TVET CERTIFICATE IV in - mis.rp.ac.rw

4

TVET CERTIFICATE IV in

AUTO ELECTRICITY AND ELECTRONIC SYSTEMS

CODE

TRLAEE4001

Kigali December, 2017

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TRLAEE4001-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

theWDA. 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

http://www.wda.gov.rw/

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Table of Contents

C o p y r i g h t 2

T a b l e o f C o n t e n t s 3

L i s t o f a b b r e v i a t i o n s 7

A c k n o w l e d g m e n t s 8

1 . G E N E R A L I N T R O D U C T I O N 9

2 . Q U A L I F I C A T I O N D E T A I L S 1 0

2.1 Description 10

2.2 Minimum entry requirements 10

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 . T R A I N I N G P A C K A G E 6

3.1 Course structure 6

3.2Competencies chart 6

3.3 Flowchart 3

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

4.1 Assessment Methodology 4

4.2 Portfolio 4

C C M C S 4 0 1 - C O M P U T E R S K I L L S 7

LU 1:Describe the operating system 9

LU 2:Customize computer features 16

LU 3:Protect computer system 20

C C M Q S 0 0 1 - Q U A L I T Y C U S T O M E R S E R V I C E 2 6

LU 1:Develop and maintain product, service and market knowledge. 29

LU 2:Provide a quality service experience to customers. 36

LU 3:Deal with complaints and difficult customer service situations. 43

LU 4:Manage and use information about clients and customers. 50

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

LU 1:Identify hazardous areas to be improved. 56

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LU 2 :Apply SHE practices. 62

LU 3:Assess and control risks. 70

LU 4:Awareness of SHE in working place. 76

C C M E N 4 0 1 - I N T E R M E D I A T E W O R K P L A C E E N G L I S H 8 1

LU 1:Write factual, descriptive, and explanatory texts. 84

LU 2:Apply a range of listening strategies to understand predictable messages. 92

LU 3:Discuss general and trade-related topics. 97

LU 4:Read medium texts on general and trade-related topics. 103

C C M K N 4 0 1 - I K I N Y A R W A N D A C Y ’ U M U N Y A M W U G A 1 0 8

LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga ashyikirana n’abandi. 111

LU 2:Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ibyiza by’ikoranabuhanga mu iterambere

ry’umwuga no kugaragaza intêgo y’izina mbonera. 118

LU 3:Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ububi bw’ibiyobyabwenge mu rubyiruko no

kugaragaza amategeko y’igenamajwi mu izina mbonera. 126

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

ibidukikije. 132

LU 5:Gukoresha Ikinyarwanda kiboneye uwiga agaragaza akamaro k’ubutabazi bw’ibanze no kwandika

yubahiriza imyandikire y’Ikinyarwanda. 139

C C M B P 4 0 1 - B U S I N E S S P L A N D E V E L O P M E N T 1 4 7

LU 1:Identify elements of business plan. 150

LU 2:Write a business plan in line with the identified elements 157

LU 3:Establish strategies to monitor evaluate and update the businplan (Contingency plan). 169

LU 4:Present a business plan 175

A E E I A 4 0 1 - I N D U S T R I A L A T T A C H M E N T P R O G R A M ( I A P ) 1 8 2

LU 1:Apply for internship/employment 184

LU 2:Demonstrate appropriate workplace behavior and attitudes 188

LU 3: Respect worker’s and employer’s rights and responsibilities 193

LU 4: Organize and evaluate one’s internship 199

G E N A M 4 0 1 - B A S I C A N A L Y S I S 2 0 5

LU 1: Determine and analyze numerical functions 208

nnLU 2: Apply fundamentals of differentiation 214

LU 3: Apply natural logarithmic functions 219

LU 4: Apply exponential functions 225

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A E E S T 4 0 1 - S T A R T I N G S Y S T E M R E P A I R I N G 2 3 2

LU 1:Describe starting system 234

LU 2:Starter motor components repairing 239

Summative Assessment 252

A E E C R 4 0 1 - C H A R G I N G S Y S T E M R E P A I R I N G 2 5 6

LU 1:Describe charging system 258

LU 2:Alternator components repairing 263


A E E I R 4 0 1 - I G N I T I O N S Y S T E M R E P A I R I N G 2 7 8

LU 1: Describe ignition system 280

LU 2:Repair ignition system components 285

LU 3: Test ignition system 292


A E E L R 4 0 1 - L I G H T I N G A N D S I G N A L I N G S Y S T E M S 3 0 2

LU 1: Describe Lightning and Signaling System 304

LU 2:Repair lighting and signaling systems 309

LU 3: Perform basic maintenance of embroidery equipment and tools 315


A E E P R 4 0 1 - P R E - H E A T I N G S Y S T E M R E P A R A T I O N 3 2 4

LU 1:Describe pre-heating system 326

LU 2 : Repair pre-heating system components 330


A E E E A 4 0 1 - E L E C T R I C A L A N D E L E C T R O N I C A C C E S S O R I E S 3 4 6

LU 1: Describe electrical and electronic accessories 348

LU 2:Test electrical and electronic accessories 359

LU 3: Repair electrical and electronic accessories components 365


A E E M S 4 0 1 - E L E C T R I C A L A N D E L E C T R O N I C E N G I N E M A N A G E M E N T S Y S T E M S

R E P A I R I N G 3 7 6

LU 1: Describe electical and electronic engine management 379

LU 2:Repair electrical and electronic engine management system components 383


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G L O S S A R Y a

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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

TRLAEE Transport sector /Auto electricity and electronic systems Subsector

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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, WDA

Facilitators

HATEGEKIMANA Gratien, WDA

IRYUMUGABE Vincent de Paul, NPD

Curriculum Development Team

No NAMES Function Institution/ Company

1 GATETE Callixte Instructor Kavumu TVET School

2 MWISENEZA Albert Mechanician Motor Vehicle Workshop LTD

Garage

3 NSHIMIYIMANA Bonaventure Instructor IPRC- Karongi

4 NGEZAHAYO Silas Jay-z Mechanician Motor Vehicle Workshop LTD

Garage

5 KABASHA David Assistant Lecturer Kigali Integrated College

6 HATEGEKIMANA Eliphaz Instructor IPRC-Ngoma

7 TWAJAMAHORO Jean Pierre Instructor IPRC- Karongi

8 NIYONKURU Irene Instructor IPRC- Karongi

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1. GENERAL INTRODUCTION

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.

Section

1

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Section

2

2. QUALIFICATION DETAILS

2.1 Description

This qualification provides theskills,

knowledge and attitudes for a learner to be

competent in a range of routine tasks and

activities that require the application of a

limited range of basic practical skills in a

defined context.

Work will be undertaken in various

automotive public Workshops, Residential

and business Buildings, Training Schools,

Own workshops, Spare parts shops,

automobile warehouses, schools,

industries, technical servicing companies

and all tasks related to maintenance,

reparation of Automotive systems alone or

with others under supervision.

An Auto Electrical and Electronic Systems

Technician contribute in the countries and

regional economies by maintaining and

repairing automotive electrical and

electronic systems: starting, ignition,

charging, lighting, signaling, anti-theft

systems and vehicle accessories. Learners

may work with some autonomy or in a team

but usually with minimum supervision. At

the end of this qualification, qualified

learners will be able to:

1. Implement health safety and environment precaution

2. Develop business plan 3. Provide quality customer service 4. Apply Computer Skills 5. Use Intermediate English at workplace 6. Gukoresha i Kinyarwanda cy’

umunyamwuga 7. Apply Basics Analysis 8. Repair starting system 9. Repair charging system 10. Repair ignition system 11. Repair lighting and signalling systems 12. Repair pre-heating system 13. Repair electrical and electronic

accessories 14. Repair electrical and electronic engine

management systems 15. 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.

Title: TVET Certificate IV in Auto Electrical and Electronic Systems

Level: REQF Level 4

Credits: 120

Sector: Transport ans logistics

Sub-sector: Automobile technology

Issue date: December, 2017

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2.3 Information about pathways

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 vehicleswhile ensuring that

safety, security and environmental regulations are respected.

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.

Possible jobs related to this qualification

Auto Electrical and Electronic Systems Technician

Preferred pathways for candidates entering

this qualification include:

TVET Certificate III in Motocycle

Technology,Automobile Engine

Recognition of prior learning related

to this qualification

Progression route of candidates achieving

this qualification include:

TVET Certificate V in Auto electricity

A range of other related TVET

Certificate V qualifications.

Pathways into the qualification

Pathways from the qualification

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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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Number of competencies: 15 Core competencies: 9 Complementary competencies: 6 The total number of Credits: 120

2.6 Information about competencies

No Code Complementary competencies Credit

1 CCMCS401 Apply Computer skills 3

2 CCMQS401 Provide quality customer service 3

3 CCMHE401 Implement SHE policies and procedures 3

4 CCMEN401 Use intermediate English at workplace 3

5 CCMKN401 Gukoresha I Kinyarwanda cy’umunyamwuga 3

6 CCMDB401 Develop business plan 3

Total 18

No Code Core competencies Credit

GEN

ERA

L

1 GENAM401 Apply Basics Analysis 10

SPEC

IFIC

2 AEEST401 Repair starting system 8

3 AEECR401 Repair charging system 7

4 AEEIR401 Repair ignition system 10

5 AEELR401 Repair lighting and signalling systems 12

6 AEEPR401 Repair pre-heating system 5

7 AEEEA401 Repair electrical and electronic accessories 10

8 AEEMS401 Repair electrical and electronic engine management systems 10

9 AEEIA401 Integrate the workplace 30

Total 102

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3. TRAINING PACKAGE

The training package includes the competencies chart, the flowchart, the

modules, the course structure, and the assessment guidelines.

3.1 Course structure

The course structure describes the learning outcomes for each learning unit. These learning

outcomes are the essential skills and knowledge to be acquired. The contents to be covered for

each learning outcome are prescriptive. The Learning Activities contain a series of suggestions,

usually with several options, that will guide the learner and the trainer.

3.2Competencies chart

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

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

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

of the logical sequence of the learning of these competencies.

The competencies chart shows the relationship between general competencies and specific

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

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

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

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

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

account in the description of the specific competency.

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

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

competencies in the order they should be acquired.

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

the following pages.

Section

3

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

AUTOMOTIVE ELECTRONIC AND ELECTRONIC TECHNICIAN

PROCESS GENERAL AND

COMPLEMENTARY COMPETENCIES

SPECIFIC COMPETENCIES Du

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Duration (280Hrs) 30

30

30

30

30

30

10

0

1. Repair starting system

80 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○

2. Repair charging system

70 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○

3. Repair ignition system

100 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○

4. Repair lighting and signalling systems

120 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○

5. Repair pre-heating system

50 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○

6.

Repair electrical and electronic accessories

100 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○

7.

Repair electrical and electronic engine management systems

100 ▲ ▲ ▲ ▲ ▲ ▲ ○ ○ ○ ○ ○ ○ ○

8. Integrate workplace 300 ▲ ▲ ▲ ▲ ▲ ▲ ● ● ● ● ● ● ●

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.

Figure 2: Flowchart

Computer skills 3 Quality Customer Service 3

Implementing S.H.E. Policies And Procedures 3 Intermediate Workplace English 3

Ikinyarwanda Cy’umunyamwuga 3

Basic Analysis 10

Electrical And Electronic Engine Management Systems Repairing

10 Starting System Repairing 8

Ignition System Repairing 10

Charging System Repairing 7

Pre-Heating System Reparation 5 Lighting And Signaling Systems 12

Electrical And Electronic Accessories 10

Industrial Attachment Program (IAP) 30

Business Plan Development 3

4. ASSESSMENT GUIDELINES

4.1 Assessment Methodology

To assess knowledge, practical, and application skills through a jury system of continuous

evaluation that encourages learners to display understanding of the principles in application to

set practical tasks and their attendant theory to assess self-learning.

4.2 Portfolio

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

binder or even a digital collection) containing the learner’s work as well as the learner’s

evaluation of the strengths and weaknesses of the work. Portfolios reflect not only work

produced (such as papers and assignments, direct demonstration, indirect demonstration,

products, documents), but also it is a record of the activities undertaken over time as part of

learner learning. The portfolio is meant to show learner growth, development, and

achievements in the education system. It also shows that you have met specific learning goals

and requirements. A portfolio is not a project; it is an ongoing process for the formative

assessment. The portfolio output (formative assessment) will be considered only as enough for

complementary and general modules. Besides, it will serve as a verification tool for each

candidate that he/she attended the whole training before he/she undergoes the summative

assessment for specific modules.

There are two types of assessment (Formative Assessment and Summative/Integrated

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

Formative Assessment

This is applied on all types of modules (e.g. Complementary, General and Specific modules)

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

items or “yes” in indicators (e.g. questions, indicators in the checklist)

Each trainee should be competent on all formative assessments to be declared competent

on that module

All formative assessment should be declared competent before taking the

summative/integrated assessment

Section

4

Summative/Integrated Assessment

All Summative/Integrated assessment should match with the content of the module in the

curriculum.

Summative/Integrated Assessment is always in practical, giving it as a theoretical type of

assessment is not acceptable.

The integrated situation provided in the curriculum is a sample of the assessment to be

carried out, the Trainer/Teacher has the role of developing another one referring to the

task to be carried out in the integrated situation in accordance to the circumstances inside

school, but the integrated situation should stick on the components of a task.

During Summative/Integrated assessment, assessor panel members should be three (3).

This Summative/Integrated assessment can be seen in specific modules and the Trainee

can be declared competent by the following rules:

For YES or NO scoring of indicators in Summative/Integrated Checklist

The trainee can be declared competent based on the assessment CRITERIA and its respective

assessment indicators

Assessment Criteria Passing Line in the

assessment indicators

Quality of Process 90%

Quality of Product 100%

Relevance 90%

Rest of Criteria/ any other criteria

(example: Safety)

100%

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.

C C M C S 4 0 1 - COMPUTER SKILLS

CCMCS401 Apply Computer Skills

REQF Level: 4 Learning hours

Credits: 3 30

Sector: All

Sub-sector: All

Issue date: July, 2019

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 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.Describe the operating system

1.1 Proper description of operating system components

1.2 Proper description of characteristics of an Operating System

1.3 Proper description of operating system types

1.4 Proper description of operating system functions

1.5 proper description of operating system file system

2.Customize the computer

features

2.1 Proper identification of customer requirements for an

operating system

2.2 Proper Identification of Minimum Hardware Requirements

for operating system to be used

2.3 Proper customization of operating system

3. Protect computer system

3.1 Proper installation of software utilities according to the

manufacturer specifications

3.2 Regular scanning of computer and elimination of virus as

per safety standards

3.3 Accurate backup of computer data based on OS installation

3.4 Appropriate restoration of computer data based on OS

installed

Learning unit

LU 1:Describe the operating system

1

Learning Outcomes:

1. Describe components of operating system 2. Describe the characteristics of operating system 3. Describe the types of operating system 4. Describe the functions of operating system 5. Describe the operating system file system 15 Hours

Learning Outcome 1.1:Describe components of operating system

User interface Graphical user interface

(GUI). Shell(CLI)

Kernel micro kernel monolithic kernel

File management system Disk-based Network-based Virtual

o Brainstorming on components of operating system

o Demonstration on components of operating system

o Group discussions on components of operating system

- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet

Formative Assessment 1.1

Assessor may collectamong the following evidences and make judgements on whether the

performance criterion has been achieved.

Performance criterion

Proper description of components of operating system

Resources Learning activities Content

Types of evidence Portfolio assessment tools

Written evidence

Oral evidence

Performance

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

Checklist Score

Yes No

Indicator: User interface is described

Graphical user interface (GUI).

Shell(CLI)

Indicator: Kernel is described

Micro kernel

Monolithic kernel

Indicator : File management system is described

Disk-based

Network-based

Virtual

Observation

Learning Outcome 1.2: Describe the characteristics of operating system

Multi-user

Multitasking

Multiprocessing

Multithreading

o Brainstorming on

characteristics of operating system

o Group discussions on

characteristics of operating system

- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet -






Written evidence

Oral evidence

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

Checklist Score

Yes No

Indicator: Multi-user computer is described

Indicator:Multitasking computer is described

Indicator:Multiprocessing computer is described

Indicator:Multithreading computer is described

Observation

Learning Outcome 1.3: Describe the types of operating system

Single-user, single task

Android Blackberry iOS(iPhone OS) Windows 8 phone

Multi-user, multi-task Unix Lunix

o Demonstration on types of operating system

o Group discussions on types of operating system

- Computer - Projector - software - Text books - Lecture notes - Papers - Internet



Proper description of characteristics of an operating system

Real Time Operating Systems

Industrial machine Laboratories

machine

Single-user, Multi-tasking Windows xp Windows vista Windows 7 Windows 8 Windows 10 Mac OS





Written evidence

Oral evidence


Checklist Score

Yes No

Indicator: Single-user, single task operating system are described

Android

Blackberry

iOS(iPhone OS)

Windows 8 phone

Indicator: Multi-user, multi-task operating system are described

Unix

Lunix

Indictor: Real Time Operating Systems operating system are described

Industrial machine


Proper description of operating system types

Laboratories machine

Indicator: Single-user, Multi-tasking operating system are described

Windows xp

Windows vista

Windows 7

Windows 8

Windows 10

Observation

Learning Outcome 1.4: Describe the functions of operating system

Basic functions of operating system Intermediator Process Management File Management Memory Management Security Job Scheduling

o Group discussions on functions of operating system

o Brainstorming on functions of operating system

- Computer - Projector - software - Text books - Internet





Written evidence

Oral evidence

Multiple choice True or false question Matching Sentence completion

Ticking

Expose (presentation)


Proper description of operating system functions


Checklist Score

Yes No

Indicator: Basic functions of operating system are described

Intermediator

Process Management

File Management

Memory Management

Security

Job Scheduling

Observation

Learning Outcome 1.5: Describe the operating system file system

File system role

File system types File Allocation

Table(FAT12,FAT16,FAT32,exFAT)

New Technology File System (NTFS).

Apple file system (APFS) Hierarchical file system(HFS

and HFS Plus) Veritas File System(VFS)

o Demonstration on number and mathematical calculations

o Group discussions on addition, multiplication and division operations.

o Practical exercises on number and mathematical calculations

o Practical exercises on mathematical function(average, minimum, maximum and count numbers

- Computer - Projector - software - Whiteboard - Marker - Duster - Text books - Lecture notes - Papers - Internet





Proper description of operating system files system



Written evidence

Oral evidence


Checklist Score

Yes No

Indicator: File system types are described

File Allocation Table(FAT12,FAT16,FAT32,exFAT)

New Technology File System (NTFS).

Apple file system (APFS)

Hierarchical file system(HFS and HFS Plus)

Veritas File System(VFS)

Observation

Learning unit

LU 2:Customize computer features

2

Learning Outcomes:

1. Identify the customer requirement for an operating system 2. Identify the minimum hardware requirements for operating system

for operating system to be sued 3. Customize the operating system

10 Hours

Learning Outcome 2.1:Identify the customer requirement for an operating system

Requirements to be

considered

Budget constraints Compatibility with

current hardware Compatibility with

new hardware How the computers

will be used Compatibility with

existing applications Types of new

applications to be used

o Brainstorming on operating system customer requirements

o Group discussions on operating system customer requirements

o Demonstration on operating system customer requirements

- Computer - Projector - software - Text books





Proper identification of customer requirements for an operating system



Written evidence

Oral evidence

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation

Checklist Score

Yes No

Indicator: Customer requirement for an operating system are identified

Budget constraints

Compatibility with current hardware

Compatibility with new hardware

How the computers will be used

Compatibility with existing applications

Types of new applications to be used

Observation

Learning Outcome 2.2: Identify minimum hardware requirements for operating system to be used

Possible hardware upgrades RAM capacity Hard drive size CPU Video card memory and

speed Motherboard

o Group discussions on

minimum hardware requirements







Written evidence

Oral evidence


Checklist Score

Yes No

Indicator:Possible hardware upgrades are identified

RAM capacity

Hard drive size

CPU

Video card memory and speed

Motherboard

Observation

Learning Outcome 2.3:Customize the operating system

User account creation

computer and windows explorer

Manage user account

Manager disk drives

Manage windows services

Schedule tasks with Task Scheduler

Check system events with

o Brainstorming on operating system customization

o Demonstration on operating system customization

o Practical exercises on operating system customization




Proper identification of minimum hardware requirements for operating system to be used

Event Viewer

Verify your network shares with Shared Folders

Control panel utilities


Assessor may collect among the following evidences and make judgements on whether the



Written evidence

Oral evidence


Checklist Score

Yes No

Indicator: operating system is customized

User account creation

Computer and windows explorer

Manage user account

Manager disk drives

Manage windows services

Schedule tasks with Task Scheduler

Check system events with Event Viewer

Observation


Proper customization of the operating system

Learning unit

LU 3:Protect computer system

3

Learning Outcomes:

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

5 Hours

Learning Outcome 3.1:Install software utilities

Description of software

tools utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media

Installation of software tools\utilities Anti-virus Anti-malware Anti-spyware Adware Backup software Backup media

o Brainstorming on security software

o Group discussion on computer security

o Practical exercise on antivirus installation

- Computer Lab - Projector - Computer with OS

installed - White Board - Markers - Computer Lab with

internet access - Projector - Computer with OS

installed - Antivirus






Written or Oral


Checklist Score

Yes No

Indicator: Software tools utilities are installed

Anti-virus

Anti-malware

Anti-spyware

Adware

Backup software

Backup media

Observation

Learning Outcome 3.2: Scan and Eliminate virus

Description of scan types Full system scan On demand scan On access scan

Description of san mode Manual Automatic

o Presentation on computer virus scan types

o Brainstorming on computer virus scan

o Practical exercises on computer virus scan

- Computer Lab with internet access

- Projector - Computer with OS

installed - Antivirus - White Board



Proper installation of software utilities according to the manufacturer

specifications

Scheduled

Virus elimination Elimination by neutralization Elimination by deleting Elimination by quarantine

- Markers





Written


Checklist Score

Yes No

Indicator: Scan type are described

Full system scan

On demand scan

On access scan

Indicator: Scan mode is described

Manual

Automatic

Scheduled

Indicator: Virus are eliminated

Neutralization

Deleting

Quarantine

Observation


Regular computer scan and elimination of virus as per safety standards

Learning Outcome 3.3: Backup of computer data based on OS

Selection of backup types Normal/Full backup Copy backup Differential backup Incremental backup Daily backups

Selection of common backup devices Tape drive Digital audio

tape(DAT) drives Auto-loader tape

systems Magnetic optical

drives Removable disks Disk drives

o Brainstorming on backup types o Practical exercises on backup


- Projector - Computer with OS

installed - Antivirus - White Board - Markers





Written evidence

Oral

Performance

Matching Sentence completion Ticking Expose (presentation ) Task on backing up data


Accurate backup of computer data based on OS installation


Checklist Score

Yes No

Indicator: Backup types are described

Normal/Full backup

Copy backup

Differential backup

Incremental backup

Daily backups

Indicator: Common backup devices are selected

Tape drive

Digital audio tape(DAT) drives

Auto-loader tape systems

Magnetic optical drives

Removable disks

Disk drives

Observation

Learning Outcome 3.4: Restore computer data based on OS installed

Selection restore devices HHD/SSD USB/ Flash Driver Tapes drives Magnetic optical

drives CDs DVDs Disc drives

o Brainstorming on backup types o Practical exercises on data

restore


- Hard disk drive - Flash drive - Tape drive - CDs, DVDs - Projector - Computer with OS

installed - Antivirus



Appropriate restoring of computer data based on OS installed





Written evidence

Oral

Performance

Matching Expose (presentation ) Task on restoring data

Checklist Score

Yes No

Indicator: Restoring devices are selections

HHD/SSD

USB/ Flash Driver

Tapes drives

Magnetic optical drives

CDs

DVDs

Disc drives

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.Sau/course/BCEI

https://www.ctdlc.org/remediation/copypaste.html

Competence

C C M Q S 0 0 1 - QUALITY CUSTOMER SERVICE

CCMQS401 Provide quality customer service


Credits: 3 30

Sector: All

Sub-sector: All


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.


Not applicable

Elements of competency and perfomance criteria






1. Develop and maintain product, service and market knowledge.

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

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 service experience to customers.

1.1. Determination and clarification of customer preferences, needs and expectations.

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

1.3. 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.

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

1.5. Proactive promotion of products and services at appropriate opportunities according to current organization goals and promotional focus and appropriate employment of selling

3. Deal with complaints

and difficult customer

3.1 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.

service situations. 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

clients and customers

3.1 Proper determination and record of customer information where appropriate to provide personalized service.

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

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

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

Products and services knowledge and its importance

Opportunities to develop and maintain knowledge of products and services Membership of

industry associations and networks

Conventional and creative sources of information

o Large group discussion o Role plays o Small group activity o Brainstorming o Question and answer

- Role play scenario - Reference books - Online materials - Scholarly materials

Learning unit

LU 1:Develop and maintain product, service and market knowledge.

1

Learning Outcomes:

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.

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.

5 Hours


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

Formal and informal research techniques:

Discussions with colleagues

Reading organization information

Research of product and service information brochures

General media Attendance at conferences,

trade shows and industry events

Distributing surveys and questionnaires







Written evidence

Multiple choice True or false question Matching Sentence completion Ticking Essay (short responses / extended responses)


Proper identification of opportunities and use of formal and informal

research to develop and maintain knowledge of products and services.


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.

Products, services and promotional initiatives Tours and transport Conferences and

conventions 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.)

Ways to determine customer preferences, needs and expectations: Active listening 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 satisfycustomer 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.








Written

Performance

Oral

Multiple choice True or false question 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

Reasons to share knowledge

Methods and techniques of sharing knowledge at workplace

o Group discussion

o Role play

o Presentation




Appropriate use of customer feedback and workplace observation to evaluate products, services and promotional initiatives and identify

changes in customer preferences, needs and expectations.





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.

Product and Service adjustment procedure

Importance of Product and Service adjustment on customer satisfaction

o Individual reflection o Brainstorming o Large group discussion o Role play





Effective sharing of market, product and service knowledge obtained with

colleagues to enhance the effectiveness of the team.




Written evidence

Oral

Performance

Multiple choice True or false question 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


Suggestion of ideas to appropriate person for product and service

adjustments to meet customer needs for future planning according to

organization policy.

Learning unit

LU 2:Provide a quality service experience to customers.

