VOCATIONAL EDUCATION AND TRIANING AUTHORITY

REVIEWED

A SYLLABUS FOR COMPUTER APPLICATION WITH CAD

PREPARED BY:
VETA HQ,
BOX 2849,
DAR ES SALAAM OCTOBER, 2013
 TABLE OF CONTENTS

TABLE OF CONTENTS .................................................................................................................... ii

ACKNOWLEDGEMENT ................................................................................................................... iii
LIST OF EXPERTS AND SECRETARIAT ....................................................................................... iv
LIST OF ABBREVIATIONS ............................................................................................................. v
1.0. INTRODUCTION .................................................................................................................1
2.0. RATIONALE .........................................................................................................................1
3.0. AIMS OF COMPUTER APPLICATION ...............................................................................1
4.0. OBJECTIVES OF COMPUTER APPLICATION ..................................................................1
5.0. GENERAL COMPETENCIES ...............................................................................................2
6.0. STRUCTURE AND ORGANIZATION OF THE SYLLABUS ...............................................2
7.0. CODING OF MODULES......................................................................................................3
8.0. ORGANISATION OF SYLLABUS CONTENT INTO SEMESTERS ....................................3
9.0. TEACHING AND LEARNING METHODS ..........................................................................4
10.0. ASSESSMENT......................................................................................................................4
10.1. Weight and Contributions .................................................................................................5
10.2. Assessment plan ................................................................................................................5
11.0. REFERENCE MATERIALS...................................................................................................5
11.1. REQUIRED BOOKS: ...........................................................................................................5
11.2. RECOMMENDED BOOKS:..................................................................................................6
12.0. TEACHER’S QUALIFICATIONS .........................................................................................7
13.0. COURSE CONTENT OUTLINE FOR COMPUTER APPLICATION CARD........................6
14.0. APPENDIX 1: FOR LIST OF MODULES FOR COMPUTER APPLICATION WITH CAD
............................................................................................................................................25

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ACKNOWLEDGEMENT

VETA wishes to express its deepest gratitude to all those who participated in the
process of developing this Syllabus. Gratitude is due to the experts and Secretariat
for their significant contributions and involvement in the whole process.

Special thanks should also go to the Trade Advisory Committee members for
different sectors for their valuable advices, inputs and ultimately their
recommendations for the approval of this Syllabus.

It is worth noting that, so many people were involved in the process whom we could
not mention here, thus VETA would also like to express its sincere appreciation for
their contributions in one way or another for the accomplishment of this work.

For and on behalf of:

VOCATIONAL EDUCATION AND TRAINING AUTHORITY

Leah D. Lukindo
DIRECTOR OF VOCATIONAL EDUCATION AND TRAINING

iii
 LIST OF EXPERTS AND SECRETARIAT

EXPERTS

1. Mr. Abdul A. Mollel - VETA HQ-DSM

2. Mr. Nkundwe M. Mwasaga - DIT-DSM
3. Joseph Mwakasege - VETA – DSM RVTSC

SECRETARIAT

1. Mrs. Rehema M. Binamungu - Curriculum Development Specialist

2. Mrs. Stella M. Ndimubenya - Curriculum Development Specialist

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LIST OF ABBREVIATIONS

CAD - Computer Aided Design.

CVs - Curriculum Vitae

ICT - Information and Communication Technology

VET - Vocational Education and Training

GPA - Gross Point Average

VETA - Vocational Education and Training Authority

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1.0. INTRODUCTION
This is a Computer Application syllabus tailored with the inclusion of Computer Aided
Design (CAD) module tailored to trainees undertaking training in Electrical, Civil and
Building, Printing and Mechanical, Textile and Clothing occupational areas. Computer
Application is the cross cutting area it is targeted to impact to trainees basic skills
and knowledge in computer application in computer science where all fields of
learning need to acquire basic skills derived from it. The syllabus covers modules on
organizing computer and its peripherals, office applications, Computer Aided Design
(CAD) and Internet Applications.

2.0. RATIONALE
The ICT as the dynamic industry needs to be critically addressed in the manner that
is applied in the entire fields in our life. In most of the Tanzanian firms and
organizations, ICT is used as the tool for carrying out efficiently all the duties that
were carried out manually and took a lot of time to accomplish them therefore the
incorporation of a CAD module in Computer Application in all VET curricula enhances
trainees understanding his/her career. Therefore, mastering Computer Application
gives VET graduate competitive advantages and opportunities in the employment
market.

3.0. AIMS OF COMPUTER APPLICATION

The aim of Computer Application Course is to provide the trainees with ability to
apply computer application skills appropriately based on the labour market
requirement.

