National Certificate in

BUILDING
CONSTRUCTION
Teacher’s Guide to the Syllabus
for
Technical and Vocational Institutions

THE REPUBLIC OF UGANDA

Ministry of Education and Sports
Ministry of Education and Sports
 National Certificate in
BUILDING
CONSTRUCTION
Teacher’s Guide to the Syllabus
for
Technical and Vocational Institutions

THE REPUBLIC OF UGANDA

Ministry of Education and Sports
National Curriculum Development Centre

A product of the National Curriculum Development Centre for

the Ministry of Education and Sports with support from the
Government of Uganda

Published by

National Curriculum Development Centre

P.O. Box 7002,
Kampala- Uganda
www.ncdc.co.ug

ISBN: 978-9970-00-178-1

All rights reserved: No part of this publication may be

reproduced, stored in a retrieval system or transmitted in any
form or by any means, electronic, mechanical, photocopying,
recording, or otherwise, without the prior permission of the
copy holder

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Contents
Contents ......................................................................................... iii
Acknowledgement ........................................................................... v
Foreword ........................................................................................ vi
List of Acronyms ............................................................................ vii
Introduction..................................................................................... 1
Detailed Module Description of Year 1 Term 1 ................................. 8
TCTM 101: Applied Technician Mathematics I .................................. 9
TCCS 101: Life Skills ........................................................................ 13
TCCA 101: Computer Applications .................................................. 17
TCBC 101: Building Technology I..................................................... 24
TCBC 102: Building Science I .......................................................... 31
TCBC 103: Building Drawing ........................................................... 36
TCBC 104: Building Practice ............................................................ 40
TCBC 105: Real Life Project I ........................................................... 46
DETAILED MODULE DESCRIPTION OF YEAR 1 TERM 2 ..................... 50
TCTM 101: Applied Technician Mathematics I ................................ 50
TCCS 101: Life Skills ........................................................................ 54
TCCA101: Computer Applications ................................................... 58
TCBC 101: Building Technology I..................................................... 63
TCBC 103: Building Science I .......................................................... 71
TCBC 103: Building Drawing .......................................................... 75
TCBC 104: Building Practice I .......................................................... 77
DETAILED MODULE DESCRIPTION OF YEAR 1 TERM 3 ..................... 81
TCTM 101: Applied Technician Mathematics I ................................ 81
TCCS 108: Life Skills ...................................................................... 84
TCCA 101: Computer Applications .................................................. 89
TCBC 101: Building Technology I..................................................... 93
TCBC 102: Building Science ............................................................. 99
TCBC 103: Building Drawing ......................................................... 103
TCBC104: Building Practice I ......................................................... 106
TCBC 106: Industrial Training I...................................................... 111
DETAILED MODULE DESCRIPTION OF YEAR 2 TERM 1 ................... 113
TCTM 202: Applied Technician Mathematics II ............................. 114
TCBE 201: Entrepreneurship Skills ................................................ 118
TCCS 201: Basic Kiswahili ............................................................. 125
TCBC 201: Building Technology II ................................................. 128
TCBC 202: Building Science II ....................................................... 132
TCBC 203: Computer Aided Building Drawing ............................... 135

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TCBC 204: Building Practice II ...................................................... 138

TCBC 205: Real Life Project II ........................................................ 142
DETAILED MODULE DESCRIPTION OF YEAR 2 TERM 2 ................... 146
TCTM 201: Applied Technician Mathematics II ............................. 146
TCBE 201: Entrepreneurship Skills ................................................ 150
TCCS 201: Basic Kiswahili ............................................................. 156
TCBC 201: Building Technology II ................................................. 159
TCBC 202: Building Science II ........................................................ 164
TCBC 203: Computer Aided Building Drawing ............................... 168
TCBC 204: Building Practice II ...................................................... 174
DETAILED MODULE DESCRIPTION OF YEAR 2 TERM 3 ................... 176
TCTM 201: Applied Technician Mathematics II ............................ 176
TCBE 201: Entrepreneurship Skills ................................................ 179
TCCS 201: Basic Kiswahili ............................................................. 183
TCBC 201: Building Technology II ................................................. 186
TCBC 202: Building Science II ........................................................ 191
TCBC 203: Computer Aided Building Drawing ............................... 195
TCBC 204: Building Practice II ...................................................... 198
TCBC 206: Industrial Training II .................................................... 201
Appendices .................................................................................. 203
Bibliography ................................................................................ 216

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Acknowledgement
National Curriculum Development Centre (NCDC) extends its appreciation
to all panel members and institutions that participated in developing this
curriculum.
NCDC recognises the historic contributions of City and Guilds of London
Institute, East African Examinations Council and Uganda National
Examinations Board, (UNEB) for providing the foundation on which
technical education in Uganda is built.
Great thanks go to the Directorate of Industrial Training (DIT) who
provided the Professional Profile and Uganda Business and Technical
Examinations Board (UBTEB) for their contribution both in content and
implementation policies.
NCDC acknowledges the following ministries and institutions: Ministry of
Education and Sports (MoES); Works and Transport; Labour, Gender and
Social Development: Uganda Business and Technical Examinations Board;
the Directorate of Education Standards; National Council for Higher
Education; Uganda Technical and Vocational Institutes and the world of
work for providing panellists during the development of this curriculum.
Last but not least, NCDC extends gratitude to the Ministry of Education and
Sports (MoES); RTI-SPEAR Project and International Labour Organisation
for the financial support that enabled the development of this curriculum.

Grace K. Baguma
DIRECTOR
National Curriculum Development Centre

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Foreword
Improvement of the curricula for Technical Certificate courses is part of
the Ministry of Education and Sports’ (MoES) Strategy (2008) for the
provision of technical and vocational education. Technical and Vocational
institutes are charged with training technicians in the country. The
Government of Uganda aims at providing technical, scientific and
vocational skills for a majority of Ugandans in line with its emphasis on the
BTVET Strategic Plan of “Skilling Uganda”.
The development of this curriculum started with a survey of the world of
work, which included employers and graduates of technical certificate
courses. A report from the survey culminated into the development of a
Professional Profile, which includes all jobs and tasks that the graduates of
Building Construction perform. This finally led to the development of all
modules in this curriculum.
This curriculum is updated bearing in mind the current labour market
demands and it is learner-centred and competence-based. It focuses on
core tasks and assignments. It begins with a preparatory assignment and
each academic year involves execution of a real life project that makes the
technician competent in the trade. It aims at making Technical and
Vocational Institutions the centre of excellence for technical education and
skills development in the region, which will result in greater development
and industrialisation of the country.

Hon. Janet Museveni

MINISTER
Ministry of Education and Sports

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List of Acronyms
ABC Abstinence, Be Faithful, Use a Condom
BCC Behaviour Change and Communication
CD Curriculum Development
CGPA Cumulative Grade Point Average
CH Contact Hours
CTF Curriculum Task Force
CU Credit Units
DES Directorate of Education Standards
DIT Directorate of Industrial Training
ELTE Electronic Learning and Teaching Environment
GP Grade Point
HCF/M Highest Common Factor /Multiple
HCT HIV Counselling and Testing
HDME Higher Diploma in Mechanical Engineering
HIV/AIDS Human Immunodeficiency Virus/ Acquired Immune
Deficiency Syndrome
KES Kyambogo Engineering Service
LCM Lowest Common Multiple
MoES Ministry of Education and Sports
MoH Ministry of Health
MOLGSD Ministry of Labour, Gender and Social Development
NCDC National Curriculum Development Centre
NCHE National Council for Higher Education
NCBC National Certificate in Building Construction
NDME National Diploma in Civil Engineering
NDAR National Diploma in Architecture
NGO Non-Governmental Organisation
NP Normal Progress
NVQF National Vocational Qualification Framework
NWY Number of Weeks per Year
PEP Post Exposure Prophylaxis
PH Practical Hours
PLHIV People Living with HIV and AIDS
PP Probationary Progress
PPDA Public Procurement and Disposal of Assets Act

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RTI Research Triangle International

SACCO Savings and Credit Co-operative
SHE Safety Health and Environment
SJA Safe Job Analysis
SMC Safe Male Circumcision
SPEAR Supporting Public Sector Workplace to Expand Actions and
Responses to HIV/AIDS
STI’s Sexually Transmitted Infections
TC Technical Certificate; module code letter identifiers for
Certificate programmes
TCBC Technical Certificate programme module code for Building
Construction core modules
TCBE Technical Certificate programme module code for Business
Entrepreneurship
TCCA Technical Certificate programme module code for
Computer Applications Skills
TCHY Total Contact Hours per Year
TCCS Technical Certificate programme module code for
Communication Skills
TCTM Technical Certificate programme module code for Applied
Technician Mathematics
TH Training Hours
TI Technical Institute
TS Technical School
UBTEB Uganda Business and Technical Examinations Board
UNAIDS The Joint United Nations Programme on HIV and AIDS
UNEB Uganda National Examinations Board
UTC Uganda Technical College
VAT Value Added Tax
VTI Vocational Training Institute
VS Vocational School
WoW World of Work

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Introduction
This Teacher’s Guide is aimed at equipping the teacher with learner-
centred methods of conducting training sessions, here referred to as
teaching and learning strategies, by ensuring that the learner gains the
desired competences. You, the teacher, should therefore ensure that the
learner fully participates in the lesson administration.
This Guide emphasises practical teaching, projects and acquisition of skills
by the learner. The competences that the learner is expected to acquire are
clearly spelt out in each module covered in the term. You should ensure
that the learner is well versed with practical work.

The teaching methodologies developed in this Guide, if implemented

effectively, should be able to produce builders who are able to:
i) manufacture building materials.
ii) set out simple buildings (construct non-storeyed buildings).
iii) erect formwork.
iv) assemble scaffolds.
v) lay wall and floor tiles (finishes).
vi) fix door and window frames.
vii) observe safety, health and welfare.
viii) carry out roof work (truss and ceilings).
ix) initiate and manage small business enterprises.

You should therefore try as much as possible to guide the learner to

acquire these competences during the course of study.

Rationale
This Teacher’s Guide is meant to facilitate you to effectively interpret and
use the syllabus to deliver a more updated and relevant content to the
learners. It outlines the methods you may use, the procedures to be taken
and the assessment and evaluation techniques. It is an essential tool kit in
the success of the teaching/learning process of the NCBC.

Components of the Teacher’s Guide

This Teacher’s Guide is composed of the following:

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Module: This is the subject of study in the specified duration. It has

particular competences that the learner is expected to acquire at various
levels during the course of study.

Duration: This is the suggested time allocation for a given module within
a specific academic year of study.

Module overview: This contains the general summary of the content in

the module.

Learning outcome: This is the general learning objective of a given

content in the module. It clarifies generally what the learner shall be able
to do as a result of passing through the learning process.

Preparatory assignment: This is the realistic guide for you, mainly on the
way you should present the module content to stimulate the learner’s
curiosity to studying the module. It directs you on how you can directly
inspire the learner to like the particular course module. It should have an
approach that arouses the learner’s interest to research and explore in-
depth the module at hand. This makes the learner to relate what he/she is
going to study with the reality in the world of work.

Result: This is the outcome of the tasks from the preparatory assignment.
Each preparatory assignment must have results indicating the learner’s
participation, as this becomes the basis of continuous assessment.

Sub-module: This presents a topic with its content outline.

Competences: These are specific skills which the learner is expected to

acquire and exhibit, during and after going through every specific module
and sub-module content.

Content: This is an outline of the subject matter to be learnt in a particular

module and within a prescribed timeframe.

Teaching/ learning strategies: These are methods that you will use to
facilitate learning that suit a particular content and learner. The
teaching/learning strategies require the active participation of both you
and the learner during the teaching/learning process.

Assessment strategy: These are samples of class exercises, tests,

laboratory tests as well as field and workshop practical activities given to
the learner to perform in order to score the level of achievements of the
completed content for both you and the learner.

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Resources: These are the identified teaching aids used by both you and
the learner during learning to clarify the concept or ideal situation being
learnt.

Aims of the NCBC Teachers Guide

This Teacher’s Guide is aimed at:
i) introducing and guiding you through the new concept of
Competence-based education and training.
ii) supporting you with practical methodologies to equip learners with
the skills required to solve the day to day societal needs by creating
jobs to reduce unemployment.
iii) empowering you with creative and innovative teaching/learning
methodologies to enhance learners’ research and development.
iv) strengthening your ability to equip learners with knowledge and
skills of marketing their enterprises and lobbing for any form of
support.
v) guiding you to empower learners with knowledge and skills that
will enable them upgrade to higher levels of education.
vi) pedagogically aiding you to equip learners with knowledge and
skills for effective communication.
vii) providing methodologies that will guide you in equipping learners
with basic Kiswahili to widen their communication and
employment opportunities in the East African Community.
viii) directing you to foster an attitude change and understanding in
learners and the public on the fact that “technical education is not
for academic failures rather for more creative and gifted persons”.
ix) guiding you on the use of local teaching/learning resources that aid
the imparting of knowledge and skills to learners.
x) guiding you on approaches of administering continuous
assessment so as to consolidate the achievement of competences
and update the learners’ performance record.

How to use this Teacher’s Guide

You should ensure that the practical, related knowledge, values and
attitudes are integrated during the teaching/learning process.

For effective implementation of this Teacher’s Guide, you are expected to:
i) guide learners through the proposed preparatory assignment, or
create your own approach of introducing the module.

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ii) actively participate and stand as a role model for the learners to
appreciate their choice of joining technical education.
iii) refer to the content of the outlined sub-module and extract the
specific area to be learnt.
iv) extract competences, the teaching/learning strategies and
resources relative to the content.
v) re-distribute the total time allocated to each sub-module to suit the
content.
vi) involve learners in active participation during the teaching and
learning process.
vii) assess learners using the suggested assessment criterion or
innovate other effective assessment strategies relative to the
competences.
viii) guide learners to effectively use the suggested teaching and
learning resources to acquire the set competences.
ix) innovatively create other resources for teaching/ learning other
than the ones suggested.
x) ensure health, safety, security and environment during the
teaching/learning process.

Methodologies
The teaching/learning methodologies in this Teacher’s Guide are just
samples. It is at your discretion to apply any other methodologies deemed
suitable to the classroom setting. The type of methodology selected should
be guided by the competences to be acquired by the learner. You are
encouraged to use a variety of methodologies in a lesson to make it more
interesting and practical. Examples of some of the teaching/learning
methodologies include:

1. Discussion
a) Group Discussions
Learners discuss issues in groups. This methodology enables
knowledge/information to come from the learners rather than from the
teacher. It promotes teamwork and allows all learners to have an
opportunity to give their opinions and ideas; and also stimulates their
interest as they learn from each other.

Guidelines for using group discussion methodology:

i) Group the learners.
ii) Give clear instructions to learners as to what each group should do.
iii) Assign task(s) to each group.
iv) Let learners discuss issues raised in the task with your guidance.

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v) Let learners agree on the issues to be presented.

vi) Let them do group presentations and general discussions.
vii) Summarise the agreed class points.

b) Guided discussions
Guidelines for using guided discussion methodology:
i) Lead the discussion and act as the chairperson/secretary.
ii) Give clear instructions to learners as to what they should do.
iii) Let learners discuss issues raised in the task with your guidance
iv) Let learners agree on the issues.
v) Summarise the session by drawing on the main points.

2. Case Study
This methodology is where learners are given information about a
situation and they have to come up with decisions or solutions to a
problem. Case studies are aimed at:
i) helping learners to identify and solve problems in a typical
situation.
ii) providing learners with confidence in decision making.
iii) helping learners develop analytical skills.

3. Brainstorming
This is a way of obtaining as many views as possible from the learners in a
short time. Guide the learners to give as many ideas as they can on a
particular issue. It is recommended that all ideas are accepted without
questioning. Rank the ideas according to their relevancy to the issue being
brainstormed.

Basic rules for brainstorming

i) Encourage as many ideas as possible.
ii) Criticisms of ideas should not be allowed.

4. Buzz Methodology
This is a method of training that requires learners seated near each other
to discuss an issue that could have a lot of points or controversy to be
agreed upon. The noise is the murmur that the class makes like that of
buzz. Therefore, some manageable noise or murmur should not be
mistaken for no learning. This method is good in situations where one
cannot conduct effective training like when it is raining.
Ask questions about what learners have discussed to find out if they have
understood.

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5. Guided Discovery
This method is based on the notion that the learners know more than they
think they know. The assumption is that they only need to be prompted to
discover this knowledge for themselves. Your role is to organise the
learning environment and present the content in such a way that the
learners can discover more knowledge and ideas.

6. Demonstration
This is the act of exhibiting, describing and explaining the operation or
process by use of a device, machine, process or product. A demonstration
can be carried out by the teacher or learners.

7. Illustration
This is a depiction or representation of a subject matter, such as a drawing,
sketch, painting, photograph or other kind of image of things seen,
remembered or imagined, using a graphical representation. This method is
best used where words are not sufficient to clearly bring out a concept. It
gives a visual impression to what is being taught.

8. Guest Speaker
Guest speakers could be local entrepreneurs, government officials,
professional practitioners or community leaders invited to make a
presentation to learners. Guest speakers can provide a variety to the
entrepreneurship education learning, share experiences and add value by
engaging learners in an educational or informative manner.
The methodology provides learners with an opportunity to physically
interact with a practitioner and motivate them to develop an
entrepreneurial attitude.

9. Role-Play
This methodology is where learners are presented with a situation they
are expected to explore by acting out the roles of those represented in this
situation. The role-play learners should be carefully selected and properly
prepared for their roles. The remaining learners should be equally
prepared for the role-play by briefing them on how they are to act during
the presentation. The players should try to behave naturally during the
presentation.

You should:
i) observes when the presentation is taking place.
ii) guide learners in the course of presentation to ensure that they
focus on the theme of the play.

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iii) Engage the learners in a discussion or ask them questions about

what they have learnt from the role-play with a view of finding out
if the role-play has provided sufficient information.

10. Study Tour

This is when learners are taken out to perform particular tasks with the
aim of carrying out an observation, practice or witness the flow of events.
It enables the learners to link the school situation with the reality in the
communities or world of work.

11. Field Attachment

This is when learners are attached to some entrepreneur(s) to practice
during their study time. It does not only enable them to relate what they
have learnt in classroom to the world of work but also allows them to
acquire more knowledge and skills beyond what was covered. It further
motives learners to becoming practitioners or entrepreneurs.

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Detailed Module Description of Year 1

Term 1
Code Module Title (All Core Modules) Total Hours
Hours Per week
TCTM 101 Applied Technician Mathematics I 40 4
TCCS 101 Life Skills 20 2
TCCA 101 Computer Applications 40 4
TCBC 101 Building Technology I 40 4
TCBC 102 Building Science I 30 3
TCBC 103 Building Drawing 30 3
TCBC 104 Building Practice I 50 5
TCBC 105 Real Life Project Work I 40 4
Year Load/ Total Hours 290 29

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TCTM 101: Applied Technician

Mathematics I
Duration: 40 Hours

Module Overview
This module is aimed at helping the learner attain some mathematical
skills to enable him/her carry out measurements and estimates, and give
him/her the foundation knowledge required for upgrading. It introduces
the learner to calculate the cost of materials, solve problems related to
fractions, decimals, percentages, ratios and proportions, areas and
volumes of different figures and apply the laws of indices and logarithms.

Learning Outcomes
By the end of this module, the learner should be able to:
 convert metric units and use them in costing of materials.
 calculate the areas and volumes of various objects.

Preparatory Assignment
Prior to teaching this module, task learners to take measurements of a
selected area within the institution compound, sketch its surface plan on
paper, write a report and make a group presentation in class.

Result
Learners sketch the surface plan and make group presentations in class.

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Sub-module 1: Basic SI Units and Basic

Arithmetic
Duration: 8 Hours

Competences Content Teaching/ Learning Strategies

The learner:
 converts
millimetres  Metric  Together with learners’
to metres, conversion involvement, illustrate the
kilograms of S.I units, conversion of millimetres to
to Newtons area, centimetres, kilogram’s to
and tones. volume, Newton’s and tones.
 calculates total surface  using illustrations, guide the
numbers area learners in calculating areas and
involving  HCF, LCM, volumes of trench soil removed
HCM and fractions from an excavation.
LCM. and  Guide learners through practice to
 applies decimals manipulate and determine LCM
percentage  Percentages, and HCF
s in ratios, and  Illustrate the calculation of
calculating proportions percentages in relation to
material material costing and task learners
costs. to practice.

Assessment Strategies
Assign the learner to:
 convert metric units from small to large units and vice versa.
 calculate numbers having LCM and HCF.

Teaching/Learning Resources
 Measuring rule  Computer
 Weighing scale  Projector
 Scientific calculator  Surface area

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Sub-module 2: Mensuration
Duration: 12 Hours

Competences Content Teaching/ Learning

Strategies

The learner:
 calculates areas  Calculation of  Demonstrate the taking of
of irregular area, perimeter, measurements for one
objects using volume and total room and guide learners
Simpson, mid surface area for through the method and
ordinate and regular and formula for finding its
trapezoidal rules. irregular figures floor area.
 interprets the  Interpretation of  Guide learners through
drawings by given the method of calculating
taking scale rule drawing/diagra the cost of materials
measurements. ms required for a given job.
 uses the area and  Cost calculations  Lead learners to practice
volume in relation to calculating of the number
calculation areas and of tiles required for a
methods to cost volumes room and the cost of
the materials for  Areas of purchasing such tiles.
a given task. irregular figures  Illustrate the manipulation
 costs the bricks, (Simpson rule, of numbers using
tiles and cement mid ordinate Simpson, mid ordinate and
using the areas of rule, trapezoidal trapezoidal rules and task
irregular figures rule) learners to practice.
(Simpson, mid
ordinate rule and
trapezoidal rule).

Assessment Strategy
Assign the learner to:

 calculate the number of timber required to make four trusses for a

simple house.

Teaching/Learning Resource
 Scientific calculator

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Sub-module 3: Indices and Logarithms

Duration: 20Hours
Competences Content Teaching/ Learning
Strategies

The learner:
 applies the
laws of  Laws of indices and  Illustrate the various
indices in standard form, applications of the laws of
solving fractional and indices to fractional and
indicial negative indices negative indices and task
equations.  Indicial equation learners to practice.
 rationalises  Multiplication and  Guide learners to apply
and division of indices the laws of indices when
manipulate  Rationalisation and multiplying and
s indicial equations involving subtracting numbers.
equations. indices  Lead learners to
 evaluates  Rules of logarithms manipulate the various
the  Common logarithms applications of the laws of
logarithms. (change of base indices in rationalising
equations involving indicial equations.
logarithmic functions,  Through demonstrations,
exponential functions guide learners to
and logarithmic graph) manipulate logarithms.
 Natural logarithms

Assessment Strategy
Assign the learner to:
 apply laws of indices to manipulate fractional and negative indices.

Teaching/Learning Resources
 Log tables
 Scientific calculator
 Backhouse (1985), Pure Mathematics: 4th Edition, Longman
 Bird J. O. And May, A.J.C. (1982).Technician Mathematics. Longman
Higher Education Publisher
 Elhance, D.N. and Aggarwal, B. M. (2000). Fundamental of Statistics.
New Delhi, Kitab Mahal
 Stroud K. A. (1995). Engineering Mathematics: 4th Edition,
Macmillan Press

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TCCS 101: Life Skills

Duration: 20 Hours

Module Overview
This module equips the learner with the skills applied in day to day
transactions such as writing application letters, CVs, minutes as well as
skills in technical communication, note taking and basic knowledge on HIV
and AIDS.

Learning Outcomes
By the end of the module the learner should be able to:
 communicate effectively in the field of work.
 positively relate with the environment and prevent HIV/AIDS
spread.

Preparatory Assignment
Assign the learner to: respond to a job advert in a given newspaper.

Result
Learner submits a written application to a job advert.

Sub-module 1: Introduction to Communication

Skills
Duration: 6 Hours
Competences Content Teaching/ Learning
Strategies
The learner: Fundamental  Ask one learner to
 listens, takes and skills: loudly read a
makes notes.  Reading, newspaper while
 speaks, interacts and listening and others listen with
conducts meetings. speaking focus on the
 makes an agenda and  Note taking pronunciation of
conducts meetings. and note words, punctuations
 adopts the agenda. making and the tone variations
 elects the chair and  Conducting applied.
minute secretary for meetings  Ask the listening
the meeting.  Conducting learners to comment
 agrees on the interviews on what they heard.

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Competences Content Teaching/ Learning

Strategies
duration of the  Guide learners on the
meeting. Interpersonal listening and note
 follows the chain of skills: taking skill taking
command of the firm.  Workplace place at the same time.
 refrains from communicat  Guide learners on the
communications ion procedural rules
which are against the followed when
standing orders of the conducting meetings.
firm.  Moderate the learners’
 talks and relates well meeting and keep
with others at the guiding them where
work place. necessary.
 Lead a guided
discussion on
workplace
communications,
public relations,
personnel and the
standing orders of the
firm.

Assessment Strategies
Assign the learner to convene a class meeting to discuss training needs,
elect a chairperson and minute secretary come up with agenda and take
minutes.

Teaching/Learning Resources
 Old newspapers
 Sample minutes
 Standing orders of any legal firm
 The Internet

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Sub-module 2: Writing Skills

Duration: 10 Hours
Competences Content Teaching/ Learning
Strategies
The learner:  Academic writing:  Lead a guided discussion
- Technical and on the importance of CVs,
 formats
scientific report field reports, paper
work shop
writing presentation and friendly
paper ready
- Curriculum letters.
to be
vitae and  Illustrate the format of
presented.
resume’ writing writing CVs, field reports
 writes
- Authority and and papers for
personal
delegation presentation, memos,
CVs, field
letters claim letters, and
report,
- Writing circular demand notices,
memos,
letters delegation letters and
delegation
 Office and business circulars to stakeholders
letters,
writing: and guide learners to
claim
- Intra and inter- practice.
letters,
office
stake
communication
holders’
- Business
circulars
correspondence
and demand
and memo
notices.
writing
- Adverts and
announcements
writing

Assessment Strategy
Assign the learner to write a personal CV and field report.

Teaching/Learning Resources
 Old newspapers
 Samples curriculum vitae (CVs)
 The Internet

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Sub module 3: Introduction to HIV and AIDS

Duration: 4 Hours
Competences Content Teaching/ Learning
Strategies
The learner:  Background  Lead a guided discussion
 defines and gives of HIV and on the history,
an account of the AIDS: prevalence rates and
origin and history meaning, current trends of HIV
of HIV in Uganda. origin and and AIDS in Uganda.
 describes the HIV history.  Guide learners in
prevalence rate  Current outlining the HIV and
and its current trends and AIDS myths and
trends in Ugandan prevalence misconceptions.
communities.  Myths and  Guide learners to
 outlines some HIV misconceptio brainstorm the
and AIDS myths n on HIV and important issues on HIV
and AIDS and AIDS that they need
misconceptions.  Basic facts on to educate the public
 educates the public HIV and AIDS about.
about the basic
facts about HIV and
AIDS.

Assessment Strategies
Assign the learners to write a report on the myths and misconceptions
about HIV and AIDS in Uganda.

Teaching/Learning Resources
 HIV and AIDS handbooks  The Internet
 Ministry of Health charts on  Computer
HIV  TVs sets
 Documentary
 Bolton, R. (1986). People: How to Assert Yourself, Listen to others, and
Resolve Conflicts. Touchston
 Bough B. (2005).101 Ways to Improve Your Communication Skills
Instantly: 4th Edition. Goal Minds, Inc.
 McKay M. And Davis, M. (2009). The Communication Skills Book: 3rd
Edition. New Harbinger Publications.

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TCCA 101: Computer Applications

Duration: 40 Hours

Module Overview
This module is designed to equip the learner with computer skills of
typesetting reports and other documents, enabling the use of the Internet
for searching required data, carrying out simple connections and
installation of a computer and its accessories.

Learning Outcome
By the end of this module, the learner should be able to use and
manipulate a computer to prepare documents and search web based
information from the Internet.

Preparatory Assignment
Assign the learners to outline the practical differences between mobile
phones and laptop computers.

Result
Learners make their analysis in groups, write a report and present
in class.

Sub-module 1: Introduction to Computer

Duration: 10 Hours
Competences Content Teaching/ Learning
Strategies
The learner:
 identifies  Origin of  Lead a guided discussion
different computers on the origin, types and
types of  Types of uses of computers and
computers computers and their uses.
and describes computer  Display computer
the hardware (CPU, software and hardware
application of hard disk drives, components and ask
computer modem, learners to identify and
hardware, keyboard, etc) group the items to their

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Competences Content Teaching/ Learning

Strategies
CPU, hard  Computer correct order.
disc drives, accessories:  Lead a guided discussion
modems, scanners, on computer software:
mouse, projectors, classification, usage;
external external speakers computer components:
speakers.  Keyboard basics: video card, network
 removes and function keys, cards, cables.
replaces numeric keys and  Demonstrate the use of
computer navigation keys computer cameras.
rams.  Starting and  Demonstrate the removal
 identifies and closing down the and replacement of
uses computer computer rams and task
keyboard  Computer learners to practice.
buttons as software:  Guide learners to use the
per their classification, keyboard, its buttons and
functions. types, usage and other functions.
 differentiates computer  Lead learners to
between components manipulate the typing
letter and (video card, techniques applied when
numerical network cards, using a computer
buttons on cables, ROM, keyboard.
the keyboard. RAM, monitors,  Demonstrate the
 typesets data printers, cameras, procedure followed to
into the processors) open, change and close
computer  Safety and accounts.
using the security of a  Guide learners to
keyboard. computer implement the safety
 opens, closes, practices of a computer
restarts and  Lead a guided discussion
changes user on the safety and security
accounts. measures of a computer
 ensures i.e. storage and
safety and transportation.
security of a
computer.

