Every module below shows a real page of what it produces — then hands you the actual file. All 18 samples come from one unit, Computer Network Setup (0612 351 03A), so you can see how a whole course fits together.
How it works · inteligentcms.online/index.php
| Department: | INFORMATION COMMUNICATION TECHNOLOGY | Course: | ICT Technician |
|---|---|---|---|
| Level: | Level 6 | Unit: | Computer Network Setup |
| Unit Code: | 0612 351 03A | Name of trainer: | A. Sample |
| Class: | ICT/L6/2026 | Number of trainees: | 24 |
| Term: | Term 1 | Date of preparation: | 12 January 2026 |
| Date of Revision: |
| Week | Session No. | Session Title | Learning Outcome | Key Learning Points | Trainer Activities | Trainee Activities | Resources / Materials | Learning Checks/Assessments | Reflections & Date |
|---|---|---|---|---|---|---|---|---|---|
| Wk 1 | 1 | Selecting Network devices | TERMINATE COMPUTER NETWORK CABLES · By the end of the session the trainee should be able to: · a) Describe Network devices accurately. · b) Apply Network devices in a guided learning activity. | • Underpinning concepts and terminology of selecting Network devices. · • Underpinning concepts and terminology of introduction to computer networks. · • Definition and scope of Selecting Network devices in this unit. · • Key practices, standards and conventions related to Selecting Network devices. · • Common errors and how to avoid them when working with Selecting Network devices. | Poses a question to introduce Selecting Network devices; links it to what trainees already know. | Gives responses on Selecting Network devices; shares related prior experience. | Textbooks; For trainee’s use; Installation manuals; Charts. | Knowledge · 1. Oral questioning · 2. Written · Skills · 1. Observation · Attitudes · 1. Observation | |
| Wk 1 | 2 | Introduction to computer networks | TERMINATE COMPUTER NETWORK CABLES · By the end of the session the trainee should be able to: · a) Describe Introduction to computer networks accurately. · b) Apply Introduction to computer networks in a guided learning activity. | • Underpinning concepts and terminology of introduction to computer networks. · • Definition and scope of Introduction to computer networks in this unit. · • Key practices, standards and conventions related to Introduction to computer networks. · • Common errors and how to avoid them when working with Introduction to computer networks. | Plays a short video clip on the types of Introduction to computer networks; coordinates a group discussion on what is observed. | Watches the video clip; points out the key types of Introduction to computer networks during the discussion. | PowerPoint presentations; Lecture/theory room; For training; Computer Laboratory. | Knowledge · 1. Oral questioning · 2. Written · Skills · 1. Observation · Attitudes · 1. Observation | |
| Wk 1 | 3 | Types of network topologies | TERMINATE COMPUTER NETWORK CABLES · By the end of the session the trainee should be able to: · a) Define network topologies. · b) Identify the types of network topologies. · c) Explain the functions of network topologies. | • Underpinning concepts and terminology of selecting Network devices. · • Underpinning concepts and terminology of introduction to computer networks. · • Major types of network topologies (with a brief description of each). · • Distinguishing characteristics between the types of network topologies. · • Suitability of each type of network topologies for different needs and scenarios. | Explains Types of network topologies using examples; passes the chalk to a trainee to list the types on the board. | Listens and takes notes; a trainee writes the types of Types of network topologies on the board as peers add on. | Internet Connection; Printing papers; For printing; Toners. | Knowledge · 1. Oral questioning · 2. Written · Skills · 1. Observation · Attitudes · 1. Observation | |
| Wk 1 | 4 | Types of network devices | TERMINATE COMPUTER NETWORK CABLES · By the end of the session the trainee should be able to: · a) Define network devices. · b) Identify the types of network devices. · c) Explain the functions of network devices. | • Underpinning concepts and terminology of selecting Network devices. · • Underpinning concepts and terminology of introduction to computer networks. · • Major types of network devices (with a brief description of each). · • Distinguishing characteristics between the types of network devices. · • Suitability of each type of network devices for different needs and scenarios. | Reviews Types of network devices through oral question-and-answer; clarifies the misconceptions raised. | Answers the oral questions; asks for clarification and corrects own notes. | For printers; Assorted colour of whiteboard markers; For writing; Computers. | Knowledge · 1. Oral questioning · 2. Written · Skills · 1. Observation · Attitudes · 1. Observation |