4.0. OBJECTIVES OF COMPUTER APPLICATION

At the end of this course, trainees should be able to:-
1. Identify parts of Micro-computer set and its peripherals
2. Connect the parts of Micro-computer and its peripherals
3. Test the connected Micro-computer system
4. Work and manipulate a new or existing documents with word processor
5. Work and manipulate a new or existing documents with spreadsheet
6. Work and manipulate a new or existing databases with database application
7. Create all types of reports with all application
8. Create and format a presentation using presentation applications

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9. Identify different types of computer publishing software
10. Create publication using computer publishing software
11. Creating E-Mail address
12. Work with different E-mail application
13. Manage E-Mail account
14. Search information in the world wide web
15. Perform downloading of files in the web
16. Load CAD software properly.
17. Manipulate new and edit an existing CAD drawing.
18. Understand the purpose of and use the menu, dialogue boxes, and
19. Command prompt area.
20. Apply "drawing aids" to create a simple drawing.
21. Manipulate the display of a drawing using commands.
22. Properly use object snap modes to position primitives.
23. Apply the "inquiry" commands to determine information about a
24. Drawing.
25. Create and use layers to organize CAD drawings and models.

5.0. GENERAL COMPETENCIES

Upon completion of course/programme the trainee should be able to:-
1. Organise the micro-computer and its peripherals
2. Use different Office Applications to perform daily duties
3. Use Internet and E-Mail as the tool of communication in the office
4. Use Internet to download files
5. Create and use CAD drawings and models

6.0. STRUCTURE AND ORGANIZATION OF THE SYLLABUS

The syllabus is organized in a modular competence based approach. The content is
presented in matrix format with the following headings:
1. Module title;
2. Module number;
3. Unit title;
4. Unit number;
5. Elements;
6. Performance Criteria;
7. Teaching and learning strategies;

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8. Competence assessment;
9. Teaching and learning resource;

7.0. CODING OF MODULES

MODULE CODE AND NO. MODULE TITLE
CA. 01 Introduction To Computer
CA. 02 Office Application
CA. 03 Internet Application
CA. 04 Computer Aided Design

8.0. ORGANISATION OF SYLLABUS CONTENT INTO SEMESTERS

SEMESTER MODULE NO. MODULE TITLE HOURS NO. OF

PERIODS

LEVEL II

01. Introduction To Computer 3Hrs 4

SEMESTER

02. Office Application [Unit 2.1 –Unit 27Hrs 36

I

2.2]
02. Office Application [Unit 2.3 – Unit 30Hrs 40
SEMESTER

2.4]
II

LEVEL III.
02. Office Application [Unit 2.5 ] 9Hrs 12
SEMESTER

03. Internet and E Mail 21Hrs 28

I

04 Computer Aided Design 60Hrs 80

SEMESTER II

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9.0. TEACHING AND LEARNING METHODS
A variety of learning and teaching methods will be applied; however, the focus will
be on enabling the trainees achieve the desired competencies through participatory
learning. The role of a teacher will be that of facilitator in the learning process.
These are among the suggested methods to be applied.
1. Discussion
2. Demonstration
3. Simulation softwares
4. Exposition

10.0. ASSESSMENT
The syllabus content is organized into VET levels. As such at the end of each
level the trainee will be able to complete give number of modules. The trainee
therefore will undergo formative assessment as part of continuation
assessment to be conducted by the vocational teacher at centre level.
Whereby summative (final) assessment will be conducted by VETA HQ as
outlined in the assessment plan in 10.2. Records of final assessments
conducted by VETA HQ will be maintained and consolidated for calculating
final grade of the subject for certification.
Assessment scores will be in grades with the following interpretations:

Table 1: Ranges of scores for different grades and their

interpretation.
Grade Score Range GPA
A Excellent 90- 100 3.5 - 4.0
B Very Good 75 - 89 3.0 - 3.4
C Good 60 - 74 2.0 - 2.9
D Poor 45 - 59 1.0 - 1.9
F Very poor 00-44
I Incomplete
S Supplement
Q Disqualified

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 Note: - Candidates with grade A, B and C will qualify for the NVA, GPA
will not be
Applicable for support subject assessment. These pass marks will also
apply for continuous assessment.

10.1. Weight and Contributions

a) Continuous assessments in all subjects shall carry 60% and
final assessment shall carry 40%);
b) For support subjects with practical and theory components,
the practical component shall carry 60% and the theory
component shall carry 40%
c) Field attachment is a pre requisite for taking final examinations
and and award
d) Final assessment shall carry 40% in all subjects components
i.e theory, practical(project work) and support subjects;

10.2. Assessment plan

Due to semisterization some modules of the syllabus will be completed
before the end of the training circle hence the need for preparation of
an assessment plan.
LEVEL MODULES
II COMPUTER APLICATION (CA) – MODULES 1-2

III COMPUTER APLICATION (CA) – MODULES 3- 4

11.0. REFERENCE MATERIALS

The required reference material and recommended books are:

11.1. REQUIRED BOOKS:

1. Brian K. Williams, Stacey C. Sawyer, Sarah E. Hutchison (1995),
Using Information Technology (Practical Introduction to
Computer & Communications), IRWIN, 0-256-15350-7.