Assessment Strategies
Assign the learners to:

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 identify and sort out computer hardware and components according to

their application.
 remove and replace computer rams.
 practise the keyboard: its use, application skills and techniques.
 practise starting, changing accounts and closing a computer.

Teaching/Learning Resources
 Computer  Cameras
 Mice, modems and flash  CPU
discs  Monitor/screen
 External drives  Power generator
 Keyboards  cables
 Memory cards
 Ram sets

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Sub-module 2: Operating System

Duration: 6 Hours
Competences Content Teaching/ Learning
Strategies
The learner:
 describes a  Meaning and  Lead a guided discussion
computer Functions of on computer operating
operating system an operating system and its functions.
and its functions. system  Guide learners through a
 describes the types  Types, discussion on types,
of operating classification classification and benefits
systems. and benefits of a computer operating
 classifies and of operating system.
describes the systems  Demonstrate the
benefits of  Installation of procedure of installing
operating systems Windows and uninstalling operation
to a computer user. operating systems and other
 installs and system and support computer
uninstalls Windows application programmes.
operating system, software
application software
and other support
programmes.
 classifies and
describes the
benefits of operating
systems to a
computer user.

Assessment Strategy
Assign the learners to install and uninstall a computer operating system.

Teaching/Learning Resources
 Computers with installed operating system
 Soft copies of operating system
 Computers

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Sub-module 3: Desktop Main Menu

Duration: 4 Hours
Competences Content Teaching/ Learning Strategies

The learner:
 locates the  Start menu  Task learners to locate
desktop start  Applications desktop start menu.
menu. menu,  Guide learners to create
 creates desktop  Working desktop background and
background and with the screen saver from default
screen saver. desktop; settings and from pictures or
 changes desktop background, photographs saved in the
background and screen saver computer.
screen saver.  Manipulating  Demonstrate the techniques of
 Resizes and open resizing, minimising and
opens windows windows; maximising open windows.
by maximising resizing,  Guide learners through the
and minimising maximising, techniques of copying files
to task pane. minimising, from external drives, CDs,
 closes and opens task pane, DVDs, flash discs to desktop
windows from and tiling and vice versa.
task pane. windows, etc  Illustrate the application of
 copies files from  Copying files various icons on desktop and
external drive, from task them to practice.
CD, DVD, flash different
disc to desktop. locations
 identifies icons  Icons, files
on desktop and and folders
their application.

Assessment Strategies
Assign the learners to:
 create desktop background and screen saver from default settings and
from pictures or photographs saved in the computer.
 Resize, minimise and maximise open windows.

Teaching/Learning Resources
 Functioning computers
 External drives - CDs, DVDs, flash discs
 Monitors/screens

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Sub-module 4: Word Processing

Duration: 20 Hours
Competences Content Teaching/ Learning
Strategies
The learner:
 starts, creates
or opens a  Starting, creating and Demonstrate:
word opening a Word
window. window  Guide learners to open
 works with  Working with text new documents, work
text and  Word menus for with text and manage
manages files. document editing; e.g. files.
 uses Word copy, paste, cut  Lead learners through
menus for  Saving a Word practice to use Word
document document menus for document
editing, e.g.  Saving a document in editing; e.g. cut, copy,
copy, paste, different formats and paste.
cut. to a storage media, e.g.  Guide learners through
 saves a flash disc demonstrations and
document in  Formatting a page and practice to save a
different documents; paper document in different
formats and size, background formats and to a storage
to a storage colours media, e.g. flash disc.
media, e.g.  Working with tables:  Guide learners to format a
flash disc. rows and columns page and documents.
 formats a  Working with  Use demonstrations to
page and drawings: clipart and guide learners in creating
documents. pictures mails and mail merging.
 Mail merging

Assessment Strategy
Assign the learner to start, create or open a Word window and work with
text and manage files.

Teaching/Learning Resources
 Computers/laptops
 Flash discs
 CDs rewritable
 Office software (2003 and 2007 or later)

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 Projector
 Murray, H. (2003).Teach Yourself Basic Computer Skills. New Edition;
Teach Yourself Books.
 Raisi, F. A. (2011).Basic Computer Skills. 1st Edition; Sultan Qaboos,
University College of Science.

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TCBC 101: Building Technology I

Duration: 40 Hours

Module Overview
This module equips the learner with skills and knowledge of safety and
health measures on site; care and maintenance of tools; manufacture and
selection of building materials; bonding techniques for walls.

Learning Outcomes
By the end of this module, the learner should be able to:
 observe safety in the workshop and building sites.
 bond and build walls with various bonds and thicknesses.
 use hand and machine mould boxes for making bricks and blocks.

Preparatory Assignment
Before teaching this module, take learners to visit the nearby brick
moulding site to observe the procedure followed in order to mould bricks.

Result
Learners visit brick moulding sites, write a report and make group
presentations.

Sub-module 1: Safety Health and Welfare

Duration: 6 Hours
Competences Content Teaching/Learning Strategies
The learner:
 provides a good  Difference  Lead the learners through
health working between health guided discussions on the

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Competences Content Teaching/Learning Strategies

environment. and safety provision of good health
 identifies  Causes of working environment to self,
possible causes accidents in sites workmates and the firm.
of accidents and workshops  Task learners to identify and
and suggests  Effects of discuss in groups the possible
the possible accidents on causes of accidents in
preventive workers, the construction sites and
measures to be families and the workshops. Let each group
put in place to company present their solution.
limit accidents.  Accidents  Task learners to discuss in
 describes the prevention and groups the effects of accidents
effects of fire fighting on the workers, their families,
accidents to  Possible areas the employer and identify
workers, their prone to possible ways of preventing
families, the accidents: such accidents. Ask each group
firm and the - scaffoldings to present their solutions.
country. - excavations  Illustrate the use of toe boards,
 fights fire using - explosives guard rails of scaffold and safety
water jets, sand - plants and belts.
and fire equipments  Demonstrate the use of fire
extinguishers.  Electric/ power extinguishers, damping sand
 sensitises tools and its application on burning
workmates,  Health surfaces, use of water taps and
managers and considerations jets in fighting fire and task
the public on including clean learners to make a return
ways of limiting environment and demonstration.
accidents. toilets for  Guide learners to discuss all
 identifies and workers possible methods of securing
uses the  Re-greening the areas that are prone to
electric power environment accidents by e.g. giving warning
tools used by after construction notices to workers and the
builders. works public.
 troubleshoots  Decomposing and  Guide a discussion on the
faults in electric non-decomposing common electric power tools
tools. waste types and used in construction, their care
management and maintenance.
 Debris  Ask learners to identify, write
management and make presentations on the
effects of poor hygiene to the
workers and the public.

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Assessment Strategy
Assign the learner to use fire extinguishers, water jets, sand and fresh
leaves to extinguish burning fire.

Teaching/Learning Resources
 Health and safety regulation  Fire extinguisher and its
book accessories
 The Ugandan constitution  Water taps and jets
 Terms and conditions of  Sand
service for at least one  Building regulations
company handbook
 Fitting shop/workshop  The Internet
 Measuring and drawing
tools/equipment
 Fitting tools and equipment
 Safety facilities
 Safety journals
 Safety handbook for
engineers

Sub-module 2: Tools and Equipment

Duration: 4 Hours
Competences Content Teaching/Learning Strategies
The learner:
 identifies and  Definition  Lead a guided discussion on the
selects various and difference between tools and
tools and difference equipment and in identification of
equipment between tools used in construction.
used in tools and  Display various tools and
construction. equipment equipment before the learners;
 washes, dries  Classification task them to identify and group the
and oils the of tools and tools according to their use.
tools and equipment  Demonstrate the techniques of
equipment according to handling and using tools and
after the day’s application equipment.
work.  Care and  Guide learners through the
 stores the maintenance grouping of the tools named on
tools and of tools and display according to their
equipment by equipment application.
placing the  Safety of  Demonstrate the washing, drying

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Competences Content Teaching/Learning Strategies

right tool in tools and oiling of tools before storing.
the right  Lead a guided discussion on the
place/area. importance of cleaning tools before
storage.

Assessment Strategy
Assign the learner to:
 identify and group the tools used by builders according to their
functions in the classroom/workshop.
 sketch the use of tools and equipment and name them according to
their application.

Teaching/Learning Resources
 Assorted tools and equipment

Sub-module 3: Building Materials

Duration: 16 Hours
Competences Content Teaching/Learning Strategies
The learner:  Bricks and
 manufactures blocks, purpose  Lead a guided tour and show
bricks and made bricks learners various building materials
blocks. (types and applied on reality structures. Task
 grades manufacturing learners to make a report in groups
aggregates process) and present to class.
using various  Aggregates and  Lead a guided discussion on the
mesh sieves. building stones names, types of bricks and
 tests sand for  Cement and processes of brick manufacture.
cleanliness lime  Demonstrate an experiment on the
using thumb  Building grading of aggregates using mesh
or silt tests. mortar sieves and site/field thumb or silt
 describes the  Concrete, its tests.
manufacturin production and  Guide learners through the methods
g process of products of batching, mixing of materials for
cement and  Reinforcements mortar and concrete and task them
lime. (functions, to practice.
 slakes lime. storage, types,  Lead a discussion on types of
 describes bending and cement and lime, their application
various types placements) and mixes.

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Competences Content Teaching/Learning Strategies

of lime,  Timber (types,  Illustrate the cement and lime
cement and selection, manufacturing process diagrams for
their storage, defects wet and dry processes.
applications. and  Demonstrate an experiment on
 tests cement preservations cement soundness using clear glass
for methods) plate or cold pot.
soundness.  Wall and floor  Lead a guided discussion on the
 batches and tiles terminologies applied to cement
mixes  Safety and lime products.
mortar. measures  Lead a guided discussion on types of
 batches, observed mortar, mortar mixes and terms
mixes, when applied to mortar.
transports, selecting,  Demonstrate the procedure of
places, storing and batching of mortar, mixing of
compacts using mortar by hand, application of
and cures materials mortar to wall surfaces and floors.
concrete.  Lead a guided discussion on the
 measures, advantages of cement mortar over
cuts and lime mortar.
bends,  Demonstrate the batching and
fabricates mixing of materials for mortar and
and places concrete.
reinforcemen  Demonstrate the techniques applied
ts. during transportation, placement,
and compaction/vibration and
curing of concrete.
 Lead a discussion on terms applied
to concrete.
 Demonstrate the techniques of
measuring, cutting, bending,
fabrication and placement of
reinforcement to required positions,
emphasising on the safety and
health regulations to be observed

Assessment Strategy
Assign the learner to:
 prepare the clay and mould bricks.
 grade aggregates using various sieves.
 batch materials for making bricks/blocks.

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Teaching/Learning Resources
 Clay  Lime sample  Hand hoe
 Sieve meshes  Water  Hack saw frame
 Gauge box container and blade
 Aggregates  Gauge box  Hollow G.I pipe
sample  Wheelbarrow  Pair of pliers
 Sand sample  Hand hoe  5’’ nails
 Reinforcements  Cement sample  Binding wire
 Clear bottle  Water  RC bars
 Water stirring container  Stirrups
stick  Spade
 Clean water  Mortar pan

Sub-module 4: Bonding
Duration: 14 Hours
Competences Content Teaching/Learning Strategies
The learner:
 practices  Definitions,  Lead a discussion on types and
the rules of rules, types of rules of bonding.
bonding. bonds i.e.  Illustrate the drawing of various
 draws to stretcher, bonds and task learners to
scale English, practice.
different header,  Demonstrate the practical bonding
types of Flemish, of various bonds and their
bonds. broken, application and guide learners as
 applies herring, bone they practice.
different or one brick  Illustrate the drawing of stopped
types of walls, one ends, types of jambs, raking and
bonds in and half and toothing and task learners to
constructio two brick practice.
n. thickness  Demonstrate the bonding
 rakes and  Bonding of arrangement of square and
toothes acute and rebated jambs, raking back and
walls. obtuse angles toothing and guide learners as they
 builds in header and practice.
isolated stretcher  Demonstrate the practical
pillars, bonds construction of pillars and
attached  Bonding attached piers and guide learners

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Competences Content Teaching/Learning Strategies

piers and stopped ends, as they practice.
jambs. square  Illustrate on chart, the drawing of
 draws corners, and block and brick walls to scale, their
decorative openings plans and elevation and task
bonds and with square learners to practice.
panels. jambs,  Demonstrate the bonding and
 builds toothing and building of block and brick walls
decorative raking back, and guide learners as they practice.
bonds and isolated and  Illustrate on chart, the drawing of
panels. attached decorative bonds and panels to
piers scale, their plans and elevation and
 Bonding in task learners to practice.
block work  Demonstrate the bonding and
for wall and building of decorative bonds and
piers panels and guide learners as they
 Decorative practice.
bonds and
panels

Assessment Strategy
Assign the learner to:
 draw different bonds to plans of courses one, two and front elevations.
 draw decorative bonds and panels to scale.

Teaching/Learning Resources
 Blocks
 Drawing equipment
 Pieces of bricks
 Straight edge
 Brick trowel
 Mortar
 Water container

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TCBC 102: Building Science I

Duration: 30 Hours

Module Overview
This module is aimed at guiding the learner on the selection and use of
materials by specification, their testing for compliancy and
procedures/methods followed when constructing.

Learning Outcomes
By the end of this module, the learner should be able to:
 test building materials for suitability and standard compliance.
 select the correct materials for a particular job.

Preparatory Assignment
Give the learners different brick samples and concrete products to carry
out some absorption rate and porosity tests.

Result
Learners carry out immersion of bricks to test their porosity and then
present the findings to the class.

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Sub-module 1: Properties of Materials

Duration: 14 Hours
Competences Content Teaching/Learning
Strategies
The learner:
 identifies the  Physical  Guide a discussion on the
physical and properties: mass, properties of building
mechanical density, specific materials.
properties of gravity, voids,  Demonstrate a laboratory
some building bulking, test/experiment for sand
materials. coefficient of bulking and task learners to
 selects the softening, repeat the demonstration.
correct materials hygroscopicity,  Illustrate on board the
for the right air dry state, sketch of testing
work. heat/ thermal equipments when
 carries out sand capacity, heat assembled together and
tests for bulking, conductivity, fire task learners to practice.
efflorescence. resistance, fire  Guide a discussion on the
 describes the proofness, mechanical properties of
principle of refractoriness, building materials like
Archimedes in spalling strength, abrasion, its
regard to oils and resistance, causes and friction.
body surfaces. chemical  Guide a discussion on the
 carries out resistance, concept of flotation and
experiments on durability body surfaces.
floatation of  Mechanical  Demonstrate the
liquids. properties: experiment on the
 describes stress, strength, abrasive floatation and wider body
strain, Young’s resistance, impact surfaces and guide learners
modulus of resistance, wears as they practice.
elasticity, factor  Principles of  Guide a discussion on
of safety, Archimedes stress, strain, elasticity,
working and  Elastic factor of safety and task
ultimate stress. properties: learners to carry out some
 carries out extension, stress, experiments.
practical tests on strain, Young’s  Demonstrate the
elasticity of modulus, factor of experiment on elasticity of
binding wire and safety, working binding wire (mild steel)
other building and ultimate and guide learners to
materials. stress practice.

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Assessment Strategy
Assign the learner to carry out:
 sand bulking test.
 elasticity stress strain test on binding wire.

Resources
 Dry sand sample
 Water
 Head pan
 Water can
 Binding wire
 Stands

Sub-module 2: Effects of Water on Building

Materials
Duration: 10 Hours
Competences Content Teaching/Learning Strategies
The learner:
 describes the  Why study  Lead a guided discussion on
importance Building cohesion and adhesion, their
of building Science application in construction, giving
science.  Cohesion and examples and task learners to
 applies adhesion practice.
adhesion and  Absorption of  Together with learners, discuss
cohesion in water, water absorption, porosity and
construction. porosity, permeability and its effects on
 carries out permeability, materials. Give examples and task
water capillarity learners to practice.
absorption, action, damp  Guide learners outside the class
porosity, proof and ask them to identify walls
capillarity courses, with DPC and ask them to
and dissolving of describe why it was placed in that
permeability substances, position.
tests. solubility  Illustrate using sketches how DPC
 tests for  Efflorescence, stops water from rising in
damp proof moisture buildings and take learners to
course (DPC) movement, inspect DPC in the institution
efficiency drying building.
and applies shrinkage

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Competences Content Teaching/Learning Strategies

it. and moisture  Demonstrate using stacked bricks
 differentiates content the method of preventing
between a  Safety moisture rising in buildings using
solute, regulations DPC and guide learners to
solvent and on water practice.
solution as control and  Lead a guided discussion on
applied in damage efflorescence, its causes, effects
construction. and prevention and task learners
 describes to practice.
efflorescence  Take learners outside class to an
, its causes, identified wall where effects of
its effects efflorescence have appeared and
and ask them to suggest ways of
prevention. limiting its effects and present
 describes their findings.
drying  Task learners to identify the
shrinkage causes and effects of water on
and moisture buildings, suggesting the possible
content. measures to be taken care of to
limit or avoid such effects.

Assessment Strategy
Assign the learner to carry out an experiment on the efficiency of DPC.

Teaching/Learning Resources
 Super glue  Sample of DPC material
 Cement sample  Identified existing wall with
 Sand sample efflorescence effects
 Common bricks  Sample of salt
 Water
 Water tray

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Sub-module 3: Lime
Duration: 6 Hours
Competences Content Teaching/Learning Strategies
The learner:
 describes  Types and  Lead a guided discussion on lime,
different uses of lime types of lime and their application.
types of  Heating of  Display different samples of lime
lime and lime including white calcium lime and task
their uses.  Quick lime learners to identify and suggest
 mixes and  Slacking of where each type could best be used.
slakes lime  Illustrate using a line diagram
lime.  Chemical showing the process of manufacturing
 applies action and lime and task learners to practice.
white lime hardening  Demonstrate the mixing of white
on of lime lime, its slaking and application on
plastered  Safety, plastered surfaces and guide learners
walls. health and to practice.
environme  Guide learners to identify the safety
ntal and health concerns that should be
regulations put in place when using lime and task
for the use the learners to practice.
of lime

Assessment Strategy
Assign the learner to mix, slake and apply white lime on plastered
surfaces.

Teaching/Learning Resources
 White lime sample
 Water
 Water container
 Head pan
 Stirring stick

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TCBC 103: Building Drawing

Duration: 30 Hours

Module Overview
This module introduces the learner to drawing lines, drawing tools and
equipment, free hand sketching, interpretation of drawings, scale drawing
and essentials that every opportunity is taken to link drawing to practical
work.

Learning Outcomes
By the end of this module, the learner should be able to:
 perceive ideas and form them into freehand sketches.
 draw to scale and interpret working drawings.

Preparatory Assignment
Before teaching this module, give learners the task of discussing the
importance of cartoons in newspapers and other media and relate the
cartoon messaging to the drawings for builders.

Result
Learners make their presentations on the importance of drawings to the
building profession and in class.

Sub-module 1: Introduction to Technical

Drawing
Duration: 06 Hours

Competences Content Teaching/Learning Strategies

The learner:
 identifies,  Drawing  Display common drawing tools and
selects and tools, care task learners to identify them,
uses the and use of describing where each identified tool
common drawing is used for.
drawing instrumen  Lead a guided discussion on various
tools and ts drawing tools and equipment,
equipment.  Drawing emphasising the safety regulations
 identifies paper observed when cleaning and using

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Competences Content Teaching/Learning Strategies

drawing setting drawing equipment and task learners
sheets by and to practice.
name and lettering  Demonstrate the use and care of
size.  Safety various tools and equipment and guide
 sets the regulation learners to practice.
margin and s observed  Display various drawing sheets sizes
makes the when and task learners to identify them.
title block cleaning  Demonstrate the techniques applied
and prints and using when carrying out the making of title
lettering drawing blocks and lettering and guide learners
on drawing equipment to practice.
sheets.

Assessment Strategy
Assign the learner to:
 use various tools and equipment to produce drawings.
 measure various paper sizes, draw paper margins and make title
blocks.
 carry out lettering and printing of drawings.

Teaching/Learning Resources
 A4, A3, A2, A1, A0 drawing  Dividers
sheets  Protractors
 Drawing board  Clips
 T-squares, 30o, 60o and 45o  Rubbers
 Scale rules  Campus
 Pencils

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Sub-module 2: Representation of
Materials/Hatching
Duration: 08 Hours

Competences Content Teaching/Learning Strategies

The learner:
 identifies  Hatching of  Display a chart showing
hatching for Concrete, stone, different types of hatching
different types timber, glass, and their representation and
of materials. bricks, blocks, task learners to identify.
 applies the earth, screed,  Illustrate various hatches and
correct partition block, hatching techniques and task
hatching to the metal, hard learners to carry out correct
required core, loose hatching of drawings.
representation insulation,
. sheet
membrane,
plywood and
fibred boards

Assessment Strategy
Assign the learner to draw blocks and practice hatching them to various
representation.

Teaching/Learning Resources
 Brick piece
 Cut end timber piece
 Piece of cut glass

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Sub-module 3: Geometrical Constructions

Duration: 16 Hours

Competences Content Teaching/Learning

Strategies
The learner:
 reads scale on scale rule  Lines and  Lead a guided discussion on
and draws different types divisions of the relevance of lines,
of lines. lines into angles and polygons.
 constructs different parts and  Illustrate the drawing of
angles, polygons and angles various lines used in
ellipses to a given scale.  Quadrilaterals building and task learners
 draws to scale  Triangles to practice.
quadrilaterals, triangles,  Circle  Guide learners to construct
circles, ellipses and  Ellipses quadrilaterals, triangles,
relates them to their  Polygons and circles and ellipses.
application. tangents  Illustrate the construction
 constructs to scale  Arches (4- of different forms of
segmental, semi circular, centred, polygons and guide
3 and 4 centred arches segmental, learners to practice.
and relates them to semi-circular,  Take learners to any nearby
application. 3-centred) arch and ask them to
 describes the relevance identify and name it.
of arches as used in  Together with learners,
construction and design construct segmental, semi-
and names of parts of circular, 3- and 4-centred
arches. arches and task learners to
practice.

Assessment Strategy
Let the learner:
 read and represent scale on drawings.
 construct different angles and measure them.

Teaching/Learning Resources
 A4 and A3 drawing sheets
 Drawing set with equipment
 Drawing board and T-square
 Clean rolling rubber

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TCBC 104: Building Practice

Duration: 50 Hours

Module Overview
This module is intended to equip the learner with practical skills of
handling tools and equipment, create awareness of individual and
company property safety at sites and workshop. It also equips the learner
with skills in item design and the creativity required when interpreting
drawings. In addition, the learner is equipped with introductory building
skills.

Learning Outcome
By the end of this module, the learner should be able to:
 mould bricks and blocks.
 select appropriate tools for the right job.
 bond and build walls.
 observe safety at building sites, in the workshop and in the industry.
 organise the working area and build stretcher and header bonds.

Preparatory Assignment
Before teaching this module, give learners a task to come out with
sketches and drawings of half brick walls, giving dimensions and using the
common bricks and locally arranging them as used in their locality/village.

Result
Learners sketch, draw, arrange and build models for you to mark.

Sub-module 1: Use of Tools and Workshop

Safety Rules and Regulations
Duration: 10 Hours
Competences Content Teaching/Learning Strategies
The learner:
 observes  Workshop  Guide learners to write the
workshop rules and identified regulations on manila
safety regulations, cards and ask them to display them
regulations. organisation on and around the workshop
 cleans and of the environment.

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Competences Content Teaching/Learning Strategies

organises the workshop  Lead a guided discussion on
workshop.  Use and care workshop layout, emphasising
 identifies and of tools and working space, safety and
uses different equipment, ventilation.
tools used in first aid  Illustrate on board the basic
the  Moulding required workshop layout and ask
construction blocks, bricks, the learners to practice.
industry. drying and  Display common tools used in
 washes, dries, curing them building and task learners to
oils and  Mixing, identify them and their uses.
stores the handling and  Illustrate using sketches the various
used tools. application of tools used in building and task them
 administers mortar to practice.
first aid to  Together with learners wash, dry,
accident oil and store the tools.
victims.  Demonstrate the procedure
 prepares clay followed when administering first
and moulds aid to accident victims and guide
clay bricks. learners to practice.
 mixes cement  Lead a guided discussion on the
and sand; processes followed to make clay,
moulds and mould bricks and protect them
creates blocks against bad weather, and task
and bricks. learners to practice.
 mixes mortar  Together with learners, mix cement
by hand or and all-in-aggregates to mould
machine and cement bricks and blocks.
applies ready  Demonstrate how the cement
mortar for blocks are stacked together and
different uses. cured by pouring water on them
after every 8 hours and guide the
learners as they practice.
 Guide learners in applying mixed
mortar on surfaces.

Assessment Strategy
Assign learners to:
 identify, write and display workshop safety regulations on walls.
 sketch and modify the workshop layout.
 wash, oil and store tools and equipment.

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Teaching/Learning Resources
 Manila cards  Spade
 Drawing tools  Head pan
 Assorted tools used by  Water can
builders  Plastering trowel
 Oil can  Straight edge
 First aid kit
 Hand hoe

Sub-module 2: Stretcher Bond

Duration: 20 Hours

Competences Content Teaching/Learning Strategies

The learner:
 interprets and  Straight  Illustrate the steps of drawing
draws stretcher wall, stretcher walls and task
stretcher with return learners to practice.
walls. angle, and  Demonstrate methods of
 sets out model with a T- setting out walls, levelling
walls in junction techniques, plumbing, bonding
accordance  Cross wall in of T-junction, cross stretcher
with the stretcher bond walls, bonding of cross walls
working with toothing junction, rules, methods of
drawing. and raking toothing and raking back walls
 squares walls. back for future continuity and guide
 builds walls  Stretcher wall learners as they practice.
with T- with attached  Guide learners through setting
junctions. pier out walls with attached piers,
 builds walls  Plastering/ levelling techniques, plumbing
with toothing rendering techniques and bonding with
and raking, (gauge, apply attached piers.
attached piers. mortar, leave  Demonstrate methods of
 mixes mortar. to set, level, mixing mortar, cutting
 places plaster fill, float/ projecting portions, applying
dots, wets the finish process) mortar on walls, cutting extra
wall, applies followed] set mortar to level the surface
mortar on wall  Creating and the wooden floating
surfaces, cuts opening and techniques and guide learners
the set plaster bridging with as they practice.
and wooden welsh arch and  Together with learners cut

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Competences Content Teaching/Learning Strategies

floats. timber lintel plinth headers used for
 measures the  Building safety forming welsh arch and guide
proposed regulations learners as they practice.
opening. governing  Guide learners on the safety,
 places wooded stretcher bond health and environmental
lintel to bridge regulations guiding the
the opening. construction of walls using
stretcher bond and task
learners to practice.
 Demonstrate the measuring
techniques and placement for
wooden lintels and guide the
learners as they practice.

Assessment Strategy
Assign the learner to:
 draw straight stretcher walls with return angles and T-junctions.
 set out, level and plumb walls.
 mix mortar, cut projecting portions, apply mortar on walls, cut extra
set mortar to level the surface and the wooden floats surfaces with the
help of water.

Teaching/Learning Resources
 Brick trowel  Lime  Hand saw
 Bolster  Sand  Line and pins
 Head pan  Builder’s  Plumb bob
 Water square
container  Spirit level
 Bricks  Straight edge

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Sub-module 3: Header Bond

Duration: 20 Hours

Competences Content Teaching/Learning Strategies

The learner:
 interprets and  Straight wall in  Illustrate on board the steps
draws stretcher header bond, followed when drawing straight
walls. with return and cross header walls and task
 sets out model angle, with a T- learners to practice.
walls in junction bonded  Demonstrate the methods of
accordance to stretcher on setting out walls, levelling
with the one side techniques, plumbing
working  Cross wall in techniques and bonding of T-
drawing. header bond junction techniques and guide
 squares walls. with raking back learners as they practice.
 builds walls and toothing  Guide the learners in identifying
with T-  Header bond the safety standards, health and
junctions. wall with environmental regulations to be
 builds walls attached pier of put in place and observed when
with toothing up to two bricks using header bond.
and raking, thick  Together with learners, set out
attached piers.  Header bond walls, bond, level, plumb, tooth
 mixes mortar. wall plastered/ and rake back walls for future
 places plaster rendered continuity of cross wall
dots, wets the (gauged, apply junction.
wall, applies mortar, leave to  Illustrate using sketches the
mortar on wall set, level/cut, steps of drawing header walls
surfaces, cuts float/ finish with attached piers and task
the set plaster process followed learners to practice.
and wooden (apply to any of  Demonstrate methods of setting
floats. the above bonds) out walls with attached piers
 measures the  Building isolated and task learners to practice.
proposed piers up to two  Together with learners, mix
opening. bricks thick mortar, cut projecting portions,
 places wooded  Building safety apply mortar on walls, cut extra
lintel to bridge regulations set mortar to level the surface
the opening. governing header and the wooden float surface.
bond  Task learners to set out and
square isolated piers.

