Ministry of Education

Core Module 1.

Planning Training Session

- OB Curriculum
- Session Plan
 The TWO Kinds of Trainer

 One who is born to teach

 One who teach in order to live

TVET TRAINER’S QUALIFICATION

TQ = NC + TM
where:
TQ = Trainer Qualification
NC = National Certification (SKILLS: What to teach)
TM = Trainers Methodology (METHODS: How to teach)
 ROLE AND RESPONSIBILITY OF A TRAINER

 Teacher / Facilitator
 Negotiator / Coordinator
 Curriculum Developer
 Instructional Materials Developer
 Counselor
 Actor
 Session Planner
Ministry of Education

OUTCOME-BASED CURRICULUM
 OUTCOME-BASED TVET

Qualifications TVET Qualification Framework

Units of Occupational Standards

Competence

Learning Outcome Based Curriculum

Modules
Learning Materials T
R
Outcome Based Training A
I
N
I
Institutional Assessment N
G
Certificate of Attainment

National Assessment & Certification

 OCCUPATIONAL STANDARDS AND CURRICULUM

 Occupational Standards describe the work that is performed

 Curriculum describes the training that a person needs to take in order
to perform the work described in the Occupational Standards

Curriculum provides guidance on:

 entry requirements
 duration of training
 scope and sequence of learning
 training resources
 delivery method
 recognition of prior learning
 institutional assessment
Occupational Standard Outcome-Based Curriculum
A
N
Unit of A
L Program
Competence Y
Design
S
I
S
&
Unit Descriptor
T
Learning Module
Performance R
Elements A Learning Module
Criteria N
S
Learning Module
Range of Variables L
A
T
Learning Module
Evidence Guide I
O
N
 ORGANIZING A CURRICULUM

Learning Outcome 1

Module Learning Outcome 2

Unit of Learning Outcome 3

Competence OR
Learning Outcome 1
Learning Outcome 2
Modules
Learning Outcome 1
Learning Outcome 2
STANDARD vs CURRICULUM

Standard Learning Module

Module Code & Title
Unit of
Competence Module Description
Learning Outcomes
Nominal Duration
Contents
Unit Descriptor
Learning Methods
Elements Performance
Criteria Assessment Methods
and Criteria
Range of Variables
Resource Requirements
Evidence Guide
 LEARNING MODULE FORMAT

Unit of Competence state the unit of competence being addressed

Module Title & Code name of the module and its code
estimated number of hours to accomplish the learning
Nominal Duration
outcomes

Module Description state the aims of the module, scope and delimitation

list of all the learning outcomes upon completion of the

Learning Outcomes
module
list of topics required (knowledge, skills and attitude
Module Contents
based)
Learning Methods describe the delivery strategy and methods

Assessment Methods specify the assessment methods that will be used in

evaluating the learners’ progress and performance

Assessment Criteria specify the assessment criteria

Resource Requirements facilities, tools and equipment needed to deliver training

and evaluation of learners; learning resources/materials
 LEARNING MODULE Logo of TVET Provider
TVET PROGRAM TITLE: ______________
MODULE TITLE: _____________ MODULE CODE: ___
NOMINAL DURATION: ________
MODULE DESCRIPTION:
LEARNING OUTCOMES:
• ________
MODULE CONTENTS:
A.Introduction
B.
C.
D.
E.
F.
G.
LEARNING METHODS:
ASSESSMENT METHODS:
ASSESSMENT CRITERIA:
 Module Format …

Resource Requirements
(Module Code and Title)
Item Description/ Recommended Ratio
Category/Item Quantity
No. Specifications (Item: Trainee)
A. Learning Materials
1. TTLM
2. Textbooks
B. Learning Facilities & Infrastructure
1. Workshop
2. Library
C. Consumable Materials
1.
2.
D. Tools and Equipment
1.
2.
12
SAMPLE LEARNING MODULE
 LEARNING MODULE Logo of TVET Provider

TVET-PROGRAMME TITLE: Masonry Level III

MODULE TITLE: Preparing Technical Drawings
MODULE CODE: CON MAS3 M01 0910
NOMINAL DURATION: ____Hours
MODULE DESCRIPTION:
This module specifies the competency required to read and interpret
plans and specifications and produce sketches, orthographic and
sectional view drawings relevant to general construction projects.
LEARNING OUTCOMES:
At the end of the module the learner will be able to:
LO1 Collate information for drawings
LO2 Create simple sketches, orthographic drawings and sectional
views
LO3 Develop specifications
MODULE CONTENTS:
Introduction to the Module
LO1 Collate information for drawings
1. OHS requirements in Masonry Works
2. Project Quality Requirements
3. Types, Uses and Specifications of Masonry Tools and
Equipment
4. Maintenance of Tools and Equipment
5. Types of Drawings
6. Reconnaissance and its Report
LO2 Create simple sketches, orthographic drawings an
sectional views
MODULE CONTENTS:
Introduction to the Module
LO1
LO2
LO3
LEARNING METHODS:
 Lecture-discussion
 Film Showing
 Demonstration
ASSESSMENT METHODS:
Written Test / Interview
Demonstration with Oral questioning
ASSESSMENT CRITERIA:
LO1 Collate information for drawings
OHS requirements associated with preparing basic building drawings
and documentation tasks and the workplace environment are adhered
to.
Quality requirements of the company operations are recognized and
adhered to.
Tools and equipment selected are consistent with preparing
construction drawings and documentation, checked for serviceability and
any faults reported to supervisor.
Drawing type is selected from a range of drawings to suit job
requirements.
Key features, site dimensions and orientation, buildings, services and
features are identified for inclusion in drawings.
LO2
LO3
Ministry of Education

SESSION PLAN
 SESSION PLAN

 It is a set of notes in logical order for the trainer to follow

and ensure that the objectives set for the session are met.
 It is a tool for trainers to ensure that they head towards the
objective(s) of the session.
 It enables the trainer to check in advance that the
sequencing of the lesson is correct, the content relevant,
and the training methods suitable.
 It is also a checklist of the resources required for the lesson.
 It is a blueprint that identifies the basic 5Ws (who, what,
where, when and why).
 Why do Trainers use Session Plan?

 Gives the trainers and learners clear idea of where they

are, where they are going and what they are doing;
 Records the training sessions that the trainers have
completed;
 Gives the trainers a starting point if they have to do the
training again with another learner or group of learners;
 Give the trainers a firm base to review their performance.
 SECTIONS OF A SESSION PLAN

 Lesson Approach
 Lesson Development
 Lesson Summary
 LESSON APPROACH

 Learning outcome cover:

- statements of what the student should be able to do after
completing the module in general
- expressed using action words so that they are measurable
and observable
- taken from the learning module in the outcome-based
curriculum
 Session objectives (SMART)
- performance
- condition
- criteria
- stated in terms of learner’s understanding
 Introduction
 Orients the learners about:
- Objective/s of the lesson
- How the lesson relates to them
- How the lesson relates to their past activities
- What will be expected of them
 Part of the session plan that intends to encourage and
arouse/stimulate interest of the learners to study
 Kept brief and to the point
 LESSON DEVELOPMENT

 Teaching delivery methods/techniques and modes

 Content or subject matter
- Content outline
- Paragraph /Topical form
 Learning activities – tasks to be performed to achieve the
learning outcome and session objectives

 Learning experiences for learners

 Resources and materials: tools, equipment, audio-visuals, etc.
 LESSON DEVELOPMENT

 Teaching delivery methods  Teaching delivery modes

- Lecture/Oral presentation - Cooperative Training
- Demonstration (modality)
- Brainstorming - In-company Training
- Case Study - On/Off-the-Job Training
- Simulation - Self-paced Learning
- Fish Bowl - Distance Delivery
- Games - Community Training
- Role Playing
- Group Work/Discussion
 Considerations in selecting the appropriate training
delivery methods

 Different people will process information more effectively using

different stimulus
 The retention of learners vary on type of training method:
- Lecture only 5%
- Reading 10%
- Classroom with Labs/exercises 20%
- Demonstration 30%
- Practice by doing 75%
- Teaching others 100%

. . . learners have different learning preferences and style on how they

will receive learning.
 It is also important to remember that the acquisition of
knowledge is different from the acquisition of skills. It is
generally accepted that people learn skills –
            65 % by doing
            25 % by seeing
            10 % by hearing
while on the other hand knowledge is generally acquired
            75 % by seeing
            15 % by hearing
            10 % by doing (i.e. by experience)

. . . learners have different learning preferences and style on how they

will receive learning.
 LEARNING PREFERENCES

Learning Style Description Comment

Visual Learning through Describes whether a student
preferences seeing would prefer to learn
through visual methods –
 reading from a board
 reading from book

Auditory Learning through Describes whether a student

preferences hearing would prefer to learn using
aural methods
 Lecture
 Discussion
 Listening to a tape
Learning Style Description Comment
Tactile Learning through Describes whether a student
preferences use of activity would prefer to learn by keeping
with the hands their hands busy while studying
 taking notes and highlighting
while reading

Learning in a  students who either learn

variety alone or with others
of ways  some students need a specific
routine while others need
variety
Kinesthetic Learning while Describes whether a student
preferences using the whole would rather use his body
body actively while trying to learn
actual welding
running
 Content

Identify areas that the learners –

 ‘must know’. These are the items that the learner
must know in order to perform the task
 ‘should know’. These are the items may be needed if
the learner is to gain a clear understanding of the
essential information
 ‘could know’. These are the may be desirable for
clear understanding, but are not essential
 LESSON SUMMARY

 Summarizing the lesson:

- Drawing conclusions
- Developing generalizations
- Reiterating/repeating major concept

 Evaluation
- Tools to determine if the learners meet the objectives
- Are based on the objectives that the learners are trying
to achieve
 SESSION PLAN FORMAT (New)
Session Plan (no.)
Unit of Competence :  
Module Title :  
LO _ :  
At the end of this session the learners shall be
Session Objectives:
able to –
  LESSON
    APPROACH
 
Nominal Learning
Activities Contents
Duration Methods
Introduction      
       
 Body  
LESSON
   
DEVELOPMENT
     
 
Evaluation    
 
LESSON
Summary  
SUMMARY
 
 
 
Resources  (includes instructional aids and materials)
  
  
SAMPLE SESSION PLAN
 LEARNING MODULE Logo of TVET Provider
Unit of Competency Prepare Technical Drawings
TVET-PROGRAMME TITLE: Masonry Level III Module-1 Title :
Preparing Technical Drawings
MODULE TITLE: Preparing Technical Drawings
MODULE CODE: CON MAS3 M01 0910 LO 1 :
Collate information for drawings
NOMINAL DURATION: ____Hours
Session Objectives:
MODULE DESCRIPTION: At the end of this session the students shall be able to:
This module specifies the competency required to read and interpret  Apply OHS requirements associated with preparing
plans and specifications and produce sketches, orthographic and basic building drawings
sectional view drawings relevant to general construction projects.  Recognize quality requirements of the company
LEARNING OUTCOMES: operations
 Select functional tools and equipment
At the end of the module the learner will be able to:  Select type of drawings
LO1 Collate information for drawings  Identify key features, site dimensions and orientation
LO2 Create simple sketches, orthographic drawings and sectional and building services
Nominal
views Activities Duration
Contents Methods
LO3 Develop specifications Intro 15 min Introduction of the Module Discussion
MODULE CONTENTS: 30 min OHS and its Requirements Lecture-discussion
Introduction to the Module 30 min Quality Requirements of the Project Lecture-discussion
LO1 Collate information for drawings Types, Uses and Specifications of
75 min Film Showing
Masonry Tools and Equipment
1. OHS and its Requirements
2. Quality Requirements of the Project Maintenance of Tools and Lecture-discussion,
90 min
Equipment demonstration
3. Types, Uses and Specifications of Masonry Tools and
Equipment Lecture-discussion
30 min Types of Drawings
and Demonstration
4. Maintenance of Tools and Equipment
Reconnaissance Works and its Film Showing,
5. Types of Drawings 240 min
Report Demonstration
6. Reconnaissance Works Evaluation 45 min Accomplishment of LAP Test Individual Activity
LO2 Create simple sketches, orthographic drawings an Summary 15 min Feedback and Wrap-up Discussion
sectional views Resources  Learning Guide #1 with LAP Test
 Multi-Media Equipment and Materials
MODULE CONTENTS:
Unit of Competency Prepare Technical Drawings
Introduction to the Module
LO1 Module-1 Title :
Preparing Technical Drawings
LO2
LO3 LO 1 :
Collate information for drawings
LEARNING METHODS:
Session Objectives:
 Lecture-discussion At the end of this session the students shall be able to:
 Demonstration  Apply OHS requirements associated with preparing
ASSESSMENT METHODS: basic building drawings
Written Test / Interview  Recognize quality requirements of the company
operations
Demonstration with Oral questioning  Select functional tools and equipment
ASSESSMENT CRITERIA:  Select type of drawings
LO1 Collate information for drawings  Identify key features, site dimensions and orientation
OHS requirements associated with preparing basic building drawings and building services
Nominal
and documentation tasks and the workplace environment are adhered Activities Duration
Contents Methods
to.
Intro 15 min Introduction of the Module Discussion
Quality requirements of the company operations are recognized and
30 min OHS and its Requirements Lecture-discussion
adhered to.
Tools and equipment selected are consistent with preparing 30 min Quality Requirements of the Project Lecture-discussion
construction drawings and documentation, checked for serviceability and Types, Uses and Specifications of
75 min Film Showing
any faults reported to supervisor. Masonry Tools and Equipment
Drawing type is selected from a range of drawings to suit job Maintenance of Tools and Lecture-discussion,
90 min
requirements. Equipment demonstration
Key features, site dimensions and orientation, buildings, services and
Lecture-discussion
features are identified for inclusion in drawings. 30 min Types of Drawings
and Demonstration
LO2 Reconnaissance Works and its Film Showing,
LO3 240 min
Report Demonstration
Evaluation 45 min Accomplishment of LAP Test Individual Activity
Summary 15 min Feedback and Wrap-up Discussion
Resources  Learning Guide #1 with LAP Test
 Multi-Media Equipment and Materials