5
2. Jennifer Ackerman Kettel, Guy Hart-Davis, Curt SI (2003),
Microsoft Office 2003(The complete reference), McGraw Hill
Publishing Company Ltd, 0070582998.
3. Author: Jim Boyce (2003), Absolute Beginner's Guide to
Microsoft® Office 2003, Que
4. Allison J. Ross (2000), Desktop Publishing, Rosen Publishing
Group, 0823932958.
5. Tara Calishain (2004), Web Search Garage, Papamedia, , ISBN-
10: 0131471481.
6. Antonio Carbonell (2002), Download, Rutledge Books,1582442177.
7. Chris Ward-Johnson/ Laughing Gravy Design (ILT),(2003),
Internet, Enslow Pub Inc, 9780766022607.
8. Text. –Terence M. Shumaker/David A. Madsen (2002),
AutoCad and It’s Applications- Basic, Goodheart Willcox.

11.2. RECOMMENDED BOOKS:

1. Sherry Kinkoph, Jennifer Fulton (2001), How to use Microsoft
Office XP, SAMS PUBLISHING, 0672321394.
2. Kiersten Conner-Sax, Ed Krol (1999), The Whole Internet the
next generation: A complete new edition of the first and
best users guide to the Internet, Shroff/ O’Reilly Reprints,
8173661308.
3. Solveig Haugland, Floyd Jones (2002), Star Office 6.0-Office
Suite Companion, Prentice Hall PTR, 0130384739.
4. Solveig Haugland, Floyd Jones (2003), Open Office.org Resource
Kit, Prentice Hall PTR, 0131407457.
5. Inc, CustomGuide Inc (2005), Outlook 2003 Personal Trainer,
O’Reilly, 0596009356.
6. J.D. Biersdorfer, David Pogue (2006), The Internet: The
Missing Manual, Shroff/O’Reilly Reprints, 8184041810
7. J. A. Leach (2000), Your AutoCAD 2000 Instructor.
McGraw-Hill Co., Boston, Massachussets.
8. Michael Miller (2005), Absolute Beginner's Guide to Computer
Basics, THIRD Edition, Que,

6
 9. Adobe Creative Team (1997), Adobe PageMaker 6.5 Classroom
In A Book, Adobe Press
10. Lisa Matthews (2003), 25 Things to Make and Do in Adobe®
Photoshop® Elements® 4
11. Christopher Lumgair (2001),Desktop Publishing, McGraw-Hill,
978068012006
12. Fredrick E. Davis, John A. Barry, Michael Wiesenberg (1986),
Desktop Publishing, Irwin Professional Pub, 0870947664.
13. Susan E. L. Lake (2005), Desktop Publishing, Cengage Learning
College, 9780538728546.
14. Jonathan Kellerman (2001), The Web, BANTAM DELL RANDOM
HOUSE, 055357227x
15. Amanda Spink/ Bernard J. Jansen (2007), Web Search, Kluwer
Academic Pub,1558284702.
16. Douglas E. Comer (1997), Internet Book, Prentice Hall
Professional Technical, 0138893128.
17. Polly Birkbeck and Nicola Slade (2007), Download, St. Martins Pr,
0753511681.

12.0. TEACHER’S QUALIFICATIONS

Teachers eligible for teaching Computer Application at this level should have:
1. Minimum Diploma in IT with Computer Aided Design
2. Minimum Certificate in Pedagogical skills
3. At least one year teaching experience.

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13.0. COURSE CONTENT OUTLINE FOR COMPUTER APPLICATION CARD
MODULE No. 1.0. MODULE TITLE: INTRODUCTION TO COMPUTER
UNIT No. 1.1. UNIT TITLE: ORGANIZING MICRO-COMPUTER AND ITS PERIPHERAL DURATION: 3 HRS
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT RESOURCES
1.1.1. Connecting The trainee should be At the end of this 1. The teacher to guide the Trainee’s ability to: References:
Peripherals to able to connect the element, the trainee trainees to describe with 1. Identify parts of 1. Brian K. Williams, Stacey C.
Micro-computer. Micro-computer should be able to: trainees the meaning of Micro-computer Sawyer, Sarah E. Hutchison
according to Manual 1. Describe Computer computer system set and its (1995), Using Information
instructions system 2. The teacher to guide the peripherals Technology ( Practical
2. Describe trainees in identifying 2. Connect the parts Introduction to Computer &
connection ports peripherals devices for of Micro- Communications), IRWIN, ISBN:
3. Describe the Micro-computer computer and its 0-256-15350-7.
procedure for 3. The teacher to peripherals
connecting demonstrate how to 3. Test the Teaching and learning materials:
peripherals to connect peripherals to connected Micro- a. Photocopy paper
Micro-computer Micro-computer system computer system b. Maker pen
system 4. The teacher to elaborate c. Transparent paper
4. Test the connected the procedure for d. Printed hand outs
Micro-computer connecting peripherals to e. Installation manual
Micro-computer system f. Overhead projector
5. The teacher to connect g. White board
peripherals to Micro- h. Flip Chart board
computer i. Exercise books
j. Handouts

6
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT RESOURCES
6. The teacher to k. Diagram
demonstrate how to test
the connected micro-
computer system and
trainees to practise
afterwards.