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Assessment Strategy
Assign the learner to:
 draw straight stretcher walls, with return angles and T-junctions.
 set out, level and plumb walls.
 mix mortar, cut projecting portions, apply mortar on walls, cut off
extra set mortar to level the surface and the wooden float surfaces
with help of water.
 measure openings to be bridged, cuts plinth headers and wooden lintel
to required sizes.

Teaching and Learning Resources

 Brick trowel  Builder’s square
 Bolster  Spirit level
 Head pan water container  Straight edge
 Bricks  Hand saw
 Lime  Line and pins
 Sand  Plumb bob

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TCBC 105: Real Life Project I

Duration: 40 Hours

Module Overview
This module equips the learner with the skills required to design, erect
and support formwork in adherence to building regulations governing
formwork and general construction as per the current trends.

Learning Outcome
By the end of this module, the learner should be able to set out buildings,
build, erect, plaster, support formwork and observe construction
regulations.

Preparatory Assignment
Before teaching this module, give learners the task of mobilising for
themselves trowels, hammers and saws as some of the tools related to the
project.

Result
Learners mobilise some tools and equipment for the project.

Sub-module: Possible Projects in Year 1

Duration: 40 Hours

Competences Content Teaching/Learning

Strategies
The learner:
 appreciates Possible projects in Year  Take learners for an
his/her 1 (choose one, or two or a orientation tour within
existence as maximum of three the institution or nearby
an upcoming projects that are to be premises, showing them
technician. completed during Year 1). what builders do and
 takes care of A real product should be share your experience
the tools and verifiable. with them. Let them
equipment  Formwork for square, know that without
under rectangular and builders, there would be
his/her circular columns no development in the
control.  Construction of a community.

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Competences Content Teaching/Learning

Strategies
 selects the straight flight stair,  Name some exemplary
appropriate thresholds or ramps builders/ contractors
materials for  Making of road and who are seen as elites in
the project. compound pavers and the community.
 identifies the kerbs  Lead a guided
correct tools,  Construction of discussion on safety at
equipment school compound site and workshop. Task
and road kerbs and learners to identify the
machines for pavers safety standards to be
the  Landscaping/levelling observed when
project/jobs. the school compound performing real life
 develops a to some defined level, work.
designed planting the designed  Display various tools
sketch of the green environment and equipment and ask
required and building retaining the learners to pick
work. walls to that effect those used by builders.
 follows  Building a rest shade  Dress as expected for
sequence for including the roof the project and
operation.  Building a boundary demonstrate site
 interprets wall including clearance, digging of
working finishing clay, watering and
drawings.  Construction of a VIP mixing/stepping on it,
 observes latrine in the heaping for weathering
safety and community, church/ and moulding.
health at the mosque or within the  Demonstrate how
sites and institution bricks are cured by
workshops.  Curing cement stacking and pilling for
 treats finished products and firing and guide the
formwork surfaces for at least learners as they
against 14 days practice.
concrete  Carrying out site  Demonstrate how
getting stuck fencing/hoarding buildings are set using
on the sides.  Moulding clay bricks the builders’ square and
 cures cement and burning them 3, 4, 5 methods; the
finished  Manufacturing excavation of trenches;
products and pavers, concrete and the casting of concrete
surfaces for VIP slabs and transferring of lines
at least 14  Plastering walls to to trenches to start
days. required finish plinth walls and guide
 carries out  Flooring concrete the learners as they
site fencing/ floors practice.

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Competences Content Teaching/Learning

Strategies
hoarding.  Setting out buildings  Together with learners,
 moulds clay  Estimating and plumb, level and line
bricks and costing for the walls.
burns them. required materials  Demonstrate the mixing
 manufactures  Negotiating for labour of cement mortar by
pavers, of doing work hand and its application
concrete and  Constructing a gate on surfaces and guide
VIP slabs. house the learners as they
 plasters walls  Constructing a practice.
to required kitchen  Guide learners to apply
finish.  Renovating plaster dots, the
 floors institutional and processes of plastering
concrete neighbourhood and flooring walls and
floors. buildings, aprons, floors.
 sets out roofs and surface  Demonstrate the
buildings. finishing roofing techniques of
 estimates  Building bathrooms lean to roof and pitched
and costs the  Building tank stands roofs and guide learners
required  Building open as they practice.
materials. channel water ways  Demonstrate the fixing
 negotiates Note: of doors and windows
for labour of i) The selected and guide learners as
doing work. project(s) should be they practice.
completed by the end
of Year 1.
ii) Safety, health and
environmental
regulations should be
observed.

Assessment Strategy
Assign the learner to:
 sort and identify the tools used by builders.
 develop site sketches and working drawings.
 set out buildings using the 3,4,5 method.
 mix building mortar and apply it on walls, floors and other surfaces.
 plumb walls, level floors and other surfaces.
 take floor and some wall measurements and carry out estimation and
materials costing.

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Teaching /Learning Resources

 Brick trowels  Water jericans  Coarse
 Builder’s  Cement aggregates
squares  Gauge box  Hard core
 Straight edges  Wooden float  DPC material
 Line and pines  Steel float  Timber
 Plumb bobs  Panga  Assorted nails
 Hand saws  Hand hoe  Iron sheets
 Hollow g.i pipe  Pick axe  Lime/white
 Pair of pliers  Common bricks calcium
 Head pan  Cement blocks  Paint
 Wheelbarrow  Pit and river  Drawing
 Spades and sand sheets/papers
shovels  Murram  Rake
 Ladders

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DETAILED MODULE DESCRIPTION OF

YEAR 1 TERM 2

TCTM 101: Applied Technician

Mathematics I
Duration: 40 Hours

Module Overview
This module introduces the learner to trigonometry, matrices and their
application in engineering. It gives the learner the knowledge used in
setting out structures and positioning of the technician’s ladder/scaffolds
to safer leaning angles.

Learning Outcome
By the end of this module, the learner should be able to apply
trigonometry to set out simple templates and pipe bends.

Preparatory Assignment
Before teaching this module, task the learners in groups to set out a pipe
bend and fitting of 135o on the sheets.

Result
Learners set out a pipe bend and fitting of 135o on the sheets and present
in class for discussion.

Sub-module 4: Trigonometry
Duration: 26 Hours

Competences Content Teaching/ Learning

Strategies
The learner:
 describes  The general  Illustrate the approaches
Pythagoras angle used to develop and prove
theorem and  Pythagoras Pythagoras theorem and

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Competences Content Teaching/ Learning

Strategies
calculates for theorem guide learners to practice.
the sine,  Graphs of  Using examples,
cosine and trigonometrical demonstrate the
tangent of a functions application of right angled
right angled  Trigonometrical triangles by technicians in
triangle. ratios of 30, setting structures and
 calculates the 45, 60 templates.
ladder safe  The sine  Guide learners through the
leaning angles formula manipulation of angles for
and roof  Cosine formula the leaning ladders and
pitches.  Tangent roof pitch angles, the
 manipulates formula hypotenuse, opposite and
trigonometric  Half angle adjacent sides of a triangle.
ally ratios of formula  Illustrate the manipulation
30o, 45o, 60o  Heights and of trigonometrical ratios
and their distances and drawing of
application in trigonometric graphs and
finding the guide the learners to
areas of plots practice.
of land and  Demonstrate the derivation
other of the sine, cosine and the
surfaces. tangent formulae.
 draws  Guide learners to calculate
trigonometric triangle heights and sides
graphs. using the half angle
 calculates the formulae.
heights and  Illustrate techniques of
other determining areas using
distances or the sine, cosine and tangent
sides of formulae and task learners
triangles, to practice.
areas of roofs
and walls
using the sine,
cosine and
tangent
formulae.

Assessment Strategies
Assign the learners to:

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 calculate the sine, cosine and tangent angles of a right angled triangle.
 determine the opposite, adjacent and the hypotenuse sides of a right
angled triangle.

Teaching/Learning Resources
 Scientific calculator
 Graph paper
 Measuring rules
 Scale rule

Sub-module 5: Matrices
Duration: 14 Hours

Competences Content Teaching/ Learning

Strategies
The learner:
 adds and  Addition and  Guide learners on
subtracts subtraction of methods applied in
matrices. matrices adding, subtracting and
 transposes  Multiplication and multiplying matrices and
matrices. division of a square task them to practice.
 calculates matrix  Illustrate the methods of
the  Application, order transposing a matrix,
determinan and types manipulation of
ts of  Transpose and determinants of a matrix
matrices. inverse of a square and guide learners to
 applies matrix practice.
matrices to  Determinants
solve  Solution of sets of
solutions of linear equations
sets of
linear
equations.

Assessment Strategy
Assign the learners to add, subtract, multiply and transpose
matrices.

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Teaching/Learning Resources
 Scientific calculator
 Mathematical set
 Hard board
 Graph papers
 Log table
 Bird, J.O. (1982). Technician Mathematics. Longman Higher Education
Publisher, ISBN-13:978-0582412569.
 Stroud, K. A. (1995). Engineering Mathematics. 4th Edition; Macmillan
Press Ltd, ISBN 0-333-62022-4.

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TCCS 101: Life Skills

Duration: 20H ours

Module Overview
This module is intended to enable the learner improve on his/her
discourse writing skills, prepare and make presentations and educate the
public on the spread and control measures of HIV and AIDS.

Learning Outcomes
By the end of this module, the learner should be able to:
 logically make discourse writing.
 prepare and make presentations.
 changes his/her behaviour and protect himself/herself and others
against HIV and AIDS.

Preparatory Assignment
Assign the learner to: stage a play of about 25 to 30 minutes on the theme
“Spread and control of HIV and AIDS”. Encourage the learners to take part
in the play by sharing the advantages of educating themselves, their
colleagues and the public on HIV and AIDS.

Result
Learners organise themselves for the role play and act the play as they
educate colleagues and the general public on behaviour change.
Analyse the learners’ play while emphasising behaviour change.

Sub-module 4: Discourse Writing

Duration: 10 Hours
Competences Content Teaching/ Learning Strategies

The learner:
 writes
definitions of  Definition  Lead a guided discussion on
terms and and the application of definition
descriptions of descriptive and description as related to
events correctly writing the program of study.
and in a logical  Comparison  Illustrate various

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Competences Content Teaching/ Learning Strategies

manner. and contrast approaches applied when

 analyses the  Narration defining and giving a
comparisons and description.
between two arguments  Guide learners using
issues or objects examples such as choosing
and makes a one’s career, the application
correct decision. of comparisons and contrast
 narrates the writing and its importance in
order in which decision-making.
events  Task learners to narrate
happened and their experience on the first
gives objective day at the institute,
arguments. encouraging them to state
what they had expected.

Assessment Strategy
Assign the learners to write the arguments on the economic
importance of joining the skills training institution to offer a
programme of study after Ordinary Level.

Teaching/Learning Resources
 Internet
 Newspapers
 Uganda National Bureau of Standards (UNBS) data

Sub-module 5: Presentations
Duration: 06 Hours
Competences Content Teaching/ Learning Strategies

The learner:
 Seminar
 prepares a  Lead a guided discussion on the
document
classroom importance of preparing
preparation
report and documents to be presented to
and
makes a particular audience, emphasising
presentatio
presentatio ethical values.
n
n in the  Using examples, illustrate the
class.  Classroom
report format of a seminar paper to be

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Competences Content Teaching/ Learning Strategies

 prepares a preparation presented to a particular

seminar and audience.
document assessment  Divide learners into groups and
and makes presentatio task them to prepare and make a
presentatio ns presentation on the challenges
ns.  Public faced in their course of study.
 prepares a document Proposals should include the
public preparation suggested way forward.
document and  Display a documentary of some
and presentatio presentations and task the
presents it. ns learners to critique them.

Assessment Strategy
Assign the learners to prepare a presentation on the chosen topic.

Teaching/Learning Resources
 The Internet
 Documentary
 Sample presentations
 News letters

Sub module 6: Spread and Control Measures of

HIV and AIDS
Duration: 4 Hours

Competences Content Teaching/ Learning Strategies

The learner:
 identifies and  Modes of  Lead a guided discussion on
describes the transmissio HIV and AIDS modes of
modes of n transmission, risk factors
transmission of  Risk factors fuelling the spread of HIV and
HIV and AIDS.  Prevention AIDS and risk management
 identifies the of HIV and possibilities.
risk factors and AIDS  Take learners to the nearby
change in the  Behaviour health facility or to meet with
behaviour change the HIV and AIDS positive-

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Competences Content Teaching/ Learning Strategies

required. living patients and task them

 manages risks to interact with the patients
and takes and come with testimonies.
preventive  Ask learners to share various
measures. testimonies got from HIV and
 educates public AIDS patients and task them
and peers on to recommend the way
risk behaviour forward to the fight of the
and their killer disease.
management.  Demonstrate the best use of a
 demonstrates condom using artificially
the best use of a made penis and vagina and a
condom. documentary.

Assessment Strategies
Assign the learners to:
 interact with HIV and AIDS positive living patients as they share
their testimonies and write a report to be presented in class and
in groups.
 demonstrate the best use of male and female condoms.

Teaching/Learning Resources
 Condoms  Gloves
 Artificial made penis  Water and soap
 Bed towels
 Bough, B. (2005). 101 Ways to Improve Your Communication Skills
Instantly. 4th Edition; Goal Minds, Inc.
 McKay, M. and Davis, M. (2009). The Communication Skills Book. 3rd
Edition; New Harbinger Publications

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TCCA101: Computer Applications

Duration: 40 Hours

Module Overview
This module is aimed at helping the learner carry out printing, scanning of
documents and use the Internet for searching the required information.
Learning Outcome
By the end of this module, the learner should be able to:
 prepare documents on spreadsheets.
 use the Internet to search for the required information.

Preparatory Assignment
Group learners and task them to write and typeset tabulated data and
make one printout.

Results
Tabulated data and printout produced by learners.

Sub-module 5: Printing, Scanning and Copying

Documents
Duration: 4 Hours
Competences Content Teaching/ Learning Strategies

The learner:
 installs a  Printing  Lead a guided discussion on
printer to a documen computer printers, scanners,
computer. ts cartridges and toners.
 describes the  Working  Guide learners through the
procedure with procedure involved in installing
followed printer the printer to a computer and
when cartridge printing a document.
printing s and  Demonstrate the techniques
documents. toners applied to remove used up
 removes used  Scanning cartridges and toners and their
up cartridges documen replacement or refilling.
and toners ts and  Guide learners through the
and replaces pictures scanning and copying of

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or refills  Copying documents and pictures.

them.  Group learners and task them to
 scans a discuss and present the safety,
document or security and health precautions on
pictures, printing and scanning gadgets.
saves and
prints.

Assessment Strategies
Assign the learner to:
 install and uninstall computer printers.
 remove and replace the used up tonners.

Teaching/Learning Resources
 Working computers  Used up tonner and
 Power generator cartridges
 Working printer  Useful tonner and cartridges
 Working scanner  Flash disc
 CDs

Sub-module 6: Internet and Email

Duration: 16 Hours

Competences Content Teaching/ Learning

Strategies
The learner:
 uses the  The Internet, web  Lead a guided
Internet and browsers discussion on use of the
email to  Opening a website; Internet, web browser
search for website address and emails.
notes, news (url)  Illustrate the LAN
and other  Internet searching connection skills of two
required and search engines computers to share one
information. printer and guide
 Saving information
 signs in and from the Internet, learners to practice.

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Competences Content Teaching/ Learning

Strategies
creates an e- downloading files,  Guide learners through
mail address. music, pictures to the procedure of
 copies and the computer opening up internet
saves  Electronic mail: web, opening of new
information - Creating email email address and the
from the accounts creation of a strong
Internet, - Email folders password for their
downloading and attachments email addresses.
files, music, - Attaching  Guide learners in
pictures to the documents to copying and
computer. outgoing email downloading of
 creates a - Downloading documents, music,
strong email movies and pictures
password for attachments and the saving into the
the email from incoming computer or CD or flash
address. email disc.
 connects two - Formatting mail  Lead learners in
computers in - Searching mail opening and reading of
one room to a - Printing mail mails, sending and
LAN and  Security, safety and deleting of the received
shares one health practices to and read mails.
printer. be observed when  Guide learners to
 writes and using the Internet discuss the security,
sends email and email safety and health
messages. practices to be
 reads observed when using
received the Internet and email
mails.
 draws charts
and graphs
using the
Internet.

Assessment Strategies
Assign the learner to:
 open new e-mail addresses, write, send and read mails.
 copy and download documents from the Internet web browser and
save them in computers and other storage media.

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Teaching/Learning Resources
 Computers
 Network cables and  Modem
accessories  Flash discs and CDs
 Scanner  Wireless internet connection
 Printer

Sub-module 7: Working with Spreadsheets

Duration: 20 Hours
Competences Content Teaching/ Learning
Strategies
The learner:
 copies files and  Creating an excel  Demonstrate the
documents from one document criteria of copying
location to another.  Opening and files and documents
 merges, deletes and closing excel from one location to
inserts excel cells. documents another and guide
 makes the  Entering data to a learners to practice.
spreadsheets. worksheet, editing  Guide learners
 formats spreadsheet and formatting a through the
for printing. datasheet techniques of
 prepares bill of  Using formulas and merging, deleting,
quantities (accounts functions inserting excel cells
figures) using excel.  Creating/plotting and task them to
 applies excel charts and graphs practice.
formulae in adding, from excel data  Lead learners to
multiplying, values draw excel bar
subtracting and  Inserting tables to charts, graphs and
dividing calculations. excel worksheet histograms
 draws charts and  Printing a  Demonstrate the
graphs using excel spreadsheet; page preparation of the bill
and the Internet. setup, gridlines of quantities and
guide learners to
practice.

Assessment Strategies
Assign the learners to typeset the bill of quantities and perform all the
calculations involved using excel formulae

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Teaching/Learning Resources
 Computers  Sample bills of quantities
 Power generator  Graphs
 Solar energy  Calendars
 Flash discs and CDs
 Murray, H. (2003). Teach Yourself Basic Computer Skills. New Edition;
Teach Yourself Books.
 Raisi, F. A.,(2011). Basic Computer Skills. 1st Edition; Sultan Qaboos,
University College of Science

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TCBC 101: Building Technology I

Duration: 40 Hours

Module Overview
This module equips the learner with skills and knowledge of preliminary
site works, the common building foundations and their importance,
excavations and its safety measures and types of walls and where each is
suitably applied.

Learning Outcomes
By the end of this module, the learner should be able:
 carry out site investigation.
 clear the site.
 excavate the foundation trench.
 build foundations.
 observe safety measures when executing works.

Preparatory Assignment
Before and during the actual teaching of this module, take learners to visit
a nearby construction site and ask them to discuss with the workers the
activities involved to have the complete building.

Results
Learners visit any construction site, discuss the activities and processes
followed to build and complete the structure, write a report and make
group presentations.

Sub-module 5: Preliminary Works

Duration: 12 Hours
Competences Content Teaching/Learning
Strategies
The learner:
 investigates  Site investigation  Lead a guided discussion
sites and writes  Site surveying and on site investigation
reports. levelling (to be process and its relevancy
 clears the site limited to levelling in building.

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Competences Content Teaching/Learning

Strategies
and makes site and brief  Take learners to the
layout for introduction to nearby open space and
material levelling equipment assign them to establish
delivery and like dumpy level, the site conditions with
inconvenience. boning rods and existing structures. Task
 sets out the site water level) learners to take notes,
and its  Site clearance write a report and
buildings.  Drawings approval present in class in groups.
 plans and  Setting out  Demonstrate the site
programs site  Site layout clearance and site setting
works using bar  Planning and out of intended
charts, gant programming site developments and guide
charts and works using bar the learners as they
arrow charts, gant charts practice.
diagrams. and arrow diagrams  Illustrate the real picture
 estimates, plans including work of bar charts, gant charts
and assesses measurement, and arrow diagrams and
plant and method study, and the data entry procedures
labour output. work study on the charts and task
 carries out  Plant and labour learners to practice.
simple site output  Together with learners,
survey, taking  Site safety carry out estimation
of regulations procedure involved for
measurements observed when plant and labour.
and levelling investigating sites,  Demonstrate the use of
using dumpy clearing, setting out total station, dumpy level
levels and and executing and theodolite for site
theodolite or works levelling and prompt
total station. learners to practice using
the dumpy level.

Assessment Strategy
Assign the learner to:
 excavate trial pits and keep on collecting soil samples by strata.
 clear the site and set out structures.
 estimate cost of the labour required to erect a simple two-bedroom
house to ground floor slab level only.

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Teaching/Learning Resources
 Spades, hand hoes, pick axes,  Flip charts
slashers, pangas  Bill of quantity
 Drawings  Old bar charts
 Builder’s square  Dumpy level
 Lines, profiles and pegs  Theodolite
 Measuring tapes  Total station
 Hammers  Profiles
 Saws  Measuring tape
 Old gant charts
 Old arrow diagrams

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Sub-module 6: Foundation
Duration: 10 Hours
Competences Content Teaching/Learning Strategies
The learner:
 sketches  Definition,  Lead a guided discussion on
designs for regulations foundations, the types,
raft, pad, pile and requirements, terminologies
and strip requirements and the safety standards, health
foundations. of a good and environmental regulations
 batches, foundation governing its construction and
mixes,  Types of task learners to practice.
transports, foundations  Illustrate on board the
casts and for example sketching of strip, pad, pile and
levels the raft, strip, raft foundations and their
foundation pad, pile, slab, applications and task learners
concrete. cellular and to practice.
 cures the stepped  Brainstorm on the concrete
casted foundations mixing ratios, the batching and
foundation  Foundation setting out of footings and
concrete. concrete plinth.
 sets out, levelling  Together with the learners,
builds, plumbs  Plinth wall batch, mix and determine
and levels the  Footings foundation concrete thickness
footings and  Basement by foundation pegs.
plinth walls. construction,  Illustrate on board the
 builds water and sketching of foundation,
basement termite footings, plinth wall, hard core,
walls. prevention site concrete and DPC and task
 applies  Damp learners to practice.
tanking to proofing  Together with learners, set out,
basement  Types of soils plumb and level footings and
walls to  Site safety plinth wall.
prevent water regulations  Lead a guided tour to a site
effect. observed where there is a basements
 applies DPC when construction, water and termite
and anti- working on prevention method and ask
termite foundations learners to present their
solution on and findings.
hard core and basements  Demonstrate the application of
below DPC. tanking, DPC and anti-termite

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 describes the solution on walls and guide
types of soil learners as they practice.
and relates  Together with learners in
their strength groups conduct trial pit soil
to the type of sampling to analyse the nature
proposed of the soil samples and make a
foundation. group presentation.

Assessment Strategy
Assign the learner to:
 sketch types of foundation concrete, footings, plinth wall, hard core,
site concrete, ant proof course (APC) and DPC and name the basic
terms.
 batch and mix concrete.
 apply APC and anti-termite solution on hard core and below DPC.

Teaching/Learning Resources
 Drawing equipment  Spades
 Pegs  Hoes
 Spirit level  Wheelbarrows
 Straight edge  Water containers

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Sub-module 7: Excavation
Duration: 6 Hours
Competences Content Teaching/Learning
Strategies
The learner:
 identifies  Excavation  Take learners to visit a
construction equipment: nearby firm with
equipment and skimmers, construction plants to see
their application graders, the plants used by
(skimmers, bulldozers, contractors and learners
graders, draglines, present their findings.
bulldozers, tractors,  Lead a guided discussion on
draglines, scrubber back skimmers, graders, bull
tractors, actors dozers, draglines, tractors,
scrubber back  Timbering to scrubber back actors and
actors). trenches, their use and task learners
 applies methods inspection of to practice.
of protecting shallow and  Together with learners,
sides of deep trenches protect sides of excavations
excavations  Control of sub- against collapse.
against collapse. soil water  Illustrate on board the
 erects and (using various sketching and drawing of
supports dewatering timbering to loose soils,
timbering to methods like moderately loose soils and
loose, moderate perimeter timbering to firm soils and
and firm soils. trenches, sump their application and task
 sketches holes), plant learners to practice.
timbering to and  Demonstrate the procedure
loose, moderate transportation of erecting timbering
and firm soils. of spoil supports to moderately
 identifies  Site safety loose and to firm soils and
methods of regulations their application and guide
dewatering observed when learners as they practice.
excavations excavating,  Together with learners
(perimeter timbering and brainstorm the methods
trenches and removing sub adopted for dewatering of
sump holes). water excavations by sump holes.
 transports off
soil spoil from
site.

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Assessment Strategy
Assign the learner to:
 support excavations by timbering in firm soil.
 dewater perimeter trenches by excavating sump holes.

Teaching/Learning Resources
 Timber
 Nails
 Hammers
 Hand saws
 Chisels

Sub-module 8: Walling
Duration: 12 Hours
Competences Content Teaching/Learning
Strategies
The learner:
 describes a wall, its  Description of  Lead a guided
functional walls discussion on walls,
requirements, types  Functional their safety standards
and their requirements of and health
application. walls requirements, types
 bonds various types  Types of walls and application.
of walls. (fender, sleeper,  Task learners to make
 sketches and draws honey comb, sketches of various
plans and gable, types of walls.
elevations for buttressing,  Demonstrate the
various types of cavity, retaining, techniques applied
walls. boundary, when bonding and
 describes the parapet, erection of various
procedure of composite, walls and task learners
constructing walls. circular, stone) to practice.
 finishes walls using  Classification of  Lead a guided tour to a
common building walls (load site where pointing
materials. bearing and non- and jointing of walls is

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Strategies
 points and joints a load bearing) carried out and ask the
wall.  Pointing and learners to present
 selects the best and jointing their findings in class.
suitable  Wall construction  Together with
construction materials (bricks, learners, perform
material for a blocks, stones, selection of
particular job. timber, concrete, construction materials,
 describes the and sheets) tests for sand, bricks,
advantages and blocks and timber.
disadvantages of
bricks, blocks,
timber, steel, stones
and sheets.

Assessment Strategy
Assign the learner to:
 sketch, draw and bond various types of walls.
 prepare wall surfaces and point walls.

Teaching/Learning Resources
 Bricks
 Blocks
 Assorted tools

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TCBC 103: Building Science I

Duration: 30 Hours

Module Overview
This module introduces the learner to cement and mortar as the major
building materials, their manufacturing process, characteristics and the
necessary treatments given to obtain expected results. It equips the
learner with skills and knowledge of mixing and ratios.

Learning Outcomes
By the end of this module, the learner should be able to:
 describe the various types of cement.
 carry out laboratory tests on cement.
 store and use cement correctly.
 mix mortar and apply it to the required areas.

Preparatory Assignment
Organise a trip to Tororo/Hima Cement factories and learn the cement
manufacturing processes.

Result
With your guidance, learners visit Tororo/Hima cement factories to
observe the process of the cement manufacture, discuss with the
authorities, write reports and make group presentations in class.

Sub-module 4: Cement
Duration: 18 Hours
Competences Content Teaching/Learning
Strategies
The learner:
 describes  Manufacture of  Lead a guided tour to a
the cement cement manufacturing
manufacturi  Chemical composition industry for learners to
ng process of OPC, raw materials, learn materials used for
of cement. chief chemical its manufacture and
 describes constituents in raw manufacturing process

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Competences Content Teaching/Learning

Strategies
the chemical material, chief and task them to present
composition compounds in their findings.
of ordinary finished product  Demonstrate the
Portland (powder), compounds procedure for testing
cement in set cement cement soundness using
(OPC).  Tests on OPC: a cold pot and guide
 tests cement fineness, chemical learners as they practice.
for composition, strength,  Together with learners,
soundness, setting time, brainstorm the types of
fineness and soundness cement and their
setting.  Types of cement: OPC, applications.
 describes rapid hardening  Guide learners on the
the types of Portland, low heat safety standards, health
cement and Portland, sulphate and environmental
their resisting, coloured, regulations to be
application. water repellent, observed when using
hydrophobic, blast cement and task learners
furnace slag, masonry, to practice.
super sulphate and
high alumina
 Safety regulations
observed when
storing and using
cement

Assessment Strategy
Assign the learner to carry out laboratory tests on cement soundness using
a cold pot.