2

Learning Outcomes:

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 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

10 Hours

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

Customer needs and preferences

The importance of researching your customers needs and preferences

o Experience sharing o Brainstorming o Trainer guide o Individual reflection o Large group discussion o Role play




Proper determination and clarification of customer preferences, needs

and expectations.





Written evidence

Oral evidence

Multiple choice 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.

Needs and expectations of customers on products and services General features Special features Benefits Disadvantages Price Special offers Availability How to purchase or

order

o Experience sharing o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Role play







Written evidence

Oral evidence

Performance evidence


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.

Steps to anticipate customer needs and preferences

Timely customer service

Importance of timely customer service

o Role play o Simulation o Brainstorming

- Role play scenario - Reference books - Online materials - Scholarly materials - Video record




Proper offering of accurate information about appropriate products and

services to customers to meet their needs and expectations.




Written evidence

Oral evidence



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.

Importance of offering extras and add-ons

Ways to improve customer service

Promoting products andservices Displays

o Brainstorming o Presentation by trainer o Individual reflection o Large group discussion o Question and answer o Debate

- Reference books - Online materials - Scholarly materials



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.

Promotions special offers and

deals menus and specials word of mouth up-selling.

Selling techniques: Serving Helping Advising building rapport with

customers arousing interest.





Written evidence

Oral evidence


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


Offering possible extras and add-ons appropriately and provision of

personalized and additional services and products where appropriate.

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.

Importance of offering extras and add-ons

Ways to improve customer service

Promoting products and 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.

o Large group discussion o Question and answer o Debate o Observation o Role play

- Reference books - Online materials - Scholarly materials - Role play scenario



performance criterion has been achieved


Written evidence

Oral evidence




Proactive promotion of products and services at appropriate opportunities

according to current organization goals and promotional focus and

appropriate employment of selling


Checklist Score

Yes No

Identification of methods to promote products and services Application of selling techniques

Observation

Learning unit

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

3

Learning Outcomes:

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 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.

9 Hours

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.

Questioning techniques

When and when not to use questioning techniques

Complaints or difficult customer service situations

o Small group discussion o Individual work o Role play o Simulation




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.





Written evidence

Oral evidence



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.

Communication techniques Listening and active

listening Asking questions to

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

o Group work o Presentation o Brainstorming o Role play



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.






Role play

Checklist Score

Yes No

Application of communication techniques while handling customer complaints

Observation


Effective use of communication techniques to assist in the management of

the complaint and handle the situation sensitively, courteously and discreetly

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..

Organisation constraints

Emotional and logical aspects of complaints.

Methods to manage and reduce stress when resolving complaints

Proactive complaint handling

- Small group discussion - Individual work - Role play






Written evidence

Oral evidence



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


Proper determination of possible options to resolve the complaint and

prompt analysis and decision on the best solution, taking into account any

organization constraints.


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

Methods of transforming complaints into additional service opportunities

High quality customer service

o Individual work o Debate o Discussion o Role play

- Reference books - Online materials - Scholarly materials - Role play scenario





Written evidence

Oral evidence



Checklist Score

Yes No

Use of techniques of transforming complaints into opportunities

Observation


Where appropriate, proper use of techniques to turn complaints into

opportunities to demonstrate high quality customer service.


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

The importance of feedback on customer complaints

Effective feedback giving

o Group work o Presentation o Brainstorming o Role play






Written evidence

Oral evidence



Checklist Score

Yes No

Identification of the importance of feedback on customer complaints Effective feedback giving

Observation


Effective provision of feedback on complaints to appropriate personnel in

order to avoid future occurrence.


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

Complaint analysis May include:

Tools of analyzing customer complaints

Customer complaint checklist

Customer satisfaction

o Individual work o Debate o Discussion o Pair work






Written evidence

Oral evidence

Product evidence


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


Reflection and evaluation of complaint and solution to enhance response

to future complaints or difficult service situations.


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

Customer information

Collecting customer information

Storing information

Maintaining customer information

o Brainstorming o Large group discussion o Individual reflection o Pair work





Learning unit

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

4

Learning Outcomes:

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 customers based on client information. 6 Hours


Proper determination and record of customer information where

appropriate to provide personalized service.



Written evidence

Oral evidence



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.

Importance of promotional activities

Types of promotional activities

Steps to successfully implement organisation promotional initiatives

o Brainstorming o Large group discussion o Individual reflection o Pair work o Small group activity




Perfect development and maintaining of knowledge of organization

promotional initiatives and implementation where appropriate.





Written evidence

Oral evidence


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.

Using stored customer information

The impact of enhanced products and services

Systems and methods of providing enhanced products and services

o Large group discussion o Individual reflection o Pair work o Small group activity o Presentation by trainer o Experience sharing

- - Reference books - Online materials - Scholarly materials






Written evidence

Oral evidence


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/


Proactive provision of enhanced products and services to clients and

customers based on client information.

http://www.fastcompany.com/1570793/seven-keys-building-customer-loyalty-and-company-profits

http://www.fastcompany.com/1570793/seven-keys-building-customer-loyalty-and-company-profits

https://en.wikipedia.org/wiki/International_Standard_Book_Number

https://en.wikipedia.org/wiki/Special:BookSources/0-9753719-0-8

https://www.dalecarnegie.com/events/transforming_customer_complaints_into_opportunities/

https://www.customersure.com/blog/customer-complaints-online/

Competence

C C M H E 4 0 1 - IMPLEMENTING S.H.E. POLICIES AND PROCEDURES

CCMHE401 Implement S.H.E. policies and procedures


Credits: 3 30

Sector: All

Sub-sector: All


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.


Maintaining SHE at workplace







1. Identify hazardous areas to be

improved

1.1 Proper physical inspection of the working area

1.2 Proper selection of the tools and materials

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 working place

4.1 Proper implementation of environmental procedures

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

Learning unit

LU 1:Identify hazardous areas to be improved.

1

Learning Outcomes:

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

Types of tools,materials and equipment used to identify hazards: Dust sampler Noise meter Hammer Brushes Crowbar Ladder Rock drill Tape measure Infrared thermometer

Types of tools,materials and equipment used to control hazards: Hammer Brushes Crowbar Ladder Timber Nails Cement Wire mesh Marking paints Tape measure

o Presentation on types of

equipment

o Group discussion

o Practical exercises on types of

equipment

o Setting visual aids

o Preparing video and audio

materials with types of

equipment

- Reference Books - internet - TV screen - Module manuals - Visual aid - Steel bar - Dust sampler - Mining anemometer - Noise meter - Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Cement - Wire mesh - Marking paints - Tape measure - Infrared

thermometer - Strings and ropes - PPEs


Level meter Pick Shovel Saw PPEs: - nose masks, - hearing Protection, - goggles, - helmets , - overalls, - protective footwear, - gloves

Formative Assessment1.1




Written evidence

Oral evidence


Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Selecting tools and materials for hazardous area

identification

Checklist Score

Yes No

Indicator: Tools, materials and equipment used to identify hazards are selected accordingly

Dust sampler

Noise meter

Hammer

Brushes

Crowbar

Ladder

Rock drill

Tape measure


Proper selection of the tools and materials

Infrared thermometer

Etc

Indicator: Tools, materials and equipment used to control hazards are selected accordingly

Hammer

Brushes

Crowbar

Ladder

Timber

Nails

Cement

Wire mesh

Marking paints

Tape measure

Level meter

Pick

Shovel

Saw

PPEs

Etc

Observation

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

Tools and equipment for

inspection: Adequate supply of tools

and equipment for inspection

Appropriate PPE for inspection according to each job specification.

Work place examination for unsafe area

Environment condition Water Cracks Air Dust

o Presentation on checklists and work place examinations

o Observation of the working place

o Group discussion about qualities of a good working place

o Practical exercises of inspecting o On checklists and work place

examinations o Preparation of visual Aid

materials o Preparation of Video and audio

aids

- Reference books - Visual aids - Computer - internet - Module manuals - Steel bar - Dust sampler - Hammer - TV Screen






Written

Performance

Oral

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

Checklist Score

Yes No

Indicator: Tools and equipment for inspection are identified and supplied accordingly

Tools and equipment for inspection are identified according to each job specification

PPEs for inspection are supplied according to each job specification

Indicator:Environment conditions are examined accordingly

Water

Cracks

Air

Dust

Observation

Learning Outcome 1.3: Mark and report on the hazardousareas

Introduction to tools and

equipment for marking hazardous area: Hammer Brushes

o Presentation on tools and equipment and reporting

o Group discussion on tools and equipment and reporting

o Practical exercises on marking

- Reference books - Visual aids - Computer - internet - Module manuals



Proper physical inspection of the working area

Crowbar Ladder Timber Nails Barricade tap

(Warning sign) Cones

Use of tools and

equipment for marking

hazardous area

Reporting: Through the

administrative hierarchy

Emergency reporting

and temporary supporting o Preparation of visual Aid

materials o Preparation of video and audio

materials

- Hammer - Brushes - Crowbar - Ladder - Timber - Nails - Barricade tap





Written

Performance

Oral

Multiple choice

True or false question

Matching

Ticking Sentence completion Expose (presentation) Task: marking hazardous areas and reporting

Checklist Score

Yes No

Indicator :Tools and equipment for marking hazardous area are introduced and used accordingly

Hammer

Brushes

Crowbar

Ladder

Timber

Nails


Proper marking of hazardous area and proper reporting on the area of

weakness according to company procedure

Barricade tap (Warning sign)

Cones

Indicator :Hazardous areas are reported according to the situation

Through the administrative hierarchy

Through Emergency reporting

Observation

Learning unit

LU 2 :Apply SHE practices.

2

Learning Outcomes:

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 requirements

4. Perform tasks in a safe manner and in line with SHE best practices

10 Hours

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

Occupationaland organizational requirements: Organizational policies

and procedures about

Manual handling - shifting, - lifting and - carrying Machine guarding Organizational and site

guidelines Own role and

responsibility Quality assurance

and continuous improvement processes and standards

Emergency and evacuation procedures

Ethical values Recording and reporting Equipment use,

maintenance and storage

Healthy and Safety

o Research on OHS,

environmental, legislative and

Organizational requirements.

o Brainstorming on OHS,

environmental, legislative

requirements and

Organizational requirements.

o Group discussion on OHS,

environmental, Legislative and

organizational requirements

- PPEs - Reference books - Work sheet - Markers - Flip charts


requirement:

Personal protective equipment and clothing

First Aid and Firefighting equipment

Hazard and risk control equipment

Psychological conditions control mechanisms

Environment requirement: Safe forest practices Waste management:

Disposal, Recycling and Re-use guidelines





Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: identification of applicable Occupational Health, Safety

and Environmental (OHSE) requirements

Checklist Score

Yes No


Proper identification and application of Occupational Health, Safety and

Environmental (OHSE) requirements

Indicator :Occupational requirements are properly identified and followed

Indicator :Organizational policies and procedures about

Manual handling

Machine guarding

Organizational and site guidelines

Own role and responsibility

Quality assurance and continuous improvement processes and standards

Emergency and evacuation procedures

Ethical values

Indicator :Health and safety requirements are properly identified and followed

Personal protective equipment and clothing

First Aid and Firefighting equipment

Hazard and risk control equipment

Psychological conditions control mechanisms

Indicator :Environment requirement are properly identified and followed

Safe forest practices

Waste management guidelines

Disposal,

Recycling and

Re-use guidelines

Observation

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

Appropriate SHE standards, regulations to be followed, and tools and materials to be used:

Use of PPEs Use of inspection

checklist

o Observation about the need of appropriate SHE standards, regulations to be followed, and tools and materials to be used

o Group discussion on role of appropriate SHE standards, regulations to be followed, and tools and materials to be used

o Practical exercises on following appropriate SHE standards, regulations, and using

- PPEs - Reference books - Work sheet - Markers - Flip charts


appropriate tools and materials





Written evidence

Oral evidence

Performance

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

Checklist Score

Yes No

Indicator : Workers are instructed to follow safety best practices, to enforce health and safety regulations

Use of PPEs Use of inspection checklist

Observation


Appropriate instruction to workers to follow safety best practices and to

enforce health and safety regulations.

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

Applyingbasics of effective communinication:

Types of effective communication with others in line with SHE requirements:

Verbal and Non-Verbal Communication

Formal and Informal Communication

Downward and Upward Communication

Categories of effective communication with others in line with SHE requirements:

Effective oral communication

Effective written communication

Techniques of Effective Oral communication in line with SHE requirements: Active listening Constructive feedback Positive, confident and

cooperative language Appropriate language

and concepts to individually social and cultural differences

Appropriate questioning to clarify and confirm understanding

Effective control of tone of voice and body language

o Group discussion about

communication with others in

line with SHE requirements.

o Role play about effective communication

o Practical exercises of

communication with others in line with SHE requirements

- Public Board notices

- Communication

devices/phones

- Safety signage


etc

Types of questions to be asked during a communication process Close-ended

questions Open-ended

questions

Etc





Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Communicate with others in line with SHE

requirements

Checklist Score

Yes No

Indicator : Communication with others in line with SHE requirements is established and maintained through applying basics of workplace communication

Indicator :Types of workplace effective communication

Verbal and Non-Verbal Communication

Formal and Informal Communication

Downward and Upward Communication

Indicator :Categories of effective communication

Effective oral communication

Effective written communication

Indicator :Techniques of effective oral communication


Proper establishment and maintenance of communication with others in line

with SHE requirements.

Active listening

Constructive feedback

Positive, confident and cooperative language

Appropriate language and concepts to individually social and cultural differences

Appropriate questioning to clarify and confirm understanding

Effective control of tone of voice and body language

Etc

Indicator :Types of questioning in oral communication

Close-ended questions

Open-ended questions

Etc

Observation

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

Environmental policy content :

Compliance, improvement (where

required to reflect) and

prevention Continuous cycle of

planning, implementing, monitoring, reviewing and improving practices

and systems

o Group discussion on content of the environment policy

o Practical exercises on applying environment policy

- Registration documents

- Regulations

- Safety standards



performance criterion has been achieved


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

practices



Written evidence

Oral evidence

Performance

Multiple choice True or false question 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

Indicator : Tasks are performed in a safe manner and in line with SHE best practices

Indicator :Environmental policy content:

Compliance Improvement (where required to reflect) Prevention

Continuous cycle of

planning, implementing, monitoring, reviewing and improving practices and systems

Observation

Learning unit

LU 3:Assess and control risks.

3

Learning Outcomes:

1. Analyze 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 effective options.

10 Hours

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

Applying Continuous Process Improvement

(CPI) concepts and tools: CPI “Musts” and

Principles:

Stop fixing and start improving

The best practices are the ones you already have

Changing behavior is more important than changing processes

If you aren’t failing, you

o Small group discussion about Continuous Process Improvement(CPI) concepts and tools

o Individual work about CPI Methods

o Role play about application of CPI musts and principles

o Simulation about roles and responsibilities of CPI



https://daniellock.com/4-principles-of-continuous-improvement/#one

https://daniellock.com/4-principles-of-continuous-improvement/#one

https://daniellock.com/4-principles-of-continuous-improvement/#two

https://daniellock.com/4-principles-of-continuous-improvement/#two

https://daniellock.com/4-principles-of-continuous-improvement/#three



https://daniellock.com/4-principles-of-continuous-improvement/#four

aren’t trying

CPI Methods: Lean Six Sigma Theory of Constraints Business Process

Reengineering





Written evidence

Oral evidence

Performance

Multiple choice True or false question 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

Indicator: Work practices and processes are properly analyzed to identify areas for improvement in relation to SHE issues and hazards

Analysis of Work practices and processes according CPI musts and principles

Analysis of Work practices and processes according CPI Methods

Observation


Properanalysis of work practices and processes to identify areas for

improvement in relation to SHE issues and hazards

https://daniellock.com/4-principles-of-continuous-improvement/#four

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

Steps of Risk assessment tool Identify and Describe Risk Identify Triggers Estimate risk impact Estimate risk Likelihood Risk Matrix – Risk

Exposure Threshold Develop Risk Mitigation

Option

Principles for Effective Verbal Intervention

Remain calm. Isolate the individual. Watch your body

language. Keep it simple. Use reflective

questioning. Use silence. Watch your preverbal.

Elements of good quality risk

statement Event or condition, Consequences on program

objectives, and Cause

o Group work on observing possible risks

o Presentation about risks assessment findings

o Brainstorming on risks awareness

o Role play about effective verbal intervention







Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Detecting and assessing risks, and detailed report and

investigating all

Checklist Score

Yes No

Indicator: Risks are properly detected, assessed and reported through

Steps of Risk assessment tool Principles for Effective Verbal Intervention Elements of good quality risk statement

Observation

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

Methods of Hazard control: prevention, handle, isolation,

o Group discussion about control of hazards

o Practical exercises on Practical Problem Solving

- Procedural manuals

- Environmental policy



Proper detection and assessment of risk, and detailed report and

investigation of all incidents/ accidents.

remove or use of PPE

Practical Problem Solving Model (PPSM):

Clarify & Validate the Problem Break Down the Problem/Identify

Performance Gaps Set Improvement Targets Determine Root Causes Develop Countermeasures See Countermeasures Through Confirm Results & Process Standardize Successful Processes

Model (PPSxM) o Brainstorming on control

of hazards

- Reference books - Checklist - Papers - Pens - Internet





Written evidence

Oral evidence

Performance

Multiple choice True or false question Matching Sentence completion Ticking Expose (presentation) Task: Control of hazard options in working area

Checklist Score

Yes No

Indicator: Hazards are properly controlled to make them less dangerous by looking at the most effective options through:

Application of methods of Hazard control

Practical Problem Solving Model (PPSM)

Observation


Proper control of hazard to make them less dangerous by looking at the most

effective options.

Learning unit

LU 4:Awareness of SHE in working place.

4

Learning Outcomes:

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

Definitions Environmentally

sustainable work practices

Environmental Sustainability Strategies Recycling Strategy Waste Reduction

Paper Reduction Photocopiers, Printers,

Faxes & Office Equipment Travel & Meetings

Energy Efficiency & Conservation Lights Computers and monitors Air Conditioning

Workers & Business Partner Awareness

o Brainstorming on Environmental goals

o Research on Environmental goals

o Group discussion Environmental Sustainability Strategies


- Organizational policies and procedures




Proper implementation of environmental procedures





Written evidence

Oral evidence

Performance

Multiple choice

True or false question

Matching

Sentence completion

Ticking

Expose (presentation)

Task: Implementing environmental procedures

Checklist Score

Yes No

Indicator: Environmental procedures are Properly implemented through:

Environmentally sustainable work practices definition

Environmental Sustainability Strategies

Observation

Learning Outcome 4.2: Provide training to workers on SHE and operational control

Design of OH&S package for training:

Program awareness Specific roles in the safety and

health program Hazard identification and

controls skills

Use of best methods in crosscutting issues training

On the job training Off the job training Apprenticeship Training Vestibule or Training Center

Training Training Via Internship

o Brainstorming on types of trainings

o Group discussion of best methods of training

o Preparation SHE package to deliver

- Fire extinguisher - First aid kit - Fire triangle - Personal protective

equipment and clothing

- Safety equipment - First aid equipment - Procedural manuals - Organisational policies

and procedures - Environmental policy






Written evidence

Oral evidence

Performance

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

requirements

Checklist Score

Yes No

Indicator: Workers are adequately trained to operate tools and equipments through:

Design of OH&S package for training Use of best methods in crosscutting issues training

Observation

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

Environmental Impacts awareness:

Soil degradation Erosion Leaching Climate change Air, soil, water

pollution Land sliding

Remedial actions: Workplace waste management

o Research on environmental impact

o Group discussion on work sustainability

o Brainstorming on measures for sustainability



- Organisational policies and procedures



Adequate training of workers to operate tools and equipments

systems Emissions control of

greenhouse gases Use of non-renewable

resources control Chemical use control Supply chain management



performance criterion has been achieve


Written evidence

Oral evidence

Performance

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

requirements

Checklist Score

Yes No

Indicator: Proactive inspection and appropriate remedial action are taken to minimize or eliminate hazards

Environmental Impacts awareness Remedial actions

Observation

References:


Proactive inspection of the working area and appropriate remedial action to

be taken to minimize or eliminate hazards.

1. International Organization for Standardization (ISO), ISO 31000:2009, Risk management—Principles and guidelines, Switzerland, 2009

2. The Green Workplace:Sustainable Strategies that Leigh BenefitEmployees, the Environmentand

the Bottom Line, Stringer2009. New York

3. Occupational Risk Control : Predicting and Preventing the Unwanted by Viner, Derek , ISBN: 9781472419712, Publication Date: 2015

4. OSHA General Industry regulations Book, 29 CFR 1910 Paperback- July1,2014 y MANCOMM Inc. (Author, Editor)

5. OH&S : a management guide by Richard Archer, Kerry Borthwick, Susanne Tepe. Publication Date: 2009

6. Safety Management a Comprehensive Approach To developing A Sustainable System, Chitram Lutchman, 2012, Taylor & Francis Group,NY

7. Environmental Sustainability in the Work Place. (2018, Feb 04). Retrieved from

https://paperap.com/paper-on-environmental-sustainability-in-the-work-place/

http://www.ecu.eblib.com/patron/FullRecord.aspx?p=2004776

https://ecu.on.worldcat.org/oclc/271786642?databaseList=638

https://paperap.com/paper-on-environmental-sustainability-in-the-work-place/

Competence

C C M E N 4 0 1 - INTERMEDIATE WORKPLACE ENGLISH

CCMEN401 Use intermediate English at the workplace


Credits: 3 30

Sector: All

Sub-sector: All


Purpose statement

This module describes the skills, knowledge and attitudes to be acquiredfor 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.


Not applicable







1. Write factual, descriptive, and

explanatory texts

1.1 Effective use of proper terminology to report facts 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

to understand predictable

messages

2.1 Accurate identification of different listening strategies

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

topics

3.1 Presentations of personal ideas and opinions during 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


4. Read medium texts on general and

trade-related topics

4.1 Accurate identification of different reading 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

Learning unit

LU 1:Write factual, descriptive, and explanatory texts.

1

Learning Outcomes:

1. Use proper terminology to report facts 2. Describe, explain and state facts using tenses accurately 3. Distinguish factual, description and explanatory paragraphs 4. Write well-structured factual, descriptive, and explanatory texts on a

range of topics 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)

10 Hours

Learning Outcome 1.1:Use proper terminology to report facts

Expressing facts Expressions used in

outlining facts The fact is that… The (main) point is

that … This proves that … What it comes down to

is that … It is obvious that … It is certain that … One can say that … It is clear that… There is no doubt that …

Comparing and reporting facts Using comparatives and

superlatives Quantifiers and modifiers

o Group discussions o Dialogues o Role plays o Short presentations o Practical writing exercises o Modelling

Projector

Computer

Flipcharts

Markers

Scenarios

Trainee manuals

Stationeries

Lesson plans

Reference books

Written speeches

Newspaper reports






Written evidence


Presentations Sentence completion Matching Writing practice Task: Using comparatives and superlatives, report key information

facts at your workplace.

Checklist Score

Yes No

Indicator : Expressions are well used in outlining facts

The fact is that…

The (main) point is that …

This proves that …

What it comes down to is that …

It is obvious that …

It is certain that …

One can say that …

It is clear that…

There is no doubt

Indicator : Comparing and reporting facts are well used

Using comparatives and superlatives

Quantifiers and modifiers

Observation

Learning Outcome 1.2: Describe, explain and state facts using tenses accurately


Use proper terminology to report facts

Using present tenses to

describe, explain and state present facts

Using past tenses to describe, explain and state past facts

o Dialogues o Storytelling o Short presentations o Practical writing exercises o Modelling o Brainstorming o Vocabulary Games

Audiovisual materials

Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures

Written speeches

Newspaper reports





Written

Performance

Writing practice Discussions Matching Task: Describe present facts about your career using appropriate

tenses

Checklist Score

Yes No

Indicator : Tenses are well used to describe , to explain and state facts

Present tenses

Past tenses

Observation

Learning Outcome 1.3: Distinguish factual, description and explanatory paragraphs



Describe, explain and state facts using tenses accurately


Factual paragraph Title Introduction Describe in detail Additional info conclusion

Descriptive paragraph Sensory details Precise language Dominant impression Careful organization

Explanatory paragraph Organization Transitions Evidences and examples Conclusion

o Group discussions o Brainstorming o Group works

-





Written

Performance

Writing practice Discussions Matching True or false questions Task: Classify the paragraphs given to you by the teacher according

to their types

Checklist Score

Yes No

Indicator: Paragraphs are well classified and distinguished

Descriptive paragraphs

Explanatory paragraphs

Factual paragraphs

Observation


Distinguish factual, description and explanatory paragraphs

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

Sentence structure Compound sentences

Coordinative conjunction

Complex sentences Main clauses Subordinate clause Subordinate

conjunctions Compound complex

sentences

Structure of narrative, argumentative, descriptive, and explanatory texts

Present and past tenses

o Group works o Pair work o Jumbled paragraphs o Gap-fill


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures





Written

Performance

Matching

Writing practice Presentation Task: Write a short essay describing your career dreams

Checklist Score

Yes No

Indictor: An eassy is well written

Text is well structured

Types of texts is identified


Write well-structured factual, descriptive, and explanatory texts on a

range of topics


Tense is well used

Observation

Learning Outcome 1.5: Production of correspondence texts (letters, emails) stating, explaining, or describing facts at the workplace

Introduction to business letters Parts of a business letter

Introduction to email correspondence Parts of an email Strategies for writing a

good email

o Pair work o Jumbled paragraphs o Gap-fill o Peer feedback o Practical exercises on email

writing o Practical exercises on

business letters


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Photos or pictures

Letter samples





Written

Performance

Writing practice Task: Compose an email outlining some of the challenges you

face at work.

Checklist Score

Yes No

Indicator: Parts of an email

Recipient's Address

Cc and Bcc


Produce correspondence texts (letters, emails) stating, explaining, or

describing facts at the workplace


Subject Line

Body

Sender’s address

Send

Indicator:Parts of letters are well placed and recognized

The heading

Addresses are well placed

The salutation

The body

The complimentary close

The signature

Observation

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

Writing small-scale reports Structure of a formal

report Layout Introduction Body Conclusion

o Report Writing practice o Peer feedback o Group work


Projector

Computer

Flipcharts

Markers

Lesson plans

Reference books

Sample reports






Produce small-scale reports on trade-related issues (field visits,

industrial attachments)


Written

Performance

Writing practice

Presentation Task: Produce a short report on your recent field visit

Checklist Score

Yes No

Indicator : Formal reports is well structured

Layout

Introduction

Body

Conclusion

Language is well used

Observation

Learning unit

LU 2:Apply a range of listening strategies to understand predictable messages.