7
MODULE No. 2.0. MODULE TITLE: OFFICE APPLICATION
UNIT No. 2.1. UNIT TITLE: PROCESSING WORD DURATION: 12 HRS
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA LEARNING STRATEGIES ASSESSMENT RESOURCES
2.1.1. Creating The trainee should be At the end of this 1. The teacher to explain Trainee’s ability to: References:
Documents. able to create different element, the trainee the meaning of 1. Word with a new or 1. Jim Boyce (2003):
documentations should be able to: following words: word existing documents Absolute Beginner's
according to the software 1. Describe the key terms processor, toolbar, 2. Type and edit the Guide to Microsoft®
application package used in Word assistant and taskbar document Office 2003, Que
procedures. Processor 2. The teacher to explain 3. Insert objects/image 2. Michael Miller (2005):
2. Describe different different types of 4. Format the document Absolute Beginner's
Word processors Word Processor 5. Save the document Guide to Computer
3. Explain different types 3. The teacher to explain 6. Print the document Basics, THIRD Edition,
of toolbars different types of Que
4. Explain the process of toolbars. Teaching and learning
creating documents 4. The teacher to materials:
5. Format the document demonstrate how to a. Photocopy paper
6. Insert image into a create document using b. Maker pen
document word processor format c. Transparent paper
7. Create Document 5. The teacher to d. Printed handouts
describe the process of e. Overhead projector
inserting image into f. White board
document g. Flip Chart board
6. Trainees to practise h. Exercise books
working with Word i. Handouts
processor application j. Diagram

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MODULE No. 2.0. MODULE TITLE: OFFICE APPLICATION
UNIT No. 2.2. UNIT TITLE: SPREADSHEET DURATION: 15 HRS
ELEMENT PERFORMANCE LEARNING TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA OBJECTIVES LEARNING STRATEGIES ASSESSMENT RESOURCES
2.2.1. Creating The trainee should be At the end of this 1. The teacher to discuss Trainee’s ability to: References:
spreadsheets. able to create element, the trainee with trainees on key 1. Work with new 1. Jim Boyce (2003): Absolute
spreadsheets should be able to: terms used in or existing Beginner's Guide to
according to the 1. Explain key terms spreadsheets document in a Microsoft® Office 2003, Que
software procedures. used in 2. The teacher to explain spreadsheet 2. Michael Miller (2005): Absolute
spreadsheets different types of 2. Enter data in Beginner's Guide to Computer
2. Describe different Spreadsheet spreadsheet Basics, THIRD Edition, Que
Spreadsheets 3. The teacher to elaborate 3. Calculate data in
3. Explain the process the process of creating spreadsheet Teaching and learning materials:
of creating Spreadsheets 4. Format data in a. Photocopy paper
Spreadsheets 4. The teacher to guide on spreadsheet b. Maker pen
4. Explain calculation how calculation tool is c. Transparent paper
tool used in used in Spreadsheet d. Printed hand outs
Spreadsheet 5. The teacher to e. Overhead projector
5. Create the demonstrate how to f. White board
spreadsheet create spreadsheets g. Flip Chart board
6. Trainees to practise to h. Exercise books
create the spreadsheets i. Handouts
j. Diagram

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MODULE No. 2.0. MODULE TITLE: OFFICE APPLICATION
UNIT No. 2.3. UNIT TITLE: DATABASE APPLICATION DURATION: 6 HRS
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND LEARNING COMPETENCE TEACHING AND LEARNING
CRITERIA STRATEGIES ASSESSMENT RESOURCES
2.3.1. Creating The trainee should be At the end of this 1. The teacher to explain key Trainee’s ability to: References:
Tables. able to create table element, the trainee terms used in a database 1. Create database 1. Jim Boyce (2003): Absolute
and enter data should be able to: and differentiate different tables, Query, Beginner's Guide to
according to 1. Explain key terms used types of database system Form and Report Microsoft® Office 2003,
Database Application in different types of 2. The teacher to discuss with 2. Identify field Que
program database trainees the importance of name and its 2. Michael Miller (2005):
2. Explain the importance database application Data type and Absolute Beginner's Guide
of database application 3. The teacher to explain primary key to Computer Basics, THIRD
3. Describe procedure of procedure of creating 3. Manipulate Data Edition, Que
creating database and database and creating in the tables Teaching and learning
Tables Tables materials:
4. Explain on how to 4. The teacher to explain the a. Photocopy paper
analyze the problems of Field names, Data types b. Maker pen
database table and Primary Key c. Transparent paper
5. Create tables. 5. The teacher to elaborate on d. Printed hand outs
how to analyze the e. Overhead projector
problems of database f. White board
tables g. Flip Chart board
6. The teacher to demonstrate h. Exercise books
how to create tables. i. Handouts
j. Diagram

10
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND LEARNING COMPETENCE TEACHING AND LEARNING
CRITERIA STRATEGIES ASSESSMENT RESOURCES
7. Trainees to practise on how
to create the database
Table.