Teaching/Learning Resources
 Lime sample  Water container
 Cement sample  Stirring stick
 Cold pot (clear bottle)

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Sub-module 5: Mortar
Duration: 12 Hours
Competences Content Teaching/Learning
Strategies
The learner:
 describes various  Types, uses and  Lead a guided discussion
mortar mixes and mixes of cement on types of mortar, its
where they are mortar, lime ratios and their
used. mortar and applications and task
 differentiates cement-lime learners to practice.
between lime mortar  Demonstrate the mixing of
mortar and  Mixing of mortar mortar by hand and guide
cement mortar  Desirable learners as they mix
and their properties of mortar.
application. mortar  Together with learners,
 describes the  Materials for brainstorm the criteria of
mixing of mortar mortar (cement, selecting materials for
by hand. sand, lime and mortar.
 mixes mortar to a water)  Demonstrate the testing of
workable state.  Experiment on water for cleanliness,
 applies mortar crushing procedure of carrying out
well on the strength of aggregate crushing value
required surfaces. mortar and guide learners as they
 identifies and  Safety, health practice.
selects the suitable and  Guide learners to identify
materials for environmental the necessary safety
mortar. regulations standards, health and
 tests water for observed when environmental regulations
cleanliness using batching, mixing, to be observed when
eyes. transporting and batching, mixing,
 carries out the using mortar transporting and using
crushing test of mortar.
aggregates for
mortar mixing.

Assessment Strategy
Assign the learner to:
 mix mortar by hand.
 test the water to be used for the mixing of mortar for cleanliness.

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Teaching/Learning Resources
 Lime sample  Hand hoes
 Cement sample  Head pans
 Sand sample  Aggregate crushing value test
 Water container equipment
 Spades

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TCBC 103: Building Drawing

Duration: 30 Hours

Module Overview
This module introduces the learner to isometric, orthographic, oblique and
axonometric representations of drawings. It equips the learner with the
skills and knowledge of drawing objects to 3 dimensions and in isometric
views.

Learning Outcome
By the end of this module, the learner should be able to draw figures to
isometric, orthographic, oblique and axonometric projections.
Preparatory Assignment
Before teaching this module, give learners several drawings of isometric,
oblique and orthographic projections. Ask them to identify the differences
and name the advantages of one drawing over another.

Result
Learners study and verify various isometric, oblique and orthographic
drawings and make presentations in groups.

Sub-module 4: Projections
Duration: 30 Hours
Competences Content Teaching/Learning
Strategies
The learner:
 differentiates  Orthographic,  Lead a guided discussion on
orthographic isometric, orthographic, oblique and
drawings from oblique and isometric drawings and
isometric drawings. axonometric their applications.
 analyses the presentations  Illustrate 1st and 3rd angle
difference between 1st of objects orthographic drawing
angle and 3 angle  3D sketches
rd techniques and task
projections. and views learners to practice.
 draws objects in  Together with learners,
isometric, oblique and dimension orthographic,

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Competences Content Teaching/Learning

Strategies
orthographic views. oblique and isometric
 dimensions items views.
drawn in isometric,  Illustrate the procedure
oblique and followed when
orthographic views. transforming isometric
 draws items to a given drawings to orthographic
scale and in isometric, or vice versa and task
oblique and learners to practice.
orthographic views.  Guide learners in analysing
 transforms isometric the difference between 3D
drawings to drawings and orthographic
orthographic projection drawings in
drawings. regard to seen/viewed
 analyses the sides/ends.
difference between 3D  Demonstrate the steps
drawings and followed to develop 3D
orthographic drawings, from sketch to
drawings. final scale drawing and task
 sketches 3D drawings learners to practice.
and orthographic
views.

Assessment Strategy
Assign learners to:
 make drawings in 1st and 3rd angle orthographic projections.
 transform drawings from isometric to orthographic projections,
showing the plan, front elevation and side view.
 dimension drawings.
 analyse the difference between 3D drawings and orthographic
drawings.
 sketch and draw 3D drawings.

Teaching/Learning Resources
 Set squares  Rubber
 T-squares  Pencils
 Drawing boards  Compasses
 Scale rule  Dividers

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TCBC 104: Building Practice I

Duration: 50 Hours

Module Overview
This module equips the learner with practical skills required of bonding
and building English and Flemish bonds. It also equips the learner with
design, creativity and interpretation skills.

Learning Outcomes
By the end of this module, the learner should be able to:
 select appropriate tools for the right job.
 build models according to the working drawing.
 bond one brick and one and half brick walls in stretcher, English and
Flemish header.
 organise his/her working areas.

Preparatory Assignment
Prior to teaching this module, take the learners around the institution and
its neighbourhood to see unplastered wall bonding arrangements and the
various types of bonds used. Ask learners to sketch the existing
brick/block arrangement.

Results
Learners make sketches and reports and make group presentations.

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Sub-module 4: English Bond

Duration: 24 Hours

Competences Content Teaching/Learning

Strategies
The learner:
 cleans the working  Straight wall in  Lead a guided discussion
area, removes English bond in one on cleanliness of work
used mortar and brick thick wall areas.
reuses it before it  English bond with  Demonstrate the setting
dries. return angle with out of models in
 sets out the model raking back on one accordance with working
arrangement as side drawings and task
per given drawing.  English bond with a learners to set out their
 plumbs, levels and T- junction bonded models as you guide.
lines walls, and with stretcher bond  Guide learners to mix and
squares corners.  English bond with place mortar, plumb,
 mixes and applies attached pier square and level walls.
mortar for  Cross wall in  Demonstrate the
different uses. English bond with techniques of setting out
 sets out the model toothing on one side and building T-junctions
of T-junctions  One and half cross bonded with stretcher
bonded with wall in English bond bond and with attached
stretcher bond  Rendering/ pier, techniques of
and with attached plastering (gauge, building English bond
pier. apply mortar, leave with toothing on one side
 sets out cross wall to set, level, fill and and to any thickness.
in English bond finish process Guide the learners as they
with toothing on followed applied to practice.
one side and to all the above bonds)  Task learners to prepare
any thickness.  Building isolated walls to be plastered,
 applies mortar on piers up to two discussing the reasons for
walls. brick thick wall such preparations.
 cuts the set mortar  Safety, health and  Guide the learners to mix
to a fair level. environmental mortar to good
 wooden floats the regulations workability, apply mortar
mortar. observed when to the wall, cut the set
drawing and plaster, wooden float and
building walls in final finish.
English bond

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Assessment Strategy
Assign the learner to:
 dry bond, set out models, mix mortar, plumb, level and square walls.
 set out and build T-junctions bonded with stretcher and English bond
and with attached pier.

Teaching/Learning Resources
 Bricks  Head pans
 Trowels  Pit sand
 Lines  Lime
 Mortar boards  Expanded metal

Sub-module 5: Flemish Bond

Duration: 26 Hours
Competences Content Teaching/Learning
Strategies
The learner:
 cleans the  Straight wall in Flemish  Lead a guided
working area, bond with attached pier discussion on
removes used  Flemish bond with cleanliness of
mortar and return angle with work areas.
reuses it before it toothing on one side and  Demonstrate the
dries. plaster/render on the setting out of
 sets out the other side models in
model  Flemish bond with a T- accordance with
arrangement as junction bonded to working drawings,
per given stretcher bond with techniques of
drawing. pointed joints mixing and placing
 plumbs walls,  Cross wall in Flemish mortar, plumbing,
levels walls, bond with brick on edge squaring and
squares corners  One and a half brick levelling walls and
and lines walls. thick wall in Flemish guide the learners
 mixes and with a T-junction as they practice.
applies mortar bonded to stretcher  Guide learners to
for different  Flemish bond wall build a Flemish
uses. plastered/rendered bond and bond a
 builds one and a with all the processes stretcher wall.
half brick thick followed
wall in Flemish  Safety, health and

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Competences Content Teaching/Learning

Strategies
with a T-junction environmental
bonded to regulations observed
stretcher. when drawing and
 plasters Flemish building walls in
bond wall. Flemish bond

Assessment Strategy
Assign the learner to dry bond and set out, model, mix mortar, plumb, level
and square the walls.

Teaching/Learning Resources
 Brick trowels  Lime
 Hammers  Plaster board
 Bolsters  Wooden float
 Mortar pans  Line and pins
 Hand hoes  Plumb bob
 Spades  Spirit level
 Sand

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DETAILED MODULE DESCRIPTION OF

YEAR 1 TERM 3

TCTM 101: Applied Technician

Mathematics I
Duration: 32 Hours

Module Overview
This module introduces the learner to the concepts of complex numbers,
vectors and matrices, their relevancy in the construction industry and
further career upgrading. The knowledge attained in this module will
enable the learner in analysing the flow of fluids in pipes.

Learning Outcomes
By the end of the module, the learner should be able to:
 solve equations involving complex numbers.
 evaluate vectors.

Preparatory Assignment
Give learners complex numbers and vectors to search for solutions.

Result
Learners search for solutions of the given assignment and present the
findings in the class.

Sub-module 6: Complex Numbers

Duration: 16 Hours
Competences Content Teaching/ Learning Strategies
The learner:
 represents the  Equal  Demonstrate the representation
identities applied in complex of complex number identities
complex numbers. numbers and let learners practice.
 adds and subtracts  Graphical  Guide learners through the
complex numbers. representat evaluation and manipulation of

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Competences Content Teaching/ Learning Strategies

 manipulates equal, ion of complex numbers and let them
polar and complex practice.
exponential forms numbers  Illustrate the techniques of
of equations of  Polar form graphical, polar and exponential
complex numbers. of complex representation of complex
 graphically numbers numbers and guide learners to
represents complex  Exponential practice.
numbers to form of a  Lead learners through practice
standard forms. complex to manipulate the addition and
numbers subtraction of complex
numbers.

Assessment Strategy
Assign the learners to add and subtract complex numbers.

Teaching/Learning Resources
 Scientific calculator  Graph papers
 Mathematical set  Log table
 Hard board

Sub-module 7: Vectors
Duration: 16 Hours

Competences Content Teaching/ Learning Strategies

The learner:
 manipulates
equations  Introduction to  Guide learners to practice the
involving vector representation of vectors on
vectors by representation graphs.
addition,  Types of vectors  Using examples, illustrate the
subtraction and  Manipulation of types of vectors and task learners
multiplication. vectors: to practice.
 represents - addition  Through practice, illustrate the
vectors on - subtraction addition, subtraction and
graphs. multiplication of vectors and
guide learners as they practice.

Assessment Strategy
Assign the learners to add, subtract and multiply vectors.

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Teaching/Learning Resources
 Scientific calculator  Graph papers
 Mathematical set  Log table
 Hard board
 Backhouse (1985). Pure Mathematics. 4th Edition; Longman.
 Bird, J. O. and May, A.J.C. (1982). Technician Mathematics. 3rd Edition;
Longman Higher Education Publisher
 Stroud, K. A. (1995). Engineering Mathematics. 4th Edition;
Macmillan Press Ltd.

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TCCS 108: Life Skills

Duration: 16 Hours

Module Overview
This module introduces the learner to oral and interpersonal
communication skills. It also equips him/her with knowledge about
occupational working environment and creates in him/her public
awareness of the impact and interventions to combat HIV and AIDS.

Learning Outcomes
By this end of the module, the learner should be able to:
 communicate effectively orally in the field of work.
 improve the working environment for effective production and output.
 educate the public on the impact and interventions to combat HIV and
AIDS.

Preparatory Assignment
 Ask five volunteers who have ever nursed an AIDS patient, lost
someone to AIDS or are HIV positive to share their experiences with
the other learners non-discriminately.
 The rest of the learners pay attention to the shared scenarios.
 Guide the learners’ reactions as the volunteers are sharing their
experiences.
 Draw lessons learnt from the shared testimonies.

Result
 The learners make presentations from their discussion as you clarify
on the presentations.
 The learners appreciate and express emotional, social and economic
impact of HIV and AIDS.

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Sub-module 7: Oral Communication Skills

Duration: 06 Hours
Competences Content Teaching/ Learning Strategies
The learner:
 develops basic  Listening  Lead a guided discussion on the
listening skills. and basic listening skills, barriers to
 identifies the speaking effective listening, importance of
barriers to  Conducting voice variation and clarity in
effective meetings public speaking.
listening. and  Demonstrate the skill and
 develops interviews technique of varying voice and
public  Phone clarity in public speaking and
speaking messaging guide learners as they practice.
principles.  Customer  Arrange for a meeting with the
 prepares for care class. Ask learners to elect the
and conducts language chairperson and secretary, discuss
meetings. their roles and suggest an agenda
 makes an for the meeting as: prayer,
agenda for the adoption of agenda, introductions,
meeting and communication from the chair,
writes reactions, way forward and
minutes. closure.
 conducts  Illustrate on board the writing of
interviews. legal and official minutes,
 describes the outlining the responsible person,
roles of the the action and minute numbering
chairperson and task learners to practice.
and secretary
to the meeting.

Assessment Strategy
Assign the learner to:
 organise a class meeting, elect the chairperson and secretary and
adopt an agenda for the meeting.
 write minutes for the class meeting and include the attendance list of
all the members present, absent with apology and those members
absent without apology.

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Teaching/Learning Resources
 Old newspapers
 Old public speech
 Old legal minutes
 English dictionary

Sub-module 8: Working Environment

Duration: 04 Hours
Competences Content Teaching/ Learning Strategies
The learner:
 educates the
public on  Labour laws  Lead a guided discussion on
importance of and good labour relations and
upholding regulations good safety and health
good labour  Health and conditions at home and
laws and good safety workplace.
safety and  Environment  Task learners to demonstrate
health  Gender and good safety and health
conditions at mainstreami conditions at home and
work. ng of gender workplace.
 describes  Population  Guide learners in presenting a
good labour growth / play on bad labour laws where
laws and good trends an employee is sacked out of
safety and  Human job by the employer’s wish and
health rights has nowhere to get help from.
conditions at  Social The effects of losing a job and
workplace structure getting stranded, emphasising
and homes.  Economic the need to create one’s own
 practices structure job/enterprise.
good labour  Guide learners to formulate
laws, safety and observe good safety and
and health. health conditions and discuss
the benefits.

Assessment Strategies
Assign the learners to:
 organise and conduct a role play on some of the employers’ bad
behaviour of chasing employees and its effects.

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 conduct a role play on good safety and health working conditions at

home and workplace .

Teaching/Learning Resources
 Sample newspapers for stories and news related to labour laws
 Safety and health chats
 Police precautions on risky unsafe behaviours

Sub-module 9: Impact and Interventions of HIV

and AIDS
Duration: 6 Hours
Competences Content Teaching/ Learning
Strategies
The learner:
 manages and
encourages  Impact of HIV  Lead a guided discussion
voluntary and AIDS on VCT, treatment and
counselling and  Interventions care and impact of HIV
testing (VCT) to combat and AIDS.
among the public HIV and AIDS  Guide learners to
and peers.  Counselling discuss the qualities of a
 applies the and testing good counsellor.
qualities of a good  Treatment,  Demonstrate the skills
counsellor during care and required during
the counselling of support counselling sessions and
the needy.  Mitigation of task learners to role play
 guides and stigma and the qualities of a good
encourages clients discriminatio counsellor.
to visit places n  Take learners to the
where they can  Disclosure of nearest HIV and AIDS
access treatment HIV status care centre and task
and care.  HIV and AIDS them to chat and share
 describes impacts Workplace testimonies with
/effects of Policy for patients, make a report
HIV/AIDS in the Uganda in groups and present to
families, the class.
communities and
the country.

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Assessment Strategies
Assign the learners to:
 organise and acts a role play on the qualities of a good counsellor,
his/her approaches to clients and the ethical character.
 write on the impact of HIV and AIDS to families, the country,
financially.

Teaching/Learning Resources
 Documentaries
 Human Rights Handbooks
 Prevention of AIDS Handbook by Uganda AIDS Commission
 Public Service Act 1998 Revised
 The Constitution of the Republic of Uganda
 The Internet

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TCCA 101: Computer Applications

Duration: 32 Hours

Module Overview
This module enables the learner to acquire the required skills of working
with presentations and basic networking for at least two computers. It also
enables the learner to start and manage a computer shop to create self-
employment
Learning Outcome
By the end of this module, the learner should be able to connect at least
two computers to one local area network and share one printer.

Preparatory Assignment
Prior to teaching the learners this module, take them to any internet cafe
or computer lab and guide them on criteria used to connect two or more
computers together to share one printer.

Result
Learners observe the local area network connections and take note of the
criteria and accessories used for the connections.

Sub-module 8: PowerPoint Presentations

Duration: 14 Hours
Competences Content Teaching/ Learning
Strategies
The learner:
 prepares  Creating a new  Lead a guided discussion
work on presentation on the importance and
Ms  Opening and application of PowerPoint
PowerPoin closing a presentations.
t slides. presentation  Demonstrate the
 edits the  Saving a procedure of preparing
work on presentation work on Ms PowerPoint
slides. document and assign the learners to
 activates  Transferring a prepare their CVs on slides
animations

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Competences Content Teaching/ Learning

Strategies
on the presentation to a ready to be presented.
selected storage media and  Guide learners through the
slide different formats techniques applied to edit
design.  Adding and slides and activate
 makes a formatting text, animations on slides.
PowerPoin pictures and media  Demonstrate how a
t  Creating a PowerPoint presentation
presentati slideshow and slide is run and formatted
on. running a and task learners to
 runs a full slideshow practice.
slide show.  Printing
presentation slides

Assessment Strategy
Assign each learner to prepare his/her CV on slides, activate slide
animations and present the CVs on PowerPoint.

Teaching/learning resources
 Computers  Sample CVs
 Overhead projector  Power generator

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Sub-module 9: Basic Networking

Duration: 18 Hours

Competences Content Teaching/ Learning

Strategies
The learner:
 differentiates  Introduction to computer  Lead a guided
between networking discussion on
wireless and  Types of network: Wide identification of
cable Area Networks(WAN), topologies,
networking. Local Area Network (LAN) difference between
 connects a  Types of communication wireless and cable
network media: cables, wireless, networking.
cable to optic fibres  Demonstrate the
computers.  Local area network procedure of
 installs a topologies: star topology, networking and
network ring topology, mesh guide learners to
modem to a topology, bar topology practice.
pc.  Connecting a computer to a  Guide learners
 troubleshoots network through practice on
simple  Configuring an Internet the installation and
network Protocol Address (IPA) uninstallation of a
connection  Creating a simple network network computer
problems. of at least two computers and modem.
 Sharing files between  Demonstrate how
computers on a simple two or more
network computers are
 Troubleshooting simple configured to share
connection problems one printer and
 Connecting and configuring task learners to
a printer on a network practice.

Assessment Strategies
Assign the learners to:
 network and configure two computers to share one printer.
 install and uninstall the network computer modem.

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Teaching/Learning Resources
 Two or more working  Network modems
computers  Screws
 Working printer  Cable pins/holders
 Network cables  Other assorted accessories
 Wireless network system

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TCBC 101: Building Technology I

Duration: 32 Hours

Module Overview
This module introduces the learner to the methods of bridging openings to
buildings, formwork, floor construction and the necessary construction
principles observed when working. It also equips the learner with skills of
bridging openings using arches, beams and lintels; fixing of doors and
windows; constructing and finishing floors.

Learning Outcomes
By the end the module, the learner should be able to:
 bridge openings.
 construct formworks and observe the necessary safety measures.
 frame centres for arches.

Preparatory Assignment
Take the learners to visit nearby buildings: churches or mosques and ask
them to observe the openings with curving bridgings, and the materials
used for making formworks and centres.

Result
The learners take note of the observations, make sketches and present
their findings in groups in class.

Sub-module 9: Bridging Openings (Arches and

Lintel/ Beams)
Duration: 10 Hours

Competences Content Teaching/Learning Strategies

The learner:
 frames centres Arches  Lead a guided discussion on
for arches.  Classification of types and classification of
 supports the arches arches, their importance, type
centre safely  Types of arches of materials suitable for arch
and ready to (segmental, works and building regulations

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Competences Content Teaching/Learning Strategies

carry the loads. gauged, rough, for their construction and task
 sketches, semi-circular, semi learners to practice.
designs and elliptical lancet,  Illustrate the techniques of
draws drop, equilateral drawing to a given scale
segmental, and welsh) segmental, semi-circular, flat
semi-circular,  Materials used for and semi elliptical arches and
gothic and semi arch construction task learners to practice.
elliptical  Terminologies  Demonstrate the construction
arches. used for arch of arch centre and how it is
 bends and construction supported in position to have
binds together (striking off, the arch formed and guide
the reinforcing framing and learners as they practice.
bars and cantering)  Together with learners,
stirrups using Lintels and Beams brainstorm on lintels, materials
binding wire.  Description of used for making lintels and
 supports the lintels and beams beams, importance of beams
formwork and  Types of lintels and lintels.
casts the and beams  Lead a guided tour to a site
reinforced (concrete, timber where formwork for beams and
concrete. and stone lintels) lintels are carried out and ask
 sketches,  Formwork for learners to present their
designs and lintels and beams findings.
draws the  Concrete cover to  Task learners to draw to scale
formwork to reinforcements the formwork for lintels and
reinforced  Safety, health and beams.
concrete lintel environmental  Guide learners on the selection
or beam. regulations of materials, measuring,
 describes the governing the cutting, bending and binding of
necessary construction of reinforcing bars to be used in
regulations formwork, lintels the beams, emphasising the
governing the and beams size of the lintel/beam and the
construction of standard concrete cover.
lintels and  Lead a guided discussion on the
beams. relevancy of concrete cover.

Assessment Strategy
Assign the learner to:
 construct arch centre and its supports.
 sketch and draw the formwork for lintels and arch centres to scale of
1:10.

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Teaching/Learning Resources
 Hammers  Lines
 Hand saws  Bricks
 Nails  Concrete materials
 Timber  Cement sample
 Props  Water
 Wedges

Sub-module 10: Formwork

Duration: 10 Hours

Competences Content Teaching/Learning

Strategies
The learner:
 selects the  Formwork for  Lead a guided discussion
suitable walls, beams, on the formwork: terms
material for the columns and applied, material selection
formwork. floor slabs and the construction
 describes the  Materials used regulations.
necessary for construction  Illustrate the techniques
regulations of formwork involved in drawing
governing the  Building formwork to a given scale
construction of regulations of 1:10 for lintels, beam
formwork. governing and floor slab and a square
 assembles and formwork column and task learners
disassembles construction to practice.
formwork.  Functional  Demonstrate the
 maintains, requirements supporting system
treats and  Supporting erection of formwork and
stores members to guide learners as they
formwork arches practice.
materials.  Types of  Take learners to nearby
 formworks for sites to observe the
beams, columns, formwork support system,
stairs and task them to identify the
canopy members, take
measurements, sketch the
formwork, write a report
and make group
presentations.

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Assessment Strategy
Assign the learner to:
 sketch and draw formwork for lintels, beams and slabs to scale 1:10.
 make formwork and its support.

Teaching/Learning Resources
 Hammers  Wedges
 Hand saws  Lines
 Try squares  Concrete materials
 Nails  Cement sample
 Timber  Water
 Props

Sub-module 11: Fittings and Fixings

Duration: 04 Hours
Competences Content Teaching/Learning Strategies

The learner:
 selects the  Door frames  Lead a guided discussion on
suitable material  Window functions of door and window
for door and frames frames, dado and picture rails
window frames.  Architraves and in situ wardrobe, the
 describes the  Picture rails material selection for the items.
application of  Dado rails  Demonstrate the procedure of
dado and picture  In situ making a wooden door or
rails. wardrobes window frame, squaring of the
 fixes in position  Safety, health angles, fixing of dowels, strutting
door and and and bracing, supporting and
window frames, environmental alignment and fixing of
dado and picture regulations architraves. Task learners to
rails. observed make a model panel door
 aligns in when fitting shutter.
position and and fixing  Guide learners to identify the
supports door members and safety regulations to be
and window appliances observed in order to produce
frames. quality work and protect self,
 builds in-situ others, tools and materials
wardrobe. against damage.

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Assessment Strategy
Assign the learner to:
 make door and window frames.
 fix architraves, dado rails and picture rails.

Teaching/Learning Resources
 Hammers  Lines
 Hand saws  Rebate
 Try squares  Planes
 Timber  Smoothening plane
 Props  Ratchet brace
 Wedges

Sub-module 12: Floors

Duration: 08 Hours
Competences Content Teaching/Learning
Strategies
The learner:
 designs,  Floors  Lead a guided discussion on
sketches and (suspended the functions, selection of
draws the timber floors, suitable materials and
suspended upper timber construction regulations for
timber floors, floors, concrete floors.
upper timber solid and pre-  Illustrate the sketching and
floors, concrete stressed drawing of various floors to
solid and pre- reinforced scale and task learners to
stressed concrete floors) practice.
reinforced  Floor finishes  Demonstrate the procedure
concrete floors  Floor choice followed when constructing
to a given scale. and regulations various floors and guide
 applies various for floor learners as they practice.
floor finishes. construction  Guide the learners to
 describes the identify the ideal safety
construction measures that need to be
procedures for put in place during the
various floors. execution of the work and
 constructs and suggest the solutions to
repairs various such.
floors.

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Assessment Strategy
Assign the learner to:
 sketch and draw various floors to scale of 1:10.
 construct or repair a floor within the institution.

Teaching/Learning Resources
 Hand saws  Lines
 Hammers  Rebate
 Try squares  Planes
 Nails  Smoothening plane
 Timber  Ratchet brace
 Props  Cement
 Wedges  Sand

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TCBC 102: Building Science

Duration: 24 Hours

Module Overview
The module equips the learner with the practical method of testing and
grading sand and coarse aggregates used for making building mortar and
concrete.

Learning Outcomes
By the end of this module, the learner should be able to:
 manufacture concrete.
 carry out laboratory and site tests on sand.
 grade aggregates.

Preparatory Assignment
Give learners different sizes of mesh sieves to grade aggregates and task
them to group the aggregates according to the particle sizes.

Result
Learners in groups grade aggregates by sieving. They sort the aggregates
according to the particle size and write a report.

Sub-module 6: Aggregates
Duration: 10 Hours

Competences Content Teaching/Learning

Strategies
The learner:
 carries out the  Types, qualities,  Lead a guided
sand bulking test sources of aggregates discussion on the
using dry sand  Grading test for coarse types, qualities,
sample and and fine aggregates grading and resizing
moistening it. [sieve analysis], hand of aggregates.
 carries out silt sieving, sampling  Take learners to the
test for sand (quartering) lab and demonstrate
using a clear  Field settling test for testing of sand silt
bottle, clean sand [silt test] using a clear bottle
water, sand and guide the

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Competences Content Teaching/Learning

Strategies
sample and  Aggregate crushing learners as they
stirring stick. value (ACV) test practice.
 grades  Shapes: round,  Together with
aggregates using irregular, angular, learners, perform
standard sieve flaky, elongated grading of
meshes.  Bulking test for sand aggregates and sand
 resizes locally  Reasons for mixing bulking test when
crushed stone aggregates with damp.
aggregate to binders  Emphasise the
required size.  Safety, health and safety standards
 describes the environmental governing the
good qualities of regulations observed manufacture,
aggregates. when selecting, testing selection and use of
and using aggregates aggregates.

Assessment Strategy
Assign the learner to:
 test the silt content in sand by using the thumb and fore finger and
bottle test.
 grade and resize aggregates to required size by crushing using hand
held tools.
 test building sand for bulking.

Teaching/Learning Resources
 Sand sample  Stirring stick
 Sieve meshes  Club hammer
 Clear bottle  Anvil
 Water  Aggregates sample
 Water container

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Sub-module 7: Concrete
Duration: 14 Hours
Competences Content Teaching/Learning
Strategies
The learner:
 performs slump  Properties of fresh and hardened  Lead a guided
test, compaction concrete, slump test, compaction discussion on the
factor test. factor test, factors affecting types and
 batches the workability properties of
materials to  Admixtures: types, uses and concrete.
correct ratios. precautions on their use  Demonstrate the
 applies  Water-cement ratio, aggregate- batching, mixing
admixtures to cement ratio and casting of
concrete.  Batching and methods used concrete onto the
 describes the  General principles in the use of final place and
general concrete mixers, transporting guide the
principles in the concrete and placing learners as they
use of concrete  Factors to consider when casting practice.
mixers. concrete in large pores  Together with
 uses concrete  Why compact and methods of learners,
mixers. compaction carryout slump
 compacts  Terminology applied in concrete test for
concrete.  Joints in concrete structures workability of
 differentiates  Mixing and handling concrete in concrete.
between gap hot weather  Guide learners on
graded concrete  Types of concrete: in-situ, mass, how concrete
and light weight pre-cast, light weight, aerated, should be
concrete. non-fine, heavy weight, ready- transported and
 places joints to made, reinforced, pre-stressed, placed after wet
concrete. gap-graded, concrete for bricks mixing to limit
 differentiates and blocks segregation.
precast concrete  Mix design and general form  task learners to
from cast-in-situ work requirements identify the
concrete.  Quality control and curing of construction
 carries out concrete standards to be
quality control put in practice in
 Safety, health and environmental
of concrete. regulations observed when order to have
sound concrete
working with fresh and hardened
concrete product.