| Week | LO # | Learning Outcome | Subtopics / Content | Learning Objectives | Assessment | Remarks |
|---|---|---|---|---|---|---|
| Week 1 | 1 | Terminate Computer network cables | • Selecting Network devices · • Introduction to computer networks · • Types of network topologies · • Types of network devices · • Components of a computer networks · Underpinning knowledge: Underpinning concepts and terminology of selecting Network devices.; Underpinning concepts and terminology of introduction to computer networks.; Underpinning concepts and terminology of types of network topologies. · Delivery: Lecture/discussion, demonstration, illustrated notes, Q&A · Activities — Trainer: Explains the key points of Selecting Network devices with examples; checks understanding with questions. · Activities — Trainee: Takes notes on Selecting Network devices; answers the check questions. | • Describe Network devices accurately. · • Describe Introduction to computer networks accurately. · • Define network topologies. | Oral Q&A · KWL check | |
| Week 2 | 1 | Terminate Computer network cables | • Types of network tools · • Cable colour coding · • Network cable trunking · • Definition cable trunking · • Types of cable trunking · Underpinning knowledge: Underpinning concepts and terminology of selecting Network devices.; Underpinning concepts and terminology of introduction to computer networks.; Underpinning concepts and terminology of types of network topologies. · Delivery: Demonstration, guided practice, group work, practical exercise · Activities — Trainer: Explains Types of network tools using examples; passes the chalk to a trainee to list the types on the board. · Activities — Trainee: Listens and takes notes; a trainee writes the types of Types of network tools on the board as peers add on. | • Define network tools. · • Describe Cable colour coding accurately. · • Describe Network cable trunking accurately. | Oral Q&A · KWL check | |
| Week 3 | 1 | Terminate Computer network cables | • Tools used in cabling trunking · • Measuring tape · • Cable ties · • Wire cutters · • Safety equipment · Delivery: Demonstration, guided practice, group work, practical exercise · Activities — Trainer: Reviews Tools used in cabling trunking through Q&A and a short exercise; links it to the assessment. · Activities — Trainee: Participates in the Tools used in cabling trunking Q&A and exercise; notes the assessment criteria. | • Select appropriate tools and materials for cabling trunking. · • Describe tape accurately. · • Describe Cable ties accurately. | Oral Q&A · KWL check | |
| Week 4 | 1 | Terminate Computer network cables | • Spirit level · • Network cable termination · • Definition of networking cable termination · • Tools for cable termination · • RJ45 connectors · Underpinning knowledge: Underpinning concepts and terminology of selecting Network devices.; Underpinning concepts and terminology of introduction to computer networks.; Underpinning concepts and terminology of types of network topologies. · Delivery: Demonstration, guided practice, group work, practical exercise · Activities — Trainer: Poses a question to introduce Spirit level; links it to what trainees already know. · Activities — Trainee: Gives responses on Spirit level; shares related prior experience. | • Describe Spirit level accurately. · • Describe Network cable termination accurately. · • Define networking cable termination. | Observation checklist · Portfolio entry | |
| Week 5 | 1 | Terminate Computer network cables | • Crimping tool · • Wire stripper · • Cable cutter · • Process of cable termination · • Colour coding · Delivery: Demonstration, guided practice, group work, practical exercise · Activities — Trainer: Explains the key points of Crimping tool with examples; checks understanding with questions. · Activities — Trainee: Takes notes on Crimping tool; answers the check questions. | • Describe Crimping tool accurately. · • Describe Wire stripper accurately. · • Describe Cable cutter accurately. | Quiz · Class participation | |