11
MODULE No. 2.0. MODULE TITLE: OFFICE APPLICATION
UNIT No. 2.3. UNIT TITLE: DATABASE APPLICATION DURATION: 6 HRS
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA LEARNING STRATEGIES ASSESSMENT RESOURCES
2.3.2. Creating The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
Queries. able to Query data when element, the trainee the trainees to 1. Create Query 1. Jim Boyce (2003):
needed according to should be able to: describe Query as 2. Manipulate data in a Absolute Beginner's
database application 1. Explain Query as applied in database query Guide to Microsoft®
program applied to database application. 3. Run the data in a Office 2003, Que
application 2. The teacher to Query 2. Michael Miller (2005):
2. Explain the types of describe different Absolute Beginner's
Query types of Queries Guide to Computer
3. Describe the 3. The teacher to guide Basics, THIRD Edition,
procedure of creating the trainees to Que
Query describe the procedure Teaching and learning
4. Describe the tools of creating query materials:
used in creating a 4. The teacher to guide a. Photocopy paper
Query the trainees to b. Printer cartridge
5. Create Query data describe the tools used c. Maker pen
in creating a Query d. Transparent paper
5. The teacher to e. Printed hand outs
demonstrate how to f. Overhead projector
create Query g. White board
6. Trainees to practise h. Flip Chart board
how to create queries i. Exercise books
j. Handouts

12
MODULE No. 2.0. MODULE TITLE: OFFICE APPLICATION
UNIT No. 2.3. UNIT TITLE: DATABASE APPLICATION DURATION: 5 HRS
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA LEARNING STRATEGIES ASSESSMENT RESOURCES
2.3.3. Creating The trainee should be At the end of this 1. The teacher to discuss Trainee’s ability to: References:
Forms. able to create Forms element, the trainee with trainees the 1. Create forms 1. Jim Boyce (2003):
and enter data should be able to: definition of a Form 2. Format the form Absolute Beginner's
according to Database 1. Explain forms as 2. The teacher to describe worksheet using Guide to Microsoft®
application program applied to database types of Forms form tools Office 2003, Que
application. 3. The teacher to describe 3. Manipulate data in a 2. Michael Miller (2005):
2. Describe the procedure the procedure of form Absolute Beginner's
of creating Forms creating Forms Guide to Computer
3. Identify the navigation 4. The teacher to guide the Basics, THIRD Edition,
tools used in a Form trainees to discuss the
4. Explain the advantages navigation tools used in Teaching and learning
of entering data in a a Form materials:
Form 5. The teacher to elaborate a. Photocopy paper
5. Create a Form the advantages of b. Printer cartridge
entering data in a Form c. Maker pen
6. The teacher to d. Transparent paper
demonstrate how to e. Printed hand outs
create a form f. Overhead projector
7. Trainees to practise how g. White board
to create a form. h. Flip Chart board
i. Exercise books
j. Handouts

13
MODULE No. 2.0. MODULE TITLE: OFFICE APPLICATION
UNIT No. 2.3. UNIT TITLE: DATABASE APPLICATION DURATION: 3 HRS
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA LEARNING STRATEGIES ASSESSMENT RESOURCES
2.3.4. Creating The trainee should be At the end of this 1. The teacher to guide Trainee’s ability References:
Reports. able to create a report element, the trainee trainees the define of to: 1. Jim Boyce (2003): Absolute
according to database should be able to: a Report 1. Create a report Beginner's Guide to
application programs. 1. Explain Reports as 2. The teacher to guide 2. Format the Microsoft® Office 2003, Que
applied to database trainees to discuss Report 2. Michael Miller (2005): Absolute
application types of Report worksheet using Beginner's Guide to
2. Describe the procedure 3. The teacher to guide form tools Computer Basics, THIRD
of creating Report the trainees to discuss 3. Print the Report Edition, Que
3. Explain report the procedure of
generators creating Report Teaching and learning materials:
4. Create Reports 4. The teacher to a. Photocopy paper
describe the report b. Printer cartridge
generators c. Maker pen
5. The teacher to d. Transparent paper
demonstrate how to e. Printed hand outs
create a report f. Overhead projector
6. Trainees to practise on g. White board
how to create a report. h. Flip Chart board
i. Exercise books
j. Handouts

14
MODULE No. 2.0. MODULE TITLE: OFFICE APPLICATION
UNIT No. 2.4. UNIT TITLE: PRESENTATION APPLICATION DURATION: 10 HRS
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND
CRITERIA LEARNING STRATEGIES ASSESSMENT LEARNING RESOURCES
2.4.1. Creating The trainee should be At the end of this element, 1. The teacher to discuss Trainee’s ability to: References:
presentation. able to design the trainee should be able with trainees on 1. Use different slides 1. Jim Boyce (2003):
presentation slides to: Presentation application layout templates Absolute Beginner's
according to 1. Define and explain 2. The teacher to describe 2. Format the slides Guide to Microsoft®
presentation application Presentation application types of slide design and Layout Office 2003, Que
programs 2. Identify types of slide slide layout 3. Save the layout 2. Michael Miller (2005):
Design and Slide layout 3. The teacher to describe 4. view slides show Absolute Beginner's
3. Describe the procedure of the procedure of Guide to Computer
choosing different Slide choosing different slide Basics, THIRD
Design and slide Layout design and slide layout Edition, Que
4. Describe different types of 4. The teacher to describe Teaching and learning
dynamic slide shows different types of slide materials:
5. Create presentation show a. Photocopy paper
5. The teacher to elaborate b. Printer cartridge
Custom Animation c. Maker pen
formats d. Transparent paper
6. The teacher to e. Printed hand outs
demonstrate how to f. Overhead projector
create presentation g. White board
7. Trainees to practise on h. Flip Chart board
how to create i. Exercise books
presentation j. Handouts