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Assessment Strategy
Assign learners to:
 batch, mix, transport and place ready mixed concrete onto the final
position.
 carry out workability test of concrete by using the slump to establish
the correct amount of water to be used for mixing a particular batch.

Teaching/Learning Resources
 Aggregates  Spades
 Sand  Head pans
 Cement  Straight edges
 Water  Spirit levels
 Gauge box  Water levels
 Hand hoes  Timber shutters

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TCBC 103: Building Drawing

Duration: 24 Hours

Module Overview
The module introduces the learner to bonding solutions of bricks/blocks,
isometric projection of timbering to trenches and floor constructions. It
equips the learner with skills of making bonding solution drawings and
timbering for trenches.

Learning Outcome
By the end of the module, the learner should be able to design, draw and
apply various bonding patterns in construction.

Preparatory Assignment
Take learners to various identified sites to see, observe and participate in
sketching the pavement patterns and the various types of bonding
arrangements for walls.

Result
Learners observe and sketch various bonding patterns, make a report and
present in groups.

Sub-module 5: Bonding
Duration: 10 Hours

Competences Content Teaching/Learning

Strategies
The learner:
 draws the  Stretcher, English,  Lead a guided discussion
plan of Flemish, header, on the rules, types and
courses garden wall bonds and techniques applied to
one and broken bond bonding.
two,  Decorative bonds  Illustrate the techniques
elevation  Jambs reveals [1/4, ½] applied when drawing
and section  Junctions various bonding
to scale.  Squint corners arrangements of walls
 Dry-bonds  Safety, health and and surface patterns and

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Competences Content Teaching/Learning

Strategies
the bricks environmental task learners to practice.
to test the regulations observed  Give learners class
design when working with exercises on drawing the
pattern. decorative bonds, diagonal basket weave
 applies the jambs, junctions and bond.
rules of squint corners
bonding
when
bonding
walls.

Assessment Strategy
Assign the learner to sketch and draw various types of bonds to a
prescribed scale.

Teaching/Learning Resources
 Bolster  Chalk board equipment
 Brick saw  Drawing set
 Club hammer  Drawing boards
 Line and pins  T-squares
 Trowels  Bricks
 Panga

Sub module 6: Building Details

Duration: 14 Hours
Competences Content Teaching/Learning
Strategies
The learner:
 draws to scale  Timbering to  Lead a guided discussion on
timbering to shallow and the principles of timbering
trenches in deep trenches to trenches, solid and
isometric  Solid ground suspended timber floors
projection for and suspended and foundations.
shallow, timber floors  Take learners to nearby
moderately deep  Foundations sites to see and sketch
and deep  Safety, health suspended and solid floors

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Competences Content Teaching/Learning

Strategies
trenches. and and timbering.
 draws and environmental  Illustrate the procedure
names the regulations followed when drawing
construction governing the floors, foundations and
details of a construction of timbering in isometric to
suspended deep trenches, scale and freehand
timber floor, solid ground sketching and task learners
construction and suspended to practice.
details of a solid timber floors
ground concrete
floor, including
the foundation.

Assessment Strategy
Assign the learner to do free hand sketching and drawing of isometric/ 3D
drawings to given scales.

Teaching/Learning Resources
 Drawing set  Timber  Sand
and equipment  Nails
 Models  Cement

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TCBC104: Building Practice I

Duration: 40 Hours

Module Overview
This module equips the learner with the skills and knowledge of various
methods of setting out structures, erecting scaffolds and bonding block
work to brick work in Flemish bond.

Learning Outcome
By the end the module, the learner should be able to:
 set out a building structure.
 assemble and dismantle scaffolds.
 excavate and level trenches to receive foundation concrete.
 observe safety, health and environmental concerns in the workshop,
site and in the industry.

Preparatory Assignment
Give learners a task to come out with working drawings of English bond
wall 1200 millimetres long with a return block wall of 900mm to at least
1000mm high.

Result
Learners design walls, draw courses 1 and 2 with their elevations and
build models for you to mark.

Sub-module 6: English Bond Bonded to Block

Work
Duration: 05 Hours
Competences Content Teaching/Learning
Strategies
The learner:
 identifies,  One brick  Lead a guided discussion
selects and uses straight wall in on bonding of blocks and
different tools English bonded bricks on the same wall.
used for setting to block wall  Illustrate on board the
out structures.  Return angle methods applied to draw

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Competences Content Teaching/Learning

Strategies
 plumbs, levels with brick work block and brick bonded
and lines walls, in English bond wall.
and squares on one side and  Demonstrate the
corners. block work on procedure followed when
 sets out the other side setting out and building
buildings in with a ramp the block and brick walls,
accordance with  Straight long wall use of a plumb bob and
the working block work only spirit level for vertical and
drawing using  Straight wall horizontal alignment of
the 3, 4, 5 and with attached walls. Ask learners to
the builder’s pier in block make a return
square method. work with brick demonstration and guide
 maintains the on edge (BOE) them as they practice.
working area  One brick thick  Guide learners on the
clean. circular wall required safety standards
 finishes the bonded to block for walls, materials and
models as work workmen.
expected.

Assessment Strategy
Assign the learner to design and draw brick and block walls showing the
bonding arrangements and build the model walls.

Teaching/Learning Resources
 Brick trowels  Straight edges  Spirit levels
 Plumb bobs  Wooden float  Bricks
 Water  Head pan  Blocks
containers  Spades  Sand
 Line and pins  Hand hoes

Sub-module 7: Setting Out Buildings

Duration: 20 Hours
Competences Content Teaching/Learning Strategies
The learner:
 clears the site.  Small  Lead a guided discussion on
 sets out building on methods, rules and procedures
buildings in levelled followed when setting out

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Competences Content Teaching/Learning Strategies

accordance site, using a buildings.
with the builder’s  Demonstrate how site clearance
working square and is done and task learners to clear
drawing. 3, 4, 5 a particular area/site using hand
 transfers the methods held tools and equipment.
set lines onto  Excavating  Together with learners, set out
the ground to and buildings using 3, 4, 5 and
mark trenches. levelling builder’s square methods.
 marks out trenches  Guide learners to batch, mix and
trenches on the for cast foundation concrete.
ground. foundation  Demonstrate the techniques
 excavates s, gauging applied when transferring set line
trenches as trenches to foundation trenches to set out
required. and use of plinth walls at one corner or
 mixes, casts, boning rod point and task learners to
levels and in levelling transfer the set line to foundation
cures trenches trenches to set out plinth walls at
foundation  Safety, the other corners or points.
concrete. health and  Together with learners, apply
 transfers set environme DPC, ant-proof course and anti-
lines on the ntal termite solution.
foundation regulations  Guide learners to identify the
concrete to set governing necessary safety, health and
out plinth the setting environmental regulations that
walls. of buildings require to be observed during
 levels the and other setting, exaction of trenches and
foundation structures. setting out the plinth wall.
trench to Emphasise the safety of self, the
receive set works, the materials and the
foundation public.
concrete.

Assessment Strategy
Assign the learner to set out a building in accordance with the working
drawing using the builder’s square and 3,4,5 method.

Teaching/Learning Resources
 Brick trowels  Water  Straight edges
 Plumb bobs containers  Wooden float
 Line and pins  Head pan

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 Spades  Sand  Measuring

 Hand hoes  Pegs tapes
 Spirit levels  Profile boards  Ranging lines
 Bricks  Builder’s
 Blocks squares

Sub-module 8: Scaffolding
Duration: 05 Hours
Competences Content Teaching/Learning Strategies
The learner:
 selects the  Assembling  Lead a guided discussion on
suitable wooden ladders, selection of scaffold materials,
scaffold for independent and storage, maintenance and
a dependent regulations governing scaffolds.
particular scaffolds and  Illustrate the procedure
job. wooden trestles followed when sketching and
 erects the with nails and drawing scaffolds and task
scaffold. ropes learners to practice.
 maintains  Assembling of  Demonstrate the erection and
and stores tubular scaffolds dismantling of scaffolds and
scaffold using fittings guide learners as they practice.
material in  Safety, health  Take learners to any nearby
good and site to observe an erected
condition. environmental scaffold and task them to
 dismantles regulations identify the type of scaffold,
scaffolds governing the members and materials used.
after use. construction of
scaffolds

Assessment Strategy
Assign the learner to:
 select materials and apply regulations to erect and maintain scaffolds.
 sketch and draw scaffolds illustrations.

Teaching/Learning Resources
 Nails  Timber  Round
 Ropes shutters poles/timber
 Couplers

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 Platform  Hand saws

boards  Hammers

Sub-module 9: Flemish Bond Bonded to Block

Work
Duration: 10 Hours
Competences Content Teaching/Learning
Strategies
The learner:
 mixes and  One brick thick  Lead a guided discussion on
applies straight wall mortar mixing and
mortar for bonded to block application and wall
different uses. wall with a ramp preparation for
 bridges  Return angle with plaster/render.
openings in brick work on one  Demonstrate the procedure
walls. side and block followed to prepare a wall
 plasters/ work on the other - for plaster and guide
renders walls. apply plaster learners as they practice.
 cuts ramps of /rendering on  Guide learners to lay and
any type. block work finish walls with BOE.
 lays BOE,  Brick work on one  Show to learners how the
soldiers side, and block work area is maintained
bricks, work on the other clean and emphasise why it
isolated piers with attached pier should be so.
and point at the stopped end  Task learners to construct a
walls. of block work-point model of a wall bonded in
brick work joints Flemish bond and blocks.

Assessment Strategy
Assign the learner to:
 design and draw block and Flemish bond walls.
 construct block and Flemish bond wall.

Teaching/Learning Resources
 Brick trowels  Wooden float  Bricks
 Plumb bobs  Spades  Blocks
 Line and pins  Hand hoes  Sand
 Straight edges  Spirit levels

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TCBC 106: Industrial Training I

Module Overview
This module introduces the concept of attachment of learners to
sites/industries, workshops and practical training in brick laying, drainage
works, pavement works, road works and general concrete practice or
product manufacture. It equips the learner with the skills required in the
world of work.

Learning Outcome
By the end of this module, the learner should be able to attain practical
skills in building construction and site management.

Industrial Training 1
Duration: 288 Hours

Competences Content Teaching/Learning

Strategies
The learner:
 performs  Safety, health  Lead a guided discussion
building and on the importance of
construction and environmental industrial training, how
its related tasks. regulations it should be conducted,
 manufactures governing the where it can be
products using construction, conducted and when to
mass and repairs, conduct it.
reinforced demolition and  Write introduction
concrete. any other work letters for the learners to
 plumbs and related to send to firms that they
levels walls. building have hope to train with.
 applies plaster construction  Send institute staff to
and render on  Acquaintance search for places for the
surfaces. with industry and learners’ industrial
 writes and sites training.
makes  Familiarisation  Record all learners’
presentations on with equipment, contacts to ease follow
industrial/field/s tools and sites up and industrial
ite work.  Acquisition of training supervision.

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Competences Content Teaching/Learning

Strategies
 sets out and skills in repair,  After four weeks of
starts erecting maintenance and industrial training, send
simple buildings. construction of institutional supervisors
 erects lintel and new buildings and with industrial training
beam formwork. structures assessment tool to
 keeps site  Manufacture of supervise and advice the
records. mass and learners.
reinforced
concrete products
 Setting out
buildings
 Erecting
formwork and
scaffold

Assessment Strategy
Assign the learner to:
 collect introductory letters and send them to industries of their choice.
 share their experiences and challenges with the visiting instructors to
industries during the supervision.

Teaching/Learning Resources
 Learners’ identity cards
 Introductory letters
 Assorted tools and equipment
 Protective wears
 First aid box

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DETAILED MODULE DESCRIPTION OF

YEAR 2 TERM 1

Code Module Title Total Hours Hours per week

(All Core Modules)
TCTM 202 Applied Mathematics II 40 4
TCBE 201 Entrepreneurship 30 3
TCCS 201 Basic Kiswahili 20 2
TCBC 201 Building Technology II 40 4
TCBC 202 Building Science II 30 3
TCBC 203 Computer Aided Building 30 3
Drawing

TCBC 204 Building Practice II 50 5

TCBC 205 Real Life Project II 40 4
280 28

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TCTM 202: Applied Technician

Mathematics II
Duration: 40 Hours

Module Overview
The module introduces the learner to elementary polynomials and
binomial theorem, their application and importance in production
industry.

Learning Outcome
By the end of this module, the learner should be able to calculate the
magnitudes of the projects and thus delivering accurate estimates of not
only costs but also time required to construct them.

Preparatory Assignment
Before teaching this module, give learners to determine the opposite side
of a right angled triangle, if the adjacent and hypotenuse sides are known
and given.

Results
Learners discuss the methods that can be applied to find the unknown
opposite side, work out the solution and submit for marking in groups.

Sub-module 1: Expressions of Equations

Duration: 12 Hours
Competences Content Teaching/ Learning Strategies

The learner:
 evaluates
independent  Evaluating  Lead a guided discussion on
variables. expressions evaluation of expression.
 transposes  Equations  demonstrate the techniques
various  Evaluating applied when transposing
formulae. independent formulae and task learners
 applies the variables to practice.
transposition  Transposition  Guide learners to practice
of formulae in of formulae the different methods of

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Competences Content Teaching/ Learning Strategies

manipulating evaluating independent

and solving variables.
production-
related
problems.

Assessment strategies
Assign the learners to:
 transpose formulae.
 evaluate independent variables.

Teaching/learning resources
 Scientific calculator
 Mathematical set
 Hard board
 Graph papers
 Log table

Sub-module 2: Polynomial Equations

Duration: 14 Hours
Competences Content Teaching/ Learning Strategies

The learner:
 factorises
quadratic  Polynomial  Lead a guided discussion on
equations. expression, application of polynomial
 solves equations of equations.
polynomial polynomials  Guide learners to practice
equations by  Remainder evaluation of polynomial
applying the theorem equations by applying the
reminder  Factorisation reminder theorem.
theorem. of quadratic  Illustrate the factorisation of
 solves polynomials quadratic polynomials and
general task learners to practice.
polynomial
equations.

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Assessment Strategy
Assign the learners to evaluate and solve polynomial equations.

Teaching/learning resources
 Scientific calculator  Graph papers
 Mathematical set  Log table
 Hard board

Sub-module 3: Binomial Theorem

Duration: 14 Hours
Competences Content Teaching/ Learning
Strategies
The learner:
 expresses  Expansion of  Illustrate the expression
binomial binomial of binomial theorem on
theorem on expressions: Pascal’s triangle and
Pascal’s Pascal’s triangle, task learners to practice
triangle. the binomial  Guide learners in
 manipulates theorem for ‘n’ a manipulating the
binomial positive integer. general binomial
theorem  The general expansion (1+x)n for 1 x
equations. binomial 1 <1 and for 1 x 1 > 1
expansion(1+x)n
for 1 x 1 <1 and for
1x1>1

Assessment Strategies
Assign the learners to:
 express binomial theorem and Pascal’s triangle.
 manipulate the general binomial expansion (1+x)n for 1 x 1 <1 and for
1 x 1 > 1.

Teaching/Learning Resources
 Scientific calculator
 Mathematical set
 Hard board
 Graph papers
 Log table

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 Backhouse (1985). Pure Mathematics. 4th Edition, Longman.

 Bird, J. O. and May, A.J.C.,(1982). Technician Mathematics. Longman
Higher Education Publisher
 Elhance, D.N. and Aggarwal, B. M. (2000). Fundamental of Statistics.
New Delhi, Kitab Mahal.
 Stroud, K. A. (1995). Engineering Mathematics. 4th Edition; Macmillan
Press

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TCBE 201: Entrepreneurship Skills

Duration: 30 Hours

Module Overview
The content for Term One introduces the learner to fundamentals of
entrepreneurship that enable one to scan the environment for viable
business opportunities. The learner will acquire entrepreneurial skills to
turn challenges into opportunities by taking risks through planning,
creativity and innovation.

Learning Outcomes
By the end of this term, the learner should be able to:
 exhibit the qualities of an entrepreneur.
 conduct a feasibility study of a business project.
 design a business plan.

Preparatory Assignment
Obtain a story from the newspaper, the Internet, or a profile of a
prominent personality who started business from scratch. In groups, let
the learners read through the story and identify key issues that led to the
success of the entrepreneur, write a report and make class presentations.
The groups should also come up with a success story from their locality.

Result
Learners get an insight into entrepreneurial activities and develop the
urge to engage in business.

Sub-Module 1: Introduction to
Entrepreneurship
Duration: 03 Hours

Competences Content Teaching/ Learning Strategies

The learner:
 identifies the  Meaning of  Guide learners into a
types of entrepreneurs discussion referring to the

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Competences Content Teaching/ Learning Strategies

entrepreneu hip learners’ group reports,
rs.  Qualities of an presentations and experiences
 exhibits entrepreneur from the success story on the
qualities of a  Entrepreneuri preparatory assignment to
good al ethics develop their understanding
entrepreneu of entrepreneurship, qualities
r. of a successful entrepreneur
 practices and ethical behaviour.
entrepreneu  Together with the learners,
rial ethics. develop a field attachment
tool that will help the learners
to capture major business
practices in the neighbouring
business community and
make a comparative analysis
and identify entrepreneurial
gaps in the community.
 Encourage learners to
participate in community
business activities that will
help them identify and
nurture their entrepreneurial
abilities.

Assessment Strategy
Assign the learner to identify factors affecting the development of
entrepreneurs in communities, at home or place of work.

Teaching/Learning Resources
 The Internet
 Newspapers, business journals, magazines
 Biographies
 Television
 Videos
 Billboards

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Sub-Module 2: Environmental Analysis

Duration: 10 Hours

Competences Content Teaching/ Learning Strategies

The learner:
 determines  Meaning of  Guide the learners to brainstorm
the sources of environment on the meaning of environment,
business  Scanning the business opportunities available
ideas. environment in the environment and identify
 scans the for business techniques of scanning the
environment opportunitie environment for business ideas
for business s and opportunities.
opportunities.  Generating  Display photographs or screen a
 generates business video showing different types of
ideas for the ideas environments and businesses.
business.  Evaluation  Group the learners and let them
 selects a and identify the different types of
viable selection of environments and list the kind of
business idea. business business opportunities available.
 obtains ideas The learners list down their
business  Protection findings and make presentations
rights. of business from which real opportunities are
 exploits (trademark developed for the class.
business and patent  Using field work, divide learners
opportunities. rights) in groups and take them to the
nearby environment to identify
the business opportunities. Let
each group identify five business
opportunities to be evaluated in
class.
 Guide learners through the
process of screening identified
opportunities/ideas in the video
and come up with the most likely
ones to develop into viable
businesses.
 Invite a guest speaker to give a
talk on the importance of
protecting business ideas and
products.

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Assessment Strategy
Assign the learner to identify a business opportunity in the environment
once every month.

Teaching/Learning Resources
 The Internet  Biographies  Guest speaker
 Newspapers  Television  Computers
 Business  Videos  Projectors
journals  Billboards
 Magazines  Statutes/laws

Sub-module 3: Innovation and Creativity

Duration: 04 Hours

Competences Content Teaching/ Learning Strategies

The learner:
 portrays the  Meaning of  Guide learners through a
characteristics innovation and discussion on innovation and
of creativity creativity in business.
innovativeness  Characteristics  Lead learners to brainstorm the
and creativity. of innovative characteristics of creative and
 identifies and creative innovative entrepreneurs.
forces of persons  Task learners to discuss forces
innovation.  Forces of that hinder innovativeness and
 devises means innovation creativity.
of overcoming  Barriers to  Invite a successful
barriers to creativity and entrepreneur to motivate
creative innovation learners to develop a culture of
thinking. innovativeness and creativity in
their daily encounters.

Assessment Strategy
Assign the learners to:
 identify innovations in a trade and give the possible forces that could
have led to the innovation.
 suggest ways of overcoming barriers to creativity and innovation.

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Teaching/Learning Resources
 The Internet  Videos
 Newspapers  Billboards
 Business journals  Statutes/Laws
 Magazines  Guest speaker
 Biographies  Computers
 Television set  Projectors

Sub-module 4: Business Planning

Duration: 09 Hours

Competences Content Teaching/ Learning Strategies

The learner:
 selects the
most  Forms of small  Guide learners into a discussion on
appropriat business forms of small business ownership.
e form of ownership  Lead learners to brainstorm the
small (sole importance of planning and
business proprietorshi budgeting before one embarks on
enterprise p and any activity.
to operate. partnership)  Using a sample business plan, guide
 prepares a  Uses of a learners to discuss the various parts
simple business plan of a business plan and its
business  Parts of a importance.
plan. business plan  Group the learners according to
 prepares a  Writing a their trades and let each group
simple simple identify a business opportunity and
budget for business plan write a business plan. Guide the
the  Developing a groups as they make their business
business. simple plans and presentations.
budget  Illustrate the making of a simple
budget using the business
opportunity identified in the
business plan.

Assessment Strategy
Assign the learner to:
 identify the benefits and challenges of small business enterprises.

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 make a simple business plan.

 make a simple budget for the projected business.

Teaching/Learning Resources
 The Internet  Videos
 Newspapers  Computers
 Business journals  Projectors
 Magazines  Simple business plan and
 Television budget templates

Sub-module 5: Implementing a Business Plan

Duration: 04 Hours

Competences Content Teaching/ Learning Strategies

The learner:
 registers a
business.  Registering a  Prepare a role play on the
 mobilises sole registration process of a sole-
resources proprietorsh proprietorship and partnership by
for starting ip and the “registrar of businesses”
a business. partnership bringing out the meaning and the
 locates a  Mobilising requirements for registration.
business in business  Guide the learners through the
a suitable resources process of registering a business
environme - Financial locally and nationally.
nt. resource  Group learners into their trades to
s handle the following tasks:
- Human - Identify the available sources of
resource finance to raise the capital in
s the business plan and budget.
- Plant, - Identify the required persons
machine and secure their consent /
ry and services as per the business
equipme plan.
nt - Identify the required assets for
 Locating a the business.
business  Take learners for a field visit to
identify factors that lead to location
of different business enterprises.

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Assessment Strategy
Assign the learner to:
 describe the process of registering a small business enterprise.
 describe the factors that influence the location of small business
enterprises.

Teaching/Learning Resources
 The Internet  Projectors
 Newspapers  Simple business plan and
 Business journals budget templates
 Magazines  Sample Town Plan
 Computers

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TCCS 201: Basic Kiswahili

Duration: 20 Hours

Module Overview
This module introduces the learner to the basic Kiswahili used in the
industry and by the general public to carry out daily business. It also
enables the learner to carry out his/her profession in any part of East
Africa where Kiswahili is the major language of communication.

Learning Outcome
By the end of this module, the learner should be able to seek for and get
help in Kiswahili.

Preparatory Assignment
Task learners to work in groups to write and discuss greetings in Kiswahili
and then make presentations in the class.

Result
The learners write down the greetings in Kiswahili and make
presentations in class.

Sub-module 1: Introduction to Kiswahili

Duration: 2 Hours

Competences Content Teaching/ Learning Strategies

The learner:  Origin and  Lead a guided discussion on the
 acknowledges spread of origin of Kiswahili and the factors
the Kiswahili that made it to spread.
importance of  Importance  Using East African countries as an
learning and of example, lead a guided discussion
using Kiswahili on the importance of Kiswahili to
Kiswahili to a learner, a parent, a businessman
language. Ugandans and a leader of any category and
and other task learners to mention a few
East things in Kiswahili.
African
countries

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Assessment Strategy
Assign the learner to outline the importance of learning Kiswahili in the
context of a technician and a businessman to be.

Teaching/Learning Resource
The Internet

Sub-module 2: Polite Language

Duration: 18 Hours

Competences Content Teaching/ Learning

Strategies
The learner:
 greets  Greetings to peers, age  Lead a guided
peers, mates, parents, elderly and discussion on the
supervisor supervisors correct use of
s and  Salutations at different Kiswahili in greeting
others in times of the day peers, elders and
Kiswahili.  Appreciation and saying supervisors.
 names `thank you’ for work done,  Together with
places and gifts, food and so on learners discuss the
people in  Asking for directions, use of `thank you’,
their assistance and food and so `welcome’ and `sorry’
capacities. on in Kiswahili and task
 appreciates  Names of places like learners to practice
others by schools, hospitals, markets, using Kiswahili in
saying garages, roads, airports, and outside the class.
`thank you’ water wells, forests,  Using illustrations,
and `well- villages, towns, sites, hills lead a guided
done’ in  Names of people and discussion on giving
Kiswahili. professional titles like directions such as
technicians, nurses, move forward, north,
messengers, watchmen, left, east, south, west
drivers, doctors, teachers, and right hand side in
students Kiswahili.

Assessment Strategies
Assign the learner to:

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 greet peers, elders and supervisors.

 name places and people in their capacities.

Teaching/Learning Resources
 The Internet
 Documentaries
 Charts
 Photographs/pictures

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TCBC 201: Building Technology II

Duration: 40 Hours

Module Overview
This module aims at equipping the learner with knowledge and skills of
designing, installing and maintaining drainages, stair construction and
their principles.

Learning Outcomes
By the end of the module, the learner should be able to:
 install and maintain drainage systems.
 construct stairs.

Preparatory Assignment
Take learners to visit nearby stairs and instruct them to draw plans and
elevations of straight flight stairs.

Result
The learners sketch the various designs of stair plans and elevation, and
submit for marking.

Sub-module 1: Drainage
Duration: 22 Hours

Competences Content Teaching/Learning Strategies

The learner:
 sketches the  Definition  Lead a guided discussion on
layout of  Principles, the definition, systems and
drainage safety, health principles of drainage.
systems. and  Display drainage fittings and
 sets out the environment accessories on the floor and
drainage layout al regulations ask learners to identify items
and excavates to be according to their application.
the drainage observed  Take learners to a site and
trenches. when demonstrate the setting out,
 sets out the working on excavation of trenches and

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Competences Content Teaching/Learning Strategies

required drainage ask learners to make a return

fall/gradient for systems demonstration.
both the trench  Drainage  Illustrate on board the
and the piping. materials, drawing of manholes, septic
 installs drainage joints, tanks, cesspools and
fittings. drainage intercepting traps and task
 tests newly laid systems learners to draw in their
drainage pipes (partial, notebooks and to practice.
before separate and  Demonstrate the techniques
backfilling. combined of setting out the trench and
 builds a septic systems) pipe gradient or flow fall and
tank and its soak  Testing ask learners to make a return
away pits to (smoke test, demonstration. Task the
standard design water test, learners to set out a drainage
specifications. light test, ball line, excavate it, determine
 designs, draws test) the gradient and install the
and builds  Inspection pipes correctly.
manholes and chambers,  Together with the learners,
inspection sewers, test newly laid pipes for
chambers. septic tanks, water and air tightness.
 lays drainage laying drains,  Guide learners to identify the
fittings and traps, safety standards and
pipes. cesspools, regulations to be observed
lagoons, soak when setting out and
ways installing the drainage
 Principles of system.
septic tanks

Assessment Strategy
Assign the learner to:
 design, draw and name components of manholes (MHs), septic tanks,
cesspools, intercepting traps and open channels.
 set out drainage trench flow fall or gradient and lay the drains to the
prescribed fall.
 test newly laid pipes for water and air tightness using air/smoke test
and water/hydraulic test.

Teaching/Learning Resources
 Assorted drainage fittings  Profiles
and accessories  Pegs

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 Boning rods  Plumb bobs

 Hammers  Trowels
 Dumpy levels  Head pans
 Spirit levels  Drawing tools and equipment

Sub-module 2: Stairs
Duration: 18 Hours

Competences Content Teaching/Learning Strategies

The learner:
 designs  Safety, health  Lead a guided discussion on the
and draws and definition of stairs, materials used,
stairs. environmenta safety standards and regulations
 constructs l regulations and terms applied to stair
stair observed construction.
formwork. when  Illustrate using sketches the
 calculates constructing designs and drawings for stairs and
the stairs task learners to draw in their
number of  Terminologies notebooks and to practice.
steps when  Types (half  Together with the learners,
the rise of turn, calculate the number of steps for a
each is geometrical storey height and give them
given. dog leg, homework questions on
 sketches quarter turn, calculation of number of stairs.
types of three quarter  Demonstrate the methods used to
stairs. turn) erect the stair formwork and guide
 Functional learners as they erect.
requirements  Take learners to a nearby structure
 Stair design to observe an existing stair,
 Formwork for identify its name, materials used
stairs and the safety measures put in
 Classification: place. Task learners to make a
straight and report in groups and make class
turning presentations.
 Task learners to construct a model
of a stair.

Assessment Strategy
Assign the learner to:
 design, sketch and draw stairs.

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 calculate the number of steps for a storey height.

 construct timber, steel and concrete stairs.

Teaching/Learning Resources
 Hand saws  Plumb bobs
 Hammers  Trowels
 Dumpy levels  Head pans
 Spirit levels  Drawing tools and equipment

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TCBC 202: Building Science II

Duration: 30 Hours

Module Overview
This module introduces the learner to the surface finishes applied in
building such as gypsum plasters and their application in the construction
industry; corrosion and its effects on building materials like mild steel. It
equips the learner with skills and knowledge of manufacturing gypsum
plasters and, applying and protection of steel against rusting.

Learning Outcomes
By the end of this module, the learner should be able to:
 protect steel against rusting and corrosion.
 apply gypsum plasters to finish wall and ceiling surfaces.

Preparatory Assignment
Give learners some pieces of steel and ask them to put the steel in water
for 10 minutes then keep it unprotected in the open for one week.

Result
Learners observe the body of the steel, discuss the findings, make a report
and present in class.

Sub-module 1: Gypsum Plasters

Duration: 18 Hours
Competences Content Teaching/Learning Strategies
The learner:
 applies  Definition of  Lead a guided on the definition
gypsum gypsum and types of gypsum plasters.
plasters on plasters  Take learners to an identified
walls and  Manufacture of site to see the application and
ceiling gypsum finished product of gypsum
surfaces. plasters plaster and learners report
 manufactures  Types and uses their findings.
gypsum of plaster;  Demonstrate the process

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Competences Content Teaching/Learning Strategies

plaster. plaster of Paris, involved in preparing surfaces
 prepares anhydrous and on the application of
surfaces to gypsum gypsum plasters and task
receive plasters learners to prepare surfaces
gypsum  Plaster ready to receive, correctly
plaster. classification apply and finish the gypsum
 classifies (classes A, B, C, plaster.
gypsum D)  Guide learners to discuss
plasters.  Tests for plaster classification (classes A,
classes and B, C, D) and test for classes and
premixed light premixed light weight plasters.
weight plasters  Task learners to identify and
(BS) discuss safety, health and
 Safety, health environmental regulations
and observed when using gypsum
environmental plasters and boards.
regulations
observed when
using gypsum
plasters and
boards

Assessment Strategy
Assign the learner to visit the sites to identify gypsum plaster application
and finish. Let them make a report and present in groups.

Teaching/Learning Resource
 The Internet

Sub-module 2: Corrosion
Duration: 12 Hours
Competences Content Teaching/Learning Strategies
The learner:
 identifies  Corrosion of  Lead a guided discussion on the
the causes metals definition of corrosion, causes of
and  Types of corrosion and the necessary
remedies of corrosion preventive measures taken
corrosion.  Causes of against corrosion.

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Competences Content Teaching/Learning Strategies

 protects corrosion  Take learners around the
reinforceme  Precautions compound to see how concrete
nt /steel taken against cover protects reinforcements
against corrosion and how oil paint is used to
corrosion  Prevention of prevent steel against corrosion
by corrosion and present their findings.
providing  Concrete covers  Together with the learners,
adequate  Safety, health brainstorm the methods used to
concrete and prevent corrosion and let the
cover. environmental learners practice.
regulations  Guide learners to identify and
observed when discuss the necessary safety,
using and health and environmental
protecting regulations observed when using
metals against and protecting metals against the
the effects of effects of rust.
rust.

Assessment Strategy
Assign the learner to illustrate using sketches the methods used to prevent
corrosion in concrete.

Teaching/Learning Resources
 The Internet
 Reinforced beams/columns/floors/slab

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TCBC 203: Computer Aided Building

Drawing
Duration: 30 Hours

Module Overview
This module equips the learner with the knowledge and skills of using a
computer to design and draw simple building plans, writing of supporting
specifications and printing of the drawn work. It enables the learner to
interpret given drawings for effective implementation.

Learning Outcomes
By the end of this module, the learner should be able to:
 design, draw and interpret simple building plans.
 select and write accompanying materials specifications.

Preparatory Assignment
Before teaching this module, task learners to design and develop the
sketch of a kitchen and store building for a client and make presentations
in the class.

Result
Learners design and make a neat sketch of the proposed kitchen and store
for a client.

Sub-module 1: AutoCAD Basics

Duration: 30 Hours

Competences Content Teaching / learning Strategies

The learner:
 installs  Lead a guided discussion on
AutoCAD  Introduction to CAD applications and types.
into the computer aided  Guide a discussion on the need
computer. drawing (CAD) for one to be able to use a
 identifies  Need for CAD computer and CAD application
and uses  AutoCAD in relation to design, creativity
AutoCAD commands (lines, and innovations in the building

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Competences Content Teaching / learning Strategies

commands offset, trim, industry.
during the extend, erase,  Guide learners in a
developme mirror, fillet, demonstration on the
nt of the hatch, scale, procedure of installing
drawing. dimension, AutoCAD and task them to
 develops layers, blocks, practice.
the design zoom, chamfer,  With the aid of a projector or
perception circle and arcs) computer, guide the learners to
of some  Drawing of open AutoCAD window
form, simple structures interface and guide them
makes the like plan, section through the identification and
sketch and and elevations of use of AutoCAD commands
uses ventilated such as lines, offset, trim,
AutoCAD to improved latrine, extend, erase, mirror, fillet,
draw it. gate house, hatch, scale selection,
 draws the kitchen, one to dimensioning, layers selection
ground two bedroom and application, creation of
plan, the building plans blocks, zooming in and out,
correct  Strip and pad chamfer, circle and arc
section and foundations selections and guide learners
the details and as they practice.
elevations. specification of  Together with learners go
 designs and materials through the steps followed
draws the  Roof truss, wall when making a drawing,
roof details, plate, purlins, starting from mind perception,
the door rafters, lean to sketch formation and drawing
and roofs, concrete implementation. Prompt
window flat roofs, hipped learners to design and draw
elevations. roof, gable end objects as they have conceived
 makes the roof and joints it.
title block used during roof  Illustrate drawing of a one
and writes construction room structure, the plan,
supporting  Hard board, soft sections and elevation
specificatio board, timber development and task learners
ns for and concrete to draw a one room structure
foundation, ceilings using the CAD applications.
neat walls,  Facial and barge  Demonstrate the development
roof, boards of the roof, doors and
ceilings and  Elevations of windows, the relationship of
schedules. panelled, framed, orthographic and AutoCAD
 prints the brace, ledged, drawings and building plan,

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Competences Content Teaching / learning Strategies

complete flush doors and the making of title block and
drawing. windows the writing of text in AutoCAD.
Task learners to make the title
block for their drawings with
the necessary text in it, the
procedure followed to print an
AutoCAD drawn item and print
their drawings.

Assessment Strategy
Assign the learner to:
 develop the design of a VIP, make the sketch and use AutoCAD to draw
its plan, elevation and section.
 write specifications of the materials and proportions to be used during
implementation.

Teaching/Learning Resources
 Computers
 Drawing sheets
 Printers
 The Internet

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TCBC 204: Building Practice II

Duration: 50 Hours

Module Overview
This module equips the learner with the knowledge and skills applied
when building cavity walls and laying wall and floor tiles as part of the
building finishes.

Learning Outcomes
By the end of this module, the learner should be able to:
 lay to a good finish wall and floor tiles.
 set and bond walls at different angles.
 build cavity walls.

Preparatory Assignment
Assign the learner to::
 prepare the floor to receive screed for tiles.
 set and dry bond cavity walls.
 prepare centre for circular arches.

Result
The learner identifies the bonding media and discusses the methods used
for applying and laying the tiles on the surfaces, writes a report and
presents in class.

Sub-module 1: Cavity Wall

Duration: 26 Hours
Competences Content Teaching/Learning
Strategies
The learner:
 sets and  One leaf brickwork with  Lead a guided
builds cavity stretcher and one leaf discussion on cavity
walls in block work walls, its application
accordance  Return wall one side and construction
with the solid brick work bonded techniques.
guiding to cavity wall both  Demonstrate the
principles. leaves in block work setting out, cleaning

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Competences Content Teaching/Learning

Strategies
 provides the  Return wall block work and fixing of wall tiles
provision of bonded to cavity wall on cavity walls and
removing/ both leaves brick work guide learners as they
draining the  More practice on cavity set out and construct a
dripping wall, applying wall tiles cavity wall.
water from at required positions  Together with
wall ties.  Creating openings and learners, drain
 builds bridging them using dripping water away
decorative welsh arch semi-circular from the cavity.
features like arch and wooden lintels  Illustrate the creation
corbel,  Plastering/ rendering and bridging of
basket applied to any of the openings in cavity
weave, above walls and ask learners
herring bond  Safety, health and to draw the cavity
and soldier environmental walls in their
bricks. regulations to be put in notebooks.
 lays bricks place and observed  Guide learners on the
on edge during construction of safety, health and
(BOE). cavity walls. environmental
 bridges regulations to be put in
openings place and observed
using semi- during the
circular construction of cavity
arches. walls.

Assessment Strategy
Assign the learner to:
 set out, clean and fix wall tiles during cavity wall construction.
 make sketches and drawings of cavity walls.

Teaching/Learning Resources
 The Internet  Straight edges
 Bricks  Builder’s squares
 Blocks  Plumb bob
 Lime  Spirit level
 Sand

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Sub-module 2: Laying Tiles

Duration: 24 Hours

Competences Content Teaching/Learning

Strategies
The learner:
 calculates  Calculating the  Lead a guided discussion
the number number of tiles on the types and selection
of tiles for a  Marking and cutting of tiles.
particular tiles  Illustrate the formula
surface.  Setting and laying applied to calculate the
 applies wall tiles number of tiles for a
adhesive/  Setting and laying particular floor and give
mortar on polyvinyl chloride learners class work on
wall (PVC) and ceramic calculations of number of
surfaces floor tiles tiles.
and lays  Using both adhesive  Demonstrate the process
wall tiles. and cement mortar of preparing sub-base,
 cuts the  Applying spacers laying and finishing
floor or wall (learners should be ceramic floor tiles and ask
tiles. given enough training learners to proceed with
 prepares and practice) surface preparations to
the sub-  Laying floor screed lay tiles.
base ready for tiles  Together with learners,
to receive  Safety, health and cut and trim ceramic tiles.
and bond environmental  Guide learners to identify
the tiles. regulations to be put the necessary safety,
 selects the in place and observed health and environmental
correct tiles when laying wall or regulations to be put in
for the floor tiles place and observed when
desired laying wall or floor tiles.
purpose.

Assessment Strategy
Assign the learner to:
 select and calculate the number of tiles required for a particular
surface.
 prepare the sub-base and lay ceramic tiles using cement mortar.
 lay tiles and finish to a required surface.
 cut and trim ceramic tiles to required shapes.

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Teaching/Learning Resources
 Tiles  Plumb line
 Cement  Spirit level
 Tile cutter  Putty
 Straight edges  Trowel
 Builder’s square

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TCBC 205: Real Life Project II

Duration: 40 Hours

Module Overview
This module equips the learner with the skills required to design, draw
and construct the selected project. It helps him/her to relate the class
theories with the practical aspect.

Learning Outcomes
By the end of this module, the learner should be able to attain the skills
required to work in the world of work, construction and other related
businesses.

Preparatory Assignment
Encourage the learners to mobilise the setting, building, cutting and
finishing tools for themselves, emphasising that the more one practices
using the tool, the more perfect she/he becomes.

Results
Learners mobilise for themselves some necessary and important tools to
be used during project sessions.

Competences Content Teaching/Learning Strategies

The learner:
 relates with Possible projects in  Take learners for an
other Year 2 (Choose one orientation tour within the
workers. or two or a institution or nearby
 takes care of maximum of three premises showing them
the tools and projects that are to what builders do and share
equipment be completed during your experience with them.
under his/her Year 2) Encourage them that
control.  Construction of without builders, there
 selects the energy-saving would be no development in
appropriate stove the community.
materials for  Construction of a  Name some exemplary
the project. straight flight builders/contractors who
 identifies the stair are seen as elites in the

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Competences Content Teaching/Learning Strategies

correct tools,  Construction of community.
equipment school compound  Lead a guided discussion on
and machines road kerbs and the upgrading education
for the pavers ladders like after National
project/job.  Landscaping/ Certificate, one can enrol for
 develops a levelling the National Diploma in
designed school compound Architecture and Building
sketch of the to some defined Engineering; Civil and
required level, planting the Building Engineering; then
work. designed green direct to University for
 follows environment and Bachelor of Engineering.
sequence for building retaining  Lead a guided discussion on
operation. walls to that safety at site and workshop.
 interprets effect  Display various tools and
working  Building a septic equipment and ask the
drawings. tank to one of the learners to pick those used
 observes buildings around by builders.
safety and the institution  Dress as expected for the
health at the  Building a rest project and demonstrate site
sites and shade including clearance, digging of clay,
workshops. the roof watering and
 treats  Building a mixing/stepping on it,
formwork boundary wall heaping for weathering and
against including moulding.
concrete finishing like  Guide learners to cure by
getting stuck coping, cladding stacking and piling for firing.
on the sides.  Plastering and  Demonstrate how buildings
 cures cement, rendering are set using the builder’s
finished uncompleted square and 3, 4, 5 methods,
products and school buildings the excavation of trenches,
surfaces for  Building a kitchen the casting of concrete and
at least 14 or store or a gate transferring of lines to
days. house, including trenches to start plinth
 carries out the roof walls.
site fencing/  Construction of a  Together with learners
hoarding. VIP latrine in the plumb, level and line walls.
 moulds clay community,  Guide learners to mix
bricks and church/ mosque cement mortar by hand and
burns them. or within the its application on surfaces.
 manufactures institution  Demonstrate how plaster
pavers and  Construction of a dots are made, lined,

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Competences Content Teaching/Learning Strategies

concrete VIP one-roomed plumbed, levelled, process of
slabs. house to finishing plastering and flooring walls
 plasters walls level, including and floors and guide
to required the roofing learners as they practice.
finish.  Laying floor and  Illustrate lean to roof and
 floors wall tiles pitched roofs and task
concrete Note: learners to practice.
floors. i) The selected  Together with learners fix
 sets out project(s) should doors and windows.
buildings. be completed by  Task learners to carry out
 estimates the the end of the the real life project work as
cost for the second year assigned, emphasising good
required ii) The standard workmanship and finishing
materials. safety, health and of the tasks on time.
 negotiates for environmental  Guide the learners in
labour of regulations identifying the necessary
doing work. should be put in standard safety, health and
place and environmental regulations
observed during that should be put in place
the execution of and observed during the
the real life execution of the real life
projects projects.

Assessment Strategy
Assign the learner to:
 sort and identify the tools used by builders.
 tour the institution and carry out some assessment and write a report.
 develop site sketches and working drawings for some works that
require repair.
 interpret working drawings.
 observe site /workshop safety, put on protective gears and sensitise
the public on safety.
 set out and build structures.
 mix building mortar and apply it on required surfaces correctly.
 plumb walls, level floors and other surfaces.
 take floor and some wall measurements and carry out estimation and
materials costing for the project at hand.
 negotiate at site with various clients on the cost of skilled and
unskilled labour.
 fix doors and windows.

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 manufacture pavers, road kerbs and lay them correctly.

 excavate trenches and participate in backfilling.
 make and support formwork for lintels, VIP slabs and beams.
 bend, hook and bind together the reinforcement bars for concrete.

Teaching/Learning Resource
 The Internet  Water jericans  Coarse
 Builder’s  Bags of cement aggregates
squares  Gauge box  Hard core
 Straight edges  Wooden float  DPC material
 Line and pines  Steel float  Timber
 Plumb bobs  Panga  Assorted nails
 Hand saws  Hand hoe  Iron sheets
 Hollow g.i pipe  Pick axe  Lime/white
 Pair of pliers  Common bricks calcium
 Head pan  Cement blocks  Paint
 Wheelbarrow  Pit and river  Drawing
 Spades and sand sheets/papers
shovels  Murram
 Ladders

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DETAILED MODULE DESCRIPTION OF

YEAR 2 TERM 2

TCTM 201: Applied Technician

Mathematics II
Duration: 40 Hours

Module Overview
This module helps learners in analysing structures, and to design and
develop structures and methods of utilising materials and forces of nature
for the benefit of humanity.

Learning Outcome
By the end of this module, the learner should be able to apply calculus in
determining the bending moments of beams.

Preparatory Assignment
Take learners to nearby identified sagging beams and task them to discuss
the causes and ways of limiting beams from failures like sagging. In
groups, task them to write a report and make presentations in the class.

Result
Learners visit the identified sagging beams, discuss the causes, write a
report and present in class.

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Sub-module 4: Differentiation
Duration 14 Hours
Competences Content Teaching/ Learning Strategies
The learner:
 differentiates
the variables  Differentiati  Lead a guided discussion on
from first on from engineering application of
principle. first differentiation.
 differentiates principle  Guide learners on the
the product  Differentiati manipulation of differentiation
and quotient. on of from the first principle.
 applies product and  Illustrate using examples the
differential quotient methods of differentiating the
equations in  Choice of product and the quotient and
determining variable task learners to practice.
beam  Guide learners through the
deflections. approaches used on choice of
variables.

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Assessment Strategy
Assign the learners to determine structural beam deflections.

Teaching/Learning Resources
 Scientific calculator

Sub-module 5: Integration, Single and Double

Integrals
Duration: 16 Hours
Competences Content Teaching/ Learning
Strategies
The learner:
 applies  Integration
integral the reverse  Lead a guided discussion on
equations to of engineering application of
evaluate the differentiati integrations.
extent of beam on  Illustrate the manipulation of
deflections.  Standard linear functions of ‘x’ to
 determines integrals determine the gradient.
gradient of a  Functions of  Guide learners in the
curve. linear integration of polynomial
 uses function of functions to determine the
integration ‘x’ size and area of a simple
principle to  Integration structure.
determine the of  Together with learners
size and area polynomial manipulate partial fractions
of a simple functions to get a common
structure.  Integration denominator.
 adds fractions by partial  Clarify on integration
to get a fractions principle and guide learners
common  Areas under to calculate the area of a
denominator. curves structure.

Assessment Strategy
Assign the learners to:
 determine the gradient by application of linear function of ‘x’.
 integrate by partial fractions.

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Teaching/Learning Resources
 Scientific calculator

Sub-module 6: Elementary Functions

Duration: 10 Hours
Competences Content Teaching/ Learning Strategies

The learner:
 manipulates  Functions in  Illustrate the manipulation of
functions in rules functions in rules and guide
rules.  Functions learners to practice.
 applies and the  Demonstrate the application of
inverse of a arithmetic inverse of functions and guide
function. functions learners to practice.
 draws  Inverse of  Guide learners through
graphs. function and illustrations on the procedure
graphs followed in drawing graphs of
functions.

Assessment Strategy
Assign the learners to draw graphs of functions.

Teaching/Learning Resources
 Scientific calculator
 Mathematical set
 Hard board
 Graph papers
 Log table
 Hancock, D. J. (1982). Mathematics for Technicians Level 1. Granada.
Technical Series
 Hancock, D. J. (1982). Mathematics for Technicians Level 2. Granada.
Technical Series
 Hancock, D. J. (1982). Mathematics for Technicians Level 3. Granada.
Technical Series
 Stroud, K.A, (2002). Engineering Mathematics. 4th Edition. Macmillan

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TCBE 201: Entrepreneurship Skills

Duration: 30 Hours

Module Overview
This term’s content is intended to equip the learner with knowledge,
competences and skills to successfully engage in production and manage a
small business. The learner will be trained on how to implement the
business plan designed in Term One, produce quality goods/services for
sale, market the products and manage financial and human resources of
the business.

Learning Outcomes
By the end of this term, the learner should be able to:
 mobilise resources to start a business.
 produce quality goods/services.
 market the products.
 enhance competitiveness of the product through market survey.
 manage business finances.
 guide and control the business workforce.

Preparatory Assignment
Before teaching this module, task each learner to collect and assemble
information on the product to be produced, the step by step
transformation into a final product and how it will be packaged.

Result
Learners present the assembled information to the class and seek for
additional contributions.

Sub-module 6: Production
Duration: 6 Hours

Competences Content Teaching/ Learning Strategies

The learner:
 registers a  Production  With the use of a sample cost
business. costing sheet, guide learners on the
 mobilises  Packaging elements of the cost sheet and

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Competences Content Teaching/ Learning Strategies

resources for (protectio task them to complete filling it.

starting a n,  Display various sample
business. handling, packaging materials and let the
 locates a preservati learners identify the features of
business in a on and suitable packaging material for
suitable presentati different products.
environment. on of a  Guide the learner into a
 determines the product) discussion on quality
cost of  Value improvement and workmanship.
production. addition  Show a documentary on how
 sets quality some products are produced,
standards in packaged and preserved,
production. relating it to value addition.
 designs  Take the learners for an
appropriate industrial tour to observe the
packaging for value addition processes and
the product. task the learners to write a
 adds value to the report and make presentations.
product.

Assessment Strategy
Assign the learner to:
 compute the cost of producing a product and show the net profit or
income.
 assess the qualities of packaging material and show the importance of
packaging.

Teaching/Learning Resources
 Television set  Pro-forma invoice
 Computer  Sample packaging material
 A modern phone  Labels
 Calculators  Business journals
 Cost sheet  The Internet
 Cash receipts  Documentaries

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Sub-module 7: Marketing
Duration: 6 Hours

Competences Content Teaching/ Learning Strategies

The learner:
 carries out a  Market  Guide the learners to discuss the
market survey importance of a market survey in
survey.  Marketing business and developing a survey
 identifies the mix (Price, tool.
market for Place,  Group learners and task them to
the product. People, carry out a market survey in the
 applies the Product - neighbourhood, make a report and
4Ps in 4Ps) present to class.
marketing a  Sales  Guide learners into a discussion on
product. promotion applying the 4Ps in marketing a
 Distributes product and task them to cite
products examples.
using the  Invite a Sales Promoter to the
most suitable institution and request him/her to
channels. discuss sales promotion strategies.
 promotes the  Guide the learners on
product for techniques/approaches on how sales
sale. promotion is done.

Assessment Strategy
Assign the learner to:
 demonstrate the application of the 4Ps in marketing a product.
 practice sales promotion by developing an institute based bazaar and
execute it.

Teaching/Learning Resources
 Sample market survey tool  The Internet
 Newspapers  Documentaries
 Business journals  Computer and projector
 Calculators  Sales promoters

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Sub Module 8: Financial Management

Duration: 12 Hours
Competences Content Teaching/ Learning Strategies
The learner:
 maintains  Bookkeeping  Guide learners to brainstorm on
basic (recording bookkeeping and its importance.
business transactions,  Illustrate the preparation of basic
records. source accounting books from source
 computes documents, documents and sample
business journals, transactions and task learners to
profits/ balancing do practical exercises.
losses. accounts,  Lead learners to an accounting
 prepares trial balance, office to get exposed to functional
simple cash bank bookkeeping and observe how
flow reconciliation entries are posted. Task learners
statements. ) to relate what they have observed
 manages  Simple with what they learn.
revenues income  Illustrate the preparation of a
and statement, simple cash flow statement. Task
expenditure simple learners to prepare a simple cash
s to balance flow.
maximise sheet, simple
profits. cash flows

Assessment Strategy
Assign the learner to:
 prepare books of accounts for a small business (ledgers, journals and
income statement).
 prepare a simple cash flow statement for a small business.

Teaching/Learning Resources
 Calculators  Documentaries
 Bookkeeping templates  Projector
 Samples of source documents  Television set
 Samples of books of accounts  Computer
 The Internet  Cellular phone

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Sub-module 9: Human Resource Management

Duration: 6 Hours
Competences Content Teaching/ Learning Strategies
The learner:
 orients the  Orientation  Guide learners into a discussion
business  Importance of on how to adapt employees to the
employees. motivation business ideologies, values and
 maintains a  Performance procedure of doing work.
motivated appraisal  Task the learners to brainstorm
workforce.  Compensation the ways of motivating workers.
 appraises staff. in compliance Let them develop motivational
 incorporates a with labour packages for workers in a small
compensation laws business.
policy for  Need for  Using sample performance
his/her delegation appraisals documents, guide
employees. and learners to demonstrate the
 shares challenges performance appraisal process.
responsibilities encountered  Guide learners in a discussion on
with  Importance of the importance of labour
employees. teamwork compensation laws.
 recognises the  Common  Task learners through a
contribution of causes of discussion on instances when
workmates. conflicts in delegation is necessary in a
 identifies small business and identify the
causes of enterprises challenges associated it.
conflicts in  Settling  Assign learners to identify the
small conflicts at contributions of other members
enterprises. the workplace in their real life projects and
 resolves make presentations on how
conflicts at the teamwork helps in achieving
workplace. success.
 locates a  Lead learners into discussion on
business in a the ways of resolving conflicts in
suitable place. small enterprises.

Assessment Strategy
Assign the learner to:
 develop compensation mitigation guidelines for a small enterprise.

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 develop a performance appraisal tool and use it to assess workers in a

small business.
 discuss the different ways of overcoming conflicts in a small enterprise.

Teaching/Learning Resources
 Television set  The Internet
 computer  Documentaries on Workers’
 Cellular phone Union activities
 Labour laws  Sample performance
 Newspapers appraisal forms
 Industrial Court rulings

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TCCS 201: Basic Kiswahili

Duration: 20 Hours

Module Overview
This module introduces the learner to the basic Kiswahili used in
industries and by the general public to carry out daily business.

Learning Outcome
By the end of this module, the learner should be able to transact business
in Kiswahili.

Preparatory Assignment
Give learners an assignment to translate numbers 1-10 in Kiswahili in
groups.

Result
Learners write the translation of the numbers and present in the class.

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Sub-module 3: Comprehension
Duration: 10 Hours
Competences Content Teaching/ Learning
Strategies
The learner :
 counts  Vowels a e i o u
numbers  Consonants b, ch, d,  Illustrate the vowels used
0- dh, f, g, gh, h, j, k, l, m, in Kiswahili and lead a
1000000 n, ng, ny, p, r, s, sh, t, guided discussion on their
in th, v, w, y, z. application.
Kiswahili.  Counting and  Use illustrations to lead a
 identifies numbers 0-9, 10- guided discussion on the
and 1000000 application of the
names the  Daily and common consonants used in
parts of activities and Kiswahili
the sayings: `welcome’,  Guide learners to count
human `have a seat’, `thank numbers in Kiswahili 0-
body in you’, `wish you well’, 1000000.
Kiswahili. `sorry’  Lead a guided discussion
 Parts of the human on the daily and common
body like head, legs activities and word
meanings in Kiswahili.

Assessment strategy
Assign the learners to write numbers in Kiswahili.

Teaching/Learning Resources
 The Internet
 Kiswahili dictionary

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Sub-module 4: General Vocabulary

Duration: 10 Hours

Competences Content Teaching/ Learning

Strategies
The learner :
 names  Names of domestic
domestic animals like goats,  Guide learners to
animals, sheep, cows, pigs, discuss the names of
birds and rabbits, dogs, cats domestic animals, birds
insects in  Names of domestic and insects in the
Kiswahili. birds like ducks, environment.
 mentions turkeys, hens  With the help of the
the days  Names of insects like calendar guide the
of the mosquitoes, flies learners to name the
week, cockroaches days of the week,
names the  Months in a year, days months of the year and
months of of the week, dates and the dates of the months.
the year telling time  Lead a guided
and tells  Names of objects like discussion on the
the doors, windows common mistakes to be
correct  Common usage of avoided in Kiswahili.
dates. Kiswahili, home and  Guide learners to
garden activities identify and name the
 Common mistakes to objects and activities in
be avoided. the environment.

Assessment Strategy
Assign the learners to name objects in the environment.

Teaching/Learning Resource
 The Internet
 Counters
 Flash cards
 Charts
 Textbooks

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TCBC 201: Building Technology II

Duration: 40 Hours

Module Overview
This module introduces the learner to building finishes, repair and
maintenance of building structures, and energy-saving fireplace/chimney
construction. It equips the learner with the skills of plastering/rendering,
constructing fireplaces, repair and maintenance of structures.

Learning Outcome
By the end of this module, the learner should be able to:
 prepare the background to receive plaster and render coats.
 support walls which have shown signs of failure or need to be
modified.
 build fireplaces.

Preparatory Assignment
Take the learners in groups to visit any site which is under finishing stage.
Task them to make an observation of the processes involved. Inquire of
any issues related to finishing and repair with the operatives. Let them
write a report and present in class.

Result
Learners visit the site, carry out keen observation on the processes, write a
report and present to the class in groups.

Sub-module 3: Finishes
Duration: 12 Hours

Competences Content Teaching/Learning

Strategies
The learner:
 prepares the  Plastering and  Lead a guided discussion
background rendering on types of plaster and
surface ready to  Mable plaster materials used for plaster.
receive and bond  Fair faced  Demonstrate the process
the coming brickwork carried out to prepare

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Competences Content Teaching/Learning

Strategies
plaster or render  Claddings surfaces for plaster, the
coat.  Roughcasting batching, the mixing, the
 applies  Pebble dash application and finishing
wall/plaster dots  Spatter dash and guide learners as they
that aid equal  Safety practice.
thickness of standards,  Together with learners,
incoming coat. health and build facing bricks on the
 applies mortar environmental walls in form of cladding.
on the walls and regulations to  Guide learners to mix the
to a fair level. be put in place mortar, apply rough cast
 cuts the applied and observed on the surfaces and cure.
and set mortar in when  Together with learners,
reference to the constructing observe the necessary
plaster dots. and installing safety standards, health
 applies rough finishes and environmental
cast on surfaces. regulations to be put in
 builds facing place and observed when
bricks on the constructing and installing
walls in form of finishes.
cladding.

Assessment Strategies
Assign the learner to:
 prepare background surfaces ready to receive plaster, apply the
plaster mortar, cut to level, wooden float it and cure newly applied
plaster.
 apply rough cast on plastered ceiling surface as a decoration.

Teaching/Learning Resources
 The Internet  Hand saws
 Brick trowels  Hollow g.i pipe
 Builder’s squares  Pair of pliers
 Straight edges  Head pan
 Line and pins  Wheelbarrow
 Plumb bobs

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Sub-module 4: Fireplaces/Chimney
Construction
Duration: 08 Hours

Competences Content Teaching/Learning

Strategies
The learner:
 designs and  Types of fireplaces  Lead a guided discussion
draws closed (open, upper floor, in the identification and
energy- open fireplace and selection of the materials
saving stoves closed energy-saving suitably used to build
and open fire stoves/places or fireplaces.
fireplaces. built fuel wood  Illustrate the design
 constructs energy-saving stoves) outlook for open and
closed  Materials used for closed energy-saving
energy- construction of stoves and task learners
saving stoves closed energy-saving to practice.
and open fireplaces  Together with learners,
fireplaces for  Terminologies discuss the issues taken
domestic and applied in fireplace care of during
public use. construction construction, the rules
 constructs  Structural and regulations.
and cleans requirements  Guide learners through
the internal  Construction of upper the method of cleaning
duct of the and ground floor the interior of chimney
chimney. hearth duct and how rain water
 constructs  Chimney is prevented from leaking
the upper construction into the building.
and ground  Flues for industrial  Lead learners to the
floor hearth. appliances nearby fireplace and task
 applies  Flue linings (fire them to observe, make
building by- backs, refractory sketches, identify the
laws in concrete) materials used, identify
fireplace  Bylaws the safety measures in
construction  Damp prevention in place, write a report and
and flue chimney stacks make presentations in
linings (fire  Treatment around class.
backs, the fireplace at roof  Task learners to design
refractory level and draw a modern
concrete).  Safety standards, closed energy-saving

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Competences Content Teaching/Learning

Strategies
 prevents health and cooking stove for the
rainwater environmental institution.
from leaking regulations to be put  Task learners to identify
into the in place and observed and suggest the safety
building. when constructing standards, health and
fireplaces environmental
regulations to be put in
place and observed when
constructing fireplaces.

Assessment Strategy
Assign the learner to design and construct the closed energy-saving stoves.

Teaching/Learning Resources
 Brick trowels  Pair of pliers
 Builder’s squares  Head pan
 Line and pines  Wheelbarrow
 Plumb bobs  Brush

Sub-module 5: Repair and Maintenance

Duration: 20 Hours

Competences Content Teaching/Learning

Strategies
The learner:
 carries out  Safety standards,  Lead a guided discussion
some field health and on demolition methods,
assessments of environmental underpinning methods
the clients’ regulations to be and precautions taken to
complaints and put in place and prevent accidents.
writes a report observed when  Illustrate sketching and
with repair and carrying out drawing of dead, flying,
maintenance demolition work, raking, shoring and
recommendatio repair and underpinning and task
ns. maintenance of learners to practice.
 estimates the structures  Demonstrate the method
cost of the  Regulations of supporting dead
damage and its governing shores and how

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Competences Content Teaching/Learning

Strategies
associated demolition underpinning is carried
repair cost.  Demolition out and guide the
 supports walls (methods of learners to erect the
under demolition i.e. pull support shoring system
maintenance. down, explosives, for a failing structure to
 identifies the fire method, ball be repaired.
right methods method, burning,  Together with learners,
of demolishing hand method) carry out underpinning
particular  Underpinning by bays on the failing
works. (precautions and foundation.
 sensitises and justifications)  Task learners to observe
warns the  Methods of safety standards, health
public on the underpinning and environmental
expected and (jack piling, regulations when
avoidable needle, pile carrying out demolition
hazards. underpinning and work, repair and
 carries out real traditional) maintenance of
underpinning.  Shoring (flying, structures.
dead, raking)

Assessment Strategy
Assign the learner to carry out structural assessment, sketch the structure
that requires repair, make scale drawings, cost the repair work, select the
suitable materials, purchase the materials and construct the repairs as
required.

Teaching/Learning Resources
 Brick trowels  Plumb bobs
 Builder’s squares  Hand saws
 Straight edges  Hollow g.i pipe
 Line and pines  Pair of pliers

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TCBC 202: Building Science II

Duration: 30 Hours

Module Overview
This module introduces the learner to the knowledge of mechanics and its
application of lifts and pulleys in the construction industry. It also
introduces to the learner the knowledge of stresses encountered in beams
and their calculations.

Learning Outcomes
By the end of this module, the learner should be able to:
 test materials for elasticity.
 support beams to avoid sagging, buckling and bending.
 use pulleys in rising of materials.
 determine bending moments and shear forces.

Preparatory Assignment
Before teaching this module, give learners pieces of rubber bands or
binding wire to load and unload for some time.

Result
Learners carry out the experiment in groups, discuss the findings, make a
report and present in class.

Sub-module 3: Heat Transfer

Duration: 10 Hours

Competences Content Teaching/Learning

Strategies
The learner:
 describes  Temperature and  Lead a guided
temperature, expansion due to heat, discussion on
heat, boiling effects of expansion in temperature, heat,
point and buildings, expansion of boiling point and
melting liquids in buildings melting point.
point.  Melting-point, boiling  Together with learners
 identifies point, specific heat, discuss the three modes

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Competences Content Teaching/Learning

Strategies
and latent heat of heat transfer.
describes the  Transfer of heat in  Demonstrate the
three modes solids, liquids, gases, methods of carrying out
of heat waves heat transfer in solids,
transfer.  Heat losses in liquids and gases.
 carries out buildings and simple Prompt learners to
an calculations conduct the heat
experiment  Thermal insulation and transfer experiment and
on heat transmission/ write a report on the
transfer movement behaviours of different
through (conductivity, materials used.
heated resistivity and  Task learners to observe
metal, transmittance) safety standards, health
heated water  Safety standards, and environmental
and open health and regulations when
space. environmental carrying out heat
 illustrates regulations to be put in transfer experiment and
using place and observed heat installations.
sketches the when carrying out
modes of heating and heat
heat transfer. installations

Assessment Strategy
Assign the learner to make a demonstration on methods of carrying out
heat transfer in solids, liquids and gases.

Teaching/Learning Resources
 The Internet
 Metal rod
 Heat source
 Saucepan/beaker
 Water sample

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Sub-module 4: Mechanics
Duration: 10 Hours

Competences Content Teaching/Learning

Strategies
The learner:
 describes a  Machines:  Lead a guided discussion
machine and its definition of on machines, MA, VR,
application. quantities used stress and strain and their
 calculates the  Types and uses: application.
support reactions lever, pulley,  Illustrate on board the
of simply inclined plane, methods of calculating
supported, screws, wheel and shear forces and bending
overhanging and axle, gears and moments in beams and
cantilever beams. wedge task learners to practice.
 draws bending (mechanical  Guide learners through
moments diagrams advantage (MA) drawing of SFD and BMD.
(BMD) and shear and velocity ratio  Demonstrate the
force diagrams (VR)) application of pulleys in
(SFD) to an  Stress and strain building practice.
approximate scale. in simple beams  Display the chart or
 carries out and their documentary on the use of
calculations on heat calculations pulleys and lifting cranes
and minimizes heat  Moments: in construction and
losses in buildings. calculating packaging industries. Task
 applies different reactions, drawing learners to identify and
machines in bending moment sketch the working
building industry to diagram (BMD), mechanism applied in the
simplify work. shear force lifting of materials.
 insulates buildings. diagram SFD),  Together with learners
 determines the uniformly sketch classes of pulleys.
modulus of distributed loads  Guide learner to test for
elasticity. for simply the elasticity of mild steel
 draws the stress supported, binding wire.
strain graph hanging and  task learners to observe
showing the cantilever beams safety measures during the
behaviour of elastic  Classification of lifting operations.
materials. loads
 Elasticity

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Assessment Strategy
Assign the learner to:
 calculate the bending moments and shear forces.
 draw bending moments and shear force diagrams.

Teaching/Learning Resources
 Mild steel binding wire
 Pulley ropes
 Pulley gears and wheels
 Wedges

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TCBC 203: Computer Aided Building

Drawing
Duration: 30 Hours

Module Overview
This module equips the learner with the skills of drawing ornamental
curved work, arches, drainage, cladding and elementary landscaping. The
knowledge and skills gained in this module enables the learner to
construct arches, install drainage facilities and finishes in buildings and
modify the outlook of the living homesteads, hence giving the occupant the
comfort he/she deserves.

Learning Outcomes
By the end of this module, the learner should be able to:
 draw and construct various shapes of arches.
 install waste water disposal drainage systems.
 design, draw and construct surface finish claddings.
 carry out homestead landscaping.

Preparatory Assignment
Take the learners to visit construction sites to identify different shapes of
arches, make sketches, observe the supporting systems applied, write a
report and present in class in groups.

Result
Learners visit the site, observe the arch supports, sketch, discuss, write a
report and present findings in class.

Sub-module 2: Construction of Arches

Duration: 08 Hours
Competences Content Teaching/Learning
Strategies
The learner:
 identifies and  Drawing of  Take learners in groups to
uses AutoCAD arches on the the nearest building with

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Competences Content Teaching/Learning

Strategies
commands to real designed arches and task them to
draw the simple building discuss the reason why
required and plans: arches are used. Ask them
designed arch - semi-circular to write a report and
on the window, - segmental present in class.
door and other - three centred  Demonstrate the
openings. - four centred techniques and commands
 constructs semi- - drop gothic used to draw semi
circular arches, - lancet circular, segmental, three
segmental, three - equilateral centred, four centred and
centred, four - wood centre drop gothic arches on
centred, drop - supporting window and door
gothic, lancet, arch centres openings and on columns
and equilateral to veranda, balconies and
on a specified porches and guide
opening to the learners as they practice.
correct  Guide learners in making
measurements. centres, method of
 supports the supporting centres onto
wood centre final position, for the
with props and setting and construction
sole plates of arches.
during arch  Demonstrate the method
construction. of finishing built or
concrete casted arches.

Assessment Strategy
Assign the learner to draw the segmental arch wood centre, supported
with props and sole plates and print the drawing to scale of 1:10.

Teaching/Learning Resources
 Computer installed with AutoCAD application
 Printer
 Drawing sheets
 The Internet

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Sub-module 3: Drainage Facilities

Duration: 10 Hours
Competences Content Teaching/Learning Strategies
The learner:
 draws the  Drawing of  Take learners to visit the school
plans, water supply toilets or urinals and asses the
sections and and drainage hygienic conditions, write a
elevations of facilities on the report and present in the class.
inspection real designed  Lead a guided discussion on the
chambers and simple building types and principles of drainage.
manholes, plan:  Illustrate the sketching of the
water closets - inspection types of drainage facilities and
and sinks, chambers pipe network up to the disposal
septic tanks, and point and task learners to
soak away manholes practice.
pits, and - water  Demonstrate the use of AutoCAD
cesspools. closets and commands and the techniques of
 develops the sinks drawing water closets, sinks,
block and - septic tanks manholes, septic tanks, open
drainage site - soak away channels, soak away pits and
layout plan pits cesspools and task learners to use
showing the - cesspools CAD commands when drawing
position of - open drainage facilities.
the proposed channels to  Guide learners to set out
drainage gradient manholes, septic tanks, open
pipeline in channels and benching and task
accordance them to set out and draw
with the manholes, open channels and
existing site their concrete benching.
conditions  Lead a guided demonstration on
and designed the dos and don’ts during the
gradient. development of the block and site
layout plan indicating the
proposed pipeline network in
regard to the site slopes.

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Assessment Strategy
Assign the learner to draw and print the water closets, sinks, manholes,
septic tanks and soak away pits in their correct position in reference to the
developed building plan and the site conditions.

Teaching/Learning Resources
 Computer installed with  Drawing sheets
AutoCAD application  The Internet
 Printer

Sub-module 4: Cladding
Duration: 06 Hours
Competences Content Teaching/Learning Strategies
The learner:
 draws  Supporting  Take learners to visit any nearby
specified cladding building with cladding and task them
cladding upon to make the sketches, identify the
finishes to bonder types of materials used and discuss
the course, the importance of cladding. Let the
satisfaction concrete learners make group presentations
of the client. nib on return to the class.
 applies  Corbel  Lead a guided discussion on the
cladding plate and selection of materials for cladding.
units on the bonder  Demonstrate the use of commands
intended  Facing and the techniques of designing and
surface. bricks and drawing the cladding finish on
 designs, tile surfaces and task learners to use
draws and finishes commands such as hatching when
makes  Plaster drawing the cladding finishes.
recessed and render  Guide learners to erect cladding units
and coats like ceramic wall tiles on surfaces.
projecting finish  Together with learners, make the
plaster and designs recessed, projecting render and
render coats (recessing plaster coats on walls and ceiling to
to form a and form the required cladding outlook.
decorative projecting)  Task learners to draw both recessed
cladding on and projecting cladding finishes on
walls and particular locations of the building.
ceiling
surfaces.

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Assessment Strategy
Assign the learner to design, draw and make recessed and projecting
plaster and render coats to form a decorative cladding on walls and ceiling
surfaces.

Teaching/Learning Resources
 Computer installed with AutoCAD application
 Printer
 Drawing sheets
 The Internet

Sub-module 5: Elementary Landscaping

Duration: 06 Hours

Competences Content Teaching/Learning Strategies

The learner:
 plans and  Block and  Take learners to visit any
designs the structural site nearby building with a
site layout in layout planning modern landscaped
accordance and design: homestead and task them to
with the site - site levelling make the sketches, identify
contours, - orientation of the types of materials used
topography the building and discuss the importance of
and clients’ - greening landscaping. Let the learners
interest. provisions make group presentations on
 levels the site. (hedges, return into the class.
 locates the beauty  Lead a guided discussion on
incoming shrubs, selection of materials and
building to a flower equipment used for
good patterns, landscaping homesteads and
orientation grass and tree other recreational grounds.
with a good planting  Demonstrate the use of
access route, logic) commands and the
parking - parking techniques of designing and
provisions provisions drawing the landscape finish
and - open water on surfaces and guide
designated runway learners as they practice.
areas for channels and  Guide learners to carry out
flowers, green drainage landscaping compounds
grass, trees, - boundary using hand tools and

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Competences Content Teaching/Learning Strategies

hedges and walls equipment, planting and
beauty shrubs. - access roads maintaining the modified
 designs and homestead.
draws  Task learners to design, draw
boundary and format a section of the
walls, giving compound landscape using
provisions of hand tools.
draining off  Divide learners in groups and
the surface assign them a task of
water from landscaping independent
the portions of the institutional
compound. or staff or neighbourhood
 plants flowers, compound.
green grass,  Emphasise the safety
trees, hedges regulations to be followed
and beauty during the landscaping
shrubs as per exercise.
agreed design.

Assessment Strategy
Assign the learner to design part of the institutional compound and plant
flowers, green grass, trees, hedges and beauty shrubs.

Teaching/Learning Resources
 Computer installed with AutoCAD application
 Printer and drawing sheets
 The Internet
 Hand tools and equipment
 Watering cans

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TCBC 204: Building Practice II

Duration: 50 Hours

Module Overview
This module equips the learner with the skills of building circular work,
creation of features which decorate the walls and the necessary support
given to walls to increase their stability.

Learning Outcomes
By the end of this module, the learner should be able to:
 set and lay bonds and build decorative features on circular walls.
 frame centres for arches.

Preparatory Assignment
Take learners to any nearby site or building to analyse the method that
must have been used to prepare and support the centre for circular arches.
Ask learners to make sketches and a model on return to the institute.

Result
Learners visit the nearby site/building, assess the possible method that
could have been used to support the circular arches and the prepared
models.

Sub-module 3: English Bond with Block Work

Duration: 50 Hours
Competences Content Teaching/Learning
Strategies
The learner:
 clears and cleans  Return angle, wall with  Lead a guided discussion
the working area. angle of 1350, 1500 on situations that
 mixes the and angles less than warrant the construction
bedding mortar. 900 of acute or obtuse corner
 interprets the  English wall attached walls.
working drawing. to the flue/ chimney  Demonstrate the
 sets the model to pargeted clearance of the
60o acute wall  Application of basket site/working area, mixing

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Competences Content Teaching/Learning

Strategies
return corner, weave, diagonal basket of building mortar and its
135o obtuse wall weave, herring bond application to the surface
return corner.  Application of and task learners to clean
 vertically plumbs corbelling, buttressing their allocated areas.
the wall using a  Laying of circular walls  Guide learners to set out
plumb bob.  Application of BOE, the model to the designed
 levels the wall soldier bricks angle, vertical alignment
using a water or  Creating openings of walls using plumb bob
spirit level. bridge with semi- and horizontal levelling
 lays BOE on circular arch of walls using spirit level.
particular  Plastering and  Together with learners,
designated rendering following lay BOE, create and
portions, corbel processes step by step bridge opening using the
projections as on  Safety standards, semi circular arch.
design. health and  Demonstrate the process
 creates openings environmental involved to plaster walls
and bridges with regulations to be put in and guide learners as
semi circular place and observed they practice.
arches. when carrying out  Task learners to identify
 plasters the walls. heating and heat the necessary safety
installations measures to be put in
place when executing the
work.

Assessment Strategies
Assign the learner to:
 clear his/her working area, mix bedding mortar, apply it to the
surfaces, set out the respective model and build.
 align walls vertically using a plumb bob, level walls horizontally using
spirit levels.
 create openings on walls and bridge the openings using the semi-
circular and welsh arches.
 clean the tools and clear the working area.

Teaching/Learning Resources
 Working drawing  Spirit level
 Job operation sheet  Hammers
 Line and pins  Brick trowel
 Plumb bob  Head pan

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DETAILED MODULE DESCRIPTION OF

YEAR 2 TERM 3

TCTM 201: Applied Technician

Mathematics II
Duration: 32 Hours

Module Overview
This module introduces concepts of set theory as may be applied in mixing
ratios and basic statistics used in recording of day work and site progress.
The knowledge attained in this module also enables the learner to tally
any collected data for a particular purpose, leading to a realistic making of
an informed decision.

Learning Outcomes
By the end of this module, the learner should be able to:
 apply the set theory in batching roofing materials.
 apply the skills of illustrating histograms in drawing the site operation
programme.

Preparatory Assignment
Give learners different sizes of timber, such that the different sizes
represent different sets.

Result
Learners present grouped sizes of timber to represent different sets.

Sub-module 7: Theory of Sets

Duration: 18 Hours

Competences Content Teaching/ Learning

Strategies
The learner:
 identifies and groups
 Elements  Guide learners to

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Competences Content Teaching/ Learning

Strategies
elements of a set. of sets identify and group
 analyses the difference  Union of elements of a set.
between union, sub- sets  Lead a guided
sets and intersection of  Intersecti illustration on the
sets. on difference between
 applies set theory in union, sub-sets and
grouping building intersection of sets.
materials.  Demonstrate the
 analyses the techniques of
relationship between determining the
set theory with that of intersections, union of
ratios and proportions sets and their elements.
of building materials. Task learners to
practice.

Assessment strategy
Assign the learners to determine elements of sets, union of sets and
intersection of sets.

Teaching/Learning Resources
 Scientific calculator  Cement
 Mathematical set  Mesh sieves
 Graph papers  Gauge box
 Aggregate sample

Sub-module 8: Basic Statistics

Duration 14: Hours

Competences Content Teaching/ Learning

Strategies
The learner:
 records information
on a frequency  Recording  Use illustrations to guide
distribution sheet. of learners through the
 determines the informatio methods of recording
average of a given n and information on
data. frequency frequency distribution
 draws histograms distributio sheets.
representing given n  Lead a guided discussion

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Competences Content Teaching/ Learning

Strategies
information.  Types of on the types of average
 applies the mean average and their importance in
arithmetic in  Histograms construction estimation.
analysing the site  Calculation  Illustrate the
activities for monthly of mean, representation and
salary and overtime standard drawing of histograms
allowances of deviation and task learners to
workers. and practice.
 applies the assumed assumed  Guide learners through
mean for calculating mean the methods of
standard deviation of calculating mean,
materials costs in the median, mode and
market. standard deviation using
assumed mean.

Assessment Strategy
Assign the learners to record the issuance of materials and tools from the
store and illustrate it on the frequency distribution tables.

Teaching/Learning Resources
 Scientific calculator
 Mathematical set
 Graph papers
 Stroud, K.A, (2002). Engineering Mathematics. 4th Edition. Macmillan
 Hancock, D. J. (1982). Mathematics for Technicians Level 3.Granada.
Technical Series

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TCBE 201: Entrepreneurship Skills

Duration: 24 Hours

Module Overview
This content introduces the learner to regular business support services to
enable successful sourcing for funds to boost business, manage risks and
follow best practices in the industry. It enables the learner to manage
contracts, lobby for financial services for the business, insure the business
and pay the taxes.

Learning Outcomes
By the end of the term, the learner should be able to:
 execute a contract economically and efficiently.
 save and invest in the business.
 insure the business.
 pay taxes.

Preparatory Assignment
Refer learners to a newspaper where tenders are advertised and task them
to discuss the requirements to contract.

Result
Learners familiarise with processes and requirements for bidding as
applied to contract awards.

Sub-module 10: Contracting Process

Duration: 6 Hours
Competences Content Teaching/Learning Strategies
The learner:
 sources for  Sources of  Refer learners to a newspaper where
contract contract tenders are advertised and task them to
information. information discuss and analyse the requirements to
 prepares bid  Bid contract.
documents. preparation  Demonstrate the procedure to be
 complies with  Contract followed when preparing bid documents
the tender execution and guide learners to practice.

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Competences Content Teaching/Learning Strategies

requirements. and  Invite a guest speaker to discuss the bid
compliance preparation process, benefits of contract
compliance.
 Guide learners to discuss the procedures
of contract execution.

Assessment Strategy
Assign the learners to fill a bid document in accordance with bid
requirements.

Teaching/Learning Resources
 The Internet
 Newspapers
 PPDA Act and Regulations, 2003
 Procurement notice boards
 Standard bidding documents
 Business registration and licence certificates

Sub-module 11: Banking

Duration: 6 Hours
Competences Content Teaching/Learning
Strategies
The learner:
 Identifies  Guide learners in a discussion
services offered  Services offered by on the services offered by
by different commercial banks, different financial institutions
financial micro finance from which to source funds
institutions institutions and for the business.
 Identifies SACCOs  Invite a guest speaker to guide
different types  Types of accounts learners on the procedures of
of accounts (savings, current getting services from financial
 opens and and fixed deposit) institutions.
manages a bank  Account opening  Using sample bank
account. and management documents, illustrate the
 acquires and procedure procedure of opening a bank
services a loan.  Acquiring and account.
servicing loans

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Assessment Strategies
Assign the learners to:
 open and manage a bank account.
 select the suitable financial institution to source for funds in order
to boost the business.

Teaching/Learning Resources
 Bank deposit slips  Loan application forms
 Bank withdraw slips  Bank brochures/flyers
 Account opening forms  Internet

Sub-module 12: Insurance for Small Businesses

Duration: 6 Hours
Competences Content Teaching/Learning
Strategies
The learner:
 selects the most
appropriate insurance  Life assurance  Invite a guest speaker to
policy for the business and property discuss the life assurance,
and their lives. insurance property insurance and the
 observes the insurance  Principles of insurance principles.
principles. insurance  Lead a guided discussion on
 manages the challenges  Process of the benefits of insurance.
encountered in getting  Present a documentary of
insurance. compensation accidents at workplace and
 seeks for compensation guide learners to discuss the
when loss is suffered. consequences arising.

Assessment Strategies
Assign the learners to:
 examine the effectiveness of the insurance policies for small
businesses.
 discuss the benefits of insuring the business.

Teaching/Learning Resources
 Claim forms  Employees Standing Orders
 Insurance certificates  The Internet
 Insurance cards  Documentaries
 Workmen’s Compensation Act  Insurance policies

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Sub-module 13: Taxation

Duration: 6 Hours
Competences Content Teaching/Learning
Strategies
The learner:
 recognizes
the  Reasons for paying taxes  Guide learners in a
importance of  Common taxes paid by discussion on the benefits
paying taxes. small businesses of paying taxes and task
 identifies the - Local service tax them to identify the
taxes paid by - Property tax common taxes paid by
small - VAT small businesses.
businesses. - Income tax  Use illustrations to guide
 calculates the - Market dues learners on the
tax payable. - Ground rent computation of VAT and
 files tax - Trade licence income tax.
returns.  Calculating VAT and income  Demonstrate the
tax payable procedures followed when
 Filing tax returns filing tax returns and task
learners to practice.

Assessment Strategies
Assign the learner to:
 identify the common taxes payable by small businesses.
 calculate VAT and income tax payable by a projected business.

Teaching/Learning Resources
 The Internet
 Computers
 Cellular phones
 Calculators
 Tax certificates
 Trading licence
 Trade competence certificate
 Business registration and
licence certificates
 Uganda Revenue Authority
website and portal
 Sample tax forms

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TCCS 201: Basic Kiswahili

Duration: 16 Hours

Module Overview
This module equips the learner with the professional use of Kiswahili in
engineering works execution and management. It helps the learner
communicate to teammates who may not be familiar with the English
language.

Learning Outcomes
By the end of this module, the learner should be able to:
 name the tools, equipment and materials used in plumbing.
 outline the titles of the personnel involved in carrying out works.
 use basic Kiswahili in the day to day running of the business.

Preparatory Assignment
Take the learners to the nearest public place, workshop or industry where
Kiswahili is spoken. Task the learners to ask for the names of the
personnel in the place, in Kiswahili.

Result
Learners attempt to ask for the names of personnel in Kiswahili.

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Sub-module 5: Specific Trade (Professional-

related) Vocabulary
Duration: 06 Hours
Competences Content Teaching/ Learning
Strategies
The learner:
 identifies in  Names of tools
Kiswahili the and equipment  Guide learners to identify
tools and used by a the tools and equipment
equipment and technicians used by technicians to
states their  Tasks perform tasks by names
uses. performed by and their application.
 differentiates in a technician  Lead a guided discussion
Kiswahili the  Titles of on the titles and tasks
responsibilities officers in performed by technicians.
and tasks Building  Take the learners to the
performed by Construction nearby fabrication site or
technicians.  Names of workshop and task them
 identifies and materials used to identify and name the
names the in Building materials in Kiswahili.
materials used Construction
in engineering.

Assessment Strategy
Assign the learners to write the titles and tasks performed by various
technicians.

Teaching/Learning Resource
The Internet

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Sub-module 6: Customer Care and Language

Duration: 10 Hours
Competences Content Teaching/ Learning Strategies

The learner:
 develops  Attitude to
good customers, the  Lead a guided discussion on
attitude public and the the need for one to adjust his
towards job or her attitudes towards the
work,  Public relations customers, work and the
customers and persuasive general public.
and the business  Guide learners to brainstorm
general language the importance of
public.  Advert of advertisement to any
 welcomes products business and illustrate an
and handles  Handling advert format in Kiswahili.
customers customers:  Take learners to the nearby
with care welcoming site or enterprise where
and them, asking Kiswahili is the main language
willingness whether they used to transact business and
in Kiswahili. need help, and task them to observe how
 advertises thanking them customers are handled in
the product Kiswahili. Task learners to
in Kiswahili. write a report and present in
groups.

Assessment Strategy
Assign the learners to write and format an advert for the business in
Kiswahili.

Teaching/Learning Resources
 The Internet
 Kiswahili dictionary

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TCBC 201: Building Technology II

Duration: 32 Hours

Module Overview
This module equips the learner with knowledge and skills of erecting the
necessary temporary scaffold and the techniques of constructing roofs and
ceilings.

Learning Outcomes
By the end of this module, the learner should be to:
 erect and maintain support scaffolds.
 construct roofs and ceilings.

Preparatory Assignment
Take the learners to visit a site which is under construction so as to
observe the usage of scaffold, sketch the scaffold being used and classify it.

Result
The learners visit the site under construction, access the usage of scaffolds,
write a report and present in the class.

Sub-module 6: Scaffolding
Duration: 10 Hours

Competences Content Teaching/Learning

Strategies
The learner:
 classifies  Scaffolds, types  Lead a guided discussion
scaffolds.  Materials, regulations on the description, types
 selects the and requirements and classes of scaffolds.
suitable  Fittings, patent  Demonstrate the
materials for scaffold frames techniques of erecting
scaffolds.  Tubular scaffolds, tubular and wooden
 erects fittings scaffolds and guide
tubular and  Care of equipment, learners as they practice.
wooden faults in scaffolds,  Illustrate the sketching of
scaffolds. ladders and folding tubular, wooden,
 observes the step ladders independent, dependent,

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Competences Content Teaching/Learning

Strategies
necessary  Advantages of tubular ladder and trestle
rules and scaffold over timer scaffolds and task
regulations scaffolds learners to practice.
governing  Procedure of erecting  Together with the
scaffold tubular scaffolds learners construct
construction.  Gantries, cantilever ladders and trestles.
 constructs scaffold  Illustrate using sketches
ladders and  Truss-out scaffold the construction of
trestles as  Suspended scaffold gantries and prompt
scaffolds.  Mobile scaffold learners to take note of it
 erects  Safety standards, and task learners to
gantries. health and practice.
 stores environmental  Guide learners on the
scaffold regulations to be put necessary safety
materials. in place and observed standards and
when selecting, using regulations to be
and storing scaffold observed when
constructing and using
scaffold.