| Week 6 | 1 | Terminate Computer network cables | • Cable crimping · Delivery: Practical exercises, supervised assessment, review & feedback · Activities — Trainer: Demonstrates Cable crimping in context; passes the chalk to a trainee to attempt it. · Activities — Trainee: A trainee attempts Cable crimping; the class observes and contributes. | • Evaluate performance against the learning outcome criteria for Terminate Computer network cables · • Correct errors identified through formative feedback · • Demonstrate competence by completing the end-of-outcome assessment task | Written Assessment 1 (CAT 1) | |
| Week 6 | 2 | Connect Computer network cables | • Observing safety measures in networking · • Computer network safety measures · Underpinning knowledge: Underpinning concepts and terminology of observing safety measures in networking.; Underpinning concepts and terminology of computer network safety measures. · Delivery: Lecture/discussion, demonstration, illustrated notes, Q&A · Activities — Trainer: Demonstrates the correct PPE and safe practice for Observing safety measures in networking. · Activities — Trainee: Puts on the correct PPE; practises the safe procedure under supervision. | • Describe safety measures in networking accurately. · • Describe Computer network safety measures accurately. | Written Assessment 1 (CAT 1) |
| Session Date: | 12 January 2026 | Time: | 08:00 – 10:00 (2 Hours / 120 min) |
|---|---|---|---|
| Trainer name: | A. Sample | ||
| No of Trainees: | 24 | Week: | Week 1 · Session 1 of 5 |
| Level: | Level 6 | Class: | ICT/L6/2026 |
| Unit Title: | Computer Network Setup |
| Steps | Time (minutes) |
|---|---|
| 1. Introduction · Trainer Activity: Recaps the previous lesson; introduces "Selecting Network devices" by posing a question to the class and stating the lesson outcomes. · Trainee Activity: Recalls the previous lesson; gives responses to the question posed and notes the lesson outcomes in the workbook. | 08:00 – 08:15 (15 min) |
| 2. Session Delivery | |
| Trainer / Trainees Activity | |
| Step 1 · Trainer: Poses a question to introduce Selecting Network devices; links it to what trainees already know. · Trainees: Gives responses on Selecting Network devices; shares related prior experience. | 08:15 – 08:35 (20 min) |
| Step 2 · Trainer: Demonstrates "Selecting Network devices" step by step; pauses to pose questions and passes the chalk to a trainee to attempt a step. · Trainees: Observe the demonstration keenly; take notes and practise each step under the trainer's guidance. | 08:35 – 09:05 (30 min) |
| Step 3 · Trainer: Issues a practice task on "Selecting Network devices"; moves round the class observing and giving targeted feedback. · Trainees: Carry out the task individually or in small groups; record the results and reflect on improvements. | 09:05 – 09:30 (25 min) |
| 3. Session Recap · Summarise the key learning points of "Selecting Network devices"; check understanding via 2–3 oral questions; preview the next session. · Follow up / Extended Activity · Trainees complete a short take-home task on "Selecting Network devices" (reading, write-up or practical) and submit at the start of the next session. | 09:30 – 10:00 (30 min) |
How it works · inteligentcms.online/exam/exam.php
Answer ALL the questions in this section.
Answer question SEVEN (7) and any other TWO (2) questions in section B.
This marking guide is authoritative for marks: each question carries the exact official mark from the performance-criteria weighting. Award partial credit within a question as appropriate.
Answer question SEVEN (7) and any other TWO (2) questions in section B — mark only the questions the candidate attempted, to a section maximum of 24 marks.
(Subtotal: 32 marks)
(Subtotal: 28 marks)
| Candidate’s Name & Registration Code | ||||
|---|---|---|---|---|
| Assessor’s Name & Registration Code | ||||
| Items to be Evaluated | Marks Available | Marks Obtained | Competent / Not Yet Competent | Comments |
| TASK 1: Terminate and test patch cords | ||||
| [PC 1.5] Selected the correct termination tools and confirmed each was serviceable before starting.Marking points: Crimper, stripper, cutters and tester all selected; any defective tool identified and set aside. | 5 | C ☐ NYC ☐ | ||
| [PC 1.7] Stripped the outer sheath to the manufacturer's specified length without nicking the conductors.Marking points: Strip length 12–13 mm on every connector; no visible nick or copper showing through insulation. | 7 | C ☐ NYC ☐ | ||
| [PC 1.8] Untwisted and arranged the conductors in the correct T568A/T568B sequence.Marking points: Untwist under 13 mm; colour sequence correct for the declared scheme on every end. | 8 | C ☐ NYC ☐ | ||
