshop
 Checking of wires condition  Workshop demonstration
- Vehicle with pre-
 Loosen wires on timer relay/ ECU testing heating system
 Burnt wires  Practical work on Testing - Testers
 Open circuit timer relay - Jump starting cable
 Timer relay/ ECU testing  Practical work on Testing - terminal cleaner
 Timer relay battery voltage - Screw driver
- Multi-meter
 Heater relay
o Group exercise on timer - Wires and
 ON current connectors
relay testing
 Control current - Fuses
o Group exercise on heater
 Telltale lamp switch off - Relays
relay testing
time - Internet connection
 Battery voltage testing - Manual book
 Charged - Sensors
- Actuators
 Discharged
- ECU
 Damaged - Scanner tool
- Computer with
software (AUTO-
DATA/ ALL- DATA
- Camera
- Battery load tester
- Didactical panel
 - Over coat
- Hand gloves
- Safety shoes
- Helmet
- Ear mufflers

Formative Assessment 3.1

Performance criterion
Proper test of pre-heating system control circuit components

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance  Practical activities
Evidence

Checklist Score
Yes No
Open circuit Testing
Timer relay/ ECU current Testing
Location of telltale lamp on dashboard
Testing of battery voltage with multi-meter
Testing ON position current and control current
Observation
Learning Outcome 3.2: Repair or replace damaged pre-heating system control circuit components

Content Learning activities Resources

o Brainstorming on faults - Over coat

 Faults Checking
checking - Hand gloves
 Visual check
o Group discussion on - Safety shoes
 Smelling check
faults checking - Helmet
 Testing open circuit
o Practical work on Timer - Ear mufflers
 Wires repair
relay/ ECU replacement - Battery load
 Insulating
o Demonstration by video Tester
 Connecting
on timer relay - Battery
 Timer relay/ ECU replacement
replacement Charger
procedures
o Practical exercise on - Silicon
 Disconnect battery
checking glow plugs - Scanner tool
 Disconnect timer relay/ ECU and
o Practical exercise on - Computer
sockets
Check pre-heating with Software
 Remove timer relay/ ECU
system control circuit (AUTO-
 Purchase new timer relay/ECU
DATA/ALL-
 Fix timer relay/ ECU
DATA
 Connect timer relay/ ECU and
- Camera
sockets
- Workshop
 ECU or Timer relay Testing
- Vehicle with
pre-heating
system
- Spanners
- Jump starting
cable
- Terminal
cleaner
- Screw driver
- Pliers
- Cutters
- Brushes
- Soldering gun
- Testers
- Spare parts
- Sand papers
- Multi-meter
- Battery
- Lamps
- Wires and
connectors
- Fuses
- Relays
- Starters
- Switches
 - Internet
connection
- Manual book

Formative Assessment 3.2

Performance criterion
Correct repair or replacement of damaged pre-heating system control circuit
components

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance  Practical activities
Evidence

Checklist Score
Yes No
Location of timer relay/ ECU
Remove and fix
Disconnect and connect battery
Disconnection and Connection of timer relay/ ECU sockets
Control circuit testing
Observation
Learning Outcome 3.3: Test pre-heating system

Content Learning activities Resources

o Brainstorming on faults - Workshop

 Glow plugs checking
checking - Vehicle with pre-
 Heating heating system
o Group discussion on
 Leakage - Screw driver
faults checking
 Pre-heating system control circuit o Practical work on Timer - Pliers
checking relay/ ECU replacement - Cutters
 Control wires connection - Testers
o Demonstration by video
- Multi-meter
checking on timer relay
- Battery
 Relay checking replacement - Lamps
 Fuses checking o Practical exercise on - Wires and
 Sockets checking checking glow plugs connectors
 Telltale lamp checking o Practical exercise on - Fuses
checking pre-heating - Relays
system control circuit - Starters
- Switches
- Internet connection
- Manual book
- Didactical panel
- Over coat
- Hand gloves
- Safety shoes
- Helmet
- Ear mufflers
- Battery load tester
- Scanner tool
- Computer with
software (AUTO-
DATA/ ALL- DATA
- Camera

Formative Assessment 3.3

Performance criterion
Correct test of pre-heating system

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
 Types of evidence Portfolio assessment tools
 Performance  Practical activities
Evidence

Checklist Score
Yes No
Checking glow plugs heating
Checking glow plugs Leakage
Checking control wires connection
Checking relay, fuses and sockets state
Checking telltale lamp state
Observation

Summative Assessment

Integrated situation Resources

TOYOTA HILUX with 3L engine is owned by KING Company Ltd and is

used to transport consultants but it encounters a problem of hard cold
starting and it is brought in SQUARE garage located in Kigali City. As an
auto electricity and electronic technician from the aforesaid garage,
you are required to solve that problem within 5 hours maximum.

Assesment Criterion 1: Quality of Process

Checklist Score
Yes No
Indicator: Tools, equipment and materials are selected

Tools
 Spanners
 Screw driver
 Hummer
  Pliers
 Cutting tool
 Manual book
Materials
 Wires
 Insulator taps
 Grease
 Paper sand
 Fuel
 Anti-rust
 Cleaning agent (WD-40)
Equipment
 multi-meter
 Scanner tool
 Soldering gun
 Tester light
 Air gun
 Computer with software(AUTO-DATA/ ALL -DATA)
 PPE
Indicator: Pre-heating system components has been tested

Battery is tested
Wires and connectors are well checked

Relay is well tested

Fuse is well checked
Indicator light is well checked
Timer relay/ ECU is well tested
Metallic plate is well checked
Temperature sensor is well tested
Glow plugs are well tested
Cylinder head threads are well checked
Trouble codes are well found
Indicator: Pre-heating system components has been repaired

Battery terminals are well Cleaned

Wires are well connected and insulated
Glow plugs are well tighten
Metallic plate is repaired
Trouble codes are well erased
Indicator: Pre-heating system components has been replaced

Glow plugs are replaced

Fuse is replaced
Relay is replaced
Timer relay/ ECU is replaced
Temperature sensor is replaced
Observation

Assesment Criterion 2: Quality of product

Checklist Score
Yes No
Indicator: Pre-heating is performed

Glow plugs are properly heated

Heating time is corrected when cold
Fast Engine starting

Assesment Criterion 3: Relevance

Checklist Score
Yes No
Indicator: Time is respected
5 hours
Indicator: Efficient use of materials
No materials are wasted
Observation

Reference books:
 Tom D. (2004). Automobile Electrical and Electronic Systems 3rd edition, Elsevier Butterworth-
Heinemann, Linacre House, Jordan Hill, Oxford.
 Gscheilder R. (2006). Modern Automotive Technology Fundamentas, Service, Diagnostics ; Verlag
Europa-Lehrmittel ; Germany.
 NATEF (1999). Automotive excellence student Text Student Edition; Glencoe McGraw-Hill.
 Tom D. Advanced Automotive Fault Diagnosis Second edition Tom Denton.
 AEEEA401 - ELECTRICAL AND ELECTRONIC ACCESSORIES

AEEEA401 Repair electrical and electronic accessories

RTQF Level: 4 Learning hours

Credits: 12 120
Sector: Technical services
Sub-sector: Automobile

Issue date: December, 2017

Purpose statement

This module covers contents that will allow the learner to describe electrical and electronic
accessories, identify accessories circuits faults and test components of electrical or electronic
accessories system.