Assessment Strategy
Assign to learners:
 select suitable materials for scaffold and erect scaffolds.
 make a wooden ladder and trestle scaffold.

Teaching/Learning Resources

 Hammers
 Tile cutter
 Working drawing
 Job operation sheet
 Line and pins
 Hammers
 Hand saw
 Nails
 Bow saw
 Craw bar

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Sub-module 7: Ceilings
Duration: 10 Hours

Competences Content Teaching/Learning Strategies

The learner:
 selects the  Types (jointed  Lead a guided discussion on
suitable ceilings and ceiling description, types and
ceiling ceilings materials used.
material. without joints)  Guide learners in analysing
 analyses  Basic advantages of ceiling without
the requirements joints over jointed ceiling.
advantages  Materials  Demonstrate the setting out of
of ceiling (plaster ceiling frames and the techniques
without boards, solid of finishing ceilings and guide the
joints over timber, learners as they practice.
jointed manufactured  Illustrate the techniques of
ceiling. boards, measuring and trimming ceiling
 sets out expanded wire boards and task learners to set
the frame metal lathe) out, trim and construct the
of ceiling.  Acoustic concrete and soft board ceiling in
 finishes ceiling some rooms.
the ceiling  Safety  Give learners an assignment on
and its standards, the advantages of using acoustic
finishing. health and ceiling over other materials.
 measures environmental  Guide learners to identify the
and cuts regulations to safety standards, health and
the ceiling be put in place environmental regulations to be
boards as and observed put in place and observed when
on design. when selecting selecting and constructing ceilings.
and
constructing
ceilings

Assessment Strategy
Assign the learner to:
 analyse the advantages of ceiling without joints over jointed ceiling.
 set out ceiling frames and finish ceilings as desired by design.

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Teaching/Learning Resources
 Hammers  Hammers
 Tile cutter  Hand saw
 Working drawing  Nails
 Job operation sheet  Bow saw
 Line and pins  Craw bar

Sub-module 8: Roof Construction

Duration: 12 Hours

Competences Content Teaching/Learning Strategies

The learner:
 describes a  Roof  Lead a guided discussion on the
roof and  Types of roofs description of a roof, types of
types of roofs.  Materials for roofs roofs and materials selection for
 identifies and  Functional roofs.
selects the requirements of  Illustrate sketches describing the
suitable roofs, types of design location for roof
materials for roofs, roof ventilation as by the design
roof coverings orientation and task learners to
construction.  Ventilation of roofs practice.
 designs and  Choice of roof  Demonstrate the techniques of
locates the structure setting out and the procedure of
roof  Framed trusses, constructing roofs and guide
ventilation on timber connectors learners as they practice.
a suitable  Safety standards,  Together with learners frame or
orientation. health and assemble, lift and line trusses.
 sets out and environmental  Task learners to set out and
constructs a regulations to be construct a roof of a simple
roof. put in place and structure such as kitchen or
 describes the observed when toilet.
issues to be selecting materials  Illustrate the application of
considered and constructing suspended ceilings.
for the choice roof structures  Emphasise on the necessary
of the roof.  Types of safety standards, health and
 frames the suspended ceilings environmental regulations to be
trusses and and advantages put in place and observed when
timber selecting materials and
connectors. constructing roof structures.

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Assessment Strategy
Assign the learner to select good materials for roofs, set out roofs and
construct to finishing levels by framing and assembling trusses.

Teaching/Learning Resources
 Hammers  Bow saw
 Working drawing  Hoop iron
 Line and pins  Craw bar
 Hand saw  Timber
 Nails  Papers/ iron sheets

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TCBC 202: Building Science II

Duration: 24 Hours

Module Overview
This module introduces the learner to paint and its application in the
construction industry. It introduces how walls are made stable and
application of centre of gravity in buildings. It equips the learner with the
skills of painting and making application of the centre of gravity in
building.

Learning Outcomes
By the end of this module, the learner should be able to:
 calculate the centre of gravity of regular and irregular figures applied
in building.
 mix and apply paint on surfaces.

Preparatory Assignment
Lead a guided tour to a construction site where painting is being carried
out for the learners to observe the process of painting.

Result
Learners visit the site where painting is being done, observe the processes
involved, write a report and present in groups.

Sub-module 5: Strength and Stability

Duration: 08 Hours

Competences Content Teaching/Learning Strategies

The learner:
 differentiates  Difference  Lead a guided discussion on
between between the difference between
strength and stability and strength and stability of
stability. strength (axial structures.
 describes and and eccentric  Illustrate on board using
applies factors loading of sketches, the eccentric
affecting columns and loading of columns and struts
stability of struts) and task learners to practice.

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Competences Content Teaching/Learning Strategies

walls and  Factors  Together with learners
piers. affecting discuss the factors affecting
 describes stability of walls stability of walls and piers,
slenderness and piers emphasising the good
ratio of (pressure in workmanship.
structures. foundations)  Guide learners on the
 calculates  Slenderness methods of calculating the
slenderness ratio - slenderness ratio, maximum
ratio and safe calculations, and safe load.
loads in walls safe loads
and piers. (maximum, safe
and reduced)

Assessment Strategies
Assign the learner to:
 make neat sketches on the eccentric loading of columns and struts in
their notebooks.
 calculate the slenderness ratio, maximum and safe load of structures.

Teaching/Learning Resource
 Calculator

Sub-module 6: Centre of Gravity

Duration: 06 Hours
Competences Content Teaching/Learning Strategies
The learner:
 determines the  Finding the  Illustrate on board the
centre of gravity centre of methods of finding the centre
of regular and gravity of of gravity of regular and
irregular shapes regular and irregular shapes applied in
applied in irregular building by geometry and
building by objects by calculation and task learners
geometry. geometry to practice.
 uses bending  Finding  Guide learners using
moment method centre of examples the method applied
for calculating gravity by in determining the centre of
the centre of bending gravity using the bending

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Competences Content Teaching/Learning Strategies

gravity shapes moment moment method.
applied in method
building.

Assessment Strategy
Assign the learner to determine the centre of gravity of regular and
irregular shapes applied in building by geometrical drawing and
calculations methods.

Teaching/Learning Resource
 Calculator

Sub-module 7: Painting
Duration: 10 Hours
Competences Content Teaching/Learning Strategies
The learner:
 uses  Types of paint:  Lead a guided discussion on types
different high gloss, oil of paint, their composition,
types of paint, emulsion advantages and disadvantages.
paint. paint, silk vinyl,  Lead a guided visit to any building
 prepares and weather under painting for the learners to
the surface guard observe the preparation of the
and  Surface background to receive paint and
applies preparation for identify the tools and equipment
paint. paint used in painting work. Task
 identifies  Tools and learners to write a report and make
defects and equipment class presentations.
remedies. used for paint  Identify a building with some
 discusses work defects and lead the learners to
advantages  Defects in observe defects in paint and discuss
of painting how they can be corrected.
emulsion  Advantages of  Together with learners discuss the
paint over emulsion advantages of using emulsion
high gloss paints over paints over high gloss paints.
paints. high gloss  Demonstrate the techniques of
 Safety applying paint on surfaces and task
standards, the learners to prepare a surface

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Competences Content Teaching/Learning Strategies

health and and correctly apply paint as
environmental desired.
regulations to  Guide learners to identify the safety
be put in place standards and health and
and observed environmental regulations to be put
when selecting in place and observed when
paint materials selecting paint materials, preparing
and using surfaces and using paint.
paint.

Assessment Strategy
Assign the learner to prepare the background surfaces and apply paint to a
required finish.

Teaching/Learning Resources
 Paints  Brushes
 Wire brush  Scrappers
 Painting rollers  Sun paper
 Painting  Filler

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TCBC 203: Computer Aided Building

Drawing
Duration: 24 Hours

Module Overview
This module equips the learner with the knowledge and skills of designing,
drawing and supporting temporal works and interpreting drawings.

Learning Outcomes
By the end of this module, the learner should be able to:
 design, draw and support temporal works.
 design, draw stairs and interpret drawings.

Preparatory Assignment
Take learners to visit any site to observe and identify members used to
give temporal support during the construction process. Task the learners
to make sketches, discuss in groups and make presentations.

Result
Learners visit the site, carry out observations of different support systems,
make sketches, write a report and present in class.

Sub-module 6: Temporary Works

Duration: 14 Hours

Competence Content Teaching/Learning Strategies

The learner:
 designs  Formwork  Lead a guided discussion on
and (definition, types and definition, types and
draws regulations) regulations for formwork.
formwork  AutoCAD plans, cross  Illustrate the methods of
for lintels, and vertical sections sketching, designing and
beams of: drawing formwork to the
and slabs. - formwork for desired shape and to a given
 draws the lintels/ ring scale and task learners to
shoring beams/floor practice.
support slabs  Together with learners

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Competence Content Teaching/Learning Strategies

systems. - walls, canopies, develop the detailed sections
 sets out kerbs, balconies of formwork, shoring and
and  Shoring (definition, gantries.
construct types, detailed  Demonstrate the methods of
s drawings and setting out, constructing and
formwork regulations) dismantling formwork and
.  Gantries guide the learners as they
 Hoardings practice.

Assessment Strategy
Assign the learner to design and draw the formwork for a continuous
beam.

Teaching/Learning Resource
 The Internet

Sub-module 7: Stairs
Duration: 10 Hours

Competences Content Teaching/Learning Strategies

The learner:
 designs and  Straight  Lead a guided discussion on types
draws stair flight of stairs.
formwork.  Dog leg  Illustrate the techniques of
 determines  Open well drawing stairs and stair
the number of  Geometrical formwork and task learners to
steps for a  Thresholds make a return illustration and
designed stair.  Ramps guide learners as they practice.
 constructs  Demonstrate the construction of
stairs, wooden stairs and guide learners
thresholds and as they practice.
ramps.  Guide learners to determine the
number of steps in a flight and
head room of a stair.

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Assessment Strategy
Assign the learner to:design, draw and construct stairs, a threshold and a
ramp for a new or existing structure.

Teaching/Learning Resources
 The Internet
 Construction tools

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TCBC 204: Building Practice II

Duration: 40 Hours

Module Overview
This module equips the learner with skills of building walls with angles of
135o, 150o, 90o, with decorative features, chimney in Flemish bond and
concrete work.

Learning Outcomes
By the end of this module, the learner should be able to:
 set and bond walls at different angles in Flemish bond.
 build decorative features on walls and chimney.
 plaster walls.

Preparatory Assignment
Before teaching this model, task learners to assemble moulds for pre-cast
concrete units, mix concrete samples, cast and cure the products. Task
learners to set out, dry bond, plumb and level walls in Flemish bond.

Result
 The learner assembles moulds, mixes concrete, casts and cures.
 The learner sets out, builds, plumbs and levels walls in Flemish bond.

Sub-module 4: Flemish Bond with Block Work

Duration: 16 Hours

Competences Content Teaching/Learning

Strategies
The learner:
 sets out, builds, plumbs  Return angles,  Demonstrate the
and levels return angle of 135o, 150o procedure of
angles, angles of 135 , o and angles less setting out,
150o and angles less than 90o plumbing,
than 90o in Flemish  Attach flue/ levelling, building
bond. chimney chimney,
 builds a flue/chimney  Application of corbelling,
attached to wall. corbelling building

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Competences Content Teaching/Learning

Strategies
 builds decorative  Application of decorative
features like corbel, decorative bonds features,
basket weave, herring  Application of rendering,
bond and soldier circular ramps, pointing and
bricks. circular walls bridging
 applies plaster  Rendering, pointing openings with
rendering and point  Create openings semi circular
joints. and bridge with all arches. Guide
 bridges openings with means learners as they
semi-circular arches.  Carry out more practice.
practice

Assessment Strategy
Assign the learner to set out, plumb, level and build decorative features on
walls, render, point and bridge openings with semi circular and welsh
arches.

Teaching/Learning Resources
 Working drawings  Safety gear
 Bricks  Timber and plywood
 Blocks  Straight edge
 Mortar  Wooden float
 Brick layer tool kit

Sub-module 5: Concreting Work

Duration: 24 Hours

Competences Content Teaching/Learning

Strategies
The learner:
 batches and  Mix, place,  Lead a guided tour to a site
mixes compact/vibrate, where concreting and
concrete and cure formwork is carried out for
materials.  Steel bending and the learners to observe
 casts and binding/tying batching of concrete
compacts  Formwork for materials, mixing,
concrete. beams and columns compacting, curing, steel
 cures  Shuttering for floors bending and binding and

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Competences Content Teaching/Learning

Strategies
concrete. and walls formwork shuttering. Let
 bends steel  Casting and fixing the learners write a report
and binds. copings to parapet and present their findings.
 makes walls  Demonstrate on batching
formwork  Fixing pre-cast of concrete materials,
for beams, concrete, stone and mixing, casting, curing,
floors, marble facing slabs making formworks,
columns and  Casting small slabs, bending steel and binding,
walls. pavers and latrine casting copings, fixing pre-
 casts and slabs cast concrete elements,
fixes  Safety standards, casting pavers, latrine
copings. health and slabs and marble facing
 fixes precast environmental slabs and guide learners as
concrete regulations to be put they practice.
elements. in place and  Task learners to select
 casts pavers, observed when concrete materials, batch,
latrine slabs, selecting concrete mix, cast and correctly cure
and marble materials, batching, concrete, making
facing slabs. mixing, transporting, formwork, curing concrete,
casting and curing of making pavers, casting
newly laid concrete latrine slabs, bending and
binding steel and fixing
pre-cast concrete elements.

Assessment Strategy
Assign the learner to batch concrete materials, mix, cast, cure, make
formworks, bend steel and bind the steel, cast copings, fix pre-cast
concrete elements and cast pavers, latrine slabs and marble facing slabs.

Teaching/Learning Resources
 Cement  Hammers  Horse pipe
 Aggregate  Hand saw  Shades
 Porker vibrator  Bow saw  Hoes
 Rammers  Timber  Water
 Levelling  Steel  Mixer
straight edges  Binding wire  Wheelbarrow
 Gauge boxes  BRC/wire mesh
 Nails  Poles

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TCBC 206: Industrial Training II

Duration: 288 Hours

Module Overview
This module involves attachment to sites/industries, workshops and
practical training in brick laying, drainage works, pavement works, road
works and general concrete practice or product manufacture.

Learning Outcome
By the end of this module, the learner should have attained practical skills
in building construction.

Competences Content Teaching/Learning

Strategies
The learner:
 performs  Safety standards,  Lead a guided discussion on
building health and the importance of industrial
construction environmental training, how it should be
and its related regulations to be conducted, where it can be
tasks. put in place and conducted and when to
 manufactures observed when conduct it.
products using moving and  Write introduction letters
mass and executing tasks for the learners to send to
reinforced in the industry or firms that they have hope to
concrete. site train with.
 plumbs and  Acquaintance  Send institute staff to search
levels walls. with industry for places for the learners’
 applies plaster and sites industrial training.
and render on  Familiarisation  Record all learners’ contacts
surfaces. with equipment, to ease follow up and
 writes and tools and sites industrial training
makes  Acquisition of supervision.
presentation skills in repair,  After four weeks of
on maintenance and industrial training, send
industrial/fiel construction of institutional supervisors
d/ site work. new buildings with industrial training
 sets out and and structures assessment tool to supervise
starts erecting  Manufacture of and advice the learners.
simple mass and  With emphasis, guide
buildings. reinforced learners on the necessary
 erects lintel concrete safety standards, health and

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Competences Content Teaching/Learning

Strategies
and beam products environmental regulations
formwork.  Road works to be put in place and
 keeps site culvert observed when moving and
records. installation, executing tasks in the
simple bridge industry or site.
construction
 Setting out
buildings
 Erecting
formwork and
scaffold
 Drainage works

Assessment Strategy
Assign the learner to:
 discuss, ask questions and prepare for industrial training.
 collect introductory letters and send them to industries of their choice.
 share their challenges with the visiting teachers to industries during
the supervision.

Teaching/Learning Resources
 Learners’ identity cards
 Introductory letters
 Assorted tools and equipment
 Protective wears
 First aid box

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Appendices

Appendix 1: Industrial Training Guidelines

The guidelines below should be followed during Industrial
Training:
i) It starts at the end of the 3rd term
ii) It takes a minimum period of 6 weeks
iii) It is carried out at the world of work located in any part of
Uganda including the training institutions
iv) The training institution has the duty of budgeting for
Industrial Training, obtaining money from government for
government sponsored learners, explaining to the learners
what they are expected to do, finding placements for learners,
posting the learners, supervising and assessing learners
during the training.
Supervision
i) There should be a world of work or field or industry
supervisor and an academic supervisor from the training
institution.
ii) The academic supervisor visits the learner at least once.
During these visits, she/he interacts with the learner, field
supervisor and visits the attachment site or workplace as
she/he carries out the assessment.
Assessment
Marks for assessment should be divided into three as follows:
i) Assessment by field supervisor 60%
ii) Assessment by academic supervisor 25%
iii) Field attachment report 15%
All the above assessment must be carried out for one to pass
Industrial Training and be considered competent to some level.
Note: The institutions should submit the list of industrial
placements for the candidates with contacts in order for the
examination body to carry out its external supervision and
verification.

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Appendix 2: Industrial Training

Assessment Form for Field or Onsite
Supervisor

Name of institution.
...............................................................................................................
Name of industry.
...................................................................................................................
Name of student. ............................................................. Signature.
.....................................
Registration No. .............................................................................................................
Name of supervisor. ........................................................... Signature.
.....................................
Date. ............................................................................................................................
Area of Marks Score Area of Improvement
Assessment

A Attendance (% 5
age of days and
times within the
days present)
B Work Performance 35
involvement
1. Co-operation 5
with other staff
2. Ability to 5
communicate
effectively
3. General ability 10
to use various
equipment,
machines or
plant in the
industry
4. Flexibility- 7
willingness to
learn from
various
sections in

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industry
5. Job planning 8
C Initiative and 15
Innovations
1. Problem- 8
solving
2. New ideas on 7
improvement
for efficiency of
performance or
operations
D Time Management 5
1. Reporting on 1
time
2. Leaving at 1
specified
break-off or
stoppage time
3. Meeting 3
deadlines on
assignments
given by
supervisors or
instructors
E Discipline and 15
Safety Observation
1. Use of right 4
equipment for
right job
2. Obeying 4
instructions
3. Proper 2
handling of
equipment and
or materials
4. Ability to 3
practice safety
measures in
the workplace
5. Knowledge of 2
first aid
procedures in
case of accident

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F Practical Skills 20
1. Ability to put 4
into practice
training
instructions
from
instructors or
supervisors
2. Ability to relate 4
theoretical
knowledge
with practical
applications
3. Proper use of 4
manuals and
interpretation
of drawings
4. Ability to carry 4
out
troubleshootin
g on
equipment,
(put right
mistake in
work or
finishing)
5. Ability to 4
service and
repair
equipment
(clean and
maintain tools
and workplace)
G General 5
Remarks
(other
assessment at
discretion of
assessor)

The assessment shall be carried out as indicated in each area and

then the total mark obtained is computed to 50%.

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Appendix 3: Industrial Training

Assessment Form for Academic Supervisor

Name of institution.
...............................................................................................................
Name of industry.
...................................................................................................................
Name of student. .............................................................. Signature.
.....................................
Registration No. .............................................................................................................
Name of supervisor. ................................................... Signature.
.....................................
Date. ............................................................................................................................
Areas of Assessment Mark Score Areas of Improvement
A Attendance (Was the learner 5
at his work place?)
B Understanding of Tasks 21
1. Did the learner provide 2
weekly summary of work
performed?
2. How did the learner 4
describe the tasks
performed?
3. How was the learner able to 3
explain why tasks were
being done in a particular
way?
4. How did the learner explain 3
problems experienced
when carrying out the work
and how they were solved?
5. How did the learner explain 2
the knowledge and skills
acquired at the institution
that enabled him/her to
perform?
6. How did the learner 3
describe the new
knowledge and skills
gained?

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7. How did the learner explain 2

his relationship with his
core workers and
supervisors and how he
plans to improve or
maintain it?
8. How did the learner relate 2
the Industrial Training
tasks to his training as a
technician
C General Remarks (Other 4
assessment at discretion of
examiner)
Total 25
The assessment shall be carried out as indicated in each area and
then the total mark obtained is computed to 30%.

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Appendix 4: Field Attachment Report and

Guide for Industrial Training

The report should be written in good English and contain the following to
be assessed:
No Contents Maximum
Score
1 Cover Page: 1 mark
i) Name of institution
ii) Name of Department
iii) Name of learner and year of study
iv) Place of Industrial Training
v) Period of Industrial Training e.g. July- September 2015
vi) Academic and Field Supervisor’s signatures
2 Acknowledgements 0.5 marks
i) Acknowledge all assistance during field training
ii) Acknowledge assistance during report writing
3 Executive Summary or Abstract 2 marks
i) To include statement of the most practical work carried
out
ii) Challenges
iii) Conclusions
4 Table of Contents 0.5 marks
To show the content of the report and page numbers where
they first occur
5 List of Figures 0.5 marks
i) All figures in the report must have a number and a
caption
ii) Figures must be numbered according to the chapters
where they occur for example; Figure 4.1, to refer to
first Figure in chapter 4
iii) The pages where the figures occur must be shown in
the list of figures
6 List of Tables 0.5 marks

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i) All tables in the report must have a number and a

header
ii) Tables must be numbered according to the chapters
where they occur for example; Table 2.1, to refer to
first table in Chapter 2
iii) The pages where the tables occur must be shown in the
list of tables
7 List of Acronyms or Abbreviations 0.5 marks
Acronyms used should be given in alphabetical order with
their full meaning shown
8 Introduction 2 marks
i) Location and description of place of field attachment
ii) Objectives of field attachment
iii) Structure, organisation
iv) Tasks carried out by the place attached to e.g. if District
Local Government, describe its role in society
9 Main Body of the Report 8 marks
i) Description of work carried out
ii) Duties and responsibilities assigned and how they were
carried out
iii) New knowledge and skills gained
iv) Relationship with other staff and supervisor
v) Problems experienced and how they were handled
10 Conclusion 1 mark
A brief summary of knowledge gained as outlined in the
objectives
11 Recommendations 1.5mark
i) For improving Industrial Training, usually derived from
problems experienced
ii) For improvement of work output at the place of work
(this is included if allowed by the field supervisor)
12 References 1 mark
i) Design standards and guidelines used during training
ii) Books and Internet material
iii) Harvard style of referencing must be used for example
Kyalikisa R (1510), “Effect of window net on the
reduction of Malaria,” Journal Health Construction , Vol

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17, Pg 123-127
13 Appendices 1 mark
i) Drawings
ii) Photographs, etc

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Appendix 5: Tools and Equipment for the

Institution
 A complete  Builder’s spirit
Marshall test level
equipment  Building line
 Adjustable  Calculators
protector  Cassagrande
 Adjustable set liquid limit
squares machine
 Aggregate  CBR testing
crushing value equipment
 Aggregate  Chisel
impact value  Chloride content
 Ammeter test strips
 Auto levels  Circular saw
 Automatic levels  Claw bar
and accessories  Clinometers
 Automatic  Compact disks
survey’s level  Compaction
 Axe factor set
 Band saw  Complete
 Beamer/project chemical test set
or  Compression
 Belt sander testing
 Bench and machines
portable metal  Compressive
drilling machine testing machine
 Bench drill  Computer
 Bending packages:
machines AutoCAD, Auto
 Benkelman’s civil
beam  Computer tables
 Blindfolds and chairs
 Blind man’s  Concrete cubes
cane moulds
 Bow saw  Concrete
 Braces / hand cylinder moulds
drills and bits  Concrete mixer
 Brass plumb bob

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 Concrete test  Electric oven

hammer  Electrical tool
 Construction kit
equipment:  Electronic
spades, trucks, distance
hoes, rakes, measurement
wheelbarrows, instruments
hand pull  Electronic total
 Consumables for stations
the plotters and  Equipment for
printers drainage work:
 Cramps boning rods,
 Cross staff camber string
 DCP equipment line, camber
 Desktop boards, ditching
computer boards, sloping
 Digital cameras board, spirit
 Digital level, width
conductivity and stick, depth stick
TDS meter  Extensometers
 Digital  Fibre glass tape
multimeter  Fibre glass
 Digital oxygen tripods
analyzer  Files and rasps
 Digital pH  Flakiness sieves
meters  Force cap
 Digital  Gas vapour soil
planimeters, survey kit
accessories and  Gloves
adapter  GPS with
 Digital water antenna
analysers  Grinding
 Drawing boards machine
 Drawing curves  Hacksaws
 Drawing pencils  Hammer
 Drawing pens  Heavy duty laser
 Drawing stools printer
and tables  Hoes
 Electric chasing  Hydraulic and
machine manual bending
 Electric current machines
tester  K-Slump tester

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 Landfill/compos  Pipe cutters

ite temperature  Pipe wrench
probe  Planers
 Laptops  Pliers
 Laser plan  Plumb bob
plotter  Plumbing vice
 Laser printers  Portable drill
(heavy duty)  Prism square
 Lathe machine  Protective wear
 LCD projector,  Protractors
laser pointer  Radios
 Le-Chatelier’  Reflux extractor
apparatus  Replacement
 Los Angel batteries and
abrasion battery chargers
machine  Roding sticks
 Manual reamer  Safety wear
 Marking gauge  Sample splitters
 Measuring rope  Sand
 Measuring tape replacement
 Mild steel pipe equipment
fittings  Scales /
 Mild steel pipes balances
 Mild steel plates  Scientific
 Mitre block and calculators
board  Screw drivers
 Moisture  Setting out
content testing equipment:
set ranging rods,
 Mortar / boning rods,
concrete, mixers spirit level,
 Nails measuring tape,
 Optical square pegs
 Organic  Sharpening
impurities test stone
set  Sieves and sieve
 Oxy-acetylene shakers
welding  Sledge hammer
equipment  Sliding bench
 Pegs  Slump test set
 Pencils  Sniper
 Pick axe

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 Soil compaction least 0.01

equipment and seconds
moulds  Tribrachs
 Soldering gun  Trowels
 Spades  Turbidity meter
 Spindle / kit, 230V/50Hz
routers  Turning stone
 Spoke shave  UPS
 Spirit level  Utility locators
 Square  Various electric
 Standard cables
penetrometer  Vibrating
 Steel floats porker
 Stocks and dies  Vicat apparatus
 Strain gauges  Vice
 Sulphate test  Videos
strips  Viscometer
 Surveying /  Voltmeter
ranging rods  Wall punch
 Surveying  Water pump
targets prisms  Welding
 Tape measures machines
 Tensile testing  Wheelbarrows
machine  Wheel chairs
 Theodolites and  White folding
accessories screens
 Theodolites of  Wiring boards
precision of at  Wooden floats
 Work bench

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Bibliography
Burberry, P. (1984). Mitchell’s Environment and
Services. London, Bats ford Academic and
Educational Ltd
Callister, D.W. (2000). Materials Science and
Engineering: An Introduction. 5th Edition: New
York, John Willy and Sons.
Chudley, R. and Greeno, R. (1999). Building
Construction Handbook. 3rd Edition: London,
Butterworth-Heinemann
Comer, D. (1999). Computer Networks and Internets. 2nd
Edition: Prentice Hall, Inc.
Everett, A. (1999). Materials. 5th Edition: Longman.
Faber, O. and Kell, J. R. (1987) Heating and Air
Conditioning of Buildings. The Architects Press
Foster, G. (1981). Construction Site Studies: Production,
Administration and Personnel. London, Longman.
Fryer, B. (1997). The Practice of Construction
Management. Macmillan.
Hancock, D. J. (1982). Mathematics for Technicians
Level 1. Granada Technical Series
Hancock, D. J. (1982). Mathematics for Technicians
Level 2. Granada Technical Series
Hancock, D. J. (1982). Mathematics for Technicians
Level 3. Granada Technical Series
Roberts, K. (1981). Construction Technology Levels 1-3.
Nelson TEC Books
Shelly & Cashman (1980). Introduction to Computers
and Data Processing. BREA Anaheim Publishing
Silbershatz and Galvin, (1998). Operating System
Concepts. 5th Edition: Addison Wesley Publishing
Stroud, K. A. (2002). Engineering Mathematics. 4th
Edition: Macmillan

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Ministry of Education and Sports
P.O. Box 7002, Kampala
UGANDA

www.ncdc.go.ug