Republic of Malawi

Syllabus for

Clothing and textiles

Forms 1 and 2

Ministry of Education, Science and Technology

 Syllabus for

Clothing and textiles

Forms 1 and 2

Ministry of Education, Science and Technology

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi
Malawi

Email: [email protected]

© Malawi Institute of Education 2013

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form by any means, electronic, mechanical, photocopying, recording or
otherwise, without the permission of the copyright owner.

First edition 2013

Acknowledgements
The Ministry of Education, Science and Technology and the Malawi Institute of Education
would like to thank all those who participated in various capacities, stages and levels in the
development, refinement and final production of this syllabus. The Ministry is particularly
indebted to the following for their contributions at various stages of the development and
refining of the syllabus for clothing and textiles:

Mirriam Kumwenda - Chancellor College

Victoria C Chiuye - Kasungu Secondary School
Annie R Kamala - Likangala Secondary School
Willard B Navicha - Domasi College of Education
Evelyn Lemani - Malawi Institute of Education
Claire Kamzere - Stella Maris Secondary School
Evelyn N Nyirenda - Ekwendeni Girls Secondary School
Isabel Ngwira Mwage - Central Eastern Education Division

Special thanks also go to the Director of Department of Inspectorate and Advisory Services
(DIAS), Raphael Agabu, and his staff, the Director of Malawi Institute of Education, Dr William
Susuwele-Banda, and his staff, the head of Department for Curriculum Development (DCD),
the Coordinator of secondary school curriculum, Mrs Enia Ngalande, and her Team (Naireti
Molande, Dr Ezekiel Kachisa and Austin Kalambo) for coordinating the process of reviewing
the syllabuses.

Finally, thanks should also go to Dr Oprah Kabambe and Maxwell Super for providing expert
advice on the syllabus during its development.

Production team

Editing: Billy M Kanjala

Typesetting and
layout: Mazganga Lino
Editor-In-Chief: Max J Iphani
 Contents

Page
Acknowledgements ....................................................................................................................... iii
Foreword ......................................................................................................................................... v
The secondary school curriculum in Malawi ............................................................................ vii
Developmental outcomes ............................................................................................................. viii
Rationale for clothing and textiles .............................................................................................. xi
Scope and sequence chart for Forms 1 to 4 ................................................................................. 1
Teaching syllabus for Forms 1 and 2 ........................................................................................... 8
References ........................................................................................................................................ 41
Foreword
Education is the vehicle through which every citizen can realise his or her potential and
contribute to national development. The vision of the education sector in Malawi is to be a
catalyst for socio-economic development, industrial growth and an instrument for empowering
the poor, the weak and the voiceless. Its mission is to provide quality and relevant education to
Malawians. As a catalyst for the development, education should equip the individual with
knowledge, skills, values and attitudes to enable one to perform one’s roles effectively, in an
attempt to promote and sustain the social-economic development of a nation.

It is the conviction of the Ministry of Education, Science and Technology that primary education
alone is not sufficient for achieving socio-economic development. As argued in the NESP (2008-
2017), ‘In an evolving and changing world of education, there is no way basic education can be
taken as a complete transformer of our society when the world at large is getting more complex
and sophisticated’. Therefore, secondary education is critical as it provides additional
knowledge, skills and attitudes crucial for enabling Malawians to cope with the complex and
sophisticated socio-economic and political environment of the global village to which Malawi
belongs. Specifically, secondary education is:
 a human right, and important for achieving gender equity
 important for improving the health and quality of life for individuals, families and
communities
 important for the socio-economic and political development of the nation
 necessary for reaching the Millennium Development Goals (MDGs), Education For All
(EFA) and for promoting Universal Primary Education (UPE)

Against this background, the Malawi Government through the Ministry of Education, Science
and Technology has reviewed the secondary school curriculum with a view to improving its
quality and relevance, and to align it with the primary curriculum which has since been
reviewed and emphasises continuous assessment as a tool for learning.

The rationale for reviewing the secondary school curriculum is contained in the NESP (2008-
2017), and PIF (2000). The documents clearly state that the purpose of secondary education is to
provide students with the academic basis for gainful employment in formal, private and public
sectors. They further state that secondary education will prepare students for further education
according to their abilities and aptitudes. However, it is important to note that for the majority
of the children in Malawi, secondary education is terminal. Consequently, the curriculum has
put emphasis on practical skills that enable them to achieve self-employment.