The knowledge gained from this module will enable the learner to repair or replace electrical /
electronic accessories components and verify that the system functions as expected after
conducting repairing or replacing system components.
Learning assumed to be in place
Basic electricity
Basic electronics
Starting system repairing
Lighting and signaling repairing
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. Describe electrical and electronic 1.1 . Proper identification of electrical and electronic
accessories accessories systems
1.2 . Proper description of electrical and electronic
accessories circuits
1.3 . Proper description of electrical and electronic
accessories components

2. Test electrical and electronic 2.1 . Proper identification of electrical and electronic
accessories accessories circuits faults
2.2 . Proper test of electrical accessories system
components
2.3 .Proper test of electronic accessories system
components

3. Repair electrical and electronic 3.1 . Adequate selection of tool, material and
accessories components equipment
3.2 . Correct repair/replacement of electrical and
electronic accessories wiring/components
3.3 .Appropriate verification of electrical and
electronic accessories systems functionalities
 LU 1: Describe electrical and electronic accessories

Learning Outcomes:

1 4. Identify electrical and electronic accessories systems.

5. Describe electrical and electronic accessories circuits
6. Describe electrical and electronic accessories components

30 Hours

Learning Outcome1.1 Identify electrical and electronic accessories systems.

Content Learning activities Resources

- Car with electronic

 Essentials of electrical o Brainstorming on the purpose of
systems
and electronic electrical and electronic accessories
- Internet
accessories o Demonstration by video/pictures of
- Books
 Definition electrical and electronic accessories
- Paper
 Purpose o Demonstration of components’
- Pen
 Systems of electrical and location in vehicle
- Whiteboard
electronic accessories o Group discussion on car radio
- Blackboard
 Windshield wiper system
- Marker pen
and washer system o Group discussion on car locking
- Chalks
 Gauges and meters system
- Projector
system o Group discussion on car alarm
- Computer
 Electrical power system
- Visual aids
windows
- Handout notes
 Car radio system
 Mirror system
 Central locking
system
 Car alarm system
 Vehicle anti-theft
system
 Cigarettes lighter
 system
 Location of electrical
and electronics system
components in vehicle

Formative Assessment 1.1

Performance criterion
Proper identification of electrical and electronic accessories systems

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  Multiple choice
 True or false questions
 Oral
 Matching
 Sentence completion
 Demonstration.

Checklist Score
Yes No
Purpose Electrical and electronic accessories
Windshield wiper and washer system Location
Gauges and meters system Location
Electrical power windows Location
Car radio system Location
Mirror system Location
Central locking system Location
Car alarm system Location
Vehicle anti-theft system
Cigarettes lighter system Location
Windshield wiper and washer system Location
Gauges and meters system Location
Electrical power windows Location

Observation

Learning Outcome 1.2 Describe electrical and electronic accessories circuits

Content Learning activities Resources

- Car with electronic

 Wiring diagram of electrical o Demonstration by video of wiring
systems
and electronic accessories diagrams
- Internet
circuits o Brainstorming on wiring diagram
- Books
of electronic accessories
 Windshield wiper and - Paper
o Workshop demonstration on how
washer circuit - Pen
to identify wiring circuit
 Gauges and meters - Whiteboard
/instruments circuit - Blackboard
- Marker pen
 Electrical power
- Chalks
windows circuit - Projector
 Car radio circuit - Computer
 Mirror circuit - Visual aids
 Central locking circuit - Handout notes
 Car alarm circuit
 Vehicle immobilizer
circuit
 Cigarettes lighter
circuit
Formative Assessment 1.2

Performance criterion
Proper description of electrical and electronic accessories circuits

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  Multiple choice
 True or false questions
 Oral
 Demonstration
 Presentation

Checklist Score
Yes No
Windshield wiper and washer circuit wiring diagram
Gauges and meters /instruments circuit wiring diagram
Electrical power windows circuit wiring diagram
Car radio circuit wiring diagram
Mirror circuit wiring diagram
Central locking circuit
Car alarm circuit wiring diagram
Vehicle immobilizer circuit wiring diagram
Cigarettes lighter circuit wiring diagram
Windshield wiper and washer circuit wiring diagram
Gauges and meters /instruments circuit wiring diagram
Electrical power windows circuit wiring diagram
Car radio circuit wiring diagram
Mirror circuit wiring diagram
Central locking circuit wiring diagram

Observation

Learning Outcome 1.3: Describe electrical and electronic accessories components

Content Learning activities Resources

 Group discussion on - Car with electrical and

 Windshield wiper and washer
windshield wiper and electronic systems
system components - Internet
washer system
 Wiper blade - Books
 Wiper linkage  Brainstorming on gauges - Paper
 Wiper motor and meters system - Pen
 Washer fluid  Brainstorming on - Whiteboard
dashboard warning - Blackboard
  Fluid pump lights/sounds - Marker pen
 Injectors  Demonstration by - Chalks
 Rain sensor video/picture on - Projector
dashboard warning - Computer
 Washer fluid tank
lights/sounds - Visual aids
 Gauges and meters system
 Brainstorming on - Handout notes
 Fuel gauge dashboard indicators - Blank key
 Engine temperature lights in vehicle - Chip card
gauge  Demonstration of - Lamps
 Tachometer dashboard indicators - Fuses
 Odometer and lights in vehicle - Relays
- Switches
speedometer  Brainstorming on
- Dc motors
 Oil pressure gauge Electrical power windows - Flasher unit
 Dashboard warning components - Radio
lights/sounds  Demonstration of - Alarm kit
 Temperature warning Electrical power windows - Sensors
light components - Actuators
- ECU
 Oil pressure warning  Demonstration of Car
- Magnet
light broadcasting system - Electronic components
 Check engine warning components - Didactical panel
light  Demonstration of Mirror - Manual book
 Tire pressure warning system components
light  Brainstorming on Central
 Battery warning light locking system
 Brake system warning components
light  Demonstration of Central
 ABS warning light locking system
 Electronic stability components
control warning light  Brainstorming on Car
 Transmission alarm system
temperature warning components
light  Demonstration of Car
 Air bag warning light alarm system
 Pre-heating warning components
light  Brainstorming on Car
 Frost warning light immobilizer system
 Catalyst converter components
warning light  Demonstration of Car
 Seat belt warning light immobilizer system
  Service required components
warning light
 Hand brake warning
light
 Water in fuel filter
warning light
 Fault problem warning
light
 Dirty air fuel filter
warning light
 Door open warning
light
 Bonnet open
 Engine emission
warning light
 Ignition switch warning
light
 Key warning light
 Steering lock warning
light
 Exterior light fault
 Diesel particulate filter
warning light
 Dash board indicators lights
 High beam
 Washer fluid light
 Rain and light sensor
 Water mode light
 Information indicator
 Glow plug/diesel
 Low beam
 Turn signal
 Hazard
 Fog
 Air condition
 Electrical power windows
components
 DC motor
  Window glass
 Wires
 Linkage
 Control switch
 Fuses
 Power windows
regulator master switch
 Window lock function
 Car broadcasting system
components
 Radio
 Antenna
 TV
 Camera
 Wires
 Fuses
 Connectors
 Switch
 Speakers
 Bluetooth
 Mirror system components
 Electronic control unity
 DC motor
 Mirror housing
 Linkage
 Sensors
 Wires
 Control switch
 Central locking system
components
 ECU
 Sensors
 Actuators
 Remote control
 Wires
 Car alarm system components
 Remote control
 Control unit with
 power supply
 Contact switch
 Infrared sensor
 Status display
 Signal horn
 Starting system
 Shock sensor
 Key code receiver
 Door sensor
 Interior pressure
sensor
 Interior light
 Microphone sensor
 Car immobilizer system
components
 Transponder key
 Immobilizer module
 Coil antenna
 Security light
 Power control
module (PCM)
 Instrument cluster
(IC)/HEC
 Remote Keyless Entry
(RKE)
Formative Assessment 1.3