| [PC 1.9] Crimped RJ-45 connectors so all eight conductors seat fully and the strain relief captures the sheath.Marking points: All eight conductors visible at the connector tip; boot fitted; sheath held by the strain relief; connector does not pull off under hand tension. | 8 | C ☐ NYC ☐ | ||
| [PC 1.10] Produced one correct crossover and two correct straight-through cords as specified.Marking points: Crossover shows the 1-3 / 2-6 transposition on the tester; both straight-through cords map 1-to-1. | 4 | C ☐ NYC ☐ | ||
| Subtotal | 32 | |||
| TASK 2: Terminate an outlet to a patch panel and prove the link | ||||
| [PC 1.4] Identified the correct cable type for the horizontal run and cut it to length with a service loop.Marking points: Cat 6 UTP selected; service loop left at both ends; no kinks or bend radius violations. | 4 | C ☐ NYC ☐ | ||
| [PC 1.6] Punched the conductors down onto the outlet and the patch panel to the chosen scheme.Marking points: Same scheme both ends; conductors fully seated; excess trimmed flush by the tool. | 6 | C ☐ NYC ☐ | ||
| [PC 1.3] Selected and correctly connected the devices needed to demonstrate the link.Marking points: Patch cord, switch port and laptop connected correctly; link light observed and shown to the assessor. | 5 | C ☐ NYC ☐ | ||
| [PC 1.1] Identified the topology the completed link forms and explained it to the assessor.Marking points: Star topology named, with the switch identified as the central node. | 3 | C ☐ NYC ☐ | ||
| [PC 1.2] Named the network components used in the completed link.Marking points: NIC, cable, outlet, patch panel and switch all correctly named. | 3 | C ☐ NYC ☐ | ||
| [PC 1.11] Tested the completed link for continuity and pinout and recorded the result.Marking points: Wire map read on the tester; pass/fail entered on the test schedule against the run label. | 5 | C ☐ NYC ☐ | ||
| [PC 1.12] Cleared the work area, disposed of waste and returned all tools.Marking points: Offcuts cleared, bench wiped, every tool signed back into the store. | 2 | C ☐ NYC ☐ | ||
| Subtotal | 28 | |||
| GRAND TOTAL | 60 | |||
The candidate was found to be: Competent ☐ Not Yet Competent ☐
(The candidate is competent if they obtain at least 50 % overall AND are judged Competent on every performance criterion above.)
Assessment blueprint — theory marks per element distributed across cognitive levels, with the practical marks per element. Totals reconcile with the PC weighting.
| Element | Title | Knowledge (L1) | Comprehension (L2) | Application (L3) | Analysis & above (L4+) | Theory | Practical | Total | Weight % |
|---|---|---|---|---|---|---|---|---|---|
| 1 | Terminate computer network cables | 15 | 18 | 17 | 10 | 60 | 60 | 120 | 35.3% |
| 2 | Connect computer network cables | 12 | 16 | 17 | 10 | 55 | 65 | 120 | 35.3% |
| 3 | Perform computer network maintenance | 9 | 12 | 14 | 10 | 45 | 55 | 100 | 29.4% |
| TOTAL | 36 | 46 | 48 | 30 | 160 | 180 | 340 | 100% |
Theory marks per element are distributed across cognitive levels; practical marks are assessed on the observation checklist. Totals reconcile with the official performance-criteria weighting for this unit.
How it works · inteligentcms.online/notes/notes.php
| Unit code | 0612 351 03A |
|---|---|
| Course | ICT Technician |
| Level | 6 |
| College | Sample Technical Training Institute |
| Learning outcomes | 3 |
| Total hours | 200 |
By the end of this outcome you will be able to select the correct devices, media and tools for a cabling job, and terminate UTP cable onto RJ-45 connectors, outlets and patch panels to TIA/EIA-568, testing every termination you make.
A network is classified first by the area it covers and then by the shape in which its nodes are joined. A LAN covers one building or site and is owned by the organisation; a WAN spans towns or countries and usually rides on a service provider's links; a MAN sits between the two, across a city. The topology is the arrangement of the nodes, and it decides how a fault spreads.
Media choice is decided by distance, the electrical environment and the bandwidth you must carry. Getting it wrong is expensive because the horizontal cable is buried in the fabric of the building and is not easily replaced.
TIA/EIA-568 defines which conductor lands on which of the eight pins. Two schemes exist, and they differ only in that the orange and green pairs are swapped. Either is correct; mixing them on the two ends of one cable is what makes a crossover.