It is also clear that a good secondary school curriculum enables a student to develop into an
adult with sound intellectual, moral, physical, and emotional abilities. Therefore the curriculum
needs to address the whole range of students’ abilities and interests. In addition, it should aim
at equipping the student to become an independent learner in order to promote personal,
family, community and national development. The new curriculum has therefore been
deliberately designed to achieve these important goals. The importance of this syllabus
therefore, cannot be over-emphasised.

v
I would like to thank all those who were directly or indirectly involved in the preparation of the
syllabuses. Key among the stakeholders are the Director and staff of the Department of
Inspectorate and Advisory Services (DIAS) in the Ministry of Education, Science and
Technology (MoEST), for facilitating the development of the syllabuses in collaboration with the
Director and staff of the Malawi Institute of Education (MIE). I would also like to extend my
gratitude to university colleges (both public and private), teachers from secondary schools (both
public and private), members of different religious groups and officers representing special
interest groups such as the Malawi Revenue Authority (MRA), Reserve Bank of Malawi (RBM),
Malawi Bureau of Standards (MBS), Anti-Corruption Bureau (ACB) and Malawi Blood
Transfusion Services (MBTS) for their valuable contribution to and participation in the
preparation of these syllabuses.

Most of all, I would like to express my hope that teachers will implement this curriculum
diligently and in the best interest of the students so that the goals for reviewing the curriculum
are achieved.

Dr McPhail Magwira
Secretary for Education Science and Technology (SEST)

vi
 The secondary school curriculum in Malawi
Among other reasons, the secondary school curriculum has been reviewed to align it with the
primary school curriculum. This curriculum puts emphasis on student-centred teaching and
learning approaches, including continuous assessment.

This curriculum focuses on student achievement. To achieve the outcomes, students must be
introduced to new knowledge, skills, attitudes and values in the context of their existing
knowledge, skills, attitudes and values so that they develop a deeper understanding as they
learn and apply the knowledge. In this way, the process of learning is integral to the final
product. The final products are the outcomes, that is, what students are expected to achieve in
terms of knowledge, skills, attitudes and values, which must be clearly stated before teaching
and learning begin. The achievements made at school, however, are only truly beneficial when
the students transfer them to life beyond the school and view learning as a lifelong process. This
is essential to keep pace with the changing social environment of home and work.

The figure below illustrates the structure and major elements of Malawi’s secondary school
curriculum, which are elaborated in the text below.

TEACHING LEARNING

Developmental outcomes

Secondary education outcomes

Assessment standards

Success
criteria

ASSESSMENT

The developmental structure of the secondary school curriculum in Malawi

vii
Developmental outcomes
The developmental outcomes are over-arching; they are what the student is expected to achieve
by the end of the secondary school cycle both in and out of school. These outcomes apply to
subject areas and they have been derived from the Constitution of the Republic of Malawi,
Malawi Growth and Development Strategy (MGDS), National Education Sector Plan (NESP),
Education Act and other education policy documents, including global policies and multilateral
agreements to which Malawi is a signatory, as well as from the Secondary School Curriculum
and Assessment Review (SSCAR). That is, students should be able to:

1 demonstrate appropriate moral and ethical behaviour in accordance with the accepted
norms and values of the society
2 demonstrate local, regional, and international understanding
3 communicate competently, effectively, and relevantly in a variety of contexts, in an
appropriate local or international language
4 apply mathematical concepts in socio-cultural, political, economic, environmental, scientific,
and technological contexts to solve problems
5 apply scientific, technological, vocational, and managerial skills in a creative and innovative
way to identify problems and develop appropriate solutions, so as to participate
productively in society
6 demonstrate health-promoting behaviour in their personal lives as well as in their
communities and the wider environment, with particular attention to prevalent diseases
7 appreciate and interact with the environment in a responsible and sustainable manner
8 apply the indigenous and non-indigenous knowledge and skills necessary for lifelong
learning, personal advancement, employment, and the development of society
9 use Information and Communication Technology (ICT) responsibly and productively
10 demonstrate an understanding of the functioning of the economy and the contribution of
agriculture and other sectors to national development
11 make use of entrepreneurial and vocational skills for personal and national development
12 apply research skills for problem-solving
13 demonstrate an understanding and appreciation of issues of human rights, democracy,
gender, governance, and other emerging issues