2

Learning Outcomes:

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

7 Hours

Learning Outcome 2.1:Identify different listening strategies

Listening strategies Listening for details listening for the gist note taking Active listening and

response Listening for specific

information predicting drawing inferences summarizing recognizing cognates recognizing word-

order patterns

o Dialogues

o Role plays

o Short presentations

o Modelling and drilling

o Listening to TV shows

o Listening to radio programs


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Written speeches

Newspaper reports

Scenarios



Identify different listening strategies





Written evidence

Oral evidence

Performance

Discussions

Presentations

Multiple choice

Listening practice Task: List and explain at least three listening strategies.

Checklist Score

Yes No

Indicator :Listening strategies are explained

Listening for details

listening for the gist

note taking

Active listening and response

Listening for specific information

Summarizing

predicting

drawing inferences

recognizing cognates

recognizing word-order patterns

Observation

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

Refer to Learning Outcome 2.1

Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1



Select appropriate listening strategy depending on the listening purpose





Written evidence

Oral evidence

Performance

Discussions

Presentations

Multiple choice

Listening practice Task: Which listening strategy would you use to get the main

idea of a recording?

Checklist Score

Yes No

Indicator : Listening strategies are well selected

Listening for details

listening for the gist

note taking

Active listening and response

Listening for specific information

Summarizing

predicting

drawing inferences

recognizing cognates

recognizing word-order patterns

Observation

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

Refer to Learning Outcome 2.1

Refer to Learning Outcome 2.1 Refer to Learning Outcome 2.1






Written evidence

Oral evidence

Performance

Discussions

Multiple choice

Listening practice Task: listen to the audio and find out the main idea and answer

question of comprehension on it

Checklist Score

Yes No

Indicator : The audio is well interpreted

Main points are given

Questions of comprehension are answered

The message from the audio is clear and focus on the topic

Observation

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

Understanding non-verbal

clues

Voice clues Intonation Voice tone

Body movement facial expressions gestures

o role play o video watching o note taking o modelling o drilling

video materials

posters/banners

wallpapers

audiovisual materials

Projector

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Scenarios

Trainee manuals




Apply listening strategies while listening to audio messages




Written evidence

Oral evidence

Performance

Multiple choice Discussions

Audio-visual practice Task: Watch a video shown by the teacher and say what the

speaker’s gestures mean.

Checklist Score

Yes No

Indicator : Non -verbal clues are used to detect the message implied by the speaker

Voice clues

Body movement

Message is fully detected

Observation

.


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

Learning unit

LU 3:Discuss general and trade-related topics.

3

Learning Outcomes:

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 4. Build convincing arguments to support or refute an opinion 7 Hours

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

Expressing opinion in English Agreeing with an opinion

Full agreement with an opinion

Partial agreement with an opinion

Disagreeing with an opinion Forms of disagreement When to disagree Disagreeing politely

Using functional language in argument building Persuasion Asking questions Cause and effect Summarizing ideas to be

refuted Sequencing ideas Predicting ideas

o Dialogues o Role plays o Modelling o Group discussions o Debates o Mock speeches


Projector

Computer

Flipcharts

Markers

Lesson plans

Recordings

Reference books

Written speeches

Newspaper reports

Scenarios

Trainee manual






Oral evidence

Performance

Presentation practice

Writing practice

Discussions Task: Prepare a short presentation on a topic of interest and

share it with your class.

Checklist Score

Yes No

Indicator : Ideas and opinions are well presented during discussions

Agreeing with an opinion

Disagreeing with an opinion

Indicator : Functional language in argument building are well used

Persuasion

Asking questions

Cause and effect

Summarizing ideas to be refuted

Sequencing ideas

Predicting ideas

Observation

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

Refer to Learning Outcome 3.1 Refer to Learning Outcome 3.1 Refer to Learning Outcome 3.1




Present personal ideas and opinions during discussions on selected topics of

interest




Oral evidence

Performance

Discussions Presentations Task: Following instructions given by your teacher, use

functional language in supporting or refuting ideas in a group discussion

Checklist Score

Yes No

Indicator : Functional language in supporting or refuting ideas in a group discussion are well used

Persuasion

Asking questions

Cause and effect

Summarizing ideas to be refuted

Sequencing ideas

Predicting ideas

Observation

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

Dealing with argumentation fallacies Types of Fallacies

Formal Fallacies

Propositional fallacies

Quantification fallacies

Formal syllogistic fallacies

o Dialogues

o Role plays

o Modelling and drilling

video materials

posters/banners

wallpapers


Projector

Computer

Flipcharts



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

discussion

https://en.wikipedia.org/wiki/List_of_fallacies#Propositional_fallacies

https://en.wikipedia.org/wiki/List_of_fallacies#Quantification_fallacies

https://en.wikipedia.org/wiki/List_of_fallacies#Formal_syllogistic_fallacies

https://en.wikipedia.org/wiki/List_of_fallacies#Formal_syllogistic_fallacies

Informal Fallacies

Faulty generalizations

Red herring fallacies Conditional fallacies

Responding to fallacies

Markers

Lesson plans

Recordings

Reference books





Written evidence

Oral evidence

Performance

Multiple choice Discussions 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

Indicator: Argumentation fallacies are well identified and respond to them during listening

Formal Fallacies

Informal Fallacies

Observation


Detect and avoid argumentation fallacies in debates and discussions

https://en.wikipedia.org/wiki/List_of_fallacies#Faulty_generalizations

https://en.wikipedia.org/wiki/List_of_fallacies#Red_herring_fallacies

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

Building a convincing argument Definition of an argument Elements of an argument

Claims Counterclaims Reasons Evidence

Types of arguments Deductive Argument Inductive Argument Abductive

o Debates

o Group discussions

o Brainstorming

o Presentations

o Mock speeches

video materials

posters/banners

wallpapers


Projector

Flipcharts

Lesson plans

Recordings

Reference books

Speech samples





Written evidence

Oral evidence

Performance

Discussions Writing practice 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

Indicator : Elements of an arguments are indicated

Claims

Counterclaims

Reasons

Evidence

Indicator : Types of arguments are considered

Deductive Argument

Inductive Argument


Build convincing arguments to support or refute an opinion


Abductive

Observation

.

Learning unit

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

4

Learning Outcomes:

1. Identify different reading techniques

2. Select a reading technique depending on the reading purpose

and material

3. Apply reading techniques while reading different texts

4. Demonstrate ability to understand the inferences made in a

range of medium length texts

6 Hours

Learning Outcome 4.1:Identify different reading techniques

Reading techniques

Skimming

Scanning

Deep reading

Critical reading

o Practical exercises

o Debating texts read

o Presentations on texts

read

o Group discussions

Projector

Computer

Flipcharts

Markers

Lesson plans

Reference books

Written speeches

Newspaper reports

Reading materials





Identify different reading techniques



Written evidence

Performance

Reading practice

Multiple choice

True and false questions

Presentations Task: Differentiate reading techniques

Checklist Score

Yes No

Indicator: Reading techniques are differentiated

Skimming

Scanning

Deep reading

Critical reading

Observation

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

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





Adequate training of workers to operate tools and equipment



Written evidence

Performance

Reading practice

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

Indicator: Selection of reading strategy is understood due to its purpose

Skimming

Scanning

Deep reading

Critical reading

Observation

Learning Outcome 4.3: Apply reading techniques while reading different texts

Applying reading techniques to

texts

General texts

Trade-related texts

o Practical exercises

o Debating texts read

o Presentations on texts

read

o Group discussions

Projector

Computer

Flipcharts

Markers

Lesson plans

Reference books

Written speeches

Newspaper reports

Reading materials Reference books






Written evidence

Performance

Reading practice

Presentations Task: Read a text and apply reading strategy based on the task

given to you by the teacher.

Checklist Score

Yes No

Indicator : Reading strategies are applied according to the purpose

Look only for a specific fact or piece of information without reading everything

(scanning)

Looking only for the general or main ideas (skimming)

Read a text thoroughly to understand and remember what you’ve read (deep

reading)

Involves analysis, interpretation, and evaluation. (Critical reading)

Observation

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

Refer to Learning Outcome 4.3 Refer to Learning Outcome 4.3 Refer to Learning Outcome

4.3




Apply reading techniques while reading different texts




Written evidence

Performance

Reading practice

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

Inferences are developed

Inferences are justified

Observation

References:

1. http://www.howtolearn.com/2013/02/skimming-and-scanning-two-important-strategies-for-

speeding-up-your-reading/

2. Wheeler, Dr.L.Kip. “Critical Reading of an Essay’s Argument.” Dr. Wheeler’s Website. 12 Oct.

2004.

3. A. Garr Cranney and William E. McKellJournal of Reading Vol. 27, No. 1 (Oct., 1983),

4. Day, R.R., &Bamford, J. (1998). Extensive Reading in the Second Language Classroom.

Cambridge: Cambridge University Press.

5. Clay, M. (1993). Reading Recovery: a Guidebook for Teachers in Training. New Zealand:

Heinemann Education.

6. Charles Wilbanks. Values and Policies in Controversy: An Introduction to Argumentation and

Debate. Scottsdale, AZ: GorsuchScarisbrick, 1986.

7. Solt, Roger. “Negative Fiat: Resolving the Ambiguities of Should.” Argumentation and Advocacy

25 (Winter 1989): 121–139.

8. Miller, C. (1994). The empowered communicator: Keys to unlocking an audience. Nashville:

Broadman& Holman Publishers

9. Pease, A., & Pease, B. (2006). The definitive book of body language. New York: Bantam Books.

10. Brownell, J. (1996). Listening: Attitudes, principles, and skills. Boston: Allyn and Bacon.


Demonstrate ability to understand the inferences made in a range of medium

length texts

Competence

C C M K N 4 0 1 - IKINYARWANDA CY’UMUNYAMWUGA

CCMKN401 Gukoresha Ikinyarwanda cy’umunyamwuga

Ikiciro: 4 Amasaha ateganijwe

Credits: 3 30

Ishami: Yose

Agashami: Twose

Igihe yateguriwe: Nyakanga 2019

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

gakondo bufatiye ku

mwuga ashyikirana

n’abandi

1.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije

mu ngiro zitandukanye.

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

kiboneye agaragaza ibyiza

by’ikoranabuhanga mu

iterambere ry’umwuga no

kugaragaza intego y’izina

mbonera.

2.1. Gukoresha Ikinyarwanda kiboneye, uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko

y’ikoranabuhanga n’iterambere ry’umwuga abinyujije mu

ngiro zinyuranye.

2.2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko.

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


kiboneye uwiga agaragaza

ububi bw’ibiyobyabwenge

mu rubyiruko no

kugaragaza amategeko

y’igenamajwi mu izina

mbonera.

3.1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko y’ububi

bw’ibiyobyabwenge mu rubyiruko abinyujije mu ngiro

zitandukanye.

3.2. Gusubiza ibibazo mu mvugo iboneye ku mwandiko.

3.3. Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.

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.



uburyo bunyuranye bwo

gufata neza ibidukikije no

gukoresha indangahantu.


yumva umwandiko ku nsanganyamatsiko yerekeye

uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro

zitandukanye.

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.



akamaro k’ubutabazi

bw’ibanze no kwandika

yubahiriza imyandikire

y’Ikinyarwanda.


yumva ikinamico ku nsanganyamatsiko yerekeye akamaro

k’ubutabazi bw’ibanze mu ngiro zitandukanye.

5.2. Gusubiza neza ibibazo mu mvugo iboneye ku ikinamico.

5.3. Gusoma neza ikinamico yubahiriza uturango twayo.

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.

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

ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo

Urwenya

inyunguramagambo ingingo z’umuco

n’amateka inshoza n’uturango

by’Urwenya Ihimbamwandiko

Urwenya

o Gutega amatwi urwenya o Gusoma urwenya bucece o Gusoma urwenya mu

matsinda bashaka ibisubizo byo kumva umwandiko, ibisobanuro by’amagambo akomeye no kumurika ibyavuyemo

o Gutera urwenya baranguruye o Guhuza ibivugwa mu

nshoberane n’indangagaciro o Gusobanura ingingo z’umuco

n’amateka o Gusobanura inshoza

n’uturango by’ urwenya

- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)

- Sede (cd) - Disiketi - Ikibaho - Marikeri - Murandasi - Inkoranyamagambo

n’inkoranyamuga

LU 1: Gukoresha ubuvanganzo gakondo bufatiye ku mwuga

ashyikirana n’abandi.

1

Umusaruro w’inyigisho:

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.

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.

Amasaha 6

Imfashanyigisho Ibikorwa by’uwiga

activities

Ibyigwa

Umusaruro w’inyigisho 1.2. : Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva ubuvanganzo gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.

(Ibikurikira)

Ubuvanganzo

gakondo bufatiye ku

mwuga

Amavumvu, Amasare, ibyidogo, amahamba,.. Isesekaza

n’utwatuzo

Igitaramo gishingiye

ku buvanganzo

gakondo

Umwitozo wo gusoma

ubuvanganzo gakondo bufatiye ku

mwuga

o Gusoma ubuvanganzo gakondo o bufatiye ku mwuga bucece o Gusoma ubuvanganzo

bunyuranye gakondo bufatiye ku mwuga mu matsinda, bashaka ibisubizo byo kumva umwandiko, basobanura amagambo akomeye, 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

- Ibitabo by’ubuvanganzo gakondo (bagiramenyo)

- Sede (cd) - Disiketi - Ikibaho - Marikeri - Murandasi - Inkoranyamagambo

n’inkoranyamuga

Isuzuma Mbonezanyigisho 1.1


activities

Ibyigwa

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

Ikitabwaho 1: Ibimenyetso byo gutega amatwi no kutarogoya ufite ijambo

Ikitabwaho 2:Urwenya:

uwiga yateye urwenya aranguruye

uwiga yateye urwenya ahuza ibivugwa n’indangagaciro

uwiga yateye urwenya asobanura ingingo z’umuco n’amateka

uwiga yateye urwenya anasobanura uturango tw’urwenya

Umwanzuro

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

bufatiye ku mwuga.

Reba

Umusaruro w’inyigisho 1.1

Reba Umusaruro w’inyigisho 1.1

Reba




activities

Ibyigwa

Ubushobozi busuzumwa

Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva ubuvanganzo

gakondo bufatiye ku mwuga abinyujije mu ngiro zitandukanye.


Gihamya Isuzuma

Amajwi n’amashusho y’ibisubizo ku kumva umwandiko


Yego Oya

Ikitabwaho: Gusoma ubuvanganzo gakondo bufatiye ku mwuga

Uwiga yasomye ubuvanganzo bwitwa “amavumvu” aranguruye ijwi

Uwiga yasomye kandi asubiza ibibazo k’ubuvanganzo

bwitwa”Amasare”

Uwiga yasobanuye uturango tw’ubuvanganzo gakondo afatiye ku

buvanganzo bwitwa “Ibyidogo”

Uwiga yabashije gutarama akoresheje ubuvanganzo bwitwa

“Amahamba”

Ikitabwaho 2:igitaramo gishingiye ku buvanganzo gakondo

Umwanzuro

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

mwuga yubhiriza utwatuzo n’isesekaza.


activities

Ibyigwa


Yashubije mu mvugo iboneye ibibazo ku buvanganzo gakondo bufatiye ku

mwuga.

Reba



Reba




Gihamya Isuzuma

Amajwi n’amashusho y’isomwa ry’umwandiko


Yego Oya

Ikitabwaho :Gusoma yubahiriza Isesekaza n’utwatuzo

Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo

n’isesekaza

Uwiga yahinye umwandiko k’ubuvanganzo yubahiriza amategeko

y’ihinamwandiko

Umwanzuro

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

akurikiranya neza ingingo.


activities

Ibyigwa


Yasomye neza umwandiko w’ubuvanganzo gakondo bufatiye ku mwuga

yubahiriza utwatuzo n’isesekaza.

Reba



Reba




Gihamya Isuzuma

Ibihangano bishingiye ku buvanganzo gakondo mu mwuga


Yego Oya

Ikitabwaho :Ihimbamwandiko n’ihimbamwandiko

Uwiga yahimbye umwandiko afatiye k’ubuvanganzo gakondo kandi

akurikiza amategeko y’ihimbamwandiko

Uwiga yahinye umwandiko k’ubuvanganzo yubahiriza amategeko

y’ihinamwandiko

Umwanzuro

Umusaruro w’inyigisho 1.5: Gutarama akoresheje ubuvanganzo bwizwe.

Reba Reba Umusaruro w’inyigisho 1.1

Reba


activities

Ibyigwa


Yahinnye anahimba umwandiko akurikiranya neza ingingo.

Umusaruro w’inyigisho 1.1 Umusaruro w’inyigisho 1.1



Gihamya Isuzuma

Amajwi n’amashusho ku gitaramo


Yego Oya

Ikitabwaho:Igitaramo gishingiye ku buvanganzo gakondo

Uwiga yateguye igitaramo ashingiye ku buvanganzo gakondo yize

Umwanzuro


Yataramye akoresheje ubuvanganzo bwizwe.

LU 2:Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ibyiza

by’ikoranabuhanga mu iterambere ry’umwuga no kugaragaza intêgo y’izina mbonera.

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. 4. Guhina no guhimba umwandiko akurikiranya ingingo. 5. Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu

iterambere ry’umwuga. 6. Kugaragaza intêgo y’izina mbonera.

Amasaha 6


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

ngiro zinyuranye.

Ibimenyetso by’uteze amatwi atarogoye;

Umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga;

Inyunguramagambo; Insanganyamatsiko

y’umwandiko; Ingingo z’umuco; ingingo z’amateka; indangagaciro zo gukunda

umurimo (umurimo unoze, kubahiriza igihe…);

Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;

o Gutega amatwi umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga.

o Kutarogoya ufite ijambo nta mpamvu;

o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo;

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko;

o Gukoresha Ikinyarwanda kiboneye uwiga agaragaza indangagaciro zo gukunda umurimo;

o Gusoma bucece;

- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;

- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo

n’inkoranyamuga; - Ibikoresho

by’ikoranabuhanga;


activities

Ibyigwa



Gihamya Isuzuma



Yego Oya

Ikitabwaho 1:Ibimenyetso by’uteze amatwi atarogoya

Uwiga ntiyaciye mu ijambo uvuga

Uwiga yabajije ibibazo ku byavuzwe

Ikitabwaho 2: kuvumbura i nsanganyamatsiko ku mwandiko uvuga ku ikoranabuhanga niterambere

ry’umwuga

Uwiga yasubije ibibazo ku mwandiko

Uwiga yavumbuye insanganyamatsiko iri mu mwandiko

Uwiga yagaragaje indangagaciro zo gukunda umurimo abikomoje ku

nsanganyamatsiko

Umwanzuro

Umusaruro w’inyigisho 2.2 : Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko

yumva umwandiko ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga

abinyujije mu ngiro zinyuranye. (Ibikurikira).


activities

Ibyigwa


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva umwandiko

ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije

mu ngiro zinyuranye

Isesekaza n’utwatuzo; Ihangamwandiko ku

nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga;

ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga;

Intego y’izina mbonera.

o Gusoma mu matsinda bashaka ibisubizo by’ibibazo byo kumva umwandiko, inyunguramagambo no kumurika ibyavuyemo;

o Gusoma aranguruye agaragaza isesekaza;

o Gukusanya, mu matsinda, ibitekerezo ku ruhare rw’ikoranabuhanga mu iterambere ry’umwuga;

o Gukora inshamake y’umwandiko;

o Kujya impaka ku ngaruka zo gukoresha nabi ikoranabuhanga mu mwuga n’ingamba zafatwa mu kubirwanya;

o Kugaragaza intego y’izina mbonera.

- Ibitabo bikubiyemo imyandiko yerekeye ikoranabuhanga n’iterambere ry’umurimo ; ibitabo by’ikibonezamvugo;


n’inkoranyamuga; - Ibikoresho

by’ikoranabuhanga;



Gihamya Isuzuma



Yego Oya

Ikitabwaho 1:Ibimenyetso by’uteze amatwi atarogoya

Uwiga ntiyaciye mu ijambo uvuga

Uwiga yabajije ibibazo ku byavuzwe

Umwandiko ku nsanganyamatsiko y”ikoranabuhanga niterambere

ry’umwuga



ku nsanganyamatsiko y’ikoranabuhanga n’iterambere ry’umwuga abinyujije

mu ngiro zinyuranye

Umwanzuro

Umusaruro w’inyigisho2.3 : Gusubiza ibibazo mu mvugo iboneye ku mwandiko.

Reba



Reba




Gihamya Isuzuma

Amajwi n’amashusho ku bibazo byo kumva umwandiko


Yego Oya

Ikitabwaho: kumva umwandiko ku nsanganyamatsiko y’ikoranabuhabunga

Uwiga yagaragaje Insanganyamatsiko y’umwandiko

Uwiga yasobanuye amagambo akomeye ari mu

mwandiko(Inyunguramagambo)

Uwiha yasobanuye ingingo z’umuco ziri mu mwandiko

Uwiga yasobanuye ingingo z’amateka ziri mu mwandiko

Umwanzuro


Yashubije ibibazo mu mvugo iboneye ku mwandiko


activities

Ibyigwa

Umusaruro w’inyigisho 2.4 :Gusoma umwandiko yubahiriza utwatuzo n’isesekaza.

Reba



Reba




Gihamya Isuzuma

Amajwi n’amashusho ry’isomwa ry’umwandiko


Yego Oya



n’isesekaza

Umwanzuro


Yasomye umwandiko yubahiriza utwatuzo n’isesekaza


activities

Ibyigwa

Umusaruro w’inyigisho 2.5 :Guhina no guhimba umwandiko akurikiranya ingingo.

Reba



Reba




Gihamya Isuzuma

Amashusho, amajwi n’inyandiko z’ihimba, imurika n’ihinamwandiko


Yego Oya

Ikitabwaho 1:Ihinamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga

Uwiga yahinnye umwandiko ku nsanganyamatsiko afatiye

k’ubuvanganzo gakondo kandi akurikiza amategeko y’ihimbamwandiko

Ikitabwaho 2:Ihangamwandiko ku nsanganyamatsiko y’ikoranabuhanga n’ iterambere ry’umwuga

Uwiga yahanze umwandiko ku nsanganyamatsiko yubahiriza

amategeko y’ihangamwandiko

Umwanzuro


Yahinnye anahimba umwandiko akurikiranya neza ingingo


activities

Ibyigwa

Umusaruro w’inyigisho 2.6: Kumurika ingero zihamya uruhare rw’ikoranabuhanga mu

iterambere ry’umwuga.

Reba



Reba




Gihamya Isuzuma

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


Yego Oya

Ingero zihamya uruhare rw’ikoranabuhanga mu iterambere ry’umwuga

Umwanzuro


Yamuritse ingero zihamya uruhare rw’ikoranabuhanga mu iterambere

ry’umwuga


activities

Ibyigwa

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

Reba



Reba




Gihamya Isuzuma

Inyandiko y’ibisubizo ku ntêgo y’izina mbonera


Yego Oya

Ikitabwaho 1: Kujya impaka ku ngaruka zo gukoresha nabi ikoranabuhanga mu mwuga n’ingamba

zafatwa mu kubirwanya;

Uwiga Yashimangiye Ingingo Zigaragaza Ububi Bw’ibiyobyabwenge

Ikitabwaho 2:Intego y’izina mbonera

Uwiga yasobanuye icyo izina mbonera ari cyo

Uwiga yagaragaje indomo y’izina mbonera

Uwiga yagaragaje indanganteko y’izina mbonera

Uwiga yagaragaje igicumbi cy’izina mbonera

Umwanzuro


Yagaragaje intêgo y’izina mbonera


activities

Ibyigwa

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.

Umwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;

Ibimenyetso by’uteze amatwi atarogoya; Inyunguramagambo; Insanganyamatsiko y’umwandiko; Ingingo z’umuco;

ingingo z’amateka; indangagaciro zo kubaha

o Gutega amatwi umwandiko ku nsanganyamatsiko y’ ububi bw’ibiyobyabwenge mu rubyiruko.

o Kutarogoya ufite ijambo nta mpamvu.

o Gusubiza ibibazo byo kumva umwandiko n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

o Gukoresha Ikinyarwanda

- Ibitabo bikubiyemo imyandiko ku bubi bw’ibiyobyabwenge mu rubyiruko;

- Ibitabo by’ikibonezamvugo;


n’inkoranyamuga.

Imbumbe

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

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. 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.

Amasaha 6


activities

Ibyigwa

ubuzima (kwiyitaho);

Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko;

kiboneye uwiga agaragaza indangagaciro zo kubaha ubuzima.

o Gusoma bucece.

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

Reba



Reba




Gihamya Isuzuma



Yego Oya

Ikitabwaho :kumva no gusubiza ibibazo ku mwandiko ku nsanganyamatsiko ivuga y’ububi

bw’ibiyobyabwenge

Uwiga yasobanuye amagambo akomeye mu

mwandikoInyunguramagambo

Uwiga yasobanuye Ingingo z’umuco ziri mu mwandiko

Uwiga yasobanuye ingingo z’amateka

Uwiga yatanze ingero z’ indangagaciro zo kubaha ubuzima (kwiyitaho)

Umwanzuro


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko


activities

Ibyigwa

Umusaruro w’inyigisho 3.3:Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza.

Reba



Reba




Gihamya Isuzuma



Yego Oya


Uwiga yasomye umwandiko k’ubuvanganzo yubahiriza utwatuzo n’isesekaza

Umwanzuro


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza


activities

Ibyigwa

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

Reba



Reba




Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ihina n’ihimbamwandiko


Yego Oya

Ikitabwaho 1: Ihinamwandiko ku nsanganyamatsiko y’ububi bw’ibiyobyabwenge mu rubyiruko

Uwiga yahinnye umwandiko ku nsanganyamatsiko afatiye

k’ubuvanganzo gakondo kandi akurikiza amategeko

y’ihimbamwandiko

Ikitabwaho 2:Ihangamwandiko ku nsanganyamatsiko ku”ibibi by’ibiyobyabwenge mu rubyiruko”

Uwiga yahanze umwandiko ku nsanganyamatsiko yubahiriza amategeko

y’ihangamwandiko

Umwanzuro


Yahinnye anahimba umwandiko akurikiranya neza ingingo


activities

Ibyigwa

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

ry’ibiyobyabwenge mu rubyiruko.

Reba



Reba




Gihamya Isuzuma

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


Yego Oya

Ikitabwaho 1: Kujya impaka ku ngaruka zo gukoresha z’ibiyobyabwenge mu rubyiruko

Uwiga Yashimangiye Ingingo Zigaragaza Ububi Bw’ibiyobyabwenge

Uwiga yatanze ingero zigaragaza ububi bw’ibiyobyabwenge mu

rubyiruko

Umwanzuro


Yamuritse ingamba zifatika zo kurwanya ikoreshwa ry’ibiyobyabwenge mu

rubyiruko


activities

Ibyigwa

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

Reba



Reba




Gihamya Isuzuma

Ibisubizo by’imyitozo ku mategeko y’igenamajwi mu izina mbonera


Yego Oya

Ikitabwaho:Amategeko y’igenamajwi mu izina mbonera

Uwiga yasesenguye izina mbonera rivuye mu mwandiko yubahiriza

amategeko y’igenamajwi

Umwanzuro


Yagaragaje amategeko y’igenamajwi mu izina mbonera


activities

Ibyigwa


umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu

ngiro zitandukanye.

Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije;

Ibimenyetso by’uteze amatwi atarogoye.

Inyunguramagambo ku mwandiko uvuga ku bidukikije

Insanganyamatsiko y’umwandiko ushingiye ku bidukikije

o Gutega amatwi umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije.


o Gusubiza ibibazo byo kumva umwandiko n’ inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu mwandiko.

o Gusoma bucece. o Gusoma mu matsinda.

- Ibitabo bikubiyemo imyandiko ku kurengera ibidukikije;

- Ibitabo by’ikibonezamvugo;


n’inkoranyamuga;

Imbumbe

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

4


1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva umwandiko ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza ibidukikije mu ngiro zitandukanye.

2. Gusubiza neza ibibazo mu mvugo iboneye ku mwandiko. 3. Gusoma neza umwandiko yubahiriza utwatuzo n’isesekaza. 4. Guhimba no kumurika umwandiko akurikiranya neza ingingo. 5. Kumurika no gusobanura ibikorwa by’abanyamwuga bishobora

kwangiza ibidukikije. 6. Gukoresha neza indangahantu

Amasaha 6


activities

Ibyigwa

Ihimbamwandiko

Ibikorwa by’abanyamwuga bishobora kwangiza ibidukikije;

Isesekaza n’utwatuzo;

Indangahantu.

o Gusoma aranguruye agaragaza isesekaza.

o Gukorera mu matsinda, bungurana ibitekerezo ngamba zo kurengera ibidukikije.

o Gukora inshamake y’umwandiko.

o Kujya impaka ku ngaruka zo kwangiza ibidukikije.

o Gukoresha neza indangahantu.

- Amafoto.



Gihamya Isuzuma



Yego Oya

Ikitabwaho 1.Umwandiko ku nsanganyamatsiko yerekeye gufata neza ibidukikije

Uwiga yagaraje Ibimenyetso by’uteze amatwi atarogoye

Uwiga yagaragaje insanganyamatsiko y’umwandiko

Uwiga yasobanuye amagambo akomeye ari mu mwandiko

Uwiga yagaragaje ibikorwa bibangamira ibidukikije biboneka ku mwuga

we

Umwanzuro



ku nsanganyamatsiko yerekeye uburyo bunyuranye bwo gufata neza

ibidukikije mu ngiro zitandukanye

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

Reba


Reba


Reba




Gihamya Isuzuma



Yego Oya

Ikitabwaho:Gusubiza ibibazo ku mwandiko

Uwiga yasubije yasobanuye amagambo akomeye

Uwiga yavumbuye insanganyamatsiko ziri mu mwandiko

Umwanzuro


Yashubije neza ibibazo mu mvugo iboneye ku mwandiko


activities

Ibyigwa

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

Reba


Reba


Reba




Gihamya Isuzuma



Yego Oya



n’isesekaza

Umwanzuro


Yasomye neza umwandiko yubahiriza utwatuzo n’isesekaza


activities

Ibyigwa

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

Reba


Reba


Reba




Gihamya Isuzuma

Amajwi, amashusho n’inyandiko ku ihimba n’imurikamwandiko


Yego Oya

Ikitabwaho: Ihimbamwandiko ku nsanganyamatsiko

Uwiga yahimbye umwandiko ku nsanganyamatsiko akurikiranya neza

ingingo

Umwanzuro


Yahimbye anamurika umwandiko akurikiranya neza ingingo


activities

Ibyigwa

Umusaruro w’inyigisho 4.5: Kumurika no gusobanura ibikorwa by’abanyamwuga

bishobora kwangiza ibidukikije.

Reba


Reba


Reba




Gihamya Isuzuma

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


Yego Oya

Ikitabwaho: ihimbamwandiko

Uwiga yamuritse Ibikorwa by’abanyamwuga bishobora kwangiza

ibidukikije

Umwanzuro


Yataramye akoresheje ubuvanganzo bwizwe.


activities

Ibyigwa

Umusaruro w’inyigisho 4.6: Gukoresha neza indangahantu.

Reba


Reba


Reba




Gihamya Isuzuma

Ibisubizo ku mikoreshereze y’indangahantu


Yego Oya

Ikitabwaho: kumenya no gukoresha indangahantu

Umwanzuro


Yakoresheje neza indangahantu


activities

Ibyigwa

Imbumbe

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

5


1. Gukoresha Ikinyarwanda kiboneye uwiga agaragaza ko yumva ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi bw’ibanze mu ngiro zitandukanye.

2. Gusubiza ibibazo mu mvugo iboneye ku ikinamico. 3. Gusoma ikinamico yubahiriza uturango twayo. 4. Guhimba no gukina ikinamico ahuza imvugo n’ingiro. 5. Gukoresha mu mvugo n’inyandiko amagambo akwiye avuga ibice

n’ingingo by’umubiri. 6. Kwandika yubahiriza ifatana n’itandukana ry’amagambo.

Amasaha 6


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

zitandukanye.

Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze;

Ibimenyetso by’uteze amatwi atarogoye;

Inyunguramagambo ku ngeri y’ikinamico;

Amagambo akwiye avuga ibice n’ingingo z’umubiri;

Ingingo z’umuco n’amateka;

Udukino ku nsanganyamatsiko k’ubutabazi bw’ibanze.

Ifatana n’itandukana ry’amagambo.

o Gutega amatwi ikinamico ku nsanganyamatsiko yerekeye ubutabazi bw’ibanze.


o Gusubiza ibibazo byo kumva ikinamico n’inyunguramagambo.

o Kuvumbura insanganyamatsiko ivugwa mu ikinamico.

o Gusoma bucece ikinamico. o Gusoma bakuramwa

baranguruye bigana abakinankuru.

o Gukorera mu matsinda, bungurana ibitekerezo ku nsanganyamatsiko ivugwa mu ikinamico.

o Kujya impaka ku ngaruka z’ingeso yo kudatabara abari mu

- Ibitabo bikubiyemo imyandiko;

- Ibitabo by’ikibonezamvugo ;

- SEDE (CD); - Disiketi ; - Ikibaho; - Marikeri; - Murandasi; - Inkoranyamagambo; - Amabwiriza ya Minisitiri

N0 001/2014 yo ku wa 08/10/2014 agenga imyandikire y’Ikinyarwanda nk’uko yasohotse mu Igazeti ya Leta N0 41 bis yo ku wa 13/10/2014.


activities

Ibyigwa

kaga. o Kubahiriza ifatana n’itandukana

ry’amagambo. o Gutahura no gukosora amakosa

yubahiriza itandukana n’ifatana ry’amagambo.



Gihamya Isuzuma



Yego Oya

Ikitabwaho:Ikinamico ku nsanganyamatsiko yerekeye k’ubutabazi bw’ibanze

Uwiga yasomye ikinamico neza

Uwiga yagaragaje uturango tw’ikinamico

Ibimenyetso by’uteze amatwi atarogoye

Umwanzuro


Uwiga yakoresheje Ikinyarwanda kiboneye agaragaza ko yumva

ikinamico ku nsanganyamatsiko yerekeye akamaro k’ubutabazi

bw’ibanze mu ngiro zitandukanye

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

Reba



Reba




Gihamya Isuzuma



Yego Oya

Ikitabwaho :Inyunguramagambo Inyunguramagambo ku ngeri y’ikinamico

Ingingo z’umuco n’amateka

Umwanzuro


Yashubije ibibazo mu mvugo iboneye ku ikinamico


activities

Ibyigwa

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

Reba



Reba




Gihamya Isuzuma

Amajwi n’amashusho uwiga asoma ikinamico


Yego Oya

Ikitabwaho :Iyubahirizwa ry’uturango tw’ikinamico

Uwiga yasomye ikinamico yubahiriza Isesekaza n’utwatuzo

Umwanzuro

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

Reba



Reba



activities

Ibyigwa


Yasomye ikinamico yubahiriza uturango twayo


activities

Ibyigwa



Gihamya Isuzuma

Amajwi n’amashusho n’inyandiko ku ikinamico


Yego Oya

Ikitabwaho :ihangakinamico

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.

Reba



Reba



activities

Ibyigwa


Yahimbye anakina ikinamico ahuza imvugo n’ingiro



Gihamya Isuzuma

Ibisubizo ku myitozo y’ikoreshwa ry’ amagambo akwiye avuga ibice n’ingingo by’umubiri


Yego Oya

Ikitabwaho: Ikeshamvugo

Uwiga yakoresheje amagambo akwiye avuga ibice n’ingingo z’umubiri

Umwanzuro

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

Reba



Reba



activities

Ibyigwa


Yakoresheje mu mvugo n’inyandiko amagambo akwiye avuga ibice

n’ingingo by’umubiri



Gihamya Isuzuma

Ibisubizo ku myitozo y’ ifatana n’itandukana ry’amagambo


Yego Oya

Ikitabwaho: Imyandikire ikwiye y’ikinyarwanda

Uwiga yafatanije amagambo aho bikwiye

Uwiga yatandukanije amagambo aho bikwiye

Umwanzuro

Ibitabo n’inyandiko byifashishijwe:

1. BIZIMANA S, KAYUMBA C., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST, 2ème,

Edition

2. BIZIMANA, S., RWABUKUMBA, G., (2011), Inkoranya y’ikinyarwanda mu Kinyarwanda, IRST,

1ère Edition

3. CHARMEAUX, E., (1975), La lecture à l’école, Cédix, Paris.

4. CONFÉRENCE DES MINISTRES DE L’EDUCATION DES ETATS D’EXPRESSION FRANÇAISE, (1986),

Promotion et intégration des langues nationales dans les systèmes éducatifs, Librairie Honoré

Champion, Paris.

5. COUPEZ A. (1961) Grammaire Rwanda Simplifiée, Usumbura

6. Dictionnaire Rwandais-Français, Edition abrégée et adaptée par Irénée JACOB.

7. EDITION BAKAME (2010) Ikinyarwanda Ikibonezamvugo cy’amashuri abanza n’ayisumbuye,

Kigali

8. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umunyeshuri, Umwaka wa 4,

Fountain Publishers, Kigali

9. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 5, Fountain

Publishers, Kigali


Yanditse yubahiriza ifatana n’itandukana ry’amagambo

10. FOUNTAIN PUBLISHERS, (2011), Ikinyarwanda, Igitabo cy’umwarimu, Umwaka wa 6, Fountain

Publishers, Kigali

11. 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.

12. GASIMBA F.X (2004), Inganzo y’Ubwanditsi, Prix Kadima . Paris, OIF

13. INTEKO NYARWANDA Y’URURIMI N’UMUCO (RALC),( 2013), Indangagaciro z’Umuco w’u

Rwanda, Imfashanyigisho ibanza, Kigali

14. KAGIRANEZA Z. (1989), Igitaramo ku mateka y’u Rwanda, MINESUPRESS

15. MINEDUC (2008), Ikinyarwanda : Imyandiko mfashanyigisho, Igitabo cy’Umunyeshuri, NCDC,

Kigali

16. MINISTERI Y’AMASHURI ABANZA N’AYISUMBUYE (1986), Ikinyarwanda: Ikibonezamvugo cyo

mu Cyiciro cya Gatatu, Kigali

17. UNIVERSITY OF RWANDA/COLLEGE OF EDUCATION (2014), Umusogongero ku Buvanganzo

Nyarwanda , Kigali.

18. VANHOVE J. (1941), Essai de Droit Coutumier du Ruanda, Bruxelles, Librairie Falk fils.

Competence

C C M B P 4 0 1 - BUSINESS PLAN DEVELOPMENT

CCMDB401 Develop a business plan


Credits: 3

Sector: All 30

Sub-sector: All


Purpose statement

This module covers the skills, knowledge and attitude to develop a business plan which is

linked to organizational strategic outcomes and facilitates the achievement of service

Competence

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 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:


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

identified elements

2.1 Proper description of the business in accordance with

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

2. Establish strategies to monitor,

evaluate and update the

business plan- contingency plan

3.1 Clear identification of risk in accordance with business

environment

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

4.3 Present a business plan

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

Meaning of business environment

Meaning of business situation

Types of business environment. Internal environment

Financial resources Assets Human resources Technological resources

Externalenvironment Suppliers of Inputs Customers Marketing Intermediaries Competitors Publics Economic environment Social and Cultural environment Political and Legal environment Technical environment Demographical environment Natural environment

o Brainstorming o Questions and answers o Story telling o Problem solving o Role play o Practical exercise

- Flipchart - Marker pen - Internet - Reference books - Case studies - scenarios - SWOT analysis

template - Industry trends

analysis template

Learning unit

LU 1:Identify elements of business plan.

1

Learning Outcomes:

1. Analyze 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. (Cont’d)

Current industrial trends analysis: Industry rivalry (Degree of

competition among existing firms)

Treat of substitutes (products or services)

Bargaining power of buyers Bargaining power of suppliers Barriers to entry (threat of

new entrants)

SWOT analysis of the business

o Brainstorming o Questions and answers o Story telling o Problem solving o Role play o Practical exercise

- Flipchart - Marker pen - Internet - Reference books - Case studies - scenarios - SWOT analysis template - Industry trends analysis

template





Written evidence

Oral evidence

Product evidence

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced industrial analysis

Checklist Score

Yes No

Indicator: Business environment in accordance with identified business idea is analyzed

Meaning of business environment explained


Proper analysis of business environment in accordance with identified

business idea.


Meaning of business situation

Indicator: Types of business environment explained Internal environment

Financial resources

Assets

Human resources

Technological resources

External environment

Suppliers of Inputs

Customers

Marketing Intermediaries

Competitors

Publics

Economic environment

Social and Cultural environment

Political and Legal environment

Technical environment

Demographical environment

Natural environment

Indicator: Current industrial trends analysis applied

Industry rivalry (Degree of competition among existing firms) Treat of substitutes (products or services)

Bargaining power of buyers

Bargaining power of suppliers

Barriers to entry (threat of new entrants)

Indicator:SWOT analysis of the business explained

Observation

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


Meaning of business feasibility study

Purpose of business feasibility study

Components of business feasibility study Product feasibility Market feasibility Organizational feasibility Financial feasibility Recommendations and conclusion

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

o Brainstorming o Questions and answers o Problem solving o Story telling o Practical exercise

- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - scenarios - Feasibility study

template





Written

Product evidence

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

Checklist Score

Yes No

Indicator: business feasibility study in line with business environment analysis results are conducted

Purpose of business feasibility study


Appropriately conduct business feasibility study in line with business

environment analysis results

Meaning of business feasibility study

Indicator: Components of business feasibility study identified

Product feasibility

Market feasibility

Organizational feasibility

Financial feasibility

Recommendations and conclusion

Indicator: Performing steps involved in feasibility analysis explained

Indicator: 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

Observation

Learning Outcome 1.3:Define elements of business plan

Meaning of the term business plan

Difference between business plan and project plan

Importance of the business plan

The needs of the business plan Internal use 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

o Brainstorming o Questions and answers o Story telling o Problem solving

- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - scenarios


Meaning of business risk Types of risks associated to

the business activities





Written

Performance

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion

Checklist Score

Yes No

Indicator: elements of business plan are defined

Meaning of the term business plan

Importance of the business plan

The needs of the business plan Internal use External use

Indicator: Elements of business plan identified

Title/cover Page

Executive Summary

Description of the business

Production plan

Marketing plan

Business staff plan

Financial plan

Indicator: Risk associated to the business identified

Meaning of business risk

Types of risks associated to the business activities

Observation


Correctly define elements of business plan

Learning unit

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

2

Learning Outcomes:

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 4. Design business staff in line with business activities 5. Develop business financial plan in line with business needs

20 Hours

Learning Outcome 2.1:Describe the business

Title Page Business name Business logo Product mark Address Name of person who

developed the business In which month and year

plan is issued.

Executive summary 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

o Oral presentation o Brainstorming o Questions and answers o Practical exercise

- Flipchart - Marker pen - Pen - Internet - Reference books - Case studies - Business plan

template Including questions that guiding trainee to write a business plan


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)

Executive summary (Cont’d) Projection of sales the break-even Who is requesting the funds For what purpose are the funds

being requested the expected benefits of this

investment to your company funds repayment collateral to be used to secure a

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








Proper description of the business in accordance with business environment

analysis results



Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist A produced business caver page and description of the business.

Checklist Score

Yes No

Indicator: business is described

Indicator: Title Page

Business name

Business logo

Product mark

Address

Name of person who developed the business

In which month and year plan is issued.

Indicator: Executive summary

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 legal form of the organization and why

the key management personnel and what skills do they have that will help the business

Projection of sales

the break-even

Who is requesting the funds

For what purpose are the funds being requested

the expected benefits of this investment to your company

funds repayment

collateral to be used to secure a loan

the business financial milestones

Indicator: Description of the business are identified

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

Observation

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

Product design Branding and Packaging

Business premises and plant location Location and reason of the choice House or land for the production

Equipment and machinery required types, quality and quantity for the

production

Production planning process under which the

production will pass through

Raw materials The amount of raw materials

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)

Manufacturing and operations the cost of manufacturing Reduction of the manufacturing cost

Quality control and ongoing service plan to avoid defects or

imperfections of products Monitoring or inspection that you

intend to build into the production process

strategies will you use to satisfy the customer changing preferences

Labour requirements Types of workers needed during

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








Proper designing of business production plan in line with results from

business environment analysis



Written evidence

Oral

Product

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

Checklist Score

Yes No

Indicator :Design business production plan in line with results from business environment analysis are designed

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


Market research (Customer description)

Market Analysis Geographical location of the

customers The size of the different market

segments? The current and past trends

affecting the market you plan to enter

Competition analysis Major competitors the SWOT of your competitors Use their weakness to compete

them strategy to address the threats

Target market core customer group of customers that made

you to start your business

Marketing objectives 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

o Oral presentation

o Brainstorming

o Questions and answers

o Practical exercise

- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Business plan

template

Including

questions that

guiding trainee

to write a

business plan

Learning Outcome 2.3:Design marketing plan in line with market feasibility study and business products (Cont’d)

Market Strategies What will be the partners of your

business How will you manage your

customers How will you increase market

share

Ongoing marketing evaluation What methods will you use

to track customer satisfaction What methods will you use

to track the effectiveness of your marketing activities

What communication will you use to get feedback from customers

Marketing budget What will be the cost of

marketing activities

- Oral presentation

- Brainstorming

- Questions and answers

- Practical exercise

- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Business plan

template Including

questions that

guiding trainee to

write a business

plan





Written evidence

Oral

Product

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


Clearly design marketing plan in line with market feasibility study and

business products


Checklist Score

Yes No

Indicator: Marketing plan in line with market feasibility study and business products are designed

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

Job analysis What are the business

activities

Job description How each task will be

performed

Job specifications What are the

performance requirements to a specific task

Organizational structure What is the hierarchy of

the staff









Written evidence

Oral

Product

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

Checklist Score

Yes No

Indicator: business staff in line with business activities are designed

Job analysis designed

Job description designed

Job specifications designed

Organizational structure designed

Observation

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

Total cost

Start-up requirements plan Cost items (What are the cost

items your business will need in its first year of implementation

Cost : how much each item cost Source of funds: what are the

source of fund: What is the share owner

Projected cash flow statement for the first three years what is the


- Flipchart - Marker pen - Pen - Internet - Reference

books - Case studies - Business plan

template Including questions that guiding



Accurately develop business requirements in terms of staffing in line with

business activities

estimated profit in three years?) Details Period of twelve months

Projected Income: Profit & Loss statement for the first three years 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

trainee to write a business plan





Written evidence

Oral

Product

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion


Properly design business financial plan in line with business needs

Observation checklist A produced business financial plan.

Checklist Score

Yes No

Indicator: business financial plan in line with business needs are developed

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

Learning Outcome 3.1:Analyse risk in accordance with business environment

Meaning ofMonitoring, Evaluation and Updating business plan

Important tools used in updating business plan CANEVAS model Marketing plan review

Importance of Monitoring and Evaluation

Steps involved in risk analysis. Identify threats Financial Technical Political Natural Structural Threats identification

tools: SWOT Analysis PESTEL Analysis

Estimate risks (Quantitative and Qualitative risk estimation) Risk estimation tools:

Risk impact chart

o Oral presentation

o Brainstorming



- Flipchart

- Marker pen

- Pen

- Internet

- Reference books

- Case studies

- Risk analysis

template

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

3

Learning Outcomes:

1. Analyze 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


Probability chart





Written evidence

Oral

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

Checklist Score

Yes No

Indicator: risk in accordance with business environment is analyzed

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


Clearly identified risk in accordance with business environment

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

Factors influencing risks assessment SWOT analysis

What factors are critical for the success of your plan?

What risk does your plan should face?

Analyze the source of the risk, the probability of it happening and the effects

What measures can you take 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

o Brainstorming

o Oral presentation

o Group discussion

o Documentary research

o Internet research



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Business plan

- Computer





Written evidence

Oral



Accurately assess risk associated to the business in line with the business

plan developed


Checklist Score

Yes No

Indicator: Assess identified risks in accordance with business plan are developed

Indicator: Factors influencing risks assessment identified

Indicator: SWOT analysis

What factors are critical for the success of your plan?

What risk does your plan should face?

Analyze the source of the risk, the probability of it happening and the

effects

What measures can you take to avoid these risks?

Define operational plan

Indicator: 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

Indicator: operational plan defined

Observation

Learning Outcome 3.3: Explain business contingency plan concepts

Meaning of contingency plan

Purpose of contingency plan

Importance of contingency plan

Types of business contingency plan

o Brainstorming on identifying

meaning of key words

o Oral presentation

o Group discussion



o Internet research

- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- Business plan

- Computer






Written evidence

Oral

Product

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

Checklist Score

Yes No

Indicator : business contingency plan concepts are explained

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

Steps involved in contingency plan Identifying requirements related to

specific contingency plan Cost Calculation of requirements

identified Appreciation of company capacity

to cover risks identified Decide choice to undertake

o Brainstorming

o Oral presentation

o Group discussion


o Internet research

- Flipchart

- Markers

- Pen

- Internet

- Reference books



Briefly explain business contingency plan concepts

Adaptation Complementarity Abandon

Specific strategies to make the contingency plan operational Describe the risk statement Define the protocol



- Case studies

- Role play

scenarios

- Business plan

- Computer





Written evidence

Oral

Product

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

Checklist Score

Yes No

Indicator: A Development contingency plan in accordance of assessed risks are explained

Steps involved in contingency plan

Identifying requirements related to specific contingency plan

Cost Calculation of requirements identified

Appreciation of company capacity to cover risks identified

Decide choice to undertake

Specific strategies to make the contingency plan operational

the risk statement described

the protocol defined

Observation


Accurate development of contingency plan in accordance of assessed risks

Learning unit

LU 4:Present a business plan

4

Learning Outcomes:

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

Purpose of business plan

presentation Financing support Strategic orientation Attracting investors

Types of preparation required Content preparation Material preparation Psychological preparation

Steps involved in preparation of business plan presentation

Analyze your audience 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

o Brainstorming

o Group discussion



- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- play scenarios

- Computer


Business idea Market Marketing strategy





Written evidence

Oral

Product

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

Checklist Score

Yes No

Indicator: different ways to present the business plan are explained

Indicator: Purpose of business plan presentation

Financing support

Strategic orientation

Attracting investors

Indicator: Types of preparation required

Content preparation

Material preparation

Psychological preparation

Indicator: Steps involved in preparation of business plan presentation

Analyze your audience

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

Indicator: Presentation content explained


Accurately prepare of business plan presentation in accordance with business

plan

Business idea

Market

Marketing strategy

Observation


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

The business plan shall be presented shareholder stakeholder

Procedures involved in business plan presentation

Connect with your audience Business like Simple language Presentation touch at a

personal level

Paint a picture in your audience’ minds Pick out great images and

visual Lasting impression

Put credibly content Use statistics and data

Charts Graph

o Brainstorming Questions

and answers

o Group discussion

o Role play

- Flipchart

- Markers

- Pen

- Internet

- Reference books

- Case studies

- scenarios

- Computer

- Internet


Clearly explain different ways to present the business plan





Written evidence

Oral


Checklist Score

Yes No

Indicator: different ways to present the business plan are explained

Indicator: The business plan shall be presented

Shareholder

Stakeholder

Indicator: Procedures involved in business plan presentation

Indicator: Connect with your audience

Business like

Simple language

Presentation touch at a personal level

Indicator: Paint a picture in your audience’ minds

Pick out great images and visual

Lasting impression

Put credibly content

Use statistics and data

Charts

Observation

Learning Outcome 4.3: Present a business plan

Techniques to present your business plan Only write key points Don’t read them, speak

about them Use visualization, pictures,

o Brainstorming o Group discussion o Questions and answers o Role play

o Internet o Reference books o Case studies o scenarios o Computer 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





Written evidence

Oral

Performance

Multiple choice exercises Essay& Cases study True or false questioning Sentence completion Observation checklist Video Photos

Checklist Score

Yes No

Indicator:Present a business plan explained

Techniques to present your business plan explained

Integrating comments, suggestions and remarks in the business plan explained

Planning to maintain and enforce relationship with stakeholders (audience) for further collaboration explained

Observation


Appropriately present a business plan

References:

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

2. Ssempijja, M. (2011). Entrepreneurship education for advanced level and business institutions,

third edition. Uganda: Kyambogo University.

3. SANGSTER, F. W. (2005). Bussiness accounting, tenth edition. UK: Pearson Education Limited.

4. Read more: http://www.businessdictionary.com/definition/breakeven-point.html

http://www.businessdictionary.com/definition/breakeven-point.html

A E E I A 4 0 1 - INDUSTRIAL ATTACHMENT PROGRAM (IAP)

CCMIA301 Integrate workplace


Credits: 30 300

Sector: Technical Services

Sub-sector: Automobile


Purpose statement

This module describes the skills, knowledge and attitudes required to integrate the workplace for an internship or employment. At the end of this module, participants know how to apply for and present themselves for employment. They demonstrate good time management and show up for work on time. They demonstrate behavior and attitudes that are appropriate for the workplace and understand that workplaces have policies and procedures that need to be followed. They take initiative and responsibility for their own work and know how to work under and respect supervision. Participants are familiar with the rights and responsibilities of workers and employers and have explored ways to exercise rights in the workplace.


All the modules covered at REQF level 3.

Elements of competence and performance criteria

Learning units describe the essential outcomes of a competence


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

Elements of competence Performance criteria

Apply for internship/employment 1.1. Appropriate use of resources in the community or nationwide to find internship/employment information

1.2. Writing of a basic accurate and neat CV 1.3. Proper writing of application letters 1.4. Proper demonstration of effective interviewing skills

Demonstrate workplace behavior and attitudes

2.1. Appropriate application of workplace habits and attitudes 2.2. Adequate implementation of strategies to manage time

effectively 2.3. Efficient management of personal and work lives

Respect worker’s and employer’s rights and responsibilities

Respect of universal human rights Respect of worker’s and employer’s obligations according to

the Rwandan Labour code Respect of worker’s rights and responsibilities at the

workplace Respect of employer’s rights and responsibilities at the

workplace Appropriate reaction when the labor code is broken

Organize and evaluate one’s internship

Appropriate securing of the internship agreement with the enterprise

Adequate outlining of findings and experience Proper writing of the internship report that contains all the

required elements as well as one’s own findings and experience

Active participation in the assessment of one’s internship

Develop one’s competences on the workplace

5.1. Adequate performance of tasks assigned according to the agreement with the enterprise

5.2. Positive response and active participation in meetings with the internship supervisor (“maître de stage”)

5.3. Adequate demonstration of work behaviour and attitudes

Learning Outcome 1.1:Identify and use resources to find a job.

Resources to find employment in the community and at national level

Job announcements

Newspapers advertisements

From recruitment agencies

Internet websites

Identify contact persons

o Small group work o Panel discussion o Large group discussion o Speakers

- Job announcements and information: newspaper advertisements; information from recruitment agencies, youth organizations such as YES Rwanda and government agencies such as the RDB, RP; sample advertisements posted on business walls or bulletin boards, internet websites, through cooperatives…


Learning unit

LU 1:Apply for internship/employment

1

Learning Outcomes: 1. Identify and use resources to find a job 2. Write a Curriculum Vitae (CV) and an application letter 3. Take part in an interview

10 Hours


Appropriate use of resources in the community or nationwide to find internship/employment information





Written evidences Perfomance

Essay

Scenarios

Checklist Score

Yes No

Indicator: Resources to find a job are identified

Job announcements

From recruitment agencies

Newspaper advertisements

Internet websites

Observation

Learning Outcome 1.2: Write a Curriculum Vitae (CV) and an application letter.

Differences between a CV and an application letter

Types of application letters

Elements of a well written CV

Elements of an application letter

o Large group discussion o Individual work o Pair work

- Sample CVs and application letters

- Format of an application letter





Proper writing of a basic accurate and neat CV



Written evidence

Observation checklist

Questions and answers

Checklist Score

Yes No

Indicator: difference between CV and letter is explained

A letter is more concise

A letter express interest

CV gives detailed information

Observation

Learning Outcome 1.3: Take part in an interview.

Main parts of an interview Interviewing tips: what to do

before, during and after the interview

Typical questions asked during an interview

Small group work Interview role plays Large group discussion

Interview observation tool





written

oral

performance

questionnaires and answers

scenarios

True or false questioning


Proper demonstration of effective interviewing skills


Checklist Score

Yes No

Indicator : Main parts of the interview are identified

The body of the interview

The opening

The closing

Indicator: Typical questions asked during an interview are identified

Tell me about yourself.

Describe a difficult work situation or project and how.

How do you handle stress and pressure?




Why do you want this job?

What are your salary expectations?

Why are you leaving or why have you left your job?

What is your greatest weakness?

What is your greatest strength?

Why should we hire you?

Observation

Learning unit

LU 2:Demonstrate appropriate workplace behavior and attitudes

2

Learning Outcomes:

1. Identify appropriate workplace behaviors and attitudes 2. Manage time 2. Balance work and personal life

15 Hours

Learning Outcome 2.1:Identify appropriate workplace behaviours and attitudes.

Appropriate workplace behaviours and attitudes (dress code, time management, respect, honesty, integrity, work as a team member)

Work habits (cooperation, initiative, courtesy, constructive criticism, supervision, accuracy, pace of work, time usage, adaptability, personal appearance, attendance, punctuality)

Small group work Large group discussion Brainstorming

Workplace behaviour scenarios

Work habits inventory



Appropriate application of workplace habits and attitudes





Written evidence

Oral evidence

Performance

Essay& Cases study



A produced schedule

Checklist Score

Yes No

Indicator1: appropriate workplace behaviors and attitudes are identified

dress code

time management

Respect

honesty

Integrity

work as a team member

Indicator2: Appropriate working habits are identified

Cooperation

Initiative

Courtesy

Constructive criticism

Supervision, accuracy

Pace of work

Adaptability

Personal appearance

Punctuality

Attendance

Observation

Learning Outcome 2.2: Manage time.

Importance of task planning and managing time

Strategies to better manage time

Start your day with a clear focus.

Have a dynamic task list.

Focus on high-value activities.

Minimize interruptions.

Limit multi-tasking. Review your day.

o Large group discussion o Small group activity (tower

building) o Reflection o Pair sharing

- Workplace behaviour scenarios

- Work habits inventory





pPerformance

Product

Scenarios Different workplace documents


Adequate implementation of strategies to manage time effectively


Checklist Score

Yes No

Indicator: Effective management of time

Plan activities on time

Attend regularly

Promote effective work

Indicator Strategies to better manage time are mentioned

Start your day with a clear focus.

Have a dynamic task list.

Focus on high-value activities.

Minimize interruptions.

Limit multi-tasking.

Review your day.

Observation

Learning Outcome 2.3: Balance work and personal life.

Common situations that make it challenging to balance work & personal life

Tips to manage personal and work lives

o Large group discussion o Individual work o Self-assessment o Pair sharing

- Scenarios: “did she/he do the right thing?”






Efficient management of personal and work lives


Written

Workplace documents

Checklist Score

Yes No

Indicator : Challenging to balance work and personal life are mentioned

Lack of control.

Unrealistic demands.

Unsupportive relationships

Lack of resources.

Unhelpful attitude

High-stress levels.

Indicator : Tips to manage personal and work lives are identified

Prioritize your time

Know your peaks and troughs

Have set work hours and stick to them

Find time for your finances

Manage your time, long term

Make your workspace work for you

Observation

Learning unit

LU 3: Respect worker’s and employer’s rights and responsibilities

3

Learning Outcomes:

1. Get familiar with the universal human rights 2. Get familiar with some of the provisions of the Rwandan

Labour Law 3. Identify one’s rights and responsibilities at work 4. Explore one’s personal rights and responsibilities 5. React appropriately when the labour code is broken

5 Hours

Learning Outcome 3.1:Get familiar with the universal human rights.

Definition of “right” and “human rights.

Universal Declaration of Human Rights

o Small group work o Large group discussion

- Universal Declaration of Human Rights

- Plain language version





written

oral

performance

Essay& Cases study



A produced schedule


Appropriate of universal human rights


Checklist Score

Yes No

Indicator: Universal declaration is explained

know about your right

be informed touniversal declaration human rights

Observation

Learning Outcome 3.2: Get familiar with some of the provisions of the Rwandan Labour Law.

Legal obligations of employers

Duty to pay worker

Plan for work

To have managerial skills

Legal obligations of workers

Control of the workplace

Provide information

Take reasonable care

o Large group activity o Discussion o Small group work o Observation

- Statements and answers for Agree/Disagree game on Rwandan labour law

- Articles 47 and 48 of the labour code





writtten evidence

oral evidence

Multiple choice exercises True or false questioning Matching Sentence completion


Appropriate respect of worker’s and employer’s obligations according to the Rwandan Labour code


Expose (presentation

Checklist Score

Yes No

Indicator :Legal obligations of employers are identified

Duty to pay worker

Plan for work

To have managerial skills

Indicator : Legal obligations of workers are mentioned

Provide information

Control of the workplace

Take reasonable care

Observation

Learning Outcome 3.3: Identify one’s rights and responsibilities at work.

‘Rights’ (what you can expect your employer to provide)

‘Responsibilities’ (what your employer can expect that you will do)

Large group discussion Small group work Skits

Worksheet on rights and responsibilities at work.






Appropriate respect of worker’s rights and responsibilities at the workplace


writtten oral Perfornce


Expose

Discussion

Scenarios

Checklist Score

Yes No

Indicator: one’s rights and responsibilities at work are identified.

Understanding the conditions of your employment.

Working in a way that is not harmful to the health and safety of yourself or

others

Observation

Learning Outcome 3.4: Explore one’s personal rights and responsibilities.

Definition of “responsibility”

Relationship between rights and responsibilities

o Individual work o Pair share o Large group brainstorming

and discussion

- Worksheet on rights and responsibilities at work.





writtten evidence oral evidence

Multiple choice exercises True or false questioning Matching


Appropriate respect of employer’s rights and responsibilities at the workplace


Sentence completion Expose (presentation

Checklist Score

Yes No

Indicator: Definition of responsibility is well understood

The state or fact of having a duty to deal with something or of having control over someone.

Indicator: Relationship between rights and responsibilities is indicated.

Right is a freedom that is protected, such as the right to free speech and

religion.

A responsibility is a duty or something you should do, such as recycling or

doing your homework.

Voting is both a right and a responsibility

Observation

Learning Outcome 3.5: React appropriately when the labour code is broken.

Possible solutions or responses in case the labour code is broken

o Small group work o Scenario analysis o Large group discussion

- Labour code scenarios

- Labour code excerpts






Appropriate reaction when the labour code is broken


Writtten oral Perfornce

Essay (short responses /extended responses) Role play Scenarios Scenarios – Completed checklist.

Checklist Score

Yes No

Indicator: possible solutions when the labour code is broken are identified

Dismiss the work

Reduction to a lower post

Stoppage of promotion

Suspension without wages

Withholding of increment

Observation

Learning unit

LU 4: Organize and evaluate one’s internship

4

Learning Outcomes:

1. Conclude an internship agreement 2 Outline one’s findings and experience 3. Write and present the report of the internship 4. Participate actively to the assessment of one’s internship

270 Hours

Learning Outcome 4.1:Conclude an internship agreement.

Definition of the concept “internship”

Objectives of the internship

Presentation of internship agreement

o Brainstorming o Group discussion o Presentation by the trainer

- Sample internship agreement





Writtten Oral Perfornce

Essay (short responses /extended responses) Role play Questionnaire and answers. Scenarios – Completed checklist.


Appropriate securing of the internship agreement with the enterprise


Checklist Score

Yes No

Indicator: Definition of internship is well understood

A structured work experience related to a student's major and/or career

goal. An experience that should enhance a student's academic, career, and

personal development.

Indicator: Objectives of the internship are mentioned

Gain valuable work experience

Explore a career path.

Develop and refine skills.

Receive financial compensation

Network with professionals in the field.

Gain confidence

Transition into a job

Indicator :Presentation of internship agreement is indicated

Number your slides and give them a title

Prepare an Agenda or Table of Contents slide.

Tell a story

Prepare a company logo slide for your presentation

You can add a logo and other graphics to every slide using the slide master feature or by adding them to the footer

Observation

Learning Outcome 4.2: Outline one’s findings and experience.

Presentation of the logbook Tips to fill in the logbook

Presentation by the trainer Logbook






writtten oral

Expose


Checklist Score

Yes No

Indicator: presentation of the logbook is identified

IAP list of competencies to be developed

Sheet

IAP agreement

IAP report form

IAP interview form

IAP Evaluation form

Indicator: Tips to fill in the logbook are mentioned

Take Time to Write Your Log.

Use a Rough Book.

Have One Logbook Per Project

Keep a Summary List

Computer Filing

Be Consistent

Write a Conclusion.

Observation


Adequate outlining of findings and experience

Learning Outcome 4.3: Write and present the report of the internship.

Presentation techniques Contents of the internship report

o Group discussion Role play

- Sample internship report





Writtten oral


present

oral questions and their answers

Checklist Score

Yes No

Indicator: contents of the internship report

Declaration

Approval

Acknowledgement

Abbreviations and acronyms

General introduction

Presentation of the institution where internship took place

Achievements

conclusion and recommendation

Indicator 2: Presentation techniques

Students-centered approach

make a structure


Proper writing of the internship report that contains all the required elements as well as one’s own findings and experience


Observation

Learning Outcome 4.4: Participate actively to the assessment of one’s internship.

Internship assessment and self-assessment packages

Group discussion Presentation by the trainer





writtten oral Perfornce

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

Checklist Score

Yes No

Indicator:Internship assessment and self-assessment packages are indicated

Internship data

Educational and professional aspects

Relational and management aspects

Future perspective

Observation


Active participation in the assessment of one’s internship


Reference books:

Work Readiness Training Programme–Participant’s Manual, Akazi Kanoze–Youth Livelihoods Project

https://www.jobjumpstart.gov.au/article/know-your-workplace-rights-and-responsibilities

https://www.slideshare.net/ranobiswas/labour-law-case-solutions

https://fremont.edu/8-benefits-of-an-internship/

https://internsdc.com/internship-opportunities/its-all-in-the-presentation/

https://mef.unimi.it/wp-content/uploads/Non-COSP

https://canadiangis.com

https://www.lifecoach-directory.org.uk

https://www.roche.com/careers/country/

https://www.collinsdictionary.com

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=2ahUKEwie14WTke3hAhWDxIUKHZXDC9YQFjABegQICxAF&url=https%3A%2F%2Fwww.jobjumpstart.gov.au%2Farticle%2Fknow-your-workplace-rights-and-responsibilities&usg=AOvVaw0awznx0iIart86lOnqp25U

https://fremont.edu/8-benefits-of-an-internship/

https://mef.unimi.it/wp-content/uploads/Non-COSP

https://canadiangis.com/

https://www.lifecoach-directory.org.uk/

https://www.roche.com/careers/country/

https://www.collinsdictionary.com/

Competence

G E N A M 4 0 1 - BASIC ANALYSIS

GENAM401 Apply Basic Analysis

Learning hours

REQF Level: 4 100

Credits: 10

Sector: All

Sub-sector: All

Issue date: August, 2019

Purpose statement

This general module describes the knowledge, skills and attitude required to apply basic analysis.

Analysis is at a depth, complexity, and possibly beauty, since under the surface of everyday

mathematics, there is an assurance of correctness, that we call consistency. Thus, from Analysis, in other

fields of academic study, there are sights of a strange land increasingly brought to the head (forefront)

of standard critical thinking. At the end of this module, the trainee of Level Four will be able to apply

analysis numerical functions, fundamentals of differentiation, natural logarithmic and exponential

functions. This module will be useful to trainee as a means of both measuring and improving their

understanding of Mathematics and he/she will be equipped to perform well in any fields that require

some knowledge of mathematics as well as working in design, demography, solving real problems, good

performance in critical thinking and so on.


Not applicable


Learning units describe the essential outcomes of a competence.

Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.



1. Determine and analyze numerical functions

1.1. Accurate determination of the domain and range of numerical function based on existence condition.

1.2. Adequate identification of symmetry (parity) of numerical function based on definitions of key words (even and odd).

1.3. Perfect determination of limits of a function based on theory of calculating limits.

1.4. Accurate determination of the asymptotes to the rational and irrational functions based on limits calculation.

2. Apply fundamentals of differentiation

2.1. Proper determination of derivative from given definition.

2.2. Adequate interpretation of derivative of a function by illustrating a curve with its tangent and secant line.

2.3. Appropriate application of derivative based on definitions and calculation of derivatives.

2.4. Accurate curve sketching of a numerical function from the table of variation of the given function.

3. Apply natural logarithmic functions

3.1. Proper determination of the domain of natural logarithmic functions based on existence conditions.

3.2. Accurate calculation of limits of natural logarithmic functions based on logarithmic properties.

3.3. Appropriate solving of equations involving logarithms based on domain of validity.

3.4. Perfect differentiation of natural logarithmic functions according to differentiation definition.

3.5. Accurate curve sketching of logarithmic functions

based on table of variation.

4. Apply exponential functions

4.1. Accurate determination of the domain of definition of function based on existence condition.

4.2. Adequate calculation of limit of exponential functions based on properties of exponentials.

4.3. Appropriate determination of solutions of exponential equations according to domain of validity.

4.4. Perfect differentiation of exponential functions based on definition of derivative.

4.5. Adequate curve sketching of exponential functions according to the table of variation.

Learning unit LU 1: Determine and analyze numerical functions

1

Learning Outcomes:

1. Determine the domain and range of numerical function

2. Identify the symmetry of numerical function

3. Determine limits of a function

4. Determine the asymptotes to the rational and polynomial functions 20 Hours

Learning Outcome 1.1: Determine the domain and range of numerical function

Definitions Existence

condition Domain of

definition of a function

Range of a function

Calculations Domain of

definition of a function

Range of a function

o Group discussion on existence condition

o Practical exercises determination of domain and range of a function

o Documentary Research

- Reference Books - Didactic materials such as

manila paper, … - Hand-out notes - Internet






Written evidence Short questions Open questions Matching

Checklist Score

Yes No

Indicator: Definition is well given

Concept of existence condition is properly given

Concept of domain of definition (all allowed inputs) is properly given

Concept of range (all possible outcomes) is properly given

Indicator: Calculation is accurately done

Launch of existence condition is appropriately given

Determination of domain of definition is appropriately done

Determination of range is accurately found

Observation

Learning Outcome 1.2:Identify the symmetry of numerical function

Even function

Odd function

o Group discussion symmetry of

numerical function

o Pairing work

o Practical exercises o Documentary Research

- Reference Books - Didactic materials

such as manila paper, …

- Hand-out notes - Internet



Accurate determination of the domain and range of numerical function based on

existence condition





Written evidence Short questions based on symmetry of numerical function Open questions based on symmetry of numerical function

Checklist Score

Yes No

Indicator: Identification of Parameters that influence symmetry

Definition of even function is well given

Definition of odd function is well given

Identification of even function is correctly done

Identification of odd function is appropriately done

Observation

Learning Outcome 1.3:Determine limits of a function



Adequate identification of symmetry (parity) of numerical function based on

definitions of key words (even and odd)

Finite limits

Infinite limits

Limit at infinity

Indeterminate case

0

0

0

o Group discussion on

calculation of limits

o Pairing work

o Practical exercises on calculation of limits


- Reference Books - Hand-out notes - Didactic materials


- Internet





Written evidence

Open questions Short questions

Checklist Score

Yes No

Indicator: Perfect determination of limit

Finite limits are accurately determined

Infinite limits are accurately determined

Limit at infinity are accurately determined

Indeterminate cases are accurately determined

Indicator: Good performance in Determination of limit for indeterminate case

0

0

0


Perfect determination of limits of a function based on theory of calculating limits

Observation

Learning Outcome 1.4: Determine the asymptotes to the rational and polynomial functions

Definitions

Boundaries of

domain of definition

Horizontal

asymptote

Vertical asymptote

Oblique asymptote

Calculations

Horizontal

asymptote

Vertical asymptote

Oblique asymptote

o Pairing work on boundaries of

domain of definition

o Practical exercises on different

types of asymptotes


- Reference Books - Didactic materials


- Hand-out notes - internet





Accurate determination of the asymptotes to the rational and irrational

functions based on limits calculation



Written evidence

Open questions

Short questions

Checklist Score

Yes No

Indicator: Definition is well given

Definition of Boundaries of domain of definition is properly given

Definition of Horizontal asymptote is perfectly given

Definition of Vertical asymptote is perfectly given

Definition of Oblique asymptote is perfectly given

Indicator: Calculation/ determination of related asymptote is accurately done

Determination of Horizontal asymptote is appropriately done

Determination of Vertical asymptote is perfectly done

Determination of Oblique asymptote is appropriately done

Observation

Learning unit nnLU 2: Apply fundamentals of differentiation

2

Learning Outcomes:

1. Determine derivative of a function 2. Interpret derivative of a function 3. Apply derivative 4. Sketch an accurate curve of a function

20 Hours

Learning Outcome 2.1:Determine derivative of a function

Definition of derivative

Calculation of derivatives Derivative of function at a given

point Derivative of a polynomial function Derivative of a rational function Derivative of an irrational function Successive derivatives

o Group discussion on derivative of function


- Reference Books - Didactic

materials such as manila paper, …

- Hand-out notes - internet



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


Written evidence

Short questions Open questions all based on definition or determination of derivative

Checklist Score

Yes No

Indicator:Definition is given

Definition of derivative is correctly given

Indicator : Calculation is well performed

Calculation of derivative of a function at a given point is accurately done

Calculation of derivative of a polynomial function is accurately done

Calculation of derivative of a rational function is accurately done

Calculation of derivative of an irrational function is accurately done

Calculation of successive derivative is accurately done

Observation

Learning Outcome 2.2 :Interpret derivative of a function

Geometric interpretation of a derivative of a function at a point

Kinematical meaning of a derivative

o Group discussion on derivative function


- Reference Books - Geometric

instruments - Didactic materials


- Hand-out notes - Internet



Proper determination of derivative from given definition




Written evidence

Short questions based on interpretation of derivative Open questions based on interpretation of derivative

Checklist Score

Yes No

Indicator: Interpretation of derivative is correctly given

Geometric interpretation of a derivative is correctly given

Kinematical meaning of a derivative is correctly given

Observation

Learning Outcome 2.3:Apply derivative

Tangent and normal at a point of a function

Increasing and decreasing function

Maximum and minimum points of a function

Concavity, inflection point on a curve

o Group discussion on differentiation of function

o Practical exercises on different applications of derivative



instruments - Didactic materials


- Hand-out notes




Adequate interpretation of derivative of a function by illustrating a curve with its

tangent and secant line



Written evidence

Short questions Open questions

Checklist Score

Yes No

Indicator : Application of derivative is accuratelydone

Determination of tangent at a point of a function is properly done

Determination of increasing interval is appropriately done

Determination of decreasing interval is appropriately done

Calculation of Minimum point of a function is accurately done

Calculation of Maximum point of a function is accurately done

Determination of concavity of a curve is appropriately done

Determination of inflexion point on a curve is accurately done

Observation

Learning Outcome 2.4: Sketch an accurate curve of a given function

Parameters required Variation table Additional points

Curve sketching Curve sketching of

polynomial function Curve sketching of rational

function Curve sketching of

irrational function

o Group discussion on different types of function

o Practical exercises on curves sketching


- Scientific calculator


instruments (Ruler, T-square,..)

- Didactic materials such as manila paper, …

- Hand-out notes



Appropriate application of derivative based on definitions and calculation of

derivatives

- Internet




Written evidence

Short questions based on derivative Open questions based on derivative and table of variation Curve sketched

Checklist Score

Yes No

Indicator : Parameters that influence curve skecthing are well established

Construction of table of variation is appropriately done

Choice of additional points is appropriately done

Indicator : Curve sketching is accurately done

Curve sketching of polynomial function is properly done

Curve sketching of rational function is properly done

Curve sketching of irrational function is properly done

Observation


Accurate curve sketching of a numerical function from the table of variation of

the given function

Learning unit LU 3: Apply natural logarithmic functions

3

Learning Outcomes:

1. Determine the domain of definition of natural logarithmic

functions

2. Calculate limits of natural logarithmic functions

3. Solve equations involving logarithms

4. Differentiate natural logarithmic functions

5. Sketch the curve of logarithmic functions 20 Hours

Learning Outcome 3.1: Determine the domain of definition of natural logarithmic functions

Existence conditions

Boundaries

Domain of definition

o Brainstorming on existence condition

o Pairing in determining the boundaries of domain of definition

o Group work on determination of domain of definition

- Hand-out notes - Reference books - Didactic materials such as

manila paper, … - Internet





Proper determination of the domain of natural logarithmic functions based on

existence conditions



Written evidence

Short questions related to existence condition

Open questions related to determination of domain of definition of logarithmic functions.

Checklist Score

Yes No

Indicator: Existence condition is appropriate to the given function

Determination of existence conditions is well given

Indicator: Determination of domain is accurate

Determination of boundaries of domain of definition is perfectly done

Deduction of domain of definition is correctly done

Observation

Learning Outcome 3.2: Calculate limit of natural logarithmic functions

Properties of logarithms

Finite limits

Limits at infinity

Deduction of Asymptotes

o Brainstorming on calculation of limits

o Documentary Research o Group work in determining

asymptotes equations

- Reference books - Didactic materials such as






Accurate calculation of limit of natural logarithmic functions based on

logarithmic properties



Written evidence

Short questions based on logarithmic properties Open questions related to limits calculation of natural

logarithmic function

Checklist Score

Yes No

Indicator: Calculation is perfectly done


Limits at infinity are well identified

Indicator: Deduction/ Calculation of asymptotes is appropriately done

Vertical asymptotes are appropriately determined

Horizontal asymptotes are appropriately determined

Oblique asymptotes are appropriately determined

Observation

Learning Outcome 3.3: Solve equations involving logarithms

Domain of validity

Solving logarithmic equations

Set of solutions

o Brainstorming on domain of validity and solution set of logarithmic equation

o Group discussion on solving logarithmic equations








Written evidence Short questions


Appropriate solving of equations involving logarithms based on domain of validity


Open questions Solving equations

Checklist Score

Yes No

Indicator: Application of properties of logarithms is well performed

Application of properties of logarithms is properly done

Indicator: Domain of validity is accurately mentioned

Determination of domain of validity is accurately done

Indicator: Solving logarithmic equation is well done

Solutions of logarithmic equations are accurately given

Identification of domain of validity and set of solutions is accurately done

Observation

Learning Outcome 3.4: Differentiate natural logarithmic functions

Differentiation

Increasing and decreasing intervals

Concavity

o Brainstorming on differentiation o Group discussion on

differentiating natural logarithmic functions

o Pairing work on increasing or decreasing intervals and concavity for logarithmic functions.





Perfect differentiation of natural logarithmic functions according to

differentiation definition





Written evidence

Short questions Open questio

Checklist Score

Yes No

Indicator: Determination/ calculation is well performed

Calculation of First derivative

Identification of increasing intervals

Identification of decreasing intervals

Determination of maximum points

Determination of minimum points

Calculation of second derivative

Identification of concavity

Determination of inflection points

Observation

Learning Outcome 3.5: Sketch the curve of logarithmic functions


Curve sketching

o Brainstorming variation table o Group discussion on how to

choose additional points o Pairing work on curve sketching o Documentary Research

- Hand-out notes - Reference books - Geometric instruments

(Ruler, T-square,..) - Didactic materials such as







Written evidence

Short questions Open questions Curve sketched

Checklist Score

Yes No

Indicator: Parameters that influence curve sketching are well identified

Presentation of variation table is properly done

Selection of additional points is properly done

Indicator: Curve sketched is accurate

Presentation of asymptotes if any is properly done

Plotting the curve is properly done

Observation


Accurate curve sketching of logarithmic functions based on table of variation

Learning unit LU 4: Apply exponential functions

4

Learning Outcomes:

1. Determine the domain of exponential functions

2. Calculate limit of exponential functions

3. Solve equations involving exponentials

4. Differentiate exponential functions

5. Sketch the curve of exponential functions 40 Hours

Learning Outcome 4.1: Determine the domain of exponential functions

Existence conditions

Boundaries

Domain of definition

o Brainstorming domain and range of exponential function

o Group work on determination of domain of definition of exponential function



manila paper, … - Internet - Hand-out notes






Accurate determination of the domain of definition of function based on

existence condition


Written evidence

Short questions related to existence condition Open questions related to determination of domain of definition

of exponential functions.

Checklist Score

Yes No

Indicator: Existence condition is appropriate to the given function

Existence conditions are appropriately indicated

Indicator: Determined domain is appropriate

Determination of boundaries of domain of definition is properly done

Deduction of domain of definition is perfectly done

Observation

Learning Outcome 4.2: Calculate limit of exponential functions

Finite limits

Limits at infinity

Deduction/ calculation of Asymptotes

o Brainstorming on calculating limits

o Documentary Research o Group work on determination

of asymptotes

- Hand-out notes - Reference books - Didactic materials such as






Written evidence

Short questions Open questions


Adequate calculation of limit of exponential functions based on properties of

exponentials


Checklist Score

Yes No

Indicator: Limits calculation is perfectly done


Limits at infinity are properly found

Indicator: Deduction/ Calculation of asymptotes is appropriate

Horizontal asymptotes are appropriately determined

Vertical asymptotes are appropriately determined

Oblique asymptotes are accurately determined

Observation

Learning Outcome 4.3: Solve equations involving exponentials

Properties of exponentials

Domain of validity

Solving equations involving exponentials

Set of solutions

o Discussion on domain of validity o Group work on solving

exponential equations o Documentary Research

Hand-out notes

Reference books

Didactic materials such as manila paper, …

Internet





Written evidence

Short questions Open questions Solving equations


Appropriate determination of solutions of exponential equations according to

domain of validity


Checklist Score

Yes No

Indicator: Application of properties of exponentials is well performed

Application of properties of exponentials is properly done

Indicator: Domain of validity is accurately mentioned

Determination of domain of validity is appropriately done

Indicator: Solving exponential equation is well done

Solutions of exponential equations are appropriately found

Identification of domain of validity is properly done

Determination of solutions set is appropriately done

Observation

Learning Outcome 4.4: Differentiate exponentials functions

Differentiation


Concavity

o Brainstorming differentiation o Group discussion on increasing

and decreasing intervals o Pairing work on concavity o Documentary Research

Hand-out notes

Reference books


Internet





Written evidence

Short questions related to derivative Open questions related to derivative


Perfect differentiation of exponential functions based on definition of derivative


Checklist Score

Yes No

Indicator: Calculation/determination is well performed

First derivative


Maximum or minimum points

Second derivative

Concavity

Inflection points

Observation

Learning Outcome 4.5: Sketch the curve of exponential functions


Curve sketching

o Brainstorming on variation table

o Group discussion on curve sketching


Hand-out notes

Reference books

Geometric instruments (Ruler, T-square,..)


Internet





Adequate curve sketching of exponential functions according to the table of

variation



Written evidence

Open questions related to table of variation Sketching curve

Checklist Score

Yes No

Indicator: Parameters that influence curve sketching are well identified

Presentation of variation table

Selection of additional points

Indicator: Curve sketched is accurate

Presentation of asymptotes if any

Plotting the curve

Observation

Reference books:

1. A. J. Sadler, D. W. S. Thorning (1987). Understanding Pure Mathematics, Oxford University Press.

2. Arthur Adam, Freddy Goossens and Francis Lousberg (1991). Mathematisons 65, DeBoeck, 3rd

edition. 3. David Rayner (2000). Higher GCSE Mathematics, Oxford University Press.

4. DPES- RWANDA (1990). Complexes 5th, Livre de l’élève. IMPRISCO-Kigali.

5. Frank Ebos, Dennis Hamaguchi, Barbana Morrison & John Klassen (1990), Mathematics Principles & Process, Nelson Canada A Division of International Thomson Limited.

6. George B. Thomas, Maurice D. Weir & Joel R. Hass (2010), Thomas’ Calculus Twelfth Edition, Pearson Education.

7. J CRAWSHAW, J CHAMBERS (1984). A concise course in A-Level statistics with worked examples, Stanley Thornes (Publishers) LTD.

8. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Six. Kigali: Fountain.

9. Ngezahayo, E. P. (2017). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Five. Kigali: Fountain.

10. Ngezahayo, E. P. (2016). Advanced Mathematics for Rwanda Secondary Schools. Learners’ Book Senior Four. Kigali: Fountain.

11. Peter Smythe (2005). Mathematics HL & SL with HL options, Revised Edition, Mathematics Publishing Pty. Limited.

12. Shampiona, A. (2005). Mathématiques 6. Kigali: Rwanda Education Board

A E E S T 4 0 1 - STARTING SYSTEM REPAIRING

AEEST401 Repair starting system

RTQF Level: 4 Learning hours

Credits: 8 80

Sector: Technical Services


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.


Implement safety, health and environmental policies and procedures

Technical drawing

Caring textile fibers







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

and control circuit

2.1. Adequate selection of tools, materials and equipment

2.2. Proper diagnosis of starting 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

1

Learning Outcomes:

1. Identify starting system components

2. Describe starter motor components

3. Describe starting system control circuit

20 Hours

Learning Outcome1.1Select material, tools and equipment.

Introduction

Definition of starting

system

Starting system

components

Purpose of starting

system

Vehicle battery circuit

Single battery

Double battery

o Video presentation of starting

system components

o Brainstorming on purpose of

starting system

Group discussion on types of starting

system

- Workshop

- Whiteboard

- Flip charts

- Marker pen

- Vehicle

- Jump starting cable

- Battery

- Dc motors

- Switches

- Starters

- Fuses

- Relays

- Handout notes

- Papers

- Pen






Written

Oral

Multiple choice

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


Proper identification of starting system components

Learning Outcome 1.2Describe the parts of embroidery machine

Starter motor components

design

Types of starter motor

Pre-engaged started

motor

Inertia starter

Permanent magnet

starter

Gear reduction

starter

Function for each

components

Operating principles

o Brainstorming functions for

starter motor components

o Group discussion on operating

principles

o Assignment on components

design

o Presentation of the assignment

- Workshop

- Whiteboard

- Flip charts

- Vehicle


- Battery

- Dc motors

- Switches

- Starters

- Fuses

- Relays

- Spanners

- Screw driver

- Hummer

- Pliers

- Punches and chisels

- Manual book

- Marker pen

- Camera

- Battery charger

- Bench vice

- Handout notes

- Papers

- Pen

- Marker pen





Proper description of starter motor components



Written

Oral

Multiple choice


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


Observation

Learning Outcome 1.3: Describe starting system control circuit

Starting system control

circuit design

Function of starting system

control circuit components

Safety starting circuit

o Brainstorming about

starting system control

o Group discussion on safety

starting circuit

- Vehicle with starting system

- Handout notes

- Papers

- Pen

- Marker pen Workshop

- Whiteboard

- Flip charts


- Battery

- Dc motors

- Switches

- Starters

- Fuses

- Relays






Written

Oral

Multiple choice


Matching

Sentence completion

Checklist Score

Yes No

Starting system control circuit design

Function of starting system control circuit components

Safety starting circuit

Observation


Proper description of starting system control circuit

LU 2:Starter motor components repairing

2

Learning Outcomes:

1. Select tools, materials and equipment

2. Diagnose starter motor components

3. Disassemble starter motor

4. Test starter motor components

5. Repair or replace damaged starter components

6. Repair starter motor control circuit

30 Hours

Learning Outcome 2.1: Select tools, materials and equipment

Tools

Power tools

Measuring tools

Hand tools

Materials

Grease

Lubricants

Brushes

Equipment

Diagnostic machine Battery capacity load

tester Armature tester

o Demonstration by

video/picture of tools

o Demonstration by

video/picture of materials

o Demonstration by

video/picture of equipment

o Group discussion on the use

of Diagnostic machine

- Workshop

- Vehicle

- Hydraulic press


- Terminal cleaner

- Spanners

- Screw driver

- Hummer

- Pliers

- Cutters

- Punches and chisels

- Brushes

- Soldering gun

- 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)






Practical activities


Adequate selection of tools, materials and equipment

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

Common problems of starting systems

Faults

Symptoms

Causes

Remedy

Diagnose procedures

Verify system fault

Evidences evaluation

Diagnosis systems

Result report

o Demonstration on system

diagnosis


diagnosing process

o Individual exercise of system

fault verification

o Group work on diagnosis

process

- Diagnostic

machine

- Multimeter

- Vehicle

- Screw driver

- Hummer

- Pliers

- Cutters

- Testers

- Battery

- Manual book

- Internet

connection

- Computer with software(AUTO-DATA/ALL- DATA)







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

Locating starter motor in

vehicles

Dismounting procedures

Disconnect battery

Disconnect wires

Unbolt starter

Remove starter

o Workshop demonstration of starter

motor dismounting and

disassembling procedures

o Practical work on dismounting

Practical work on disassembling

starter motor

- Workshop

- Vehicle

- Spanners

- Starter motor

- Screw driver

- Hummer

- Pliers



Proper diagnosing of starter motor components

motor

Disassembling procedures

Remove solenoid

Tape off the end

frame

Remove the brushes

holder

Separation of meshing driver

and electrical motor

- Cutters

- Punches and

chisels

- Manual book

- Stand

- Hydraulic jack

- Bench vice







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


Proper disassembling of starter motor

Learning Outcome 2.4: Appropriate testing starter motor components

Starter motor Bench testing

Armature testing

Short circuit testing

Grounded testing

Open circuit testing

Coil field testing

Short circuit

Grounded testing


Brush holders / carbon brush

plate


Short circuit

Solenoid circuit testing

Visual inspection

Visual inspection of

brushes

O-ring visual

inspection

Pinion gear

Fork

Planetary gear set

One way clutch operation

testing

o Brainstorming on testing

procedures

o Demonstration on starter

motor bench testing

o Practical work of bench

testing

o Practical work on visual

inspection

o Practical work on coil field

testing

- - Multi-meter

- Vehicle

- Starter motor

- Battery capacity

load tester

- Wires

- Workshop

- Armature tester

- Bench vice

- Bench Work

- Manual book

- Battery

- PPE

- Fuse

- Switch

- Relays





Appropriate testing starter motor components


Type of evidence Portfolio assessment tools



Checklist Score

Yes No

Bench testing of starter motor


Grounded 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

Faults Checking

Visual check

Smelling check

Testing

Noisy check

Replacing and repairing procedures

Stuff will need (gather

resources)

Starter removal

Stripping starter

Assess the damage

Repair the armature and field

winding

Repair solenoid

o Demonstration on

conducting visual checking


o Group discussion fault

checking

o Workshop exercise on

starter removal

o Individual exercise stripping

starter

o Group exercise on replacing

damaged starter motor

o Group exercise on repairing


- Vehicle

- Jump starting

cable

- Terminal

cleaner

- Spanners

- Screw driver

- Hummer

- Pliers

- Cutters

- Punches and

chisels

- Brushes

- Soldering gun


Lubricating the new brushes

Fitting the new brushes

Checking brush and pinion

Assembling the starter

Testing

Mount starter motor in the

vehicle

- Drilling machine

- Vernier caliper

- Testers

- Spare parts

- Grease

- Stand

- Hydraulic jack

- Computer with

software(AUTO-

DATA/ALL -

DATA)

- Car lift

- Bench vice

- Pulley puller







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


Appropriate repairing or replacing of damaged starter components

Repair solenoid



Checking brush and pinion

Assembling the starter

Testing

Mount starter motor in the vehicle

Observation

Learning Outcome 2.6:Repair starter motor control circuit

Test starting system control circuit

components

Ignition /starting switch

Starting relay

Starting fuse

Wiring

Safety switch

Repair or replace damaged starter


Ignition /starting switch

Starting relay

Starting fuse

Wiring

Safety switch

o Demonstration on testing

starting system control

circuit components

o Workshop practice on Repair

or replace damaged starter


o Assignment on repairing

damaged components on

the starter control circuit

o Presentation on starting

system control circuit

- Vehicle

- Jump starting

cable

- Terminal

cleaner

- Spanners

- Screw driver

- Hummer

- Pliers

- Cutters

- Punches and

chisels

- Soldering gun

- Testers

- Multimeter

- Manual book

- Battery

- Super glue

- Silicon

- Spare parts

- Grease

- Camera

- Computer with

software(AUTO-

DATA/ALL -

DATA)


- Bench vice







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


Correct Repairing of starter motor control circuit

LU 3:Testing starting system

3

Learning Outcomes:

1. Test Starter Battery

2. Test Starter motor

3. Test starter motor control circuit

30 Hours

Learning Outcome 3.1: Test Starter Battery

Check electrolyte

level

weight density

Visual checking

Colour

Physical damage

Test battery voltage

Charged

Discharged

Damaged

o Demonstration by video on

testing battery voltage

o Brainstorming on visual

inspection


electrolyte checking

- Vehicle

- Multimeter

- Testers

- Battery


- Battery charger

- Distilled water

- Sulphuric acid

- Terminal cleaner

- Hydrometer

- Computer with

software

(Auto-data)








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

Test of starter motor pinion

Engagement

Rotation

Disengagement

Test starter motor short circuit

o Demonstration by

video/picture of

engagement

o Brainstorming on starter

motor short circuit testing

o Practical work on testing

starter motor

- Starter motor

- Starter battery

- Vehicle

- Booster cables

- Computer with

software (Auto-

data)



Proper testing of Battery






Practical activity

Checklist Score

Yes No

Engagement testing

Rotation testing

Disengagement testing

Starter motor short circuit testing

Observation

Learning Outcome 3.3.Troubleshoot local area network

Test for starting

parameter

voltage drop

current draw

continuity

Short circuit

Test system

performance

o Brainstorming on test for

starting parameter


voltage drop


continuity


system performance

- Vehicle

- Spanners

- Screw driver

- Pliers

- Cutters

- Testers

- Multimeter

- Battery

- Fuses

- Relays

- Switches

- Manual book

Computer with

software(AUTODATA/ALL DATA)



Proper testing of starter






Practical activity

Checklist Score

Yes No

Voltage drop testing

Current draw testing

Continuity 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.


Proper checking of control circuit

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/



http://www.instructables.com/id/Starter-Motor-Repair/

A E E C R 4 0 1 - CHARGING SYSTEM REPAIRING

AEECR401 Repair charging system


Credits: 7 70

Sector: Technical services



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.


charging system while responding to work needs.


Basic electricity

Basic electronics







1 Describe charging system

1.1. Proper identification of chargingsystem component

1.2. Proper description of chargingsystem components

1.3. Proper description of chargingsystem 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 alternatorcomponents

2.4. Correct repair or replace damaged

alternatorcomponents

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

1

Learning Outcomes:

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

10 Hours

Learning Outcome1.1describe charging system components

Introduction to charging system

Definition of charging system

Function of charging system

Components of charging system

Location of charging system components

Vehicle battery electrical systems

Single battery vehicle electrical system

Dual battery vehicle

electrical system

o Brainstorming on charging

system components

o Group discussions on charging

system components

o Assignment and Presentation

on charging system

- Car

- Alternator

- Battery

- Wires

- Regulator

- Bench work

- White board

- PPE

- Internet

- Books

- Paper

- Pen

- Computer

- Projector

- Visual aids

- Handout notes






Written

oral

Multiple choice


Matching

Sentence completion

Presentation

Checklist Score

Yes No

Function of charging system

Classification of vehicle battery electrical systems

AlternatorLocation

Battery Location

Regulator Location

Pulley and drive belt Location

Fuses Location

Ignition switch Location

Observation


Proper identification of charging system components

Learning Outcome 1.2describe charging system components

Charging system design

Alternator

Regulator

Battery

External Wiring

Requirement of charging system

Introduction

Vehicle electrical loads

Charging voltage


Generation of

electricity

Rectification of AC to

DC

Regulation of output

voltage

Charging internal circuits


system design


charging system design


system requirements

o Group discussion on operating principles

- Car - Alternator - Battery - Wires - Regulator - Bench work - White board - PPE - Internet - Books - Paper - Pen - Computer - Visual aids - Handout notes





Written

oral

Multiple choice


Matching

Sentence completion


Proper description of charging system components


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

Wiringdiagram 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

External wiring

components

Battery

Ignition switch

Fuses

Relays

Wires

Telltale lamp

Functions of external

wiring

Wiring external diagram

o Brainstorming on external wiring of components

o Demonstration by video/picture wiring components

o Assignment on external wiring functions

o Assignment Presentation

- Alternator - Battery - wires - Vehicle - Telltale lamp - Fuses and relays - Internet - Books - Paper - Pen - Computer - Hand out notes






Written

Oral

Multiple choice


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


Proper description of charging system external wiring

LU 2:Alternator components repairing

2

Learning Outcomes:

1. Selection of tools, materials and equipment 2. Diagnosis charging system 3. Test alternator components

40 Hours

Learning Outcome 2.1Selection of tools, materials and equipment

Tools

Power tools

Measuring tools

Hand tools

Materials

Grease

Lubricants

Brushes

Equipment

PPE

o Demonstration by video/picture of tools

o Demonstration by video/picture of materials

o Demonstration by video/picture of equipment

o Group discussion on the use

of PPE

- Toolbox

- Multi-meter

- Tester

- battery charger

- Books

- Cables

- Visual aids

- Internet

- Computer

- Hand-out notes









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

Common problems charging systems Faults Symptoms Causes Remedy

Diagnose procedures Verify system fault Evidences evaluation Diagnosis systems

Result report

o Brainstorming on common problems of charging system

o Demonstration on system diagnosis

o Practical work of system diagnosis

o Brainstorming on results reporting

Car

Multi-meter

Testers

Tool box

Wires

Manual book

Internet connection

Pen and notebook

Whiteboard








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

Alternator location

Alternator Dismounting

procedures

Disconnect battery

Disconnect wires

Remove drive belt

o Demonstrating on the location

of alternator

o Brainstorming on alternator

dismounting procedures

o Practical work on alternator

assembling procedures

- Vehicle with

charging system

- Complete tool

box

- Workshop

- Classroom



Proper diagnosis of charging system

Unbolt alternator

Remove

Alternator disassembling

procedures

remove cover

remove brush holder

remove regulator

remove diode plate

remove pulley

separate rotor and

stator

Examinations of the running

surfaces of the pulley for wear

and dents

Testing of the roller bearing

seat

Alternator windings testing:


for stator winding

and rotor

Short to ground

testing for stator

winding and rotor

Open testing for

stator winding and

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

o Assignment on testing the roller

bearing seat

o Group discussion on alternator

windings testing

o Assignment on alternator

reassembling / Mounting

following procedures

o Brainstorming on replacing

procedures

o Group discussionon repairing

procedures

o Practical work on mounting

alternator in the vehicles

- Books

- Internet

- Whiteboard

- Mark pen

- Multi-meter

- Oscilloscope

- Battery charger

- Gloves

- Goggles

- Safety boots

- Flip charts

- Brushes

- Spare parts

- Helmet

- Grease

- Respirators

- Safety shoes

- Hand gloves

- Over coat

- Battery load

tester

- Battery charger

- Computer with

software (Auto-

data)

Insert bolts and nuts

Re-install brush into

brush holder

Install diode plate

place regulator

Install cover

Mount alternator






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


Proper Testing alternator components

Learning Outcome 2.4Repair or replace damaged alternator components

Replacing and repairing

procedures

Stuff will need (gather

resources)

Alternator removal

Stripping alternator

Assess the damage

Repair the rotor and field

winding

Replace regulator

Replace diode plate

Repair stator windings

Lubricating the new

brushes


Checking brush

Assembling the alternator

Testing

Mount alternator in the

vehicle

o Brainstorming on replacing

procedures

o Group discussionon repairing

procedures

o Practical work on mounting

alternator in the vehicles

- Complete tool

box

- Workshop

- Classroom

- Books

- Internet

- Whiteboard

- Markpen

- Multi-meter

- Oscilloscope

- Batterycharger

- Gloves

- Goggles

- Safety boots

- Flip charts

- Brushes

- Spare parts

- Helmet

- Grease

- Respirators

- Safety shoes

- Hand gloves

- Over coat

- Battery load

tester

- Battery charger

- Computer with

software (Auto-

data)



Proper Repairing or replace damaged alternator components






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



Checking brush

Assembling the alternator

Testing of alternator

Mounting of alternator in the vehicle

Observation

LU 3:Alternator external wiring repairing

3

Learning Outcomes:

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

Testing external wiring

components

Control switch

Fuses

Relays

Control wires

Battery

Telltale lamp

Test external charging circuit

Pre-excitation

Excitation

Charging

o Demonstration on

external wiring

components


external wiring

components


external charging circuit

- Vehicle with

Charging system

- Complete tool box

- Workshop

- Classroom

- Books

- Internet

- Multi-meter

- Battery charger

- Gloves

- Goggles

- Safety boots

- Brushes

- Spare parts

- Helmet

- Respirators

- Safety shoes

- Hand gloves








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


Proper Testing charging system external wiring components

Learning Outcome 3.2 Repair or replace damaged alternator external wiring components

Wires Short circuit repair

Wiring Short to ground repair

Open wires repair

Replacement of damaged

components

Control switch

Fuses

Relays

Control wires

Dashboard with telltale

lamp

o Brainstorming on

repairing wire short

circuit


wiring short to ground

o Practical work on

replacing damaged

components

- Complete tool

box

- Workshop

- Classroom

- Books

- Internet

- Mark pen

- Multi-meter

- Oscilloscope

- Battery charger

- 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)







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

Importance of maintaining

equipment and tools

Process maintenance:

Cleaning

Oiling

Process of arrangement

equipment and tools

Health and safety of

equipment and tools

o Collection of maintenance tools

o Demonstration on how to

maintain equipment and tools

o Individual work of maintaining

equipment and tools

o Practical exercises on

arrangement equipment and

tools

- Damp cloth

- Brush

- Oil

- Water

- Soap



Repairing or replace damaged alternator external wiring components






Practical activity

Checklist Score

Yes No

Alternator output voltage testing

Battery voltage state checking

Quick test of charging system state

Observation



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.


Proper testing charging system


Checklist Score

Yes No


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 (Autodata)

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


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


Checklist Score

Yes No


5 hours



Observation

Assesment Criterion 4: Safety

Checklist Score

Yes No

Indicator: Scale is respected



Observation

Reference books:

13. Tom D. (2004).Automobile Electrical and Electronic Systems 3rd edition, Elsevier Butterworth-

Heinemann, Linacre House, Jordan Hill, Oxford.

14. Gscheilder R. (2006). Modern Automotive Technology Fundamentas, Service, Diagnostics ; Verlag

Europa-Lehrmittel ; Germany.

15. NATEF (1999). Automotive excellence student Text Student Edition; Glencoe McGraw-Hill.

16. https://itstillruns.com/main-components-alternator-6966534.html/ 17. https://axleaddict.com/auto-repair/Alternator-Problems-Troubleshooting/ 18. http://www.ratwell.com/technical/ChargingSystem.html/ 19. http://www.ratwell.com/technical/ChargingSystem.html#loadtesting/ 20. http://www.ratwell.com/technical/ChargingSystem.html#charging/ 21. http://www.ratwell.com/technical/ChargingSystem.html#limitations/

https://itstillruns.com/main-components-alternator-6966534.html/

https://axleaddict.com/auto-repair/Alternator-Problems-Troubleshooting/

http://www.ratwell.com/technical/ChargingSystem.html/

http://www.ratwell.com/technical/ChargingSystem.html#loadtesting/

http://www.ratwell.com/technical/ChargingSystem.html#charging/

http://www.ratwell.com/technical/ChargingSystem.html#limitations/

A E E I R 4 0 1 - IGNITION SYSTEM REPAIRING

AEEIR401 Repair ignition system


Credits: 10 100

Sector: Technical Servicing



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.


Basic of electricity

Basic of electronics


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:


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


equipment

3.2. Proper test of ignition delivery

3.3. Appropriate Checking general states of cables

LU 1: Describe ignition system

1

Learning Outcomes:

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

Fundamental of

ignition system:

Definition of ignition

system

Ignition system types

Purpose of ignition

system


ignition system

o Group discussion on types of

ignition system

- Workshop

- Flip charts

- Whiteboard

- Vehicle

- Battery

- Wires and connectors

- Fuses

- Relays

- Switches

- Sensors

- Actuators

- ECU

- Electronic

components

- Marker pen






Written

Oral

Multiple choice


Matching

Sentence completion

Ticking

Presentation

Checklist Score

Yes No

Ignition system definition

Ignition system types

Ignition system purpose

Observation

Learning Outcome 1.2Describe ignition types and components

Ignition system design

Ignition distributor

Battery

Ignition coil

Ignition control

module

Brainstorming functions for starter motor components

Group discussion on operating

principles

Assignment on components’

design

- Workshop

- Flip charts

- Whiteboard

- Vehicle

- Battery

- Wires and

connectors



Proper identification of ignition system types

Control circuit

Types of ignition system

Conventional ignition

system

Electronic ignition

systems


Presentation of the assignment - Fuses

- Relays

- Switches

- Sensors

- Actuators

- ECU

- Electronic

components

- Marker pen





Written

Oral

Multiple choice


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


Proper description of ignition system types

Conventional ignition system design

Electronic ignition system design

Starter battery listing

Observation

Learning Outcome 1.3: Test ignition system components

Test sparks strength

Test ignition coil Open circuit Control circuit

Visual inspection Electrode terminal

wear Spark plug insulator

condition Spark plugs (HT)cable

damage Distributor rotor

crack Ignition coil cracks

Measure the air gap Spark plug Contact break

Diagnosis with scanner tool Found Diagnostic

Trouble Codes Clear faults code Actuation test

Programming Control modules Keys

o Workshop demonstration of starter motor dismounting and disassembling procedures

o Practical work on dismounting

o Practical work on disassembling starter motor

- Workshop - Flip charts - Whiteboard - Vehicle - Spanners - Terminal cleaner - Screw driver - Pliers - Cutters - Oscilloscope - Multimeter - Testers - Dial gauge - Telescopic gauge - Feeler gauge - Battery - Lamps - Wires and

connectors - Fuses - Relays - Switches - Sensors - Actuators - ECU - Electronic

components - Spare parts - Over coat - Hand gloves - Safety shoes - Helmet


- Ear mufflers - Respirators - Scanner tool - Spark plug cleaner

and tester






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


Appropriate testing of ignition components

LU 2:Repair ignition system components

2

Learning Outcomes:

4. Select tools, materials and equipment 5. Dismount ignition system components 6. Repair and replace ignition system components 7. Perform ignition timing

50 Hours

Learning Outcome 2.1 Select tools, materials and equipment

Tools

Power tools

Measuring tools

Hand tools

Materials

Grease

Lubricants

Brushes

Equipment

PPE

Diagnostic machine

o Video/ picture demonstration

of tools

o Brainstorming on materials

and equipment

o Individual exercise of selecting

tools materials and equipment

- Terminal cleaner

- Screw driver

- Hummer

- Workshop

- Flip charts

- Whiteboard

- Vehicle

- Spanners

- Pliers

- Cutters

- Soldering gun

- Oscilloscope

- Multimeter

- Testers

- Dial gauge

- Telescopic gauge

- Feeler gauge

- Battery

- Lamps

- Wires and connectors

- Fuses


- Relays

- Switches

- Water


- 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







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

Locating ignition system

components in vehicles


Disconnect battery

Disconnect cables

Remove ignition coil

Remove the ignition control

module

o Demonstration on

system diagnosis


diagnosing process

o Individual exercise of

system fault

verification

o Group work on

diagnosis process

Screw driver

Hummer

Spanners

Pliers

Cutters

Testers

Over coat

Hand gloves

Safety shoes




Remove ignition distributor

Remove spark plugs

Distributor disassembling

procedures

Remove protective cover

Remove the rotor

Remove contact breaker

/pulse or hall generator

Helmet

Ear mufflers

Respirators

Car lift







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


Proper dismounting of ignition components

Learning Outcome 2.3 Repair and replace ignition system components

Faults Checking

Visual check

Smelling check

Testing

Noisy check

Repair the high tension cables

Insulate

Connection

Adjust the gap

Contact breaker

Spark plug

Spark plug replacement

procedures

Remove HT cables

Unscrew spark plugs

Remove spark pugs

Purchase new spark

plugs

Fix spark plugs

Connect high tension

cables

Testing

o Practical work on bench

testing

o Practical work on repairing

high tension cables

o Demonstration on adjusting

the gap

o Practical work on plug

replacement

- Terminal

cleaner

- Screw driver

- Hummer

- Workshop

- Vehicle

- Spanners

- Pliers

- Cutters

- Soldering gun

- Oscilloscope

- Multimeter

- Testers

- Dial gauge

- Telescopic

gauge

- Feeler gauge

- Internet

connection

- Manual book

- Spare parts

- 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)

- Timing light/


Stroboscopic

lamp

- Didactical panel

- Battery charger

- Bench vice

- Car lift

- Dustbin





Performanceevidence


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

Understanding ignition

timing

Firing order

Timing marks

o Demonstration on conducting

visual checking


o Group discussion fault checking

- Screw driver

- Spanners

- Pliers

- Multimeter

- Testers



Methodical repairing and replacement of ignition system components

Ignition cycle

Check ignition timing

Uses of Stroboscopic

lamp

Visual check

Adjust distributor

o Advance

o Retard

o Workshop exercise on starter

removal

o Individual exercise stripping

starter

o Group exercise on replacing


o Group exercise on repairing


- Battery

- Wires and

connectors

- Manual book

- Over coat

- Hand gloves

- Safety shoes

- Helmet

- Ear mufflers

- Respirators

- Scanner tool

- Timing light/

Stroboscopic

lamp







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


Proper performance of ignition timing

LU 3: Test ignition system

3

Learning Outcomes:

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

Tools

Power tools

Measuring tools

Hand tools

Materials

Grease

Lubricants

Brushes

Equipment

PPE

Diagnostic machine

o Video/picture

demonstration of tools

o Brainstorming on materials

and equipment


selecting tools materials and

equipment

- Terminal cleaner

- Screw driver

- Hummer

- Workshop

- Flip charts

- Whiteboard

- Vehicle

- Spanners

- Pliers

- Cutters

- Soldering gun

- Oscilloscope

- 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






Product evidence


Checklist Score

Yes No




Materials selection

Equipment selection



Observation

Learning Outcome 3.2 Test ignition spark delivary

Test sparks

Weak

Strong

Leakage

o Demonstration by video

sparks testing

o practical work on

testing sparks

- Workshop

- Vehicle

- Spanners

- Screw driver



Precise checking state of equipment and tools

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



Proper testing of ignition delivery





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

Visual check

Broken

Loosen

Testing

Continuity

Short circuit

Voltage drop

Additional resistance


checking

o Demonstration on visual

checking


continuity


short circuit


voltage drop

- Workshop

- Vehicle

- Pliers

- Cutters

- Multimeter

- Testers

- Wires and

connectors

- Scanner tool

- Over coat

- Hand gloves

- Safety shoes

- Helmet

- Ear mufflers

- Respirators







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


Appropriate Checking general states of cables



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.


Checklist Score

Yes No


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


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


Checklist Score

Yes No


2 hours



Observation

Assesment Criterion 4: Safety

Checklist Score

Yes No


1:10

sds

sdsd



Observation

Reference books:

Tom D. (2004). Automobile Electrical and Electronic Systems 3rd edition, Elsevier Butterworth-


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.

A E E L R 4 0 1 - LIGHTING AND SIGNALING SYSTEMS

AEELR401 Repair lighting and signaling systems


Credits: 12 120

Sector: Technical servicing



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.


Basic electricity

Basic electronics







1. Describe lighting and Signaling systems

1.1. Proper identification of lighting and signaling system

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 systems

3.1. Proper testing of lighting and signaling components

3.2. Correct replacement lighting and signaling components

3.3. Proper verification of lighting and signaling

functionalities

LU 1: Describe Lightning and Signaling System

1

Learning Outcomes:

1. Identify lighting and signaling systems. 2. Describe Lighting and signaling system components 3. Describe lighting and signaling systems

30 Hours

Learning Outcome1.1: Identify lighting and signaling systems

Essentials of lighting system Definition of lighting

system Definition of

signaling system Purpose of lighting

system Purpose of signaling

system

Location of lighting and signaling system main components Battery Switches Fuses Relays Lamps Flasher unit Wires Horn

Brainstorming on the purpose of signaling system

Brainstorming on the purpose of lighting system

Demonstration on vehicle the location of signaling and lighting system

Field visit

- Vehicle with lighting system

- Workshop - Whiteboard - Marker pen - internet - Projector - Handout note - Lamps - Battery - Bulbs and socket - Wires and connectors - Fuses - Relays - Switches



Assessor may collectamong the following evidences and make judgements on whether the performance

criterion has been achieved.


Written

Oral

Multiple choice


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


Proper identification of lighting and signaling system

Learning Outcome 1.2: Describe Lighting and signaling system components

Headlamp layout

Types of headlamps

Low beam headlamp

High beam headlamp

Auxiliary lamp

Fog lamp

Search lamp

Flush to pass lamp

Headlamp cleaning system

Functions

Components

Light source of headlight and

lights

Halogen lamp

Gas discharge lamp

Neon-gas discharge

lamp

Metal filament lamp

ECE regulations

LED lights

o Demonstration by video/picture

on layout of headlamp

o Brainstorming on the types of

headlamp

o Demonstration of headlamp

cleaning system

o Group discussion on functions of

headlamp cleaning system

o Workshop demonstration on light

source of headlight and lights

o Assignment to describe Lighting

and signaling system

- Vehicle

- 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

- Handout note





Proper description of lighting and signaling system components



Written

Oral

Multiple choice


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

Wiring diagram of external

lights/lamps

Reverse light

Parking light

High beam head

light

Low beam head

light

Fog light

Auxiliary light

o Brainstorming on the wiring

diagram of external

lights/lamp

o Demonstration by

video/picture of the wiring

diagram

o Internet research on the

wiring diagrams

- Vehicle with lighting

and signaling systems

- Workshop

- Whiteboard

- Marker pen

- Projector

- Lamps

- Bulbs and socket


- Camera


Brake light

Side light

Turn signal light

Day time running

light

Horn circuit

Wiring diagram of internal

light/lamp (Roof light)

- Didactical panel

- Handout notes

- Pen

- Paper





Written evidence


Multiple choice


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


Proper description of lighting and signaling system circuits

LU 2:Repair lighting and signaling systems

2

Learning Outcomes:

1. Select tools, materials and equipment 2. Identify faults 3. Repair of lighting and signaling circuit/wire

45 Hours


Tools

Power tools

Measuring tools Hand tools

Materials

Grease

Lubricants

Brushes

Lamps

Insulator taps

Wires

Fuse

Connectors

Relays

Equipment

PPE Diagnostic machine

o Demonstration by

video/picture of tools

o Demonstration by

video/picture of materials

o Individual exercise on selecting

tools according to the need

o Demonstration by

video/picture of equipment

o Group discussion on the use of

PPE

- Hand-out notes

- Spanners - Terminal cleaner - Screw driver - Pliers - Cutters - Hack saw - Punches and chisels - Bolts extractors - Manual book - Scanner tool - Computer and

software(auto-data, all-data

- Testers

- Multimeter

- Soldering gun

- Drilling machine (portable)

- Sensors

- Actuators

- Water - Soaps - 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





Performance

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

Lighting and signalling systems

possible faults

Open circuits

High resistance circuits

Short circuits

Damaged insulation

Burnt wiring

Connector damaged

Terminal damaged

Frayed wires

Water and moisture

Diagnosis procedures Verify the fault. Collect further information. Evaluate the evidence. Carry out further tests in a logical

sequence. Rectify the problem. Check all systems and tight.

Diagnosis trouble codes(DTC) being set

as a results of LED lamp resistance

being lower than original resistance

filament lamp load

o Brainstorming on possible

faults of signaling and

lighting system


signaling faults

o Group discussion on lighting

system faults

o Practical work on

conducting system diagnosis

of lighting and signaling

systems

o Group exercise on using

diagnosis equipments

o Brainstorming on diagnosis

trouble codes

- Car with lighting

and signaling

system

- Lux-meter

- Auto-data soft

ware

- Multimeter

- Testers

- Tool box

- Wires

- Manual book - Internet

connection - Pen and notebook - Whiteboard








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

Repair circuit possibilities

Repair open circuits

Replace high resistance

circuit/ wires

o Brainstorming on repair circuit

possibilities

o Practical exercise on installation of

full lighting system and signaling

- Vehicle with

lighting and

signalling

system

- Complete tool



Proper identification of faults

Replace short

circuits/wires

Replace damaged

insulation

Replace burnt wiring

Replace damaged

connector

Replace terminal

damaged

Replace frayed wires

Clean water and

moisture

Cleaning of headlights

Clean diagnosed trouble

codes(DTC) being set as a

results of LED lamp

resistance being lower than

original resistance filament

lamp load

o Individual exercise of problem

rectification

o Assignment on repairing lighting

and signaling

o Brainstorming on clean diagnosed

trouble codes

box

- Workshop

- Classroom

- Books

- Internet

- Whiteboard

- Mark pen

- Multimeter

- Oscilloscope

- Battery charger

- Gloves

- Goggles

- Safety boots

- Flip charts

- Brushes

- Spare parts

- Helmet

- Grease

- Respirators

- Safety shoes

- Hand gloves

- Over coat

- Battery load

tester

- Battery charger

- Computer with

software (auto-

data)





Appropriate repair of lighting and signaling circuit/wires




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

3

Learning Outcomes:

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

Testing procedures

Hand and eye checks (loose

wires, loose switches and

other obvious faults) – all

connections clean

Check battery must be 70%

charged.

Check bulb(s) – visual check

or test with ohmmeter.

Fuse continuity – (do not

trust your eyes) voltage at

both sides with a meter or a

test lamp.

If used, does the relay click,

this means the relay has

operated, it is not necessarily

making contact.

Supply to switch – battery

volts.

Supply from the switch –

battery volts.


procedures

o Practical demonstration on

testing control switch

o Group exercise on testing

flasher unit

o Individual exercise on testing

horn

o Group exercise on testing

relays and fuses

- Vehicle with

lighting and

signaling system

- Lamps

- Battery

- Bulbs and socket

- Wires and

connectors

- Fuses

- Relays

- Switches

- Flasher unit

- Internet

connection

- Head light tester

- complete tool box

- workshop

- classroom

- books

- internet

- multi-meter


Supplies to relay – battery

volts.

Feed out of the relay – battery

volts.

Voltage supply to the light –

within 0.5 V of the battery.

Earth circuit (continuity or

voltage) – 0 or 0V.

Component testing

Test flasher unit

Test horn

Test control switch

Test relays and fuses

- battery charger

- gloves

- goggles

- Safety boots

- Brushes

- Spare parts

- Helmet

- Respirators

- Safety shoes

- Hand gloves







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


Proper test of lighting and signaling components

Learning Outcome 3.2 Replace lighting and signaling components

Components to be replaced

Flasher unit

Horn

Relay

Bulbs/lamps

Fuses

Wires

Ignition switch

Hazard switch

Brake switch

Reverse switch

Headlight removal procedures

Disconnect cable from battery

Remove other obstacles

Remove the bolts and two

screws

Disconnect sockets from

headlight

Remove front bumper assembly

Remove head light assembly

Headlight installation procedures

Install headlight assembly

Install front bumper assembly

Tighten with bolts and screws

Install removed obstacles

Connect headlight sockets

Connect battery cable

Adjust headlight aiming

o Demonstration by

video/picture on replacing

components of lighting and

signaling

o Practical exercise on

replacing lighting and

signaling components


removal procedures of

headlights

o Practical work on removing

headlight following

procedures

o Individual exercise on

installation of headlight


- Vehicle with

lighting and

signaling

systems

- Complete tool

box

- Workshop

- Classroom

- Books

- Internet

- White board

- Lamps

- Battery

- Bulbs and socket

- Wires and

connectors

- Fuses

- Relays

- Switches

- Flasher unit

- Mark pen

- Multi-meter

- Oscilloscope

- Battery charger

- Gloves

- Goggles

- Safety boots

- Workshop

- White board

- Flip charts

- Brushes

- Spare parts

- Helmet

- Grease

- Respirators


- Safety shoes

- Hand gloves

- Over coat

- Battery load

tester

- Battery charger

- Computer with

software (AUTO-

DATA)





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


Observation


Accurate selection of cleaning materials and products

Learning Outcome 3.3.Verify lighting and signaling functionalities

Headlamp aiming procedures

Vehicle preparation for head

light aiming adjustment

Preparation for headlight

aiming(using tester)

Preparation for headlight

aiming(using screen)

Inspect 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

o Demonstration on vehicle to

verify headlight aiming and

headlight functionalities

o Demonstration on vehicle to

verify full lighting system

functionalities

o Assignment on full lighting

system verification

- Vehicle with

lighting and

signaling

systems

- Complete tool

box

- Workshop

- Headlamp aiming

tester



Proper verification of lighting and signaling functionalities







Checklist Score

Yes No

Using headlamp aiming tester

Headlight adjustment

Lighting and signaling operational verification

Observation



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.


Checklist Score

Yes No


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


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


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


Checklist Score

Yes No


6 hours



Observation

Reference books:

Tom D. (2004). Automobile Electrical And Electronic Systems 3rd edition, Elsevier Butterworth-


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

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#Dipped_beam_(low_beam,_passing_beam,_meeting_beam)/

https://en.wikipedia.org/wiki/Automotive_lighting#Side_turn_signals/

https://www.nytimes.com/2013/07/14/magazine/who-made-that-turn-signal.html

https://en.wikipedia.org/wiki/The_New_York_Times_Magazine

A E E P R 4 0 1 - PRE-HEATING SYSTEM REPARATION

AEEPR401 Repair pre-heating System


Credits: 5 50




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.


Basic of electricity

Basic of electronics



Performance criteria describe the required performance needed to demonstrate achievement of the

learning unit.



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

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-


4. Repair pre-heating system control

circuit

4.1. Proper test of pre-heating system control 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

1

Learning Outcomes:

1. Identify pre-heating system components 2. Describe pre-heating system control circuit 3. Describe glow plugs and timer relay/ECU

5 Hours

Learning Outcome1.1Identify pre-heating system components

Definition of pre-heating system

Purpose of pre-heating system


pre-heating system

o Group discussion on pre-


- Workshop

- Flip charts

- Whiteboard

- Vehicle with pre-

heating system

with pre-heating

system

- Battery

- Wires and

connectors

- Fuses

- Relays

- Switches

- Sensors

- Actuators

- ECU

- Electronic

components

- Marker pen






Written

Oral

Multiple choice


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

Glow plugsTypes

In-cylinder variety

In-manifold

variety(thermostat)

Timer relay/ECU location

o Brainstorming on types

of glow plugs

o Video/picture

demonstration on timer

relay/ECU location

- Workshop

- Flip charts

- Whiteboard

- Vehicle with

pre-heating

system

- Battery

- Marker pen



Proper identification of pre-heating system components





Written

Oral

Multiple choice


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

Pre-heating system control circuit design

Battery Glow plugs

o Brainstorming on pre heating system classification


- Workshop - Flip charts - Whiteboard - Vehicle with

pre-heating



Proper description of glow plugs and timer relay/ECU

Relay Fuse Timer relay/ECU Telltale lamp Wires Metallic plate

Classification of pre-heating system

Timer relay controlled

Engine ECU controlled


o Assignment on components design

system - Battery - Glow plugs - Relay - Fuse - Timer

relay/ECU - Telltale lamp - Wires - Metallic plate





Written

Oral

Multiple choice


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


Proper description of pre-heating system control circuit

LU 2 : Repair pre-heating system components

2

Learning Outcomes:

1. Select tools, materials and equipment

2. Dismount and mount pre-heating system components

3. Diagnose pre-heating system components

4. Repair or replace damaged pre-heating system components

30 Hours


Tools

Power tools

Measuring tools

Hand tools

Materials

Grease

Lubricants

Heater plug

Equipment

PPE

Diagnostic machine

Video/picture

demonstration of tools

Brainstorming on

materials and equipment

Individual exercise of

selecting tools materials

and equipment

- Workshop - Vehicle with

pre-heating system

- Whiteboard - Flipcharts - Spanners - Jump starting

cable - terminal

cleaner - Screw driver - Pliers - Cutters - Brushes - 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







Performance

Evidence


Checklist Score

Yes No




Materials selection

Equipment selection

Observation

Learning Outcome 2.2:Dismount and mount pre-heating system components

Location of pre-heating system

components in Vehicle with pre-

heating systems


Disconnect battery

Disconnect glow plug

wires

Disconnect metallic plate

Remove glow plugs

Remove timer/ECU

Mounting procedures

Fix glow plugs

Fix metallic plate

Mount timer/ECU

Connect wires

Connect battery

o Video demonstration on pre heating system dismounting


dismounting procedures


system fault verification

o Group work on mounting

and dismounting pre-

heating system

components


pre-heating system

- Spanners - Screw driver - Pliers - Cutters - Over coat - Hand gloves - Safety shoes - Helmet - Ear mufflers



Assessor may collectamong the following evidences and make judgements on whetherthe performance



Performance

Evidence


Checklist Score

Yes No

Locatingpre-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

Glow plugs Testing

Heating current Testing

Visual inspection

Loosen wires

Broken glow plugs

Burned wires

o Workshop demonstration of

glow plug testing

Practical work on Testing

heating current

Individual practical work on

glow plugs testing


pre-heating system

- Spanners - Screw driver - Pliers - Cutters



Adequate dismount and mounting of pre-heating system components

Glow plug leaks

Test heating time

Demonstration on visual

inspection


inspections

- Testers - Multi-meter - Battery - Wires and

connectors - Fuses - Relays - Switches - Manual book - Scanner tool - Computer with

software(AUTO-DATA/ ALL-DATA


- Over coat - Hand gloves - Safety shoes - Helmet - Ear mufflers





Performance

Evidence



Proper diagnosis of pre-heating system components

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

Faults Checking

Visual check

Smelling check

Testing open circuit

Wires repairing

Insulate

Connect

Glow plug replacement

procedures

Disconnect wires

Remove metallic

plate

Unscrew glow plugs

Remove glow pugs

Purchase new glow

plugs

Fix glow plugs

Fix metallic plate

Connect wires

Testing

o Brainstorming on fault checking

o Practical work on wire repairing


replacement procedures

o Individual practical work on

glow plug replacement


pre-heating system

- Spanners - Jump starting

cable - Screw driver - Pliers - Cutters - Brushes - Soldering gun - Testers - Multi-meter - Battery - Lamps - Wires and

connectors - Fuses - Relays - Switches - Internet

connection - 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





Performance

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


Correct repair or replacement of damaged pre-heating system components

:Repair pre-heating system control circuit

3

Learning Outcomes:

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

Checking of wires condition

Loosen wires

Burnt wires

Open circuit

Timer relay/ECU testing

Timer relay

Heater relay

ON current

Control current

Telltale lamp switch off

time

Battery voltage testing

Charged

Discharged

Damaged

Workshop demonstration

on timer relay/ECU testing


timer relay


battery voltage

o Group exercise on timer

relay testing

o Group exercise on heater

relay testing

- Workshop - Vehicle with pre-

heating system - Testers - Jump starting cable - terminal cleaner - Screw driver - Multi-meter - Wires and

connectors - Fuses - Relays - Internet connection - Manual book - Sensors - Actuators - ECU - Scanner tool - Computer with

software(AUTO-DATA/ALL- DATA

- Camera - Battery load tester - Didactical panel


- Over coat - Hand gloves - Safety shoes - Helmet - Ear mufflers





Performance

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


Proper test ofpre-heating system control circuit components

Learning Outcome 3.2:Repair or replace damaged pre-heating system control circuit components

Faults Checking Visual check Smelling check Testing open circuit

Wires repair Insulating Connecting

Timer relay/ECU replacement procedures Disconnect battery Disconnect timer relay/ECU and

sockets Remove timer relay/ECU Purchase new timer relay/ECU Fix timer relay/ECU Connect timer relay/ECUand

sockets ECU or Timer relay Testing

o Brainstorming on faults checking

o Group discussion on faults checking

o Practical work on Timer relay/ECU replacement

o Demonstration by video on timer relay replacement

o Practical exercise on checking glow plugs

o Practical exercise on Check pre-heating system control circuit

- Over coat - Hand gloves - Safety shoes - Helmet - Ear mufflers - Battery load

Tester - Battery

Charger - Silicon - Scanner tool - Computer

with Software(AUTO-DATA/ALL-DATA

- Camera - Workshop - 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



- Manual book


Assessor may collectamong the following evidences and make judgements on whetherthe performance



Performance

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


Correct repair or replacement of damaged pre-heating system control circuit

components

Learning Outcome 3.3: Test pre-heating system

Glow plugs checking

Heating

Leakage

Pre-heating system control

circuitchecking

Control wires connection

checking

Relay checking

Fuses checking

Sockets checking

Telltale lamp checking

o Brainstorming on faults

checking


faults checking

o Practical work on Timer

relay/ECU replacement

o Demonstration by video

on timer relay

replacement


checking glow plugs


checking pre-heating

system control circuit

- Workshop - Vehicle with pre-

heating system - Screw driver - Pliers - Cutters - Testers - Multi-meter - Battery - Lamps - Wires and

connectors - Fuses - Relays - 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





Correct test of pre-heating system



Performance

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



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.


Checklist Score

Yes No


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


Checklist Score

Yes No

Indicator: Pre-heating is performed

Glow plugs are properly heated

Heating time is corrected when cold

Fast Engine starting


Checklist Score

Yes No


5 hours



Observation

Reference books:

Tom D. (2004). Automobile Electrical and Electronic Systems3rdedition, Elsevier Butterworth-


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 DiagnosisSecond edition Tom Denton.

A E E E A 4 0 1 - ELECTRICAL AND ELECTRONIC ACCESSORIES

AEEEA401 Repair electrical and electronic accessories


Credits: 10 100




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.


Basic electricity

Basic electronics

Starting system repairing

Lighting and signaling repairing







1. Describe electrical and electronic

accessories

1.1 . Proper identification of electrical and electronic

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

accessories

2.1 . Proper identification of electrical and electronic

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

accessories components

3.1 . Adequate selection of tool, material and

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

1

Learning Outcomes:

4. Identify electrical and electronic accessories systems. 5. Describe electrical and electronic accessories circuits 6. Describe electrical and electronic accessories components

25 Hours

Learning Outcome1.1 Identify electrical and electronic accessories systems.

Essentials of electrical

and electronic

accessories

Definition

Purpose

Systems of electrical and

electronic accessories

Windshield wiper

and washer system

Gauges and meters

system

Electrical power

windows

Car radio system

Mirror system

Central locking

system

Car alarm system

Vehicle anti-theft

system

Cigarettes lighter

o Brainstorming on the purpose of

electrical and electronic accessories

o Demonstration by video/pictures of


o Demonstration of components’

location in vehicle

o Group discussion on car radio

system

o Group discussion on car locking

system

o Group discussion on car alarm

system

- Car with electronic

systems

- Internet

- Books

- Paper

- Pen

- Whiteboard

- Blackboard

- Marker pen

- Chalks

- Projector

- Computer

- Visual aids

- Handout notes


system

Location of electrical

and electronics system

components in vehicle





Written

Oral

Multiple choice


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


Proper identification of electrical and electronic accessories systems

Learning Outcome 1.2Describe electrical and electronic accessories circuits

Wiring diagram of electrical

and electronic accessories

circuits

Windshield wiper and

washer circuit

Gauges and meters

/instruments circuit

Electrical power

windows circuit

Car radio circuit

Mirror circuit

Central locking circuit

Car alarm circuit

Vehicle immobilizer

circuit

Cigarettes lighter

circuit

o Demonstration by video of wiring diagrams

o Brainstorming on wiring diagram of electronic accessories

o Workshop demonstration on how to identify wiring circuit

- Car with electronic systems

- Internet - Books - Paper - Pen - Whiteboard - Blackboard - Marker pen - Chalks - Projector - Computer - Visual aids - Handout notes





Written

Oral

Multiple choice


Demonstration

Presentation


Proper description of electrical and electronic accessories circuits


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

Windshield wiper and washer

system components

Wiper blade

Wiper linkage

Wiper motor

Washer fluid

Fluid pump

Injectors

Rain sensor

Washer fluid tank

Gauges and meters system

Group discussion on

windshield wiper and

washer system

Brainstorming on gauges and meters system

Brainstorming on dashboard warning lights/sounds

Demonstration by video/picture on dashboard warning lights/sounds

- Car with electrical and electronic systems

- Internet - Books - Paper - Pen - Whiteboard - Blackboard - Marker pen - Chalks - Projector - Computer - Visual aids


Fuel gauge

Engine temperature

gauge

Tachometer

Odometer and

speedometer

Oil pressure gauge

Dashboard warning

lights/sounds

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

Brainstorming on dashboard indicators lights in vehicle

Demonstration of dashboard indicators lights in vehicle

Brainstorming on

Electrical power windows

components

Demonstration of


components

Demonstration of Car

broadcasting system

components

Demonstration of Mirror

system components

Brainstorming on Central

locking system

components

Demonstration of Central

locking system

components

Brainstorming on Car

alarm system

components


alarm system

components

Brainstorming on Car

immobilizer system

components


immobilizer system

components

- Handout notes - Blank key - Chip card - Lamps - Fuses - Relays - Switches - Dc motors - Flasher unit - Radio - Alarm kit - Sensors - Actuators - ECU - Magnet - Electronic components - Didactical panel - Manual book

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


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)





Written

Oral

Multiple choice


Matching

Sentence completion

Presentation

Demonstration.


Proper description of electrical and electronics accessories components

Checklist Score

Yes No

Wiper blade

Wiper linkage

Wiper motor

Washer fluid

Fluid pump

Injectors

Rain sensor

Washer fluid tank


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

2

Learning Outcomes:

4. Identify electrical and electronic accessories circuit faults 5. Test electrical accessories system components 6. Test electronic accessories system components

35 Hours

Learning Outcome 2.1 Identify electrical and electronic accessories circuit faults

Electrical and Electronic

accessories systems

possible faults

Open circuits


Short circuits

Damaged insulation

Burnt wiring

Connector damaged

Terminal damaged

Frayed wires

Water and moisture

Electrical and electronic

accessories’ diagnosis

procedures

Verify the fault

Collect further

information

Evaluate the evidence

Carry out further tests

in a logical sequence

Brainstorming onelectrical and

electronic accessories systems

faults

Demonstration on how to

identify system faults

Practical exercise on

measuring short circuit

Practical exercise checking

circuit continuity

Group exercise on washing

electrical and electronics

components

Individual exercise on

identifying circuit diagram of a

given vehicle using internet

research

Brainstorming on diagnosis

procedures

Practical exercise on

conducting accessories’

diagnostic

- Car - Engine Noisy tester - Internet - All data software - Auto data - Software - oscilloscope - Computer - Workshop - Switch - Cables - Battery load tester - Key programmer - Marker pen - Didactical panel - ChargerBattery - Safety shoes - Hand gloves - Over coat - Mufflers Ear - Scanner tool - Visual aids - Manual book


Rectify the problem

Check all systems and

tight

Hand scanner utilisation

Identify trouble codes

Cleaning of trouble

codes

Actuation testing

Demonstration on using hand

scanner

Individual exercise on using

hand scanner to identify

trouble code





Written evidence



Matching

Sentence completion

Presentation


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


Proper of identification of electrical and electronic accessories circuits’ faults

Learning Outcome 2.2 Test electrical accessories system components

Electrical and Electronic accessories

systems possible faults

Open circuits


Short circuits

Damaged insulation

Burnt wiring

Connector damaged

Terminal damaged

Frayed wires

Water and moisture

Electrical and electronic accessories’

diagnosis procedures

Verify the fault

Collect further information


Carry out further tests in a logical

sequence

Rectify the problem

Check all systems and tight

Hand scanner utilisation

Identify trouble codes

Clearing of trouble codes

Actuation testing

o Brainstorming

onelectrical and


systems faults

o Demonstration on how

to identify system faults


measuring short circuit


checking circuit

continuity

o Group exercise on

washing electrical and

electronics components


identifying circuit

diagram of a given

vehicle using internet

research

o Brainstorming on

diagnosis procedures


conducting accessories’

diagnostic

o Demonstration on using

hand scanner


using hand scanner to

identify trouble code

- Spanners - Terminal

cleaner - Screw driver - Hummer - Pliers - Files - Cutters - Punches and

chisels - Testers - Multimeter - 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 - PPE







Checklist Score

Yes No

Electrical and Electronic accessories systems possible faults

Open circuits


Short circuits

Damaged insulation

Burnt wiring

Connector damaged

Terminal damaged

Frayed wires

Water and moisture

Verify the fault

Collect further information


Rectify the problem


Proper test of electrical accessories system components

Check all systems and tight

Identifying trouble codes

Cleaning of trouble codes

Actuation testing

Observation

Learning Outcome 2.3 Test electronic accessories systems components

Use of automobile diagnostic

soft wares

AUTO-DATA

ALL-DATA

IPO concept testing

Sensors

Actuators

ECUs

Use of Scan tool

o Brainstorming on purpose of using automobile diagnosis software

o Demonstration of Auto Data basics

o Practical work on testing sensors

o Practical work on testing actuators

o Practical work on testing ECUs o Individual exercise on using

scan tool

- Spanners - Terminal

cleaner - Screw driver - Hummer - Pliers - Files - Cutters - Punches and

chisels - Testers - Multimeter - 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)


tester - Didactical panel - Battery charger - Vehicle with


- PPE






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


Proper test of electronic accessories system components

LU 3: Repair electrical and electronic accessories components

3

Learning Outcomes:

4. Select tool, material and equipment 5. Verify electrical and electronic accessories systems

functionalities 6. Repair/Replace electrical and electronic accessories

wiring/components 40 Hours

Learning Outcome 3.1: Select tool, material and equipment

Tools

Power tools

Measuring tools

Hand tools

Materials

Water

Liquid soap

Batteries

Glass powder

Equipment

DC motors

Blade

Fluid pumps

o Brainstorming on power, measuring and hand tools

o Demonstration by video/picture of power, measuring and hand tools

o Group discussion materials used in repairing electrical and electronic accessories components

- Spanners - Screw driver - Hummer - Pliers - Files - Cutters - Hand riveter - Soldering gun - Air impact

spanners - Air brow gun - Testers - Multimeter - Hydrometer - Battery - Blank key - Chip card - 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)


tester - Didactical panel - Battery charger - Air compressor - Vehicle - Car lift - Stand - Silicon - Grease







Written evidence



Matching

Sentence completion


Checklist Score

Yes No




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

Installation of electrical and


Key programming

Car alarm installation

Car radio installation

Wiper and washer system

installation

Repair electrical and electronics

circuit faults’ possibilities

Repair open circuits

Replace high resistance circuit/

o Brainstorming on faults’ possibilities in repairing electrical and electronics circuits

o Demonstration by video/picture on installation of electrical and electronic accessories

o Practical exercise on car alarm installation

o Practical exercise on car radio installation

o Group exercise on key

- Spanners - Screw driver - Hummer - Pliers - Files - Cutters - Hand riveter - Soldering gun - Air impact

spanners - Air brow gun - Testers - Millimeter


wires

Replace short circuits/wires

Replace damaged insulation

Replace burnt wiring

Replace damaged connector

Replace terminal damaged

Replace frayed wires

Clean water and moisture

configuration/programming o Group assignment on

installation of wiper and washer installation

- Hydrometer - Battery - Blank key - Chip card - Wires and

connectors - Radio - Internet

connection - Switches - Alarm kit - Manual book - Sensors - Actuators - ECU - Soaps - Sand papers - Spare parts - Computer with

software (AUTODATA/ALL DATA)

- Camera - Didactical panel - Battery charger - Vehicle with


- Silicon - Grease








Correct repair/replacement of electrical and electronic accessories

wiring/components

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

Operational Verification for


Windshield wiper and washer

system



Car radio system

Mirror system

Central locking system

Car alarm system

Vehicle immobilizer

Cigarettes lighter system

o Brainstorming on verification of electrical and electronic accessories

o Demonstration on verification of windshield wiper and washer system operations

o Leaded practical work on verification of gauge and meter system operations

o Demonstration by video on verification of car alarm system operation

o Group exercise on verification of mirror system operation

o Group exercise on verification of central locking operation

˗ Vehicle with electrical and electronic accessories

˗ Diagnostic equipment

˗ Testers ˗ Multimeter








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


Appropriate verification of electrical and electronic accessories systems

functionalities



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.


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


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


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


Checklist Score

Yes No


8hours



Wires are well isolated

Smartness is well respected

Observation

Reference books:

22. Tom D. (2004). Automobile Electrical and Electronic Systems. 3rd edition, Elsevier Butterworth-


23. Gscheilder R. (2006). Modern Automotive Technology Fundamentals, Service, Diagnostics; Verlag

Europa- Lehrmittel; Germany.

24. https://www.driverseducationusa.com/resources/car-dashboard-worning-lights-indicators/

25. https://blog.asheborohonda.com/new/dashboard-icons-what-they-mean-vs-what-you-think-they-

mean/

A E E M S 4 0 1 - ELECTRICAL AND ELECTRONIC ENGINE MANAGEMENT SYSTEMS REPAIRING

AEEMS401 Repair electrical and electronic engine management systems


Credits: 10 100

Sector: Technical Servicing



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.


electrical and electronic engine management systems while responding to work needs.


Repair engine

Basic electricity

Basic electronics

Repair starting system


Learning units describe the essential outcomes of a competence

Performance criteria describe the required performance needed to demonstrate achievement of the

learning unit



1. Describe electrical and electronic

engine management system

1.1. Proper identification of electrical and electronic

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

engine management system

components

2.1 Adequate selection of tools, materials and

equipment

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


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

1

Learning Outcomes:

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 25 Hours

Learning Outcome1.1Identify electrical and electronic engine management systems

Introduction to engine

management systems

Definition of engine

management system

Purpose of engine

management system

Engine management sub- systems

Ignition

Air intake

Fuel system

Exhaust emission control

Electronic diesel control

system

o Brainstorming on purpose of engine management system

o Group discussion on the definition of engine management system

o Demonstration of engine management sub-systems

- Vehicle with electronic systems

- Internet - Books - Paper - Pen - Whiteboard - Black board - Marker pen - Chalks - Projector - Computer - Visual aids - Handout notes



Proper identification of electrical and electronic engine management system

components





Written evidence

Multiple choice


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 1.2Describe electical and electronic engine management system

components

Location of electrical and

electronic engine

management system

components

Engine management system

design

Engine management

sub-systems design

Engine management

o Demonstration by video the location of electrical and electronics engine management system components

o Brainstorming on system design of engine management


- Vehicle with electronic petrol engine

- Vehicle with electronic diesel engine

- Internet - Books - Paper - Pen - Whiteboard - Blackboard - Marker pen


electrical and

electronic system

design

Operating principles of

electrical and electronic

engine management sub-

systems

- Chalks - Projector - Computer - Visual aids - Handout notes





Written

Oral

Multiple choice


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

Main parts of engine

management control

circuits

o Demonstration by video/picture of main parts of engine management control circuit





Proper description of electrical and electronic engine management system

components

Engine Control

Module

Sensors

Actuators

Electrical wiring

Operation of engine

management electrical and

electronic circuits

Identification of wires

colour coding and sizes

o Brainstorming on operation of engine management electrical and electronic circuit

o Individual exercise on identifying wires color coding and sizes

- Internet - Books - Paper - Pen - Whiteboard - Blackboard - Marker pen - Chalks - Projector - Computer - Visual aids

Handout notes





Written

Oral

Multiple choice 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


Proper description of electrical and electronic engine management system

control circuits

LU 2:Repair electrical and electronic engine management system components

2

Learning Outcomes:

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. 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.

35Hours

Learning Outcome 2.1 Select tools , materials and equipment

Tools

Power tools

Measuring tools

Hand tools

Materials

Grease

Lubricants

Equipment

PPE

Diagnostic machine

o Workshop demonstration of power measuring and hand tools

o Group discussion on greases and lubricants

o Group discussion on equipment



- Engine Noisy tester - Internet - All-data software - Auto-data Software - Oscilloscope - Computer - Workshop - Switch - 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





Written evidence



Matching

Sentence completion


Checklist Score

Yes No


Power tool selection

Material selection

Equipment selection



Power tool selection

Observation



Learning Outcome 2.2 Diagnose eletrical and engine management system components

On board diagnosis

OBD I

OBD II

EOBD

Components/systems required to

be monitored once within one

driving cycle

Oxygen Sensors

Secondary Air Injection

System

Catalyst Efficiency

Evaporative Vapor

Recovery System

Components/systems required to

be monitored continuously

Misfire Detection

Fuel system

Oxygen Sensors

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

o Brainstorming about on-board diagnosis

o Demonstration by video of oxygen sensors

o Demonstration of secondary air injection system

o Brainstorming on systems required to be monitored continuously

o Practical exercise on verifying fault with scan tool

o Practical exercise on checking connections

o Assignment to describe common engine management problems an diagnose them

- Vehicle with

electronic petrol engine


- Engine Noisy tester

- Internet - All-data software - Auto-data - Software - Oscilloscope - Computer - Workshop - Switch - Cables - Scanner tool - Visual aids - Projector - Manual book


Check wire junctions or

splices

Diagnosis of most common

engine management problems

Engine power loss

Engine overheating

Engine fuel consumption

Abnormal noisy






Written evidence



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


Proper diagnosis of electrical and electronic engine management system

components

Learning Outcome 2.3 Detect steering system faults.

Remove electrical and

electronic engine

management system

components

Ignition

Air intake

Fuel system

Exhaust emission

control

Control of diesel

emissions

Disconnect

electronic devices

Sensor

ECU

Actuators

o Demonstration by video on dismounting electrical and electronic engine management components

o Brainstorming on electrical and electronic engine management components removal

o Group exercise on removing and disconnecting ignition, fuel system, ECU, sensors and actuator in vehicle




- Internet - All-data software - Auto-data

Software - Oscilloscope - Computer - Workshop - Switch - Cables - Scanner tool - Visual aids - Manual book







Checklist Score

Yes No

Ignition components removing

Air intake components removing

Fuel system components removing

Exhaust emission control removing

Control of diesel emissions removing


Proper disconnection and dismounting of electrical and electronic engine



Sensor disconnection

ECU disconnection

Actuators disconnection

Ignition components removing

Observation

Learning Outcome 2.4: Test electrical and electronic engine management system components

Diagnosing faults Isolation of faults Component inspection and

evaluation

Use of auto diagnostic software Auto-data All-data

Test IPO concepts sensors actuators ECU

Check electrical circuit Electrical components External wiring

o Brainstorming on faults

diagnosis

o Individual exercise on using

auto diagnostic software

o Demonstration on testing IPO

concepts

o Group exercise on checking

electrical circuit

- Vehicle with

electronic petrol

engine

- Vehicle with

electronic diesel

engine

- Engine Noisy

tester

- Internet

- All-data software

- Auto-data

software

- Oscilloscope

- Computer

- Workshop

- Switch

- Cables

- Scanner tool

- Visual aids

- Manual book



Correct test of electrical and electronic engine management system components


Assessor may collect among the following evidences and make judgements on whether the performance





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

Pre- and post-repair testing

System diagnosis and faults

identification

Electrical and electronic engine

management components’

repairing procedure

Removal of components

Components’ disassembling

Replacement and adjustment

Components repairing

Re-assembling and adjustment

Electrical measurements

o Brainstorming on pre-testing

and post-testing


system diagnosis and faults

identification


repairing engine

management components



electrical measuring

- Vehicle with

electronic petrol

engine

- Vehicle with

electronic diesel

engine

- Engine Noisy

tester

- Internet

- All-data software

- Auto-data

Software

- Oscilloscope

- Computer

- Workshop


Peak voltage testing

Visual and functional

assessments

- Switch

- Cables

- Scanner tool

- Visual aids

- Manual book






Checklist Score

Yes No

Components Removal & disassembling

Replacement and adjustment

Components repairing and re-assembling

Use scanning tool

Use diagnosis software

Observation


Proper repair or replacement of damaged electrical and electronic engine


Learning Outcome 2.6: Connect and mount electrical and electronic engine management

system components

Electrical and electronic engine

management systems mounting

Ignition

Air intake

Fuel system

Exhaust emission control

electronic diesel control

Electronic devices connection

Sensor

ECU

Actuators


mounting electrical and

electronic engine

management components

o Brainstorming on electronic

and electrics components

connections

o Group exercise on mounting

ignition, Air intake, Fuel

system, Exhaust emission

control, electronic diesel

control

o Fuel system, ECU, sensors

and actuator in vehicle

- Internet

- Books

- Simulator

Software

- Hand-out notes

- Vehicle with

electronic petrol

engine

- Vehicle with

electronic diesel

engine

- Engine Noisy

tester

- Internet

- All-data software

- Auto-data

Software

- Oscilloscope

- Computer

- Workshop

- Switch

- Cables

- Scanner tool

- Visual aids

- Manual book


Assessor may collect among the following evidences and make judgements on whether the performance



Right connection and mounting of electrical and electronic engine management

system components





Checklist Score

Yes No

Ignition components mounting

Air intake components mounting

Fuel system components mounting

Exhaust emission components control mounting

Electronic diesel controlcomponents mounting

Sensor connection

ECU connection

Actuators connection

Smartness of installation

Observation

Test electrical and electronic engine management systems

3

Learning Outcomes:

1. Check engine performance 2. Conduct road test 3. Verify system performance after repair

40Hours

Learning Outcome 3.1: Check engine performance

Dashboard interpretation

Malfunction indicator’s

reading

Oil pressure indicator

Engine temperature

Engine revolution

Check engine

Idle checking

Leakage testing

Engine vibration

Exhaust gases

composition

o Brainstorming on dashboard interpretation

o Demonstration on leakage checking on vehicle

o Demonstration on engine vibration checking

o Assignment on checking engine performance

- Exhaust gas analyzer - Internet - Books - Simulator Software - Hand-out notes - Vehicle with

electronic petrol engine


- Engine Noisy tester - Internet - All-data software - Auto-data

Software - Oscilloscope - Computer - Workshop - Switch - Cables - Scanner tool - Visual aids


- Manual book






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

Engine power

Engine speed

Engine temperature

Engine sound

Consumption

Fuel consumption

o Brainstorming on road testing

o Field visit o Individual exercise on

conducting road test



- Engine Noisy



Proper checking of engine performance

Oil consumption tester - Internet - All- data software - Auto- data








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


Proper conducting road test

Learning Outcome 3.3.Verfication after repairing

Validation and guarantee

Repair validation

Guarantee provision

Test reporting

Confirming that reported fault

has been rectified

Confirming that no other faults

are present as a result of the

repair action

o Group discussion on repair validation

o Individual assignment on preparing of test report confirming that faults have been rectified




- Internet - All-data software - Auto-data







Written evidence



Multiple choice

Matching

Sentence completion


Appropriate verification of systems performance after repairing


Checklist Score

Yes No

Repair action effectiveness

Test reporting

Observation



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.


Checklist Score

Yes No


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


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


Checklist Score

Yes No


6 hours



Observation

Reference books:

26. Tom D. (2004). Automobile Electrical and Electronic Systems 3rd edition, Elsevier Butterworth-


Note:

GLOSSARY

Assessment: A process of gathering and judging

evidence in order to decide whether a person

has attained a standard of performance.

Assessment criteria: Statements which describe

performances and place them in context with

sufficient precision to allow valid and reliable

assessment.

Best practice: Management practices and work

processes that lead to outstanding or top-class

performance and provide examples for others.

Competency standard: An industry-determined

specification of performance which sets out the

skills, knowledge and attitudes required to

operate effectively in employment.

Competency standards are made up of units of

competency, which are themselves made up of

elements of competency, together with

performance criteria, a range of variables, and

an evidence guide.

Competency: means the ability to apply

knowledge, skills and personal, social and

methodological skills in the workplace or

during learning, as well as in personal and

professional development. This ability or

capacity is acquired through leaning, exposure

to the tasks and series of training allowing one

to perform specific task autonomously. Reason

why in the context of the CBE Framework

competencies are described as responsibility

and independence.

Competency-based assessment (or CBA): The

gathering and judging of evidence in order to

decide whether a person has achieved a

standard of competency.

Complementary competencies: Set of

knowledge, skills and attitudes which are not

directly linked to a specific occupation or

industry, but which are important for work,

education and life in general, such as

communication, mathematics, organizational

aptitude, and computer literacy, interpersonal

and analytical competency.

Core modules: Modules leading to

competencies’ acquisition that an industry

sector has agreed upon as essential for a person

to be accepted as competent at a particular

level. All modules may be core, but in many

cases competency at a level will involve core

modules plus optional or specialization

modules. Core competencies are normally

those central to work in a particular industry.

Credential: Formal certification issued for

successful achievement of a defined set of

outcomes, e.g. successful completion of a

course in recognition of having achieved

particular knowledge, skills or competencies;

successful completion of an apprenticeship or

traineeship.

Credit: The acknowledgement that a person has

satisfied the requirements of a module.

Curriculum: The specifications for a course or

subject (module) which describe all the learning

experiences a learner undergoes, generally

including objectives, content, intended learning

outcomes, teaching methodology,

recommended or prescribed assessment tasks,

assessment exemplars, etc.

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

to be emphasized in assessment, relationships

to other units, and the required evidence of

competency.

Flexible delivery: A range of approaches to

providing education and training, giving

learners greater choice of when, where and

how they learn. Flexible delivery may involve

distance education, mixed-mode delivery,

online education, self-paced learning, self-

directed learning, etc.

Formal education: Also formal training

education or training provided in educational

institutions such as schools, universities,

colleges, etc. or off the job in a workplace,

usually involving direction from a teacher or

instructor.

General competencies: competencies

correspond to larger operations that go beyond

the tasks, but generally contribute to their

implementation. These activities require more

fundamental learning and are generally

common to several tasks and transferable to

many work situations.

Generic modules: Modules leading to the

attainment of complementary competencies.

Informal education: The acquisition of

knowledge and skills through experience,

reading, social contact, etc.

Internship: An opportunity for a learner to

integrate career related experience by

participating in planned, supervised work.

Key competencies: Any of several generic skills

or competencies considered essential for

people to participate effectively in the

workforce. Key competencies apply to work

generally, rather than being specific to work in a

particular occupation or industry. The following

are key areas of competency which were

developed into seven key competencies:

collecting, analyzing and organizing

information; communicating ideas and

information; planning and organizing activities;

working with others and in teams; using

mathematical ideas and techniques; solving

problems; and using technology.

Knowledge: means the result of the adoption

of information through the learning process.

Knowledge is a set of facts, principles, theories

and practices related to area of work or study.

In CBE context lifelong learning knowledge is

described as theoretical and / or factual.

Learning outcomes: are statements of what

learner knows, understands and can perform,

based on the completion of the learning

process, defined by knowledge, skill and

competency.

Learning activities: Suggested activities that

can be developed during lesson planning and

activity preparation. The choice of learning

activities must be tailored according to group

size, available material resources and

communication tools.

Learning hours: Amount of hours required to

acquire the competency, including the time

allocated to evaluation, which is estimated

between 5 and 10% of the total learning time of

the competency.

Learning outcomes: Statements that indicate

what learners will know or be able to do as a

result of a learning activity. Learning outcomes

are usually expressed as knowledge, skills, or

attitudes.

Learning unit: Any of the basic building blocks

of a module, which describes the key activities

or the elements of the work covered by the

module

Module: A unit of training which corresponds to

one competency and which can be completed

on its own or linked to others.

Occupation: The principal business of one’s life.

Performance criteria The part of a competency

standard specifying the required level of

performance in terms of a set of outcomes

which need to be achieved in order to be

deemed competent. It describes the quality

requirements of the result obtained in labor

performance.

Qualification: means the formal name for the

result of a process of assessment and

validation, which is obtained when a competent

body determines that an individual has

achieved learning outcomes to the standards

laid down.

Quality assurance: The systems and procedures

designed and implemented by an organization

to ensure that its products and services are of a

consistent standard and are being continuously

improved.

Recognition of prior learning (or RPL): The

acknowledgement of a person’s skills and

knowledge acquired through previous training,

work or life experience, which may be used to

grant status or credit in a subject or module.

Skills: are the ability to apply knowledge and

use the principle of “know how” to perform a

specific task and to solve the problem. In

the context of the CBE Framework, skills are

defined as cognitive (involving the use of logical,

intuitive and creative thinking), practical

(including physical skill and use of methods,

materials, devices and instruments) and social

skills (communication and cooperation skills,

emotional intelligence and other).

Specific competencies: Competencies that are

directly related to the tasks of the occupation in

the workplace context. They refer to concrete,

practical, and focused aspects

Traineeship: A system of vocational training

combining off-the-job training at an approved

training provider with on-the-job training and

practical work experience. Traineeships

generally take one to two years and are now a

part of the New Apprenticeships system.

Unit of competency: A component of a

competency standard. A unit of competency is a

statement of a key function or role in a

particular job or occupation. See also element

of competency, performance criteria, range of

variables.

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