Kto12 BASIC EDUCATION CURRICULUM

TECHNOLOGY AND LIVELIHOOD EDUCATION

HOME ECONOMICS – Dressmaking/Tailoring
(Exploratory) – One Quarter

Grade Level Standard:

This TLE Home Economics mini-course on Dressmaking/Tailoring which leads

to Dressmaking /Tailoring National Certificate Level II (NC II). It covers Process and
Delivery and the five (5) common competencies that a Grade7/Grade 8 Technology
and Livelihood Education (TLE) student ought to possess, namely: 1) using tools,
equipment and paraphernalia; 2) maintaining tools, equipment and paraphernalia; 3)
performing mensuration and calculation; 4) practicing Occupational Health and Safety
(OHS) procedures; 5) interpreting drawing and plans.

CONTENT STANDARD
The learner demonstrates understanding of basic concepts, and underlying theories
in dressmaking or tailoring.
PERFORMANCE STANDARD
The learner independently demonstrates common competencies in dressmaking as
prescribed in the TESDA Training Regulation.
I. INTRODUCTION

During the course of study, ask the students to observe about the current
trends in clothing nowadays. They may cut-out from fashion magazines, newspaper,
or let them draw about observations in clothing. Let them recall the history of fashion
or clothing from 20th century up to present.

Group the students and let them present in class. They may present it in
the form of a short skit or role playing so that students may feel the era. Let them
compare and contrast. Each group will be given two (2) minutes to present.

The students may read the introduction of the lesson for 5 minutes which is
found in the module on page # 1 and let them express their insights about it.

This course aims to develop the creative and technical skills of the
students. The subject matter fosters self- confidence and aesthetic sense. Also,
through proper guidance of teacher, the learner is expected to develop good taste,
as well as to enhance creativity in the selection of clothes and accessories. They are
also expected to develop skills in basic hand and machine sewing, proper care for
clothes and to value the importance of clothes in relation to personality development.

Moreover, clothes and its uses are part and parcel of our cultural and socio-
economic life. It helps students to be aware as well as to respond to the socio-
economic realities of our existence; enabling them to relate to those who have less
in life materially. It also brings into their consciousness the sense of economy
through correct use of time, energy and resources.

II. OBJECTIVES

Guided by the teacher and this module the learner is expected to:

 Explain the personal entrepreneurial competencies in dressmaking and

tailoring;

 Enumerate the basic concepts and principles in dressmaking and tailoring;

 Familiarize oneself with sewing tools, materials and equipment in

dressmaking and tailoring;

 Enumerate the elements and principles of design;

 Calculate body measurements correctly and accurately;

 Apply basic procedures in drafting pattern; and,

 Produce brochure featuring self-made designs.

III. PRE-ASSESSMENT

Guide the students to answer honestly and individually the pre – assessment found in
the module, page # 3-6. Give them time limit and ask them to write their answers on
their notebook.
Check their answers using the key to correction below:
1. A
2. B
3. D
4. C
5. A
6. C
7. A
8. B
9. A
10. C

Together with the students, analyze the results of the pre- assessment to determine
where they are in terms of background both in knowledge and skills; their strengths
and weaknesses as your bases for planning instructional activities.
 A. Environment Guide the students to read Lesson 1, ask them to showcase
and Market sample traits through role playing and skit for clearer picture.
Help the students by processing their presentation of how
and what exactly they feel to be in that situation.
B. Process and Help and guide the students to align their personal
Delivery entrepreneurial competencies as they read the guidelines on
page 9. Instruct the students to explain their insights.
IV. LEARNING GOALS AND TARGETS

Based on the objectives of the lesson and results of the pre-assessment, let the
learners define their personal goals and targets to achieve at the end of this module.
Explain to the learners the objectives of the module and encouraged them to think
aloud and write their own learning goals. Ask them to write their goals/targets on
their journal/module.

V. PROCESS AND DELIVERY

A. Know 1. Open-Ended Statement - Instruct the learners to
complete the sentence on their notebook. Explain how
to do the activity in this column.
2. Name Game - Learners will classify the tools and
equipment in sewing according to function.
3. Simulation (Think, Pair, Share) - Learners will role play
and discuss the activities to perform. Guide them by the
giving follow-up questions.
4. Sewing Machine Operation - Practice machine stitching
on paper to trace each of the designs below.
5. Obtain Measurement - Guide the learners in completing
the personal measurement record with necessary
information.
6. Body Measurements: Simulation - In pairs, learners
will take each other’s measurements following the
horizontal and vertical procedures.
7. Metric Conversion - Lead the learners in answering the
problem given in the module.
8. Examining yourself - Assess the learners about
occupational health and safety by accomplishing the
questions in the module. Analyze and plan the activities
appropriate for them.

B. Process 1. Fiber Burn Chart – Let the learners do the tasks by

explaining to them the procedure. Guide them in
choosing the cloth.
2. Group Activities – Learners will discuss and synthesize
the article with your group. Let them see the graphic
 organizer. After the discussion, have the reporter
present the output. Each group is given five minutes to
report.
3. Pajama Shirt – Assist the learners to copy and to
complete the concept map about preparing a pajama
shirt on a separate sheet of paper.
4. Individual Task – Learners will be using the guidelines
to take their own measurement, and draft a pattern for
pyjama shirt.

C. Reflect and 1. Think, Pair, Share – Learners will brainstorm the

Understand procedure for the following operation. They may use
their own strategies/ techniques and explain.
2. Individual Task – Learners will prepare swatches of
different types of cloth. They will stitch straight lines at
various stitch length on the swatches. Check the output.
3. Sewing Machine Operation – Learners will assume to
own a small dress shop. They will perform basic sewing
machine operation. Assist them in undertaking the
activity.
D. Transfer 1. Sewing Machine Basic Troubleshooting – Learners
will do the observation. They will be looking for a house
that has a sewing machine or a dress shop. They will do
simple checking of the condition of the sewing
machine/s. They will record the observation using the
suggested table on the module.

2. Research and Investigate – Learners will do research

from different dress shops, boutiques of a real-life story
the venture into the clothing business. Remind them to
include the problems met and how they were overcame.
3. Simulation - Guide the students to look for a small
dress shop/boutique in their community. Explain the task
each student should perform. Follow the chart on the
module, page 60. A rubric is on page 61 for rating the
task. It should be properly explained before and after the
tasks. Number of hours for the training should be
properly explained. It may be flexible; it depends on the
availability of the shops.
4. Rendering Services - Learners will do a simple
community service by collecting some clothes that need
simple repairs. Use the table in the module to record the
activity.
5. Mini-Bazaar (Craft Sale) - Learners will have a
 culminating activity to showcase the self-made product
and ready for selling. Each group per class will plan
different item/s needed to produce. The class will set up
booth or mini- stalls.
VI. SUMMARY

Today’s successful apparel designer has a philosophy of art, fashion, history

and keenness to current trends plus an understanding of the factors of one’s physical
being.
No matter how well-designed a garment is, it will not be satisfying if it does not
contribute to the physical comfort of the wearer.
It is practical and fun to draft a pajama as well as shirt pattern. To learn, to
evaluate and to perfect your pattern, you will find it well worth the trouble. Once you
have a good basic pattern, you can learn to change its style for popular trends while
retaining all the personal fit factors. Eventually, having skills and foundation of the
course regarding body measurement, pattern drafting, cutting, designing and lastly
sewing would lead you to employment. Further, this will hone your God-given talents
and skills of becoming a productive individual in the community, and your family.

VII. REFERENCES

Books:

_____. (2011) The Fashion Designer Directory and Style. New York: Barron's
Educational Series

Avendano, Emma S., et.al. (2007). Pinoy Entrepreneurship Home Economics.

Manila: Diwa Learning Systems Inc.

De Guzman,Ines A., and Suratos Cesar P. (1997 and 1995). Technology and Home
Economics II & III.Manila: Saint Bernadette Publications.

Woodall, Trinny and Sussanah Constantine. (2010). The Body Shape Bible. UK:
Weidenfeld & Nicolson

Modules:

Competency-Based Learning Material Garment NC II ( TESDA )

Mealia See; Sewing and Entrepreneur Manual Copyright 2010.

Websites:

www. The body shape bible.com

How to Make a Pajama Shirt |
eHow.com http://www.ehow.com/how_11399984_make-pajama-
shirt.html#ixzz28stWcM8B

How to Make a Pajama Shirt |

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How to Make a Pajama Shirt |

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How to Make a Flannel Pajama Shirt |

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How to Make a Flannel Pajama Shirt |

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