Secondary education outcomes

The secondary education outcomes are categorised into seven sets of essential skills to be
acquired by a secondary school graduate. The skills are:
1 citizenship skills
2 ethical and socio-cultural skills
3 economic development and environmental management skills
4 occupational and entrepreneurial skills
5 practical skills
6 creativity and resourcefulness
7 scientific and technological skills

viii
Citizenship skills
1 demonstrate an understanding and appreciation of the symbols of nationhood
2 demonstrate a spirit of patriotism and national unity
3 apply decision-making skills necessary for participation in civic affairs
4 demonstrate a spirit of leadership and service
5 show respect for one’s own and other people’s rights and responsibilities
6 tolerate other people’s attitudes and beliefs
7 demonstrate respect for the rule of law
8 understand characteristics of good governance
9 initiate and implement community development projects
10 demonstrate a sense of good neighbourliness
11 demonstrate a sense of national, regional and international understanding
12 demonstrate cooperative behaviour
13 demonstrate personal and social responsibility

Ethical and socio-cultural skills

14 demonstrate moral, spiritual and ethical attitudes and values
15 appreciate Malawi’s diverse cultures and their respective practices
16 appreciate existing national institutions and cultural heritage
17 appreciate the value of the relationship between the individual and society
18 respect one’s own and other people’s cultures
19 identify beliefs which promote or retard national development
20 evaluate beliefs, taboos and superstitions in relation to national development
21 uphold beliefs which promote national development

Economic development and environmental management skills

22 understand Malawi’s economy and economic structure
23 demonstrate entrepreneurial and/or vocational skills for formal or informal employment
24 exploit economic opportunities stemming from agriculture
25 demonstrate an interest in land husbandry, animal husbandry and aquaculture
26 apply appropriate agricultural practices and methods
27 acquire positive attitudes and skills, and apply them to the sustainable development of the
natural and physical environment
28 understand the importance of diversified agriculture for Malawi’s economy
29 understand the impact of technologies on economic productivity
30 apply relevant technologies to various economic activities
31 apply value addition practices to agricultural and environmental resource utilisation and
management
32 appreciate Malawi’s environmental resources
33 understand the impact of rapid population growth on natural resources and the delivery of
social services
34 apply a variety of measures to conserve Malawi’s natural resources
35 apply ICT skills to improve intellectual growth, personal enhancement and communication
36 demonstrate the ability to adapt to climate change and mitigate its impact on the economy
and environment
ix
37 appreciate the importance of energy in economic development
38 understand the importance of diversifying the economy through sectors such as tourism,
mining and manufacturing

Occupational and entrepreneurial skills

39 demonstrate the spirit of self-reliance through vocational and entrepreneurial activities
40 apply appropriate vocational, occupational and entrepreneurial skills to individual and
national advancement
41 demonstrate effective communication skills for the transfer of occupational and
entrepreneurial knowledge, skills, attitudes and values
42 apply the principles of science and technology, entrepreneurship and management to
promote active and productive participation in the society
43 demonstrate creativity and innovation for the benefit of the individual, community and the
nation as a whole
44 demonstrate an understanding of indigenous and non-indigenous knowledge, skills,
attitudes and values, and apply them to personal intellectual growth and national
development
45 use vocational, occupational and entrepreneurial skills for the creation of economic
opportunities in agriculture and other sectors

Practical skills
46 acquire entrepreneurial skills related to agriculture, commerce and industry
47 apply appropriate skills to agricultural, commercial and industrial production
48 demonstrate positive attitudes to manual work
49 demonstrate excellence in any kind of workmanship
50 demonstrate sporting ability and sportsmanship
51 demonstrate the ability to use creative and innovative artistic talents for self-employment

Creativity and resourcefulness

52 demonstrate a spirit of inquiry and creative, critical and lateral thinking
53 use problem-solving techniques to solve practical problems
54 demonstrate an imaginative and creative mind
55 exploit creative potential
56 understand personal strengths and weaknesses and use strengths to promote healthy
self-esteem
57 maximise the use of available resources

Scientific and technological skills

58 apply appropriate scientific, technological and vocational skills to improve economic
productivity
59 apply relevant innovations in science and technology
60 demonstrate a capacity to utilise appropriate technology
61 demonstrate basic research skills

x
Rationale for clothing and textiles
Individuals and families face a lot of challenges in the production, choice, use and care of
clothing and textile products and equipment due to lack of appropriate knowledge, skills and
resources. As a result, social-economic, aesthetic and entrepreneurial skills associated with
clothing and textiles are compromised. Clothing and textiles promotes the application of
mathematical, scientific, artistic, technological, cultural and research skills to production, use
and care of textile products.

In addition, clothing and textiles equips students with knowledge, skills and attitudes to
address the above challenges and promote creativity, entrepreneurship and self reliance. This
will lead to improved standard of living for the individual, family and community thereby
contributing to national development.

Core elements and their outcomes

Sewing and knitting equipment
The students will be able to demonstrate appropriate knowledge and skills in the use and care
of sewing and knitting equipment.

Fibres and fabrics

The students will be able to demonstrate an understanding of fibres and fabrics in terms of their
types, performance characteristics, use, care and effects on human beings and the environment.

Design and construction of garments and other textile products

The students will be able to design and construct garments and other textile products,
comprehend their performance characteristics, handling processes and appreciating fashion.

Principles and elements of design

The students will be able to demonstrate an understanding of the principles and elements of
design in garment construction, grooming, arts and crafts and interior design for various
occasions.

Maintenance of clothing and textiles

The students will be able to apply scientific, technological and entrepreneurship knowledge and
skills in the use, care and maintenance of textile products.

Consumerism and entrepreneurship

The students will be able to use knowledge and skills in consumer education and apply
entrepreneurship skills in the production and merchandise of garments and other textile
products.

xi
 Scope and sequence chart for Forms 1 to 4

Core element Form 1 Form 2 Form 3 Form 4

Sewing and knitting  types of sewing tools  types of sewing  types of sewing  knitting machines
equipment and equipment machines machines flat bed
 large and small  hand sewing portable lock circular
sewing equipment machines stitch machine
 factors to consider when  treadle machines industrial
choosing tools and  electric sewing machine
equipment machines  using sewing
 functions of different  factors to consider machines
sewing tools and when choosing  types of sewing
equipment sewing machines machines based on
 care of sewing tools and  parts and functions functions
equipment of sewing machines serger/over edge/
 correct uses of sewing  correct threading overlock
tools and equipment  caring for a sewing blind stitch
machine embroidery
 using sewing machines
machines straight stitch
 common faults and machines
remedies

Fibres and fabrics  basic terms in clothing  performance  factors affecting  fabric finishing techniques
and textile characteristics of performance of aesthetic techniques,
- fibres fabrics eg durability, fabrics dyeing, printing fabrics
- yarns comfort, appearance fibre content special purpose
- fabrics and texture yarn structure techniques

1
Core element Form 1 Form 2 Form 3 Form 4

 types of fibres  methods of fabric fabrication creating designs

- natural production techniques characteristics of
- artificial weaving finishing different types of fabrics
 processing fibres knitting techniques:
 properties of fibres crocheting printing, dyeing,
 uses of textile fibres bonding starching, glazing,
 methods of caring for macramé brushing,
different fabrics felting embossing, fibre
 guidelines on choice of  parts of a woven proofing, shower
fabrics fabric proofing
selvedge  effects of fabric
raw edge processing and
bias textile products on
weft threads human beings and
warp threads the environment
straight grain human beings:
allergies, skin
 fabric production rash, shortness of
techniques breath
 course work environment: water
- knitted pullover pollution, air
pollution, soil
pollution
 legal issues related to
clothing and textiles
labeling
safety laws
care regulations

2
Core element Form 1 Form 2 Form 3 Form 4

Design and  types of hand sewn machine stitches eg straight,  embroidery stitches  course work
construction of stitches gathering, zigzag, blind chain designing patterns
garments and temporary hemming, lock and edge stem constructing pair
other textile permanent satin of trousers/shorts/
products  functions of stitches  control of fullness herringbone skirt
 types of seams gathers loop  fashion
French seam darts fly meaning
open/flat seam tuck feather history
overlaid seam pleats lazy daisy characteristics
double seam drawing string  project involving at least fashion cycle
 finishes used on seams using elastic five embroidery stitches factors in fashion
 cross way strips smocking table cloth influence and
meaning easing chair back selection
uses  importance of controlling fullness table runner
cutting ease of movement wall hanging
joining to accommodate body shape beach bag
 facings  types of pleats  patterns
types box inverted taking body
- fitted knife measurements
- shaped  openings and fastenings types of patterns
- cross way meaning and uses development
- straight functional, decorative, ease of alternations and
uses movement grading
cutