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Republic of Rwanda WORKFORCE DEVELOPMENT AUTHORITY – WDA Ministry of Education Empowering people with employable
Republic of Rwanda
WORKFORCE DEVELOPMENT AUTHORITY – WDA
Ministry of Education
Empowering people with employable skills and entrepreneurship capacity
P. O. BOX 2707
Tel: (+250) 255113365
E-mail:
info@wda.gov.rw
Name of the occupation
Web site: www.wda.gov.rw
Cook
Kigali, January 2012
1

PARTICIPANTS TO THE DEVELOPMENT OF THE TRAINING PROGRAMME

Coordination

HABIMANA Théodore, TVET Training Department - WDA MPAMO Aimé, Curriculum Development Unit - WDA

Editing

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

Participation

MUTONI Beatrice, Curriculum Development Unit - WDA GAHUNGU Faradji, Curriculum Development Unit - WDA RUTAYISIRE Innocent, Bourbon Coffee KERAZI Justine, Hospitality Unit - WDA BAGIRE Emmy-B., Hospitality Unit – WDA UMUGANWA Jackie, Hospitality Unit – WDA GITENGE Claire, Hospitality Unit – WDA

2

TABLE OF CONTENTS

SECTION 1 : GENERAL INTRODUCTION

6

CONCEPTS AND DEFINITIONS

8

SECTION 2 : TRAINING PACKAGE

10

LIST OF MODULES

10

MODULE 1 : Occupation and learning process

11

Learning unit 1: Understand oneself as part of a team and respect the rules of the workshop

12

Learning unit 2: Learn about the occupation and the training process

13

Learning unit 3: Reflect upon the teaching and learning methods

13

MODULE 2 : Health, safety and security on the workplace

15

Learning unit 1: Apply good personal care and healthy habits at work.

17

Learning unit 2: Address unsafe situations on the job.

18

Learning unit 3: Respond appropriately to emergencies at work.

18

Learning unit 4: Prevent HIV/AIDS and sexual violence.

19

MODULE 4 : Communication on the workplace

20

Learning unit 1: Listen and speak effectively

22

Learning unit 2: Cooperate and work as a team member

23

Learning

unit

3: Apply customer care

24

MODULE 5: Computer literacy

25

Learning Unit 1 : Apply computer fundamentals

28

Learning Unit 2 : Use a word processing package

30

Learning Unit 3: Use spreadsheet package

32

Learning

Unit

4: Use

Presentation application

34

3

Learning Unit 5: Use Internet/Intranet (Outlook)

36

MODULE 6 : Mise en place and cooking methods

38

Learning unit 1 : Select and use cooking equipment and technology.

40

Learning unit 2 : Prepare mise en place

40

Learning unit 3 : Prepare and cook food using basic methods of cooking.

41

MODULE 7 : Salads and Sandwiches

43

Learning Unit 1: Prepare and present a variety of salad and dressings.

45

Learning

unit

2: Prepare

Sandwiches

46

Learning

unit

3: Store salads and sandwiches

47

MODULE 9: Pasta and starches

 

48

Learning

Unit

1: Prepare Pasta

50

Learning Unit 2 : Prepare Starches

51

MODULE 10: Stocks, sauces and soups

52

Learning unit 1: Prepare stocks required for menu items.

55

Learning unit 2: Prepare sauces required for menu items.

55

Learning

unit

3: Prepare

57

Learning unit 4: Store and reconstitute stocks, sauces and soups.

57

MODULE 11: Meat, poultry and fish

58

Learning unit 1: Select and purchase poultry, meat and fish.

60

Learning unit 2 : Handle and store meat, poultry and fish

61

Learning unit 3: Cook and present basic poultry, meat and fish dishes.

63

MODULE 12 : Basic pastries and cakes

64

Learning Unit 1: Prepare basic pastries and cakes

65

Learning Unit 2 : Prepare and produce bakery products

66

Learning unit 3 : Portion and store pastries, cakes and yeast goods

67

MODULE 13 : Entrepreneurship

68

4

Learning

unit

1: Manage money

70

Learning unit 2: Keep record and budget

 

71

Learning

unit

3: Manage a small

business

72

Learning unit 4: Prepare a business plan for a micro business

73

MODULE 14 : INTERNSHIP

74

Learning unit 1: Apply for internship / employment

76

Learning unit 2: Demonstrate appropriate workplace behaviour and attitudes

77

Learning unit 3: Have a good understanding of worker’s and employer’s rights and responsibilities

78

Learning unit 4: Organise and evaluate one’s internship

79

Learning unit 5 : Develop one’s competences on the workplace

79

5

SECTION 1 : GENERAL INTRODUCTION

The curriculum presents a coherent and significant set of competences to acquire in order to perform the occupation of a cook. The curriculum design approach has taken into account the training needs, the work situation, as well as the goals and the means to implement training.

At the end of the training programme, the learners will be able to :

1. Understand the occupation and the learning process

2. Apply health, safety and security procedures on the workplace

3. Apply hygiene and food safety

4. Communicate effectively on the workplace

5. Apply computer literacy

6. Organise and cook food

7. Prepare salads and sandwiches

8. Cook vegetable, fruit and egg dishes

9. Cook pasta and starches

10. Prepare stocks, sauces and soups

11. Select, prepare and cook meat, poultry and fish

12. Make basic pastries and cakes

13. Create and manage a small business

14. Integrate the workplace

6

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 competences 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 present curriculum consists of two 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 deals with the training package. It includes the list of modules, 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 competence is performed, the prerequisite competences, the learning units and the performance criteria.

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

7

CONCEPTS AND DEFINITIONS

Assessment: the process of gathering and judging evidence in order to decide whether a person has attained a standard of

performance. See also competency-based assessment.

Competence: A competence is the result of a combination of knowledge and skills. This integration is demonstrated when the learner is able to achieve specific results and performances, understand what he/she does and do it autonomously.

Complementary competences: (also known as employability skills or key skills) skills which are not specific to work in a specific occupation or industry, but are important for work, education and life generally, such as communication skills, mathematical skills, organisational skills, computer literacy, interpersonal competence and analytical skills.

Credit: the acknowledgement that a person has satisfied the requirements of a module.

General competences : competences 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.

Internship: an opportunity for a learner to integrate career related experience by participating in planned, supervised work.

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 assumed to be in place: a requirement for the attainment of a specific module or modules prior to commencement of another module.

Learning hours : amount of hours required to acquire the competence, including the time allocated to evaluation, which is estimated between 5 and 10% of the total learning time of the competence.

8

Learning outcomes: are 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 elements of the work covered by the module.

Module: a unit of education or training which corresponds to one competence and can be completed on its own or as part of a qualification.

Occupation: the principal business of one’s life.

Performance criteria: are descriptions of the quality requirements of the result obtained in labour performance.

Specific competences : competences that are directly related to the tasks of the occupation in the workplace context. They refer to concrete, practical, and focused aspects.

9

SECTION 2 : TRAINING PACKAGE

The training package includes the list of modules, the description of each module, and the course structure.

LIST OF MODULES

Module

     

No

Module title

Type

Credit Value

1

Occupation and learning process

General

2

2

Health, safety and security on the workplace

Complementary

3

3

Hygiene and food safety

General

3

4

Communication on the workplace

General

2

5

Computer literacy

Complementary

3

6

Mise en place and cooking methods

Specific

6

7

Salads and sandwiches

Specific

4

8

Vegetable, fruit and eggs

Specific

10

9

Pasta and starches

Specific

6

10

Stocks, sauces and soups

Specific

10

11

Meat, poultry and fish

Specific

12

12

Basic pastries and cakes

Specific

12

13

Entrepreneurship

Complementary

3

14

Internship

Specific

30

 

TOTAL CREDITS

 

106

10

MODULE 1 : Occupation and learning process

Competence : Understand the occupation and the learning process

RTQF LEVEL:

CREDITS: 2

LEARNING HOURS : 20

SECTOR: All

SUB-SECTOR: All

ISSUE DATE: January 2012

REVIEW DATE:

PURPOSE STATEMENT

This module is covered first. It allows the trainee to get to know the other participants to the training programme and to understand himself/herself as part of a team. Also, the trainee will develop a comprehensive and clear vision of the occupation and the training programme. The module will allow the participant to avoid mistakes of career guidance and confirm or deny his/her choice from the start. The training and learning methods are presented to the trainee. This approach encourages greater motivation and, subsequently, a better integration of various learning.

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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

11

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

Performance criteria

1.

Understand oneself as part of a team and respect the rules of

1.1

Know each other.

the workshop

1.2

Be part of a team and behave accordingly.

1.3

Rules and requirements are agreed upon and known.

2.

Learn about the occupation and the training process

2.1

The occupation is understood.

 

2.2

The training required is known.

2.3

The training organisation is known.

5.

Reflect upon the teaching and learning methods

3.1

The active and participatory learning methods are applied.

 

3.2

The assessment method is understood.

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.

Learning unit 1: Understand oneself as part of a team and respect the rules of the workshop

Learning hours: 6

Learning outcomes

Contents

Learning activities

Resources

1.1 Introduce oneself and get to know one another

Introductions

o

Introduction

 

Expectations about the training

o

Game

 

o

Presentation of trainees’ expectations

1.2

Work as a team

Working as a team

o

Games

 
 

Building trust

o

Group discussions

12

Learning outcomes

Contents

Learning activities

Resources

1.3

Setting rules and

Rules of the classroom

o

Brainstorming

-

responsibilities

Group responsibilities

o

Discussions

Learning unit 2: Learn about the occupation and the training process

Learning hours: 12

Learning outcomes

Contents

Learning activities

Resources

2.1

Understand the

Characteristics of the occupation

o

Personal research

- Pictures of people in working situation

occupation

o

Visit of a business in the neighbourhood

Working conditions

o

- Documents describing the occupation

2.2

Obtain an understanding

Content of the training programme (modules)

o

Presentation by the teacher

- Overview of the training programme

of the goals of the training programme

o

Research

Importance of the initial and continuous training

 

- Testimonies of people performing the occupation

2.3

Have a common

Presentation of the timetable

o

Visits of the premises of the school.

- School year calendar

understanding of the training organisation

Presentation of the classrooms and workshops

 

-

Timetable

Learning unit 3: Reflect upon the teaching and learning methods

Learning hours: 2

Learning outcomes

Contents

Learning activities

Resources

3.1

Understand the teaching

Overview of the active and participatory teaching and learning methods

o

Experience sharing.

 

and learning methods

o

Presentation by the trainer

3.2

Understand the

Assessment methodology and its purpose

o

Explanation by the trainer

 

assessment methodology

 

Reference books :

13

1.

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

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

14

MODULE 2 : Health, safety and security on the workplace

Competence : Apply health, safety and security procedures on the workplace

CREDITS: 3

RTQF LEVEL:

LEARNING HOURS : 30

SECTOR: All

SUB-SECTOR: All

ISSUE DATE: January 2012

REVIEW DATE:

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health, safety and security procedures, identify hazards, assess the associated safety risks and take measures to eliminate or control and minimise the risk.

It is an obligation for each employee to participate in the management of their own health and safety and that of their colleagues and anyone else in the workplace. They have a duty to cooperate with their employer's initiatives to ensure safety at work.

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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

15

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

Performance criteria

1.

Apply good personal care and healthy

1.1

Hands are washes at appropriate times and hand washing procedures are followed correctly and consistently according to organisation and legal requirements.

habits at work

1.2

Clothes are clean, required personal protective clothing are worn and only organisation-approved bandages and dressings are used.

1.3

Food is not contaminated with any body fluids or tobacco product from sneezing, coughing, blowing nose, spitting, smoking.

1.4

Clean materials and clothes are used and safe and hygienic practices are respected to ensure that no cross-contamination of other items in the workplace occurs.

2. Address unsafe situations on the job

2.1

Appropriate methods are used to identify actual or foreseeable hazards that have the potential to harm the health and safety of workers or anyone else in the workplace.

2.2

Immediate work area is free from hazards.

2.3

Control measures are implemented according to individual level of responsibility or appropriate personnel is referred to for permission or further action.

3. Respond appropriately to emergencies at

3.1

Emergency and potential emergency situations are recognised promptly and required actions are determined or taken within the scope of individual responsibility.

work

3.2

Appropriately response to emergencies is provided.

3.3

Assistance from colleagues or other authorities is sought promptly and when appropriate.

4.

Prevent HIV/AIDS and sexual violence

4.1 Reproductive health is understood.

 

4.2 Transmission, prevention and treatment of HIV/AIDS and other STI’s are understood.

4.3 Sexual violence is understood and can be avoided.

16

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.

Learning unit 1: Apply good personal care and healthy habits at work.

Learning hours: 4

Learning outcomes

Contents

Learning activities

Resources

1.1

Identify important health

Healthy habits

o

Discussion

- List of habits for good health

practices in the workplace

 

o

Individual work

o

Presentation

- Health education material from Ministry of Health or other organisations

 

- Posters/pictures of health habits

1.2

Describe the importance

Definition of hygiene

o

Presentation by trainer

- Handout: healthy hygiene and sanitation practices, food sanitation, clean water and toilet facilities

of personal and public

Definition of sanitation

o

Group work and discussion

cleanliness

Importance of hygiene and sanitation at work

o

Role play

   

1.3

Know how to prevent the

Sources of germs, microbes

o

Brainstorming

 

spread of illness and contamination at work

Prevention techniques (Hygiene and sanitation good practices)

 

1.1

Identify important health

Healthy habits

o

Discussion

- List of habits for good health

practices in the workplace

 

o

Individual work

o

Presentation

- Health education material from Ministry of Health or other organisations

 

- Posters/pictures of health habits

17

Learning unit 2: Address unsafe situations on the job.

Learning hours: 10

Learning outcomes

Contents

Learning activities

Resources

2.1

Identify the primary

Types of hazards in the workplace (safety, chemical, biological, other health hazards)

o

Brainstorming

Pictures

hazards found in workplaces

o

Group work

o

Discussion

2.2

Understand why the

Hazardous situations

 

situation or substance is

Dangerous substances

hazardous

2.3

Identify the best ways to

Control methods (remove hazard, work policies and procedures, protective equipment)

o

Brainstorming

Stories and pictures

address specific problem

o

Discussion

situations

 

Learning unit 3: Respond appropriately to emergencies at work.

Learning hours: 8

Learning outcomes

Contents

Learning activities

Resources

3.1 Identify emergencies

Definition of emergency

o

Presentation by the trainer

 

Types of emergencies in a workplace

o

Experience sharing

3.2 Handle emergencies

Possible responses to emergencies in the workplace

o

Disaster Blaster Game

- Disaster Blaster Game board, paper, marker, dice, game cards

18

Learning unit 4: Prevent HIV/AIDS and sexual violence.

Learning hours: 8

Learning outcomes

Contents

Learning activities

Resources

4.1

Understand reproductive

Puberty and body change

o

Small group discussions

 

health

Female reproduction

o

Pair discussion

Male reproduction

o

Consequences of early pregnancy

4.2

Be sensitized to HIV

Definition

o

HIV game

- Scenarios for HIV game

/AIDS

Transmission

o

Questions and answers

- True and false statements

Prevention (ABC)

o

True or false

Treatment

o

Group work

Other STI’s

o

Demonstration (condom use)

Stigma and VCT

o

Role play (condom negotiation)

4.3

Be sensitized to sexual

Definition of sexual violence

o

Story telling

 

violence

Definition of rape

o

Group discussion

Consequences of sexual violence

o

Large group discussion

Reference books :

1. Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods Project.

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

3. HARE : Prevention of HIV and AIDS in Rwanda through education, Irish Aid and VSO.

19

MODULE 4 : Communication on the workplace

Competence : Communicate effectively on the workplace

RTQF LEVEL:

CREDITS: 2

LEARNING HOURS : 20

SECTOR: All

SUB-SECTOR: All

ISSUE DATE: January 2012

REVIEW DATE:

PURPOSE STATEMENT

This module describes the skills and knowledge required to communicate and get along well with others, in a variety of settings and for a range of purposes. The module will allow the participant to speak and listen actively and appropriately, one-on-one and in groups, to cooperate and work effectively within a group, to lead a team and to provide good customer service.

LEARNING ASSUMED TO BE IN PLACE

Not applicable

LEARNING UNITS AND PERFORMANCE CRITERIA

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

20

Learning unit By the end of the module, the trainee will be able to

Performance criteria

:

1. Listen and speak effectively

1.1

Strategies for effective listening are applied.

1.2

Instructions are adequately interpreted and followed.

1.3

Clear and accurate information and instructions are provided to colleagues.

2. Cooperate and work as a team member

2.1

Team objectives are reached through effective cooperation.

2.2

Diversity of team members is respected.

2.3

Lead a team efficiently

2.4

Demonstrate problem solving and decision making skills

3. Apply customer care

3.1

Importance and principles of good customer service are understood.

3.2

Quality service is provided.

3.3

Clear verbal information is provided to customers face to face or on the telephone.

3.4

Conflicts with customers are handled politely and adequately.

21

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.

Learning unit 1: Listen and speak effectively

Learning hours: 6

Learning outcomes

Contents

Learning activities

Resources

1.1

Apply effective listen skills

Effective listening skills & strategies

o

Role play

- Role play scenarios

& strategies

o

Observing role play

- List of effective listening skills & strategies

Assess one’s listening skills

o

Feedback from observers

Model good listening skills

o

discussion

- Effective Listening Observation Form

1.2

Give and receive

Importance of giving clear, concise instructions

o

individual work

 

instructions

o

group discussion

Formulation of instructions

 

Strategies to ask questions for clarification

1.3

Identify non-verbal

Importance of non-verbal communication

o

pair work

 

communication signs and the

o

large group discussion

impact on people’s perceptions

Impacts of non-verbal communication on how we give information and how we listen.

 

1.4

Demonstrate effective

Effective speaking skills and strategies

o

small group work

- List of Effective Speaking Skills & Strategies

speaking skills

o

practice presentations

 

o

large group discussion

- Speaking Scenarios for group work

 

- Effective Speaking Observation Form

22

Learning unit 2: Cooperate and work as a team member

Learning hours : 8

Learning outcomes

Contents

Learning activities

Resources

2.1

Identify the different

Different personalities and approaches that individuals bring to a group

o

Self-assessment

 

personalities

o

large group activity (inner/outer circles)

- Working in Groups Self Assessment

 

o

Discussion

2.2

Handle different

Strategies on how to handle

 

- Cooperating with Others Roles

personalities in a group

different personalities in a group

- Elements of an Effective & Cooperative Team Member

2.3

Cooperate with others to

Characteristics of an effective and cooperative team member

o

Large group activity

 

reach the same objective

o

Large group discussion

 

o

Individual reflection/journal writing

o

Pair work

2.4 Lead a team efficiently

Qualities of an effective leader

o

large group discussion

- Role play scenarios

Different leadership styles

o

small group work

Appropriate leadership style in a given context

o

role plays

o

small group activity

Strategies to lead a team efficiently

 

2.5 Demonstrate problem

challenges and dynamics amongst people during the problem solving process

o

Large group activity

- Scenarios for problem solving activity

solving and decision making

o

pair sharing

skills

o

small group work

 

steps of problem solving to work and community related problems

Communication as a tool for problem solving

o

large group discussion

o

Task leadership competition

 

23

Learning unit 3: Apply customer care

Learning hours : 6

Learning outcomes

Contents

Learning activities

Resources

3.1

Understand the

Definition of customer service

o

Experience sharing

 

importance of good customer care

Levels of customer service

o

Brainstorming

Customer care principles

Presentation by trainer

 

Importance of customer care

-3.2 Provide exceptional quality service

Basic customer needs

o

individual reflection

 

Service to meet basic customer needs

o

large group discussion

 

o

role play

Definition of customer’s perception

 

Meeting and exceeding expectations

Getting feedback on the provided service

3.3

Communicate effectively

Telephone tips

o

large group discussion

-

Role Play scenarios for Communicating with Customers

with customers by telephone and face to face

Recording a telephone message

o

skit

o

pair role plays

3.4

Handle conflict with

Definition of conflict, conflict resolution/management

o

individual reflection

-

difficult customers

o

Brainstorming

Steps of conflict management with difficult customers

o

large group discussion

o

role play

Reference books :

3. Work Readiness Training Programme – Trainer’s Manual, Akazi Kanoze – Youth Livelihoods Project.

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

24

MODULE 5: Computer literacy

Competence 5: Apply computer literacy

CREDITS: 3

RTQF LEVEL:

LEARNING HOURS : 30

SECTOR: All

SUB-SECTOR: All

ISSUE DATE: January 2012

REVIEW DATE:

PURPOSE STATEMENT

This module describes the skills and knowledge required to follow health, safety and security procedures, identify hazards, assess the associated safety risks and take measures to eliminate or control and minimise the risk. It is an obligation for each employee to participate in the management of their own health and safety and that of their colleagues and anyone else in the workplace. They have a duty to cooperate with their employer's initiatives to ensure safety at work.

LEARNING ASSUMED TO BE IN PLACE

Not applicable

25

LEARNING UNITS AND PERFORMANCE CRITERIA Learning units describe the essential outcomes of a competence. Performance criteria describe the required performance needed to demonstrate achievement of the learning unit.

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

Performance criteria

1

Apply computer fundamentals

1.1

Identification of Various connectors and ports

 

1.2

Use of different I/O devices

1.3

Use of Desktop’s elements

1.4

Scanning of Viruses in the computer and Different Storages Devices

2.Use a current word processing package

2.1

Text formatting

2.2

Table creation and editing

2.3

Text Editing

2.4

Printing

2.5

Saving

5.6

Inserting of header ,Footer and footnotes

3. Use current spreadsheet package

3.1

Using of basic excel tasks

3.2

Managing of Sheets in excel workbook

26

 

3.3

Formatting of cells and their contents

3.4

Using of functions and perform mathematical operations

3.5

Excel worksheet Printing

4.Use current Power Point Presentations

4.1

Creating a new presentation

4.2

Creating , Inserting a slide

4.3

Inserting of Graphics

4.4

Converting word documents to PowerPoint presentation

4.5

Animation

4.6

Using Different Presentation view

4.7

Printing a presentation

5.Use Internet/Intranet (Outlook)

5.1

Defining and explaining a website

5.2

Interacting through instant messaging (Chatting)

5.3

Using search Engines (example Google)

5.4

Creating , Managing favorites using internet explorer

5.5

Browsing the internet using the hyperlinks

5.6

Downloading and Uploading files using internet

27

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.

Learning Unit 1 : Apply computer fundamentals

Learning hours:10

Learning outcomes

Contents

Learning activities

Resources

 

Computer Definition

-Open a computer case and Observe different types of memory -Group Discussion on each type of memory

-Computer Lab -Computer Tool Kit -CD, DVDs, Diskettes -White Board -Markers

1.1 Apply Computer basics

Types of computers

Laptops Desktops Palm tops PDA (Personnal Digital assistance)

 

   

Computer Hardware

Memory

Definition

Role of Memory

Features

- Capacity

- Speed

- Non Volativity

Types of Memory

- ROM (Read only memory)

- RAM (Random access memory)

- External/Internal memories (Hard disk,diskette,CD,Flash disk,etc)

28

1.2.Identify Various connectors and ports

Connectors and ports

-Observe different connectors as well as input and output ports -Exercises on ports identifications

-Computer Lab -Computer Tool Kit -CD, DVDs, Diskettes -Different types of Cables, Different types Connectors -White Board -Markers

-

Definition

 

I/O (Input and Output) Ports and connectors

-

Serial ports

 

-

Parallel ports

-

USB

 

-

Keyboard, Mouse connectors

-

VGA Connectors

1.3.Use different I/O devices

Peripherals

Practical exercises on connecting the mouse, keyboard. Monitor to the CPU (Central processing unit)

-Computer Lab -Computer Tool Kit -CD, DVDs, Diskettes -Printer -Scanner -White Board

-

Definition

 

-

Categories I/O devices Input devices (mouse, Keyboard, scanner, CD/DVD-ROM and diskettes drivers, etc) Output devices (Monitor, Diskette, CD/DVD-ROM Writer, Printer, etc) Types of keyboards

 

 

-

AZERTY

-

QWERTY

1.4.Use Desktop’s elements

Windows and its components:

-Brainstorming on Desktop’s elements -Use the desktop, the tasks bar and the start menu

-Computer Lab

-

Desktop

-Projector

 

-

Task bar

-

Start menu

-

Minimize, Maximize, Close buttons

 

29

 

- My Computer

   

1.5.Scan Viruses in the computer and Different Storages Devices (Flash disk, External Hard disk)

Antivirus definition

-Brainstorming the use of antivirus -Practical exercises on Scanning viruses -Compile activities reports

-Computer Lab -Flash disks -External Hard disk -Cds, DVDs -Antivirus -White Board -Markers

Importance of antivirus

Functionality

Different Types of antivirus

 

- Norton

- Kaspersky

 

- Symantec

Storages to be scanned

 

- Flash disk

- External hard disk

- Memory card

- Computer hard disk

Learning Unit 2 : Use a word processing package

Learning hours: 5

Learning outcomes

Contents

Learning activities

Resources

2.1.Format a text

Style,Font,Size,Colour

-Reproduce document already formatted -Various exercises to familiarize with formatting a text.

-Computer Lab With Current Word processing Package installed in each computer -Projector -White Board -Markers

Paragraph

Column

Tabulation

Paragraph spacing

 

Inserting symbols:Special characters,bullet and numbering

Borders and shading,header and footer.

 

2.2.Create and edit a table

Inserting a table

-Practical exercises on creating, editing and handling a table

-Computer Lab With Current Word processing Package installed in each computer

Inserting a column

 

Inserting a row

 

30

 

Deleting table

 

-Projector

Deleting row

-White Board

Deleting column

Merging cells

Splitting cells

Drawing a table

Table auto format

Formula

2.3.Edit document (Text)

Search/Find.Replace

-Brainstorming Editing text -Perform practical exercises on the various tips (options) -compile activities reports

-Computer Lab With Current Word processing Package installed in each computer -Projector -White Board -Markers

Deleting a range of text

 

The undo command

Spelling and grammar

Synonyms

 

2.4.Print document

Page setup

-Exercises on printing one or more copies of a colored document, in black and white -printing in landscape, portrait

-Computer Lab With Current Word processing Package installed in each computer -Printer -Projector

Print preview

Print dialog box

Selecting printer name

Printer options

 

Printing one or more copies

 

Printing in black/white or color

Print page ranges

2.5.Save documents

File management

-Practical Exercises on creation of

-Computer Lab With Current Word processing Package installed in each computer -Projector

- Creation of files

files, folders and file Saving

- Creation of Folders

-Compile activities reports

- File Naming

- File Formats

 

31

2.6.Insert Header, Footer and footnotes

Footnotes

-Exercises on footnotes -Create a document containing

-Computer Lab With Current Word processing Package installed in each computer -Projector

Header and Footer

 

- Automatic page numbering

several pages With elements such as the page

- Total number of pages

number, date automation.

 

- Automatic date

-practical exercises.

- Automatic automatic author;s name

Learning Unit 3: Use spreadsheet package

Learning hours: 5

Learning outcomes

Contents

Learning activities

Resources

3.1.Use Some basic excel tasks

Basic excel tasks

-Practical exercises on the use of

-Computer Lab With Current spreadsheet package installed in each computer -Projector

- Open

basic excel tasks

 

- Close

-Compile activities reports

- New document

- Undo

 

- Save,save as….

- Sheet

- Selecting a cell

- Validating a cell

- Deleting cell contents

- Modifying cell contents

- Selecting group of cells

- Increase and reduce the cell size

- Delete row and column

- Duplicate cell

32

3.2.Manage Sheets in excel workbook

Selecting a sheet

-Practical exercises On Managing sheets in excel workbook

-Computer Lab With Current spreadsheet package installed in each computer -Projector

Renaming a sheet

 

Insert new sheets

Moving a sheet in a workbook

 

Deleting a sheet

 

3.3.Format cells and their contents

Formatting text and cells

-Practical exercises in groups and

-Computer Lab With Current spreadsheet package installed in each computer -Projector

- Choosing font,size,colour

individual homework on

 

- Adjusting Cow height

- Alignment of cell

formatting cells

-Compile activities reports

- Number format

 

- Inserting rows

- Merging cells

- Creating borders

- Patterns

3.4.Use some functions and perform mathematical operations

Numbers and Mathematical calculations

-Practical exercises in groups and individual homework on

-Computer Lab With Current spreadsheet package installed in each computer -Projector

- Addition

formatting cells

 

- Multiplication

-Compile activities reports

- Division

 

- Subtraction

- AutoSum

- Absolute and relative Reference

- Function

Average

Minimum

Maximum

33

3.5. Print an excel worksheet

Page setup

-Print one or more copies of a worksheet -Print colour or white and black worksheet -practical exercises (individual and in group) -print horizontally/vertically

-Computer Lab With Current spreadsheet package installed in each computer -Projector -Printer

Print preview

 

Print dialogue box

Print options

Print one or more copies

Print in black/white or color

 

Print page ranges

Printing a selection

 

Learning Unit 4: Use Presentation application

Learning hours: 5

Learning outcomes

Learning outcomes

Learning outcomes

Learning outcomes

4.1.Launch Ms Power point

Power point Definition

-Using a power point

-Computer Lab With Current presentation Software installed in each computer -Projector

Role

 

Power point environment

- Title Bar

- Menu Bar

- Toolbars

presentation with slide show,get feedback from learners on the

area of application of Ms power

point

-Launch powerpoint and observe

the screen individual exercises.

- Formatting tool bar

 

- Title

- Sub title

4.2.Create a new presentation

Creating new presentation

-Create presentation using the various methods -practical exercises (individual and in groups)

-Computer Lab With Current presentation Software installed in each computer -Projector

Blank presentation

 

Design template

Auto content wizards

34

4.3.Create, Insert a slide

Creating a slide

-Exercises on creating, inserting and modifying a slide

-Computer Lab With Current presentation Software installed in each computer -Projector

Inserting a slide

Modifying a slide

 

4.4.Insert Graphics

Graphics:Clip art,Word Art,Library Images,Inserting image from file

Exercises on inserting images in the slides

-Computer Lab With Current presentation Software installed in each computer -Projector

4.5.Convert word documents to PowerPoint presentation

Copy, Cut, Move

-Practical exercises on File transformation

-Computer Lab With Current presentation Software installed in each computer -Projector

Process of conversion

4.6.Animate a

Animation

-Familiarize with animation of a presentation

-Computer Lab With Current presentation Software installed in each computer -Projector

presentation

Custom animation

 

Slide transition

4.7.Use Different Presentation view

Normal View

-Switch between the views to improve the presentation -Group discussion and brainstorming

-Computer Lab With Current presentation Software installed in each computer -Projector

Slide Sorter view

 

Slide show

4.8 Print a presentation

Printing a presentation

-Exercises on printing in black and white or in colour, printing one or more copies of a presentation

-Computer Lab With Current presentation Software installed in each computer -Projector

Print preview

Printing a copy or multiple

35

copies

Printing one slide on a page

Printing more slides on a page

Learning Unit 5: Use Internet/Intranet (Outlook)

Learning hours: 5

Learning outcomes

Contents

Learning activities

Resources

5.1. Define and explain a website

Introduction

 

-Visit web sites and browse different pages. -Group discussion based on observation

-Internet Connection -Computer Lab -projector

World wide web

 

Web page

Web site

   

5.2.Interact through instant messaging (Chatting)

Definition

 

-Group Discussion on Interacting through instant messaging -Exercises on chatting in groups -Compile activities reports

-Internet Connection -Computer Lab -projector

Steps to create a chat account

Chatting options

 
 

Instant messaging with or no web cam Calling Sending files

 

 

5.3.Use search Engines (example Google)

Search engines

 

-Perform practical exercises on

-Internet Connection -Computer Lab -projector

- Definition

the use of search engines

 

- Role

- Some Types of search engine

 
 

www.Google.com

36

 

www.Yahoo.com

   

5.4.Create, Manage favorites using internet explorer

Favorites

-Practical exercises on creating,

-Internet Connection -Computer Lab -projector

- Create Favorites

moving and renaming favorites

- Rename, Move Favorites

5.5.Browse the internet using the hyperlinks

Web Browser

-Open a web using the address

-Internet Connection -Computer Lab -projector

- Browser buttons

bar

 

- Address bar

-Browse different web pages

- Status bar

- Scroll bar

-practical exercises On Browsing

 

internet using hyperlink

- Home page

- Front/Back arrows

- Refresh button

- Start page

5.6.Download and Upload files using internet

Downloading

-Practical exercises on downloading and uploading files using internet

-Internet Connection -Computer Lab -projector

File attachment

37

MODULE 6 : Mise en place and cooking methods

Competence : Organise and cook food

RTQF LEVEL:

CREDITS: 6

LEARNING HOURS : 60

SECTOR: Hospitality and Tourism

SUB-SECTOR: Hospitality

ISSUE DATE: February 2012

REVIEW DATE:

PURPOSE STATEMENT

This module describes the skills and knowledge required to use kitchen equipment and tools, to prepare mise en place and use basic cooking methods.

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules :

Module 2 : Health, safety and security on the workplace Module 3 : hygiene and food safety

LEARNING UNITS AND PERFORMANCE CRITERIA

38

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

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

Performance criteria

1. Select and use cooking equipment and technology.

1.1

Appropriate equipment and technology is selected for particular cooking methods.

1.2

Equipment is used hygienically, safely and according to manufacturer instructions.

2. Prepare mise en place

2.1

Ingredients are identified and obtained according to standards recipe.

2.2

Ingredients are prepared according to the correct quantity, type and quality.

3. Prepare and cook food using basic methods of cooking.

3.1

Various cooking methods are used to prepare dishes to enterprise standard.

3.2

Correct quantities and ratios of commodities for specific cooking methods are calculated.

 

3.3 Cooking process is completed in a logical and safe manner.

3.4 Problems with the cooking process are identified promptly and take corrective action.

3.5 Dishes are prepared using a range of methods and current technology within acceptable enterprise and customer timeframes.

3.6 Work cooperatively with kitchen and front-of-house colleagues to ensure timely preparation of dishes.

39

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.

Learning unit 1 : Select and use cooking equipment and technology.

Learning hours : 20

Learning outcomes

Content

Leaning activities

Resources

1.1

Identify kitchen

Specification of Kitchen equipment & tools

o

Group discussion

- Kitchen equipment, Kitchen tools

equipment and tools

o

Research

Kitchen orientation

o

Role Play

- Reference Books

o

- Flipchart, markers

- Projectors

- Board

- Laptops

1.2

Use and maintain Kitchen

Hand tools

o

Group discussion

- Kitchen equipment, Kitchen tools

equipment and tools

Electrical tools

o

Research

Heavy equipment

o

Role Play

- Reference Books

 

- Flipchart, markers

- Projectors

- Board

- Laptops

Learning unit 2 : Prepare mise en place

Learning hours : 20

Learning outcomes

Content

Leaning activities

Resources

2.1

Identify ingredients for a

Types of food items

o

Group discussion

- Recipe book,

recipe

Characteristics and uses of food items

o

Research

- Reference Books

o

Role Play

- Flipchart, markers-

40

 

Contents of recipe

 

- Projectors

Quantities in function of number of customers to be served

Quality of ingredients

- Board

- Laptops

2.2

Prepare ingredients

Cleaning techniques

o

Demonstration

- Kitchen equipment, Kitchen tools

 

Pealing and cutting techniques

o

Individual practice

Measuring and weighing

   

Storage for different type of ingredients

23 Apply checklist procedures

FIFO

o

Group discussion

- Recipe book Flipchart

LIFO

o

Demonstration

- Markers

Verification of quality product

o

Individual practice

- Tags

o

Role Play

- Products

 

- Bin cards

- Checklist

Learning unit 3 : Prepare and cook food using basic methods of cooking.

Learning hours : 20

Learning outcomes

Content

Leaning activities

Resources

3.1

Identify the different

Types of cooking methods Boiling Deep frying Stir-frying Baking Steaming Simmering

o

Small group discussion

 

cooking methods

o

Demonstration

o

Individual practice

 

skimming

 

grilling

roasting

broiling

41

 

smoking

 

poaching

Characteristics of different foods and appropriate cooking methods

Underlying principles of all basic cooking methods

Effect of different cooking methods on the nutritional value of food.

3.2 Cook basic dishes using a range of methods

Basic dishes

o

Demonstration

o

Individual practice

42

MODULE 7 : Salads and Sandwiches

Competence : Prepare salads and sandwiches

RTQF LEVEL:

CREDITS: 4

LEARNING HOURS : 40

SECTOR: Hospitality and Tourism

SUB-SECTOR: Hospitality

ISSUE DATE: February 2012

REVIEW DATE:

PURPOSE STATEMENT

This module describes the skills and knowledge required to prepare and present different sorts of salads and sandwiches.

LEARNING ASSUMED TO BE IN PLACE

This module must be assessed after the following prerequisite modules :

Module 2 : Health, safety and security on the workplace Module 3 : Hygiene and food safety Module 6 : Mise en place and cooking methods

LEARNING UNITS AND PERFORMANCE CRITERIA

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

43

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

Performance criteria

1. Prepare and present a variety of salads and dressings.

1.1

Suitable ingredients are chosen.

1.2

Salads are prepared using fresh ingredients and respecting nutritional value, eating characteristics and taste.

1.3

Suitable sauces and dressings are prepared, and incorporated into or served with salad.

1.4

Salads are presented attractively.

2. Prepare and present sandwiches.

2.1

Suitable bases are selected from a range of bread types.

2.2

A variety of sandwich types are prepared, using a range of appropriate techniques.

2.3

Appropriate equipment is selected for toasting and heating sandwiches and used correctly and safely.

2.4

Sandwiches are present in an attractive manner, using suitable garnishes and serviceware.

3. Store salads and sandwiches.

3.1

Store salads and sandwiches hygienically at the correct temperature, in appropriate conditions and containers to maintain freshness, taste and quality.