Performance criterion
Proper description of electrical and electronics accessories components

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  Multiple choice
 True or false questions
 Oral
 Matching
 Sentence completion
 Presentation
 Demonstration.

Checklist Score
Yes No
Wiper blade
Wiper linkage
Wiper motor
Washer fluid
Fluid pump
Injectors
Rain sensor
Washer fluid tank
Gauges and meters system
Fuel gauge
Engine temperature gauge
Tachometer
Odometer and speedometer
Oil pressure gauge
Temperature warning light
Oil pressure warning light
Check engine warning light
Tire pressure warning light
Battery warning light
Brake system warning light
ABS warning light
Electronic stability control warning light
Transmission temperature warning light
Air bag warning light
Pre-heating warning light
Frost warning light
Catalyst converter warning light
Seat belt warning light
Service required warning light
Hand brake warning light
Water in fuel filter warning light
Fault problem warning light
Dirty air fuel filter warning light
Door open warning light
Bonnet open
Engine emission warning light
Ignition switch warning light
Key warning light
Steering lock warning light
Exterior light fault
Diesel particulate filter warning light
High beam
Washer fluid light
Rain and light sensor
Water mode light
Information indicator
Glow plug/diesel
Low beam
Turn signal
Hazard
Fog
Air condition
DC motor
Window glass
Wires
Linkage
Control switch
Fuses
Power windows regulator master switch
Window lock function
Radio
Antenna
TV
Camera
Wires
Fuses
Connectors
Switch
Speakers
Bluetooth
Electronic control unity
DC motor
Mirror housing
Linkage
Sensors
Wires
Control switch
ECU
Sensors
Actuators
Remote control
Wires
Remote control
Control unit with power supply
Contact switch
Infrared sensor
Status display
Signal horn
Starting system
Shock sensor
Key code receiver
Door sensor
Interior pressure sensor
Interior light
Microphone sensor
Transponder key
Immobilizer module
Coil antenna
Security light
Power control module ( PCM)
Instrument cluster(IC)/HEC
Remote Keyless Entry(RKE)

Observation
 LU 2: Test electrical and electronic accessories

Learning Outcomes:

2 4. Identify electrical and electronic accessories circuit faults

5. Test electrical accessories system components
6. Test electronic accessories system components

40 Hours

Learning Outcome 2.1 Identify electrical and electronic accessories circuit faults

Content Learning activities Resources

 Brainstorming on electrical - Car

 Electrical and Electronic
and electronic accessories - Engine Noisy tester
accessories systems - Internet
systems faults
possible faults - All data software
 Open circuits  Demonstration on how to
- Auto data
 High resistance circuits identify system faults - Software
 Short circuits  Practical exercise on - oscilloscope
 Damaged insulation measuring short circuit - Computer
 Practical exercise checking - Workshop
 Burnt wiring
circuit continuity - Switch
 Connector damaged - Cables
 Terminal damaged  Group exercise on washing
- Battery load tester
 Frayed wires electrical and electronics - Key programmer
 Water and moisture components - Marker pen
 Electrical and electronic  Individual exercise on - Didactical panel
identifying circuit diagram of a - Charger Battery
accessories’ diagnosis
 procedures given vehicle using internet - Safety shoes
 Verify the fault research - Hand gloves
 Collect further  Brainstorming on diagnosis - Over coat
- Mufflers Ear
information procedures
- Scanner tool
 Evaluate the evidence  Practical exercise on - Visual aids
 Carry out further tests conducting accessories’ - Manual book
in a logical sequence diagnostic
 Rectify the problem  Demonstration on using hand
 Check all systems and scanner
tight  Individual exercise on using
 Hand scanner utilisation hand scanner to identify
 Identify trouble codes trouble code
 Cleaning of trouble
codes
 Actuation testing
Formative Assessment 2.1

Performance criterion
Proper of identification of electrical and electronic accessories circuits’ faults

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  True or false questions
 Matching
 Performance evidence
 Sentence completion
 Presentation
 Practical activities

Checklist Score
Yes No
Open circuits testing

High resistance circuits testing

Short circuits testing

Fault Verification
Problem rectification
trouble codes Identification with Hand scanner
trouble codes Cleaning with Hand scanner
Actuation testing
Observation

Learning Outcome 2.2 Test electrical accessories system components

Content Learning activities Resources

o Brainstorming on - Spanners
 Electrical and Electronic accessories
electrical and electronic - Terminal
systems possible faults cleaner
accessories systems
 Open circuits - Screw driver
faults
 High resistance circuits - Hummer
o Demonstration on how
 Short circuits - Pliers
to identify system faults - Files
 Damaged insulation
o Practical exercise on - Cutters
 Burnt wiring
measuring short circuit - Punches and
 Connector damaged
o Practical exercise chisels
 Terminal damaged - Testers
checking circuit
 Frayed wires - Multimeter
continuity
 Water and moisture - Hydrometer
o Group exercise on
 Electrical and electronic accessories’ - Oscilloscope
washing electrical and - Battery
diagnosis procedures
electronics components - Lamps
 Verify the fault
o Individual exercise on - Bulbs and
 Collect further information socket
identifying circuit
 Evaluate the evidence - Wires and
diagram of a given
 Carry out further tests in a logical connectors
vehicle using internet
sequence - Fuses
research - Relays
 Rectify the problem
o Brainstorming on - Switches
 Check all systems and tight
diagnosis procedures - Flasher unit
 Hand scanner utilisation
o Practical exercise on - Radio
 Identify trouble codes - Internet
conducting accessories’
 Clearing of trouble codes connection
diagnostic
 Actuation testing - Alarm kit
o Demonstration on using - Manual book
hand scanner - Electronic
o Individual exercise on components
using hand scanner to - Sand papers
identify trouble code - Computer with
software
(AUTO-
 DATA/ALL-
DATA)
- Smart phone
- Camera
- Battery load
tester
- Didactical
panel
- Battery charger
- Vehicle
- PPE

Formative Assessment 2.2

Performance criterion
Proper test of electrical accessories system components

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance evidence  Practical activities