15
MODULE No. 2.0. MODULE TITLE: OFFICE APPLICATION
UNIT No. 2.5. UNIT TITLE: DESKTOP PUBLISHING DURATION: 2 HRS
ELEMENT PERFORMANCE LEARNING TEACHING AND LEARNING COMPETENCE TEACHING AND LEARNING
CRITERIA OBJECTIVES STRATEGIES ASSESSMENT RESOURCES
2.5.1. Selecting The trainee should be At the end of this 1. The teacher to explain Key Trainee’s ability to: References:
software able to choose element, the trainee Terms used in selecting 1. Identify different 1. Allison J. Ross (2000),
package. different software to should be able to: software package types of publishing Desktop Publishing, Rosen
be used in designing 1. Explain the Key 2. The teacher to guide the software Publishing Group, ISBN:
publication Terms used in select trainees to describe types 0823932958.
software package of software used in 2. Jim Boyce (2003): Absolute
2. Explain different Designing publication Beginner's Guide to
types of software 3. The teacher to guide the Microsoft® Office 2003,
used in Designing trainees to describe the Teaching and learning
publication procedure of choosing materials:
3. Explain the procedure designing tools in a a. Photocopy paper
of choosing designing software b. Printer cartridge
tools in a software 4. The teacher to explain the c. Maker pen
4. Identify the navigation tools used in a d. Transparent paper
navigation tools used Designing Publication e. Printed hand outs
in a Designing 5. The teacher to describe the f. Overhead projector
Publication tactics used to select g. White board
5. Select software software package h. Flip Chart board
package 6. Trainees to identify i. Exercise books
software selecting packages j. Handouts

16
MODULE No. 2.0. MODULE TITLE: OFFICE APPLICATION
UNIT No. 2.5. UNIT TITLE: DESKTOP PUBLISHING DURATION: 7 HRS
ELEMENT PERFORMANCE LEARNING TEACHING AND LEARNING COMPETENCE TEACHING AND LEARNING
CRITERIA OBJECTIVES STRATEGIES ASSESSMENT RESOURCES
2.5.2. Creating The trainee should be At the end of this 1. The teacher to guide trainees Trainee’s ability to: References:
publication able to create element, the trainee to discuss on Desktop 1. Design the 1. Allison J. Ross (2000),Desktop
Publication according to should be able to: publishing Publication layout Publishing, Rosen Publishing
Desktop publishing. 1. Explain Desktop 2. The teacher to guide trainee 2. Work with Group, ISBN: 0823932958.
publishing used in to describe types of templates coming 2. Jim Boyce (2003): Absolute
creating publication Designing layout with publication Beginner's Guide to
2. Describe types of 3. The teacher to guide the software Microsoft® Office 2003, Que
Designing layout trainees to describe the 3. Manipulate the
3. Describe different procedure of choosing designing layout Teaching and learning materials:
types of folding different Designing Layout 4. Save the layout a. Photocopy paper
4. Describe the 4. The teacher to describe b. Printer cartridge
navigation tools different types of folding c. Maker pen
used in a Designing 5. The teacher to explain the d. Transparent paper
Layout navigation tools used in a e. Printed hand outs
5. Explain different Designing Layout f. Overhead projector
Designing Layout 6. The teacher to elaborate g. White board
formats Designing Layout formats h. Flip Chart board
6. Create publication 7. The teacher to demonstrate i. Exercise books
how to create publication j. Handouts
8. Trainees to practise on how
to create publication.

17
MODULE No. 3.0. MODULE TITLE: INTERNET APPLICATION
UNIT No. 3.1. UNIT TITLE: INTERNET AND E-MAILS DURATION: 5 HRS
ELEMENT PERFORMANCE LEARNING TEACHING AND LEARNING COMPETENCE TEACHING AND LEARNING
CRITERIA OBJECTIVES STRATEGIES ASSESSMENT RESOURCES
3.1.1. Creating The trainee should be At the end of this 1. The teacher to guide on the Trainee’s ability to: References:
E-mail Account. able to create Email element, the trainee discussion with trainee on E- 1. Create E-mail 1. Chris Ward-Johnson/
account according to should be able to: mail technology account Laughing Gravy
the required 1. Explain the Email 2. The teacher to guide the 2. Work with Design(ILT),(2003)
instruction technology trainees to describe on how different E-mail Internet, Enslow Pub Inc
2. Describing how Email Email Accounts are managed application ISBN: 9780766022607.
Accounts are 3. The teacher to describe 2. John Levine (2000):
managed different procedures of Internet Secrets 2nd Ed,
3. Describe different creating Email account Hungry Minds.
procedures of 4. The teacher to describe types Teaching and learning
creating Email of Email application materials:
account 5. The teacher to guide the a. Photocopy paper
4. Describe different trainees to describe different b. Printer cartridge
types of Email types of Email application c. Maker pen
application 6. The teacher to demonstrate d. Transparent paper
5. Create E-mail how to create E-mail account e. Printed hand outs
Account 7. Trainees to practise to create f. Overhead projector
E-mail Account. g. White board
h. Flip Chart board
i. Exercise books
j. Handouts

18
MODULE No. 3.0. MODULE TITLE: INTERNET APPLICATION
UNIT No. 3.1. UNIT TITLE: INTERNET AND E-MAILS DURATION: 3 HRS
ELEMENT PERFORMANCE LEARNING TEACHING AND LEARNING COMPETENCE TEACHING AND LEARNING
CRITERIA OBJECTIVES STRATEGIES ASSESSMENT RESOURCES
3.1.2. Receiving The trainee should be At the end of this 1. The teacher to guide Trainee’s ability to: References:
E-mails able to open received element, the trainee trainees to explain web 1. Enter proper E- 1. Chris Ward-Johnson/ Laughing
mail and read should be able to: mail and computer mail mail login and Gravy Design(ILT),(2003),
according to the 1. Explain web mail application(e.g. outlook password Internet, Enslow Pub Inc,
Internet instructions and computer mail express) 2. Identify incoming ISBN: 9780766022607.
application(e.g. 2. The teacher to guide the inbox icons or link 2. John Levine (2000): Internet
outlook express) trainees to describe ways 3. Arrange incoming Secrets 2nd Ed, Hungry Minds
2. Describe ways of of receiving Emails E-mails according Teaching and learning
receiving Emails 3. The teacher to guide the to preferred order materials:
3. Describe the way trainees to describe the 4. Read the mail a. Photocopy paper
of receiving procedure of receive Email b. Printer cartridge
attached files in a Email addresses c. Maker pen
4. Demonstrate on 4. The teacher to d. Transparent paper
how to receive demonstrate how to open e. Printed hand outs
Email received mail and read. f. Overhead projector
5. Trainees to practise on g. White board
how to receive Emails h. Flip Chart board
i. Exercise books
j. Handouts

19
MODULE No. 3.0. MODULE TITLE: INTERNET APPLICATION
UNIT No. 3.1. UNIT TITLE: INTERNET AND E-MAILS DURATION: 3 HRS
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA LEARNING STRATEGIES ASSESSMENT RESOURCES
3.1.3. Sending The trainee should be At the end of this 1. The teacher to discuss Trainee’s ability to: References:
E-mails. able to send mail element, the trainee with trainees the 1. Identify Composer 1. Chris Ward-Johnson/ Laughing
according to Internet should be able to: important of sending E- bar Gravy Design(ILT),(2003),
Instruction 1. Explain the important mails 2. Attach files Internet, Enslow Pub Inc, ISBN:
of sending E-mails 2. The teacher to guide 3. Compose E-mail 9780766022607.
2. Describe ways of the trainees to describe message 2. John Levine (2000): Internet
sending Emails ways of sending Emails 4. Send the mail with Secrets 2nd Ed., Hungry Minds
3. Describe the way of 3. The teacher to guide attachments
attaching files when the trainees to describe Teaching and learning materials:
sending a e-mail the way of attaching a. Photocopy paper
4. Send Emails files when sending a e- b. Printer cartridge
mail c. Maker pen
4. The teacher to d. Transparent paper
demonstrate how to e. Printed hand outs
send E-mail f. Overhead projector
5. Trainees to practise on g. White board
how to send Emails h. Flip Chart board
i. Exercise books
j. Handouts
k. Diagram

20
MODULE No. 3.0. MODULE TITLE: INTERNET APPLICATION
UNIT No. 3.1. UNIT TITLE: INTERNET AND E-MAILS DURATION: 6 HRS
ELEMENT PERFORMANCE LEARNING TEACHING AND LEARNING COMPETENCE TEACHING AND LEARNING
CRITERIA OBJECTIVES STRATEGIES ASSESSMENT RESOURCES
3.1.4 The trainee should At the end of this 1. The teacher to guide the Trainee’s ability to: References:
Web Searching. be able search the element, the trainee trainees to explain the key 1. Identify the search 1. Tara Calishain (2004),Web
information should be able to: terms used in Wed Searching engines Search Garage, Papamedia,
according to 1. Explain the key terms 2. The teacher to guide the 2. Formulate key words ISBN-10: 0131471481.
instruction required used in Web trainees to describe searching used to narrows the 2. John Levine (2000): Internet
Searching engine searching Secrets 2nd Ed., Hungry
2. Describe searching 3. The teacher to guide the Minds
engine trainees to describe ways of 3. Lemay, L (1999): Teach
3. Describe ways of searching information Yourself Web Publishing
searching information 4. The teacher to guide the with HTML 3.2 in 14 days,
4. Describe methods of trainees to describe the Sams Net, Indianapolis.
creating keywords, methods of creating Teaching and learning
synonyms and related keywords, synonyms and materials:
terms for searching related terms for searching a. Photocopy paper
b. Printer cartridge
5. Identify different 5. The teacher to guide the
c. Maker pen
tools used to search trainees to describe different d. Transparent paper
e. Printed hand outs
files tools used to search files
f. Overhead projector
6. Search files 6. The teacher to demonstrate g. White board
h. Flip Chart board
how to search files
i. Exercise books
7. Trainees to practise on how j. Handouts
search files

21
MODULE No. 3.0. MODULE TITLE: INTERNET APPLICATION
UNIT No. 3.1. UNIT TITLE: INTERNET AND E-MAILS DURATION: 4 HRS
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA LEARNING STRATEGIES ASSESSMENT RESOURCES
3.1.5 The trainee should be At the end of this 1. The teacher to discuss Trainee’s ability to: References:
Downloading able to download the element, the trainee with trainees the process 1. Identify tools used in 1. Antonio Carbonell (2002),
Files. files according to should be able to: of downloading downloading of files Download, Rutledge
downloading Instruction 1. Explain the process of 2. The teacher to guide the 2. Perform downloading Books, ISBN: 1582442177.
downloading trainees to describe ways 2. Tara Calishain( 2004), Web
2. Describe ways of of downloading files Search Garage,
downloading files 3. The teacher to explain Papamedia, ISBN-10:
3. Describe different different tools used to 0131471481.
tools used to downloading files Teaching and learning
downloading files 4. The teacher to guide the materials such as:
4. Downloading files trainees to demonstrate a. Photocopy paper
how to download files b. Printer cartridge
5. Trainees to practise on c. Maker pen
how to download files d. Transparent paper
e. Printed hand outs
f. Overhead projector
g. White board
h. Flip Chart board
i. Exercise books
j. Handouts

22
MODULE No. 4.0. MODULE TITLE: COMPUTER AIDED DESIGN
UNIT No. 4.1. UNIT TITLE: CAD BASICS DURATION: 12 HRS
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA LEARNING STRATEGIES ASSESSMENT RESOURCES
4.1.1. The trainee should be At the end of this 1. The teacher to guide the Trainee’s ability to: Reference Books:
Create CAD able to design CAD element, the trainee trainees to describe the 1. Identify
1. Terence M. Shumaker/David A.
drawings and drawings and models should be able to: CAD applications used
Madsen. (2002)AutoCad and
models. according to CAD 1. Describe the CAD 2. The teacher to elaborate in CAD design It’s Applications- Basic.
Goodheart Willcox,.
Instruction 2. Explain the process of on how to load CAD 2. Create drawings
2. Leach, J. A. (2000). Your
Loading CAD software software and models AutoCAD 2000 Instructor.
3. Apply basic drawing 3. The teacher to guide the McGraw-Hill Co., Boston,
Massachussets.
commands trainees to describe basic
4. Manipulate the display drawing commands Teaching and learning
of a drawing using 4. The teacher to explain on materials:
CAD command how to manipulate the a. Photocopy paper
5. Apply text editing display of a drawing b. Printer cartridge
commands using CAD commands c. Maker pen
6. Apply the "inquiry" 5. The teacher to explain d. CAD design software
commands to the use of text editing e. Transparent paper
determine information commands f. Printed hand outs
about a drawing 6. The teacher to describe g. Overhead projector
7. Create and use layers how to use commands to h. White board
to organize CAD determine information i. Flip Chart board
drawings and models about a drawing j. Exercise books
k. Handouts
l. Drawings

23
ELEMENT PERFORMANCE LEARNING OBJECTIVES TEACHING AND COMPETENCE TEACHING AND LEARNING
CRITERIA LEARNING STRATEGIES ASSESSMENT RESOURCES
7. The teacher to
demonstrate how to
create ands use layers to
organize CAD drawings
and models
8. Trainees to practise on
how to create and use
CAD drawing and models

24
14.0. APPENDIX 1: FOR LIST OF MODULES FOR COMPUTER APPLICATION WITH CAD

MODULE UNIT ELEMENT

1. Introduction to computer. 1.1. Organizing micro-computer and its 1.1.1. Connecting Peripherals to Micro-
peripheral. computer.
1.1.2. Creating Documents.
2. Office Application. 2.1. Processing Word. 2.1.1 Creating Documents.
2.2. Spreadsheet. 2.1.2 Creating spreadsheets.
2.3. Database application. 2.1.3 Creating Tables.
2.1.4 Creating Queries.
2.1.5 Creating Forms.
2.1.6 Creating Reports.
2.4. Presentation application. 2.4.1. Creating presentation.

2.5. Desktop publishing. 2.5.1. Selecting software package.

2.5.2. Creating publication.
3. Internet Application. 3.1. Internet and e-mails. 3.1.1. Creating E-mail Account.
3.1.2. Receiving E-mails
3.1.3. Sending E-mails.
3.1.4. Web Searching.
3.1.5. Downloading Files.
4. Computer Aided Design. 4.1. Cad basics 4.1.1. Create CAD drawings and models.

25