T568B (pin : conductor) 1 : white/orange 5 : white/blue 2 : orange 6 : green 3 : white/green 7 : white/brown 4 : blue 8 : brown T568A swaps the orange and green pairs: 1 : white/green 3 : white/orange 2 : green 6 : orange (pins 4, 5, 7, 8 unchanged)
The laboratory needs patch cords for a new bench. You are to make two straight-through cords and one crossover, and prove each one before it is issued.
| Unit code | 0612 351 03A |
|---|---|
| Course | ICT Technician |
| Level | 6 |
| College | Sample Technical Training Institute |
| Learning outcomes | 3 |
| Total hours | 200 |
By the end of this outcome you will be able to observe the required safety measures, mount and interconnect network devices to a design, route and dress cable to standard, apply an IP addressing scheme, and verify that the network you have built works.
Cabling work puts you in ceilings, under floors and inside cabinets that may be live. The safety measures are not generic advice — they are performance criteria you will be assessed on, and the assessor will stop a practical for an unsafe act.
A cabinet that is neat is not just tidy; it is maintainable. Marks are awarded for the arrangement because the arrangement is what a technician has to work with three years later at two in the morning.
Every device on the network needs an address, a mask that tells it which addresses are local, and a gateway for everything else. Subnetting borrows host bits to create more, smaller networks — usually to separate departments, or to keep broadcast domains small.
Worked example — divide 192.168.20.0/24 into four subnets Borrow 2 host bits -> /26 mask 255.255.255.192 Subnets = 2^2 = 4 Hosts = 2^6 - 2 = 62 usable per subnet Subnet 1 192.168.20.0/26 hosts .1 - .62 broadcast .63 Subnet 2 192.168.20.64/26 hosts .65 - .126 broadcast .127 Subnet 3 192.168.20.128/26 hosts .129 - .190 broadcast .191 Subnet 4 192.168.20.192/26 hosts .193 - .254 broadcast .255
You are handed a switch, a router, two workstations, a patch panel and the cabling you terminated in Outcome 1. Build a working network and prove it.
How it works · inteligentcms.online/exam/tool.php
Answer ALL the questions in this section.
Answer question ELEVEN (11) and any other TWO (2) questions in section B.
This marking guide is authoritative for marks: each question carries the exact official mark from the performance-criteria weighting. Award partial credit within a question as appropriate.
Answer question ELEVEN (11) and any other TWO (2) questions in section B — mark only the questions the candidate attempted, to a section maximum of 60 marks.
(Subtotal: 40 marks)
(Subtotal: 35 marks)
(Subtotal: 25 marks)
Assessment blueprint — theory marks per element distributed across cognitive levels, with the practical marks per element. Totals reconcile with the PC weighting.
| Element | Title | Knowledge (L1) | Comprehension (L2) | Application (L3) | Analysis & above (L4+) | Theory | Practical | Total | Weight % |
|---|---|---|---|---|---|---|---|---|---|
| 1 | Terminate computer network cables | 11 | 10 | 8 | 6 | 35 | 40 | 75 | 37.5% |
| 2 | Connect computer network cables | 8 | 10 | 10 | 9 | 37 | 35 | 72 | 36% |
| 3 | Perform computer network maintenance | 6 | 8 | 8 | 6 | 28 | 25 | 53 | 26.5% |
| TOTAL | 25 | 28 | 26 | 21 | 100 | 100 | 200 | 100% |
Blueprint for the end-of-module summative tool. Every element of the unit is represented in a single 100-mark written paper and a single 100-mark practical, in proportion to its weighting.
Every file above, for one unit, exactly as the generators produce them — no watermarks, nothing removed. Documents carry a fictional institution (Sample Technical Training Institute); your own generations carry yours.
One credit generates one unit. Paid by M-Pesa — no card, no subscription.
One curriculum file in, a term's paperwork out.
1 credit · from KES 100/unitThree continuous assessments, marked from your own weighting document.
Free preview · KES 100/unitHandouts your trainees can actually read — and the slides to teach from.
Free preview · KES 100/unitThe end-of-module summative tool, in two parallel variants.
KES 200/unitOne payment tops up Documents, Teaching Notes and Assessments together, by the same number of units each.
KES 300 / 600 / 900Real .docx, .pdf and .pptx files — not PDFs of images. Open them in Word or PowerPoint and change anything before you submit.
Yours to keepFree account, and you only pay when you generate. Upload your curriculum and the first pack is ready in about a minute.