Checklist Score
Yes No
Electrical and Electronic accessories systems possible faults
Open circuits
High resistance circuits
Short circuits
Damaged insulation
Burnt wiring
Connector damaged
Terminal damaged
Frayed wires
Water and moisture
Verify the fault
Collect further information
Evaluate the evidence
Rectify the problem
Check all systems and tight
Identifying trouble codes
Cleaning of trouble codes
Actuation testing
Observation

Learning Outcome 2. 3 Test electronic accessories systems components

Content Learning activities Resources

- Spanners
 Use of automobile diagnostic o Brainstorming on purpose of
- Terminal
soft wares using automobile diagnosis
cleaner
 AUTO-DATA software
- Screw driver
o Demonstration of Auto Data
 ALL-DATA - Hummer
basics
 IPO concept testing o Practical work on testing
- Pliers
- Files
sensors
- Cutters
 Sensors o Practical work on testing
- Punches and
 Actuators actuators
chisels
 ECUs o Practical work on testing ECUs
- Testers
o Individual exercise on using
 Use of Scan tool - Multimeter
scan tool
- Hydrometer
- Oscilloscope
- Battery
- Lamps
- Bulbs and
socket
- Wires and
connectors
- Fuses
- Relays
- Switches
- Flasher unit
- Radio
 - Internet
connection
- Alarm kit
- Manual book
- Electronic
components
- Sand papers
- Computer with
software
(AUTO-
DATA/ALL-
DATA)
- Smart phone
- Camera
- Battery load
tester
- Didactical panel
- Battery charger
- Vehicle with
electrical and
electronic
accessories
- PPE

Formative Assessment 2.3

Performance criterion
Proper test of electronic accessories system components

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance evidence  Practical activities

Checklist Score
Yes No
Use of AUTO-DATA software
Use of ALL-DATA software
Test of actuators
Test of ECUs
Sensors testing
Using Scan tool
Observation
 LU 3: Repair electrical and electronic accessories components

Learning Outcomes:

3 4. Select tool, material and equipment

5. Verify electrical and electronic accessories systems
functionalities
6. Repair/Replace electrical and electronic accessories
wiring/components
50 Hours

Learning Outcome 3.1: Select tool, material and equipment

Content Learning activities Resources

 Tools o Brainstorming on power, - Spanners

 Power tools measuring and hand tools - Screw driver
 Measuring tools o Demonstration by - Hummer
video/picture of power, - Pliers
 Hand tools
measuring and hand tools - Files
 Materials o Group discussion materials - Cutters
used in repairing electrical - Hand riveter
 Water
and electronic accessories - Soldering gun
 Liquid soap components - Air impact
spanners
 Batteries
- Air brow gun
 Glass powder - Testers
 Equipment - Multimeter
- Hydrometer
 DC motors - Battery
 Blade - Blank key
- Chip card
 Fluid pumps - Wires and
connectors
- Fuses
- Relays
- Switches
- Radio
- Internet
 connection
- Alarm kit
- Manual book
- Sensors
- Actuators
- ECU
- Magnet
- Electronic
components
- Soaps
- Sand papers
- Spare parts
- Computer with
software
(AUTO-
DATA/ALL -
DATA)
- Smart phone
- Camera
- Battery load
tester
- Didactical panel
- Battery charger
- Air compressor
- Vehicle
- Car lift
- Stand
- Silicon
- Grease

Formative Assessment 3.1

Performance criterion
Adequate selection of tools, materials and equipment

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  True or false questions
 Matching
 Performance evidence
 Sentence completion
 Practical activities

Checklist Score
Yes No
Power tools selection
Measuring tools selection
Hand tools selection
Water Listing
Liquid soap Listing
Glass powder Listing
DC motors Listing
Blade Listing
Fluid pumps Listing

Observation

Learning Outcome 3.2 Repair/Replace electrical and electronic accessories

wiring/components

Content Learning activities Resources

- Spanners
 Installation of electrical and o Brainstorming on faults’
- Screw driver
electronic accessories possibilities in repairing
- Hummer
 Key programming electrical and electronics
- Pliers
circuits
 Car alarm installation - Files
o Demonstration by
 Car radio installation video/picture on installation
- Cutters
 Wiper and washer system - Hand riveter
of electrical and electronic
installation - Soldering gun
accessories
- Air impact
 Repair electrical and electronics o Practical exercise on car
spanners
circuit faults’ possibilities alarm installation
- Air brow gun
o Practical exercise on car
 Repair open circuits - Testers
radio installation
 Replace high resistance circuit/ o Group exercise on key
- Millimeter
 wires configuration/programming - Hydrometer
 Replace short circuits/wires o Group assignment on - Battery
 Replace damaged insulation installation of wiper and - Blank key
washer installation - Chip card
 Replace burnt wiring
- Wires and
 Replace damaged connector connectors
 Replace terminal damaged - Radio
 Replace frayed wires - Internet
 Clean water and moisture connection
- Switches
- Alarm kit
- Manual book
- Sensors
- Actuators
- ECU
- Soaps
- Sand papers
- Spare parts
- Computer with
software
(AUTODATA/AL
L DATA)
- Camera
- Didactical panel
- Battery charger
- Vehicle with
electrical and
electronic
accessories
- Silicon
- Grease

Formative Assessment 3.2

Performance criterion
Correct repair/replacement of electrical and electronic accessories
wiring/components

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
 Performance evidence  Practical activities
 Checklist Score
Yes No
Key programming
Car alarm installation
Car radio installation
Wiper and washer system installation
open circuits repairing
Wires replacement
Damaged connector replacement
Damaged terminal replacement
Cleaning of water and moisture
Observation

Learning Outcome 3.3. Verify electrical and electronic accessories’ systems functionalities

Content Learning activities Resources

o Brainstorming on verification ˗ Vehicle with

 Operational Verification for
of electrical and electronic electrical and
electrical and electronic accessories accessories electronic
 Windshield wiper and washer o Demonstration on accessories
system verification of windshield ˗ Diagnostic
 Gauges and meters system wiper and washer system equipment
 Electrical power windows operations ˗ Testers
 Car radio system o Leaded practical work on ˗ Multimeter
verification of gauge and
 Mirror system
meter system operations
 Central locking system o Demonstration by video on
 Car alarm system verification of car alarm
 Vehicle immobilizer system operation
 Cigarettes lighter system o Group exercise on
verification of mirror system
operation
o Group exercise on
verification of central locking
operation
Formative Assessment 3.3

Performance criterion
Appropriate verification of electrical and electronic accessories systems
functionalities

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance evidence  Performance evidence

Checklist Score
Yes No
Verification of Windshield wiper and washer system operation
Verification of Gauges and meters system operation
Verification of Electrical power windows operation
Verification of Car radio system operation
Verification of Mirror system operation
Verification of Central locking system operation
Verification of Car alarm system operation
Verification of Vehicle immobilizer operation
Verification of Cigarettes lighter system operation

Observation
Summative Assessment

Integrated situation Resources

A driver with MERCEDESS BENZ KOMPRESSOR 2006, C230 while

traveling found that dashboard was not displaying the vehicle
systems status, wiper and washer systems did not work. He decided
to park the vehicle and go to look for technician in garage nearby.
After that moment thieves came and tried hacking the vehicle using
mismatched key and the vehicle automatically got locked by the
antitheft and immobilizer systems.

When the driver came back, he found that the security systems are
activated and tried to use normal/configurated key but also failed.

As an auto electricity and electronics technician you are requested

to solve those problems and perform reprogramming of the existing
key or program the new one within 8 hours.
Assesment Criterion 1: Quality of Process

Checklist Score
Yes No
Indicator: Tools, equipment and materials are selected

Tools
 Spanners
 Terminal cleaner
 Screw driver
 Hummer
 Pliers
 Scanner tool
 Alarm tool kit
 Radio tool kit
 Cutters
 Jump start cable
 Wire brush
Materials
 Bulbs
 Lamp tester
 Connector and sockets
 Paper sand
 Wires
 Insulator taps
 Fuses
 LED
 Relays
 Fuel
 Switches
 Battery
 Mirror
  ECUs
 Actuators
 Remote control
 DC motors
 Wash fluid
 Pump
 Sensors
 Injectors
 Wiper blade
 Siren/speakers
 Water tank
 Water
 Gouges and needles
 Brushes
Equipment
 Multi-meter
 Vehicle
 Tester
 Battery charger
 Battery load tester
 Computer with software (Auto data)
 PPE

Indicator: Key is well reprogrammed

Diagnostic with key programmer is well performed

Key configuration is well performed
Starting of vehicle is well done

Indicator: Dashboard is well tested

Fuses are tested

Relays are tested
Wires and connection is well checked
Dashboard LEDs and lamps are checked
Sending unit are well tested
Coil is well tested

Indicator: Wiper and washer is well tested

Wiper motor is well tested

Washer fluid level is well checked
Fluid pump is tested
Wiring and connection is well checked
Linkage is well checked

Observation

Assesment Criterion 2: Quality of product

Checklist Score
Yes No
Indicator: Key is well working
Steering wheel lock is well locked and unlocked
Starting system is well working

Indicator: Dashboard is well displaying.

Engine Temperature warning light is well working

Fuel indicator is well working
Brake pad wear indicator is well working
Battery warning light is well working
Tire pressure indicator light is well working
Oil pressure warning light is well working
ABS indicators warning light is well working
Odometer is well reading
Check engine warning light is well working
Wash fluid level indicators is well working
Indicator: Wiper and washer are well operating.

Wiper blade is moving

Water is injected to screen at correct angle
Injector water quantity and its pressure is correct
Wiper blade is moving in high speed positions
Wiper blade is moving in intermittent speed position
Wiper blade is moving in low speed position
Observation

Assesment Criterion 3: Relevance

Checklist Score
Yes No
Indicator: Time is respected

8hours
Indicator: Efficient use of materials

 No materials are wasted

 Wires are well isolated
 Smartness is well respected
Observation

Reference books:

1. Tom D. (2004). Automobile Electrical and Electronic Systems. 3rd edition, Elsevier Butterworth-
Heinemann, Linacre House, Jordan Hill, Oxford.
2. Gscheilder R. (2006). Modern Automotive Technology Fundamentals, Service, Diagnostics; Verlag
Europa- Lehrmittel; Germany.
3. https://www.driverseducationusa.com/resources/car-dashboard-worning-lights-indicators/
4. https://blog.asheborohonda.com/new/dashboard-icons-what-they-mean-vs-what-you-think-they-
mean/
 AEEMS401 - ELECTRICAL AND ELECTRONIC ENGINE MANAGEMENT SYSTEMS REPAIRING

AEEMS401 Repair electrical and electronic engine management systems

RTQF Level: 4 Learning hours

Credits: 12 120
Sector: Technical Servicing
Sub-sector: Automobile
Issue date: December, 2017

Purpose statement

This module will allow the learner to describe vehicle electrical and electronic engine
management systems, conduct diagnosis of electrical and electronic engine management systems
and its results will enable the learner to repair or replace electrical and electronic engine
management systems components and their control circuit.

The knowledge gained from this module will enable the learner to perform testing activities of
electrical and electronic engine management systems while responding to work needs.
Learning assumed to be in place
Repair engine
Basic electricity
Basic electronics
Repair starting system

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. Describe electrical and electronic 1.1. Proper identification of electrical and electronic
engine management system engine management system components
1.2. Proper description of electrical and electronic
engine management system components
1.3. Proper description of electrical and electronic
engine management system control circuits

2. Repair electrical and electronic

2.1 Adequate selection of tools, materials and
engine management system
equipment
components
2.2 Proper diagnosis of electrical and electronic engine
management system components
2.3 Proper disconnection and dismounting of electrical
and electronic engine management system
components
2.4 Correct test electrical and electronic engine
management system components
2.5 Proper repair or replacement damaged electrical
and electronic engine management system
components
2.6 Right connection and mounting of electrical and
electronic engine management system components
3. Test electrical and electronic 3.1. Proper checking of engine performance
engine management systems 3.2. Proper conducting road test

3.3. Appropriate verification of systems

performance after repairing
 LU 1: Describe electical and electronic engine management

Learning Outcomes:

1 7. Identify electrical and electronic engine management systems

8. Describe electrical and electronic engine management system
components
9. Describe electrical and electronic engine management system control
circuit
30 Hours

Learning Outcome1.1 Identify electrical and electronic engine management systems

Content Learning activities Resources

- Vehicle with
 Introduction to engine o Brainstorming on purpose of
electronic systems
management systems engine management system
- Internet
 Definition of engine o Group discussion on the
- Books
definition of engine
management system - Paper
management system
 Purpose of engine o Demonstration of engine
- Pen
management system - Whiteboard
management sub-systems
- Black board
 Engine management sub- systems
- Marker pen
 Ignition - Chalks
 Air intake - Projector
 Fuel system - Computer
 Exhaust emission control - Visual aids
 Electronic diesel control - Handout notes
system
Formative Assessment 1.1

Performance criterion
Proper identification of electrical and electronic engine management system
components
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  Multiple choice
 True or false questions
 Matching
 Sentence completion
 Demonstration
 Presentation

Checklist Score
Yes No
Purpose of engine management system
Ignition system identification
Air intake system identification
Fuel system identification
Electronic diesel control system identification
Exhaust emission control system identification

Observation

Learning Outcome 1.2 Describe electical and electronic engine management system
components

Content Learning activities Resources

- Vehicle with electronic

 Location of electrical and o Demonstration by video the
petrol engine
electronic engine location of electrical and
- Vehicle with electronic
management system electronics engine management
diesel engine
system components
components - Internet
o Brainstorming on system design
 Engine management system of engine management
- Books
design - Paper
o Group discussion on operating
- Pen
 Engine management principles
- Whiteboard
sub-systems design - Blackboard
 Engine management - Marker pen
 electrical and - Chalks
electronic system - Projector
design - Computer
- Visual aids
 Operating principles of
- Handout notes
electrical and electronic
engine management sub-
systems
Formative Assessment 1.2

Performance criterion
Proper description of electrical and electronic engine management system
components

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  Multiple choice
 Oral  True or false questions
 Demonstration
 Presentation

Checklist Score
Yes No
ECU Location
Sensors location
Actuators location
Engine management system design
Operating principles of electrical and electronic engine management sub-systems
Observation

Learning Outcome 1.3: Describe electrical and electronic engine management system control circuits

Content Learning activities Resources

- Vehicle with electronic

 Main parts of engine o Demonstration by
petrol engine
management control video/picture of main parts
- Vehicle with electronic
circuits of engine management
diesel engine
control circuit
  Engine Control o Brainstorming on operation - Internet
Module of engine management - Books
 Sensors electrical and electronic - Paper
circuit - Pen
 Actuators
o Individual exercise on - Whiteboard
 Electrical wiring identifying wires color - Blackboard
 Operation of engine coding and sizes - Marker pen
management electrical and - Chalks
electronic circuits - Projector
 Identification of wires - Computer
- Visual aids
colour coding and sizes
Handout notes

Formative Assessment 1.3

Performance criterion
Proper description of electrical and electronic engine management system
control circuits

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  Multiple choice
 Oral  True or false questions
 Matching
 Sentence completion
 Presentation
 Demonstration

Checklist Score
Yes No
Sensors
Engine control module
Actuators
Electrical wiring
Operation of engine management electrical and electronic circuits
Observation
 LU 2: Repair electrical and electronic engine management
system components

Learning Outcomes:

2 7. Select tools, materials and equipment.

8. Diagnose electrical and electronic engine management system
components.
9. Disconnect and dismount electrical and electronic engine
management system components.
60Hours 10. Test electrical and electronic engine management system
components.
11. Repair or replace damaged electrical and electronic engine
management system components.
12. Connect and mount electrical and electronic engine
management system components.

Learning Outcome 2.1 Select tools , materials and equipment

Content Learning activities Resources

 Tools o Workshop demonstration of - Vehicle with electronic

 Power tools power measuring and hand petrol engine
 Measuring tools tools - Vehicle with electronic
o Group discussion on greases diesel engine
 Hand tools
and lubricants - Engine Noisy tester
 Materials o Group discussion on - Internet
equipment - All-data software
 Grease
- Auto-data Software
 Lubricants - Oscilloscope
- Computer
 Equipment
- Workshop
 PPE - Switch
 Diagnostic machine - Cables
- Battery load tester
- Key programmer
- Marker pen
- Didactical panel
- Charger Battery
- Safety shoes
- Hand gloves
- Over coat
 - Mufflers Ear
- Scanner tool
- Visual aids
- Manual book

Formative Assessment 2.1

Performance criterion
Adequate selection of tools, materials and equipment

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  True or false questions
 Performance evidence  Matching
 Sentence completion
 Practical activities

Checklist Score
Yes No
Hand tools selection
Power tool selection
Material selection
Equipment selection
Measuring tools selection
Hand tools selection
Power tool selection
Observation
Learning Outcome 2.2 Diagnose eletrical and engine management system components

Content Learning activities Resources

 On board diagnosis o Brainstorming about on-board - Vehicle with

 OBD I diagnosis electronic petrol
o Demonstration by video of engine
 OBD II
oxygen sensors - Vehicle with
 EOBD electronic diesel
o Demonstration of secondary air
 Components/systems required to injection system engine
be monitored once within one o Brainstorming on systems - Engine Noisy
driving cycle required to be monitored tester
 Oxygen Sensors continuously - Internet
o Practical exercise on verifying - All-data software
 Secondary Air Injection
fault with scan tool - Auto-data
System - Software
o Practical exercise on checking
 Catalyst Efficiency connections - Oscilloscope
 Evaporative Vapor o Assignment to describe - Computer
Recovery System common engine management - Workshop
 Components/systems required to problems an diagnose them - Switch
be monitored continuously - Cables
- Scanner tool
 Misfire Detection
- Visual aids
 Fuel system - Projector
 Oxygen Sensors - Manual book
 All emissions related
components/systems
providing or getting
electrical connections to
the DME, EGS, or EML.
 Verify the fault with scan tool
 Readout the fault code
 Collect further
information
 Clear fault code
 Actuation test
 Check connections common to
more than one system
 Check diagnostic
connector for the
presence of water or
corrosion
 Check CAN-bus
  Check wire junctions or
splices
 Diagnosis of most common
engine management problems
 Engine power loss
 Engine overheating
 Engine fuel consumption
 Abnormal noisy

Formative Assessment 2.2

Performance criterion
Proper diagnosis of electrical and electronic engine management system
components

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
 Performance evidence  Practical activities
 Written evidence  True or false questions
 Multiple choice
 Matching
 Sentence completion

Checklist Score
Yes No
OBD I demonstration
OBD II demonstration
EOBD demonstration
Check CAN-bus
Check wire junctions or splices
Check diagnostic connector for the presence of water or corrosion
Engine fuel consumption diagnosis
Engine overheating diagnosis
Abnormal noisy diagnosis
Engine power loss diagnosis
Observation
Learning Outcome 2. 3 Detect steering system faults.

Content Learning activities Resources

- Vehicle with
 Remove electrical and o Demonstration by video on
electronic petrol
electronic engine dismounting electrical and
engine
management system electronic engine management
- Vehicle with
components
components electronic diesel
o Brainstorming on electrical and
 Ignition electronic engine management
engine
 Air intake - Engine Noisy
components removal
 Fuel system tester
o Group exercise on removing and
- Internet
 Exhaust emission disconnecting ignition, fuel system,
- All-data software
control ECU, sensors and actuator in
- Auto-data
 Control of diesel vehicle
Software
emissions - Oscilloscope
 Disconnect - Computer
electronic devices - Workshop
- Switch
 Sensor
- Cables
 ECU - Scanner tool
 Actuators - Visual aids
- Manual book
Formative Assessment 2.3

Performance criterion
Proper disconnection and dismounting of electrical and electronic engine
management system components

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.
Types of evidence Portfolio assessment tools
 Performance evidence  Practical activities

Checklist Score
Yes No
Ignition components removing
Air intake components removing
Fuel system components removing
Exhaust emission control removing
Control of diesel emissions removing
Sensor disconnection
ECU disconnection
Actuators disconnection
Ignition components removing
Observation

Learning Outcome 2.4: Test electrical and electronic engine management system components

Learning activities Resources

Content
 Diagnosing faults o Brainstorming on faults
- Vehicle with
 Isolation of faults electronic petrol
diagnosis
 Component inspection and engine
evaluation o Individual exercise on using
- Vehicle with
 Use of auto diagnostic software auto diagnostic software
electronic diesel
 Auto-data o Demonstration on testing IPO
 All-data engine
concepts
 Test IPO concepts - Engine Noisy
o Group exercise on checking
 sensors electrical circuit
tester
 actuators - Internet
 ECU - All-data software
 Check electrical circuit - Auto-data
 Electrical components
software
 External wiring
- Oscilloscope
- Computer
- Workshop
- Switch
- Cables
- Scanner tool
- Visual aids
- Manual book

Formative Assessment 2.4

Performance criterion
Correct test of electrical and electronic engine management system components
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance evidence  Practical activities


Checklist Score
Yes No
Isolation of faults
Inspection and evaluation component
Sensors testing
Actuators testing
ECU testing
Electrical components checking
External wiring checking
Use of Auto-data software
Use of All-data software
Observation

Learning Outcome 2.5: Repair or replace damaged electrical and electronic engine management
System components

Content Learning activities Resources

 Pre- and post-repair testing o Brainstorming on pre-testing - Vehicle with

 System diagnosis and faults and post-testing electronic petrol
identification o Demonstration by video on engine
 Electrical and electronic engine system diagnosis and faults - Vehicle with
management components’ identification electronic diesel
repairing procedure o Practical exercise on engine
repairing engine - Engine Noisy
 Removal of components management components tester
 Components’ disassembling following procedures - Internet
 Replacement and adjustment o Practical exercise on - All-data software
 Components repairing electrical measuring - Auto-data
 Re-assembling and adjustment Software
- Oscilloscope
 Electrical measurements - Computer
- Workshop
  Peak voltage testing - Switch
 Visual and functional - Cables
assessments - Scanner tool
- Visual aids
- Manual book

Formative Assessment 2.5

Performance criterion
Proper repair or replacement of damaged electrical and electronic engine
management system components

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Type of evidence Portfolio assessment tools

 Performance evidence  Practical activities

Checklist Score
Yes No
Components Removal & disassembling
Replacement and adjustment
Components repairing and re-assembling
Use scanning tool
Use diagnosis software

Observation
Learning Outcome 2.6: Connect and mount electrical and electronic engine management
system components

Content Learning activities Resources

- Internet
 Electrical and electronic engine o Demonstration by video on
- Books
management systems mounting mounting electrical and
- Simulator
 Ignition electronic engine
Software
 Air intake management components
- Hand-out notes
 Fuel system o Brainstorming on electronic
- Vehicle with
 Exhaust emission control and electrics components
electronic petrol
 electronic diesel control connections
engine
 Electronic devices connection o Group exercise on mounting
- Vehicle with
 Sensor ignition, Air intake, Fuel
electronic diesel
 ECU system, Exhaust emission
engine
 Actuators control, electronic diesel
- Engine Noisy
control
tester
o Fuel system, ECU, sensors
- Internet
and actuator in vehicle
- All-data software
- Auto-data
Software
- Oscilloscope
- Computer
- Workshop
- Switch
- Cables
- Scanner tool
- Visual aids
- Manual book

Formative Assessment 2.6

Performance criterion
Right connection and mounting of electrical and electronic engine management
system components
Assessor may collect among the following evidences and make judgements on whether the performance
criterion has been achieved.

Type of evidence Portfolio assessment tools

 Performance evidence  Practical activities

Checklist Score
Yes No
Ignition components mounting
Air intake components mounting
Fuel system components mounting
Exhaust emission components control mounting
Electronic diesel control components mounting
Sensor connection
ECU connection
Actuators connection
Smartness of installation
Observation
 LU 3: Perform basic maintenance of embroidery equipment
and tools

Learning Outcomes:

3 7. Check engine performance

8. Conduct road test
9. Verify system performance after repair

30Hours

Learning Outcome 3.1: Check engine performance

Content Learning activities Resources

- Exhaust gas analyzer

 Dashboard interpretation o Brainstorming on dashboard
- Internet
 Malfunction indicator’s interpretation
- Books
reading o Demonstration on leakage
- Simulator Software
checking on vehicle
Oil pressure indicator - Hand-out notes
o Demonstration on engine
Engine temperature - Vehicle with
vibration checking
Engine revolution electronic petrol
o Assignment on checking
Check engine engine
engine performance
- Vehicle with
 Idle checking
electronic diesel
Leakage testing engine
Engine vibration - Engine Noisy tester
Exhaust gases - Internet
composition - All-data software
- Auto-data
Software
- Oscilloscope
- Computer
- Workshop
- Switch
- Cables
- Scanner tool
- Visual aids
- Manual book
Formative Assessment 3.1

Performance criterion
Proper checking of engine performance

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance evidence  Practical activities

Checklist Score
Yes No
Malfunction indicator reading
Oil pressure indicator
Leakage testing
Engine vibration
Exhaust gases composition
Observation

Learning Outcome 3.2 Conduct road testing

Content Learning activities Resources

- Vehicle with
 Engine power o Brainstorming on road
electronic petrol
 Engine speed testing
engine
o Field visit
 Engine temperature - Vehicle with
o Individual exercise on
 Engine sound conducting road test
electronic diesel
 Consumption engine
 Fuel consumption - Engine Noisy
tester
 Oil consumption
- Internet
 - All- data software
- Auto- data
Software
- Oscilloscope
- Computer
- Workshop
- Switch
- Cables
- Scanner tool
- Visual aids
- Manual book

Formative Assessment 3.2

Performance criterion
Proper conducting road test

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance evidence  Practical activities

Checklist Score
Yes No
Verification of engine power
Verification of engine speed
Verification of engine sound
Verification of engine temperature
Verification of Fuel and oil Consumption

Observation
Learning Outcome 3.3. Verfication after repairing

Content Learning activities Resources

 Validation and guarantee o Group discussion on repair

- Vehicle with
 Repair validation electronic petrol
validation
 Guarantee provision engine
o Individual assignment on
- Vehicle with
 Test reporting preparing of test report
electronic diesel
 Confirming that reported fault confirming that faults have
engine
has been rectified been rectified
- Engine Noisy
 Confirming that no other faults tester
are present as a result of the - Internet
repair action - All-data software
- Auto-data
Software
- Oscilloscope
- Computer
- Workshop
- Switch
- Cables
- Scanner tool
- Visual aids
- Manual book

Formative Assessment 3.3

Performance criterion
Appropriate verification of systems performance after repairing

Assessor may collect among the following evidences and make judgements on whether the
performance criterion has been achieved.

Types of evidence Portfolio assessment tools

 Performance evidence  Practical activities
 Written evidence  True or false questions
 Multiple choice
 Matching
 Sentence completion
 Checklist Score
Yes No
Repair action effectiveness
Test reporting

Observation

Summative Assessment

Integrated situation Resources

Mr. Bonaventure is a Managing Director of Rwanda Tour Company Ltd
located in Rwamagana District. His drivers brought two vehicles
TOYOTA AVENSIS with electronic diesel engine 2015, D4D, 1AD-FTV
and TOYOTA RAV4 2017 electronic petrol engine 1AZ-FE, VVT-i which
had problems of high fuel consumption and hard starting and
sometimes did not start at all. As Auto-electricity and electronics
engine management systems technician you are requested to solve
those problems within 6 hours.

Assesment Criterion 1: Quality of Process

Checklist Score
Yes No
Indicator: Tools, equipment and materials are selected

Tools
 Spanners
 Screw drivers
 Pliers
 Cutters
 Bench vice
Materials
 Fuel
 Sensors
 Actuators
 ECUs
  Wires and connectors
 Relays
 Fuses
 Switch
 Spare parts
 Insulator taps
 Battery
 Booster cable
 Sand paper
Equipment
 Computer with software (AUTO-DATA AND ALL-DATA)
 Multimeter
 Hand Scanner tool
 PPE
Indicator: Road test is conducted
Faults are identified (dashboard indicators/warnings reading)
Engine power is tested
Starting is tested
Fuel consumption is tested (fuel consumed compared to the load travel)
Indicator: Engine management systems diagnostic are performed
Scanner tool is well used
Auto-data software is well used
All-data software is well used
Visual inspection is well performed (opens, connections)
Indicator: Electronics engine management components testing
Sensors test is well done
Actuators testing is done
Electronic control unit testing is done
Indicator: Electronics engine management components are repaired/replaced
Wires and connectors are repaired
Sensors are replaced
Actuators are replaced
Fuses and relays are replaced
Observation
Assesment Criterion 2: Quality of product

Checklist Score
Yes No
Indicator: Engine is starting well

Normal starting and running

Easy starting
Indicator: Fuel consumption is normal

Optimization of engine power

Normal fuel consumption
Observation

Assesment Criterion 3: Relevance

Checklist Score
Yes No
Indicator: Scale is respected

6 hours
Indicator: Efficient use of materials

No materials are wasted

Observation

Reference books:

5. Tom D. (2004). Automobile Electrical and Electronic Systems 3rd edition, Elsevier Butterworth-
Heinemann, Linacre House, Jordan Hill, Oxford.
Note:
GLOSSARY
Assessment: A process of gathering and judging Complementary competencies: Set of
evidence in order to decide whether a person knowledge, skills and attitudes which are not
has attained a standard of performance. directly linked to a specific occupation or
industry, but which are important for work,
Assessment criteria: Statements which describe education and life in general, such as
performances and place them in context with communication, mathematics, organizational
sufficient precision to allow valid and reliable aptitude, and computer literacy, interpersonal
assessment. and analytical competency.
Best practice: Management practices and work Core modules: Modules leading to
processes that lead to outstanding or top-class competencies’ acquisition that an industry
performance and provide examples for others. sector has agreed upon as essential for a person
Competency standard: An industry-determined to be accepted as competent at a particular
specification of performance which sets out the level. All modules may be core, but in many
skills, knowledge and attitudes required to cases competency at a level will involve core
operate effectively in employment. modules plus optional or specialization
Competency standards are made up of units of modules. Core competencies are normally
competency, which are themselves made up of those central to work in a particular industry.
elements of competency, together with Credential: Formal certification issued for
performance criteria, a range of variables, and
successful achievement of a defined set of
an evidence guide. outcomes, e.g. successful completion of a
Competency: means the ability to apply course in recognition of having achieved
knowledge, skills and personal, social and particular knowledge, skills or competencies;
methodological skills in the workplace or successful completion of an apprenticeship or
during learning, as well as in personal and traineeship.
professional development. This ability or Credit: The acknowledgement that a person has
capacity is acquired through leaning, exposure
satisfied the requirements of a module.
to the tasks and series of training allowing one
to perform specific task autonomously. Reason Curriculum: The specifications for a course or
why in the context of the CBE Framework subject (module) which describe all the learning
competencies are described as responsibility experiences a learner undergoes, generally
and independence. including objectives, content, intended learning
outcomes, teaching methodology,
Competency-based assessment (or CBA): The recommended or prescribed assessment tasks,
gathering and judging of evidence in order to assessment exemplars, etc.
decide whether a person has achieved a
standard of competency. Evidence guide: The part of a competency
standard which provides a guide to the
interpretation and assessment of the unit of
competency, including the aspects which need particular occupation or industry. The following
to be emphasized in assessment, relationships are key areas of competency which were
to other units, and the required evidence of developed into seven key competencies:
competency. collecting, analyzing and organizing
information; communicating ideas and
Flexible delivery: A range of approaches to information; planning and organizing activities;
providing education and training, giving working with others and in teams; using
learners greater choice of when, where and mathematical ideas and techniques; solving
how they learn. Flexible delivery may involve
problems; and using technology.
distance education, mixed-mode delivery,
online education, self-paced learning, self- Knowledge: means the result of the adoption
directed learning, etc. of information through the learning process.
Knowledge is a set of facts, principles, theories
Formal education: Also formal training and practices related to area of work or study.
education or training provided in educational In CBE context lifelong learning knowledge is
institutions such as schools, universities, described as theoretical and / or factual.
colleges, etc. or off the job in a workplace,
usually involving direction from a teacher or Learning outcomes: are statements of what
instructor. learner knows, understands and can perform,
based on the completion of the learning
General competencies: competencies process, defined by knowledge, skill and
correspond to larger operations that go beyond
competency.
the tasks, but generally contribute to their
implementation. These activities require more Learning activities: Suggested activities that
fundamental learning and are generally can be developed during lesson planning and
common to several tasks and transferable to activity preparation. The choice of learning
many work situations. activities must be tailored according to group
size, available material resources and
Generic modules: Modules leading to the communication tools.
attainment of complementary competencies.
Learning hours: Amount of hours required to
Informal education: The acquisition of
acquire the competency, including the time
knowledge and skills through experience, allocated to evaluation, which is estimated
reading, social contact, etc. between 5 and 10% of the total learning time of
Internship: An opportunity for a learner to the competency.
integrate career related experience by Learning outcomes: Statements that indicate
participating in planned, supervised work. what learners will know or be able to do as a
Key competencies: Any of several generic skills result of a learning activity. Learning outcomes
or competencies considered essential for are usually expressed as knowledge, skills, or
people to participate effectively in the attitudes.
workforce. Key competencies apply to work Learning unit: Any of the basic building blocks
generally, rather than being specific to work in a of a module, which describes the key activities
or the elements of the work covered by the work or life experience, which may be used to
module grant status or credit in a subject or module.

Module: A unit of training which corresponds to Skills: are the ability to apply knowledge and
one competency and which can be completed use the principle of “know how” to perform a
on its own or linked to others. specific task and to solve the problem. In
the context of the CBE Framework, skills are
Occupation: The principal business of one’s life. defined as cognitive (involving the use of logical,
Performance criteria The part of a competency intuitive and creative thinking), practical
standard specifying the required level of (including physical skill and use of methods,
performance in terms of a set of outcomes materials, devices and instruments) and social
which need to be achieved in order to be skills (communication and cooperation skills,
deemed competent. It describes the quality emotional intelligence and other).
requirements of the result obtained in labor Specific competencies: Competencies that are
performance. directly related to the tasks of the occupation in
Qualification: means the formal name for the the workplace context. They refer to concrete,
result of a process of assessment and practical, and focused aspects
validation, which is obtained when a competent Traineeship: A system of vocational training
body determines that an individual has combining off-the-job training at an approved
achieved learning outcomes to the standards training provider with on-the-job training and
laid down. practical work experience. Traineeships
Quality assurance: The systems and procedures generally take one to two years and are now a
designed and implemented by an organization part of the New Apprenticeships system.
to ensure that its products and services are of a Unit of competency: A component of a
consistent standard and are being continuously competency standard. A unit of competency is a
improved. statement of a key function or role in a
Recognition of prior learning (or RPL): The particular job or occupation. See also element
acknowledgement of a person’s skills and of competency, performance criteria, range of
knowledge acquired through previous training, variables.
 Workforce Development Authority
Empowering people with employable skills and entrepreneurship capacity

WORKFORCE DEVELOPMENT AUTHORITY – WDA

P. O. BOX 2707 Kigali
Rwanda
T +250 255113365
F +250 255113365
E [email protected]
I www.wda.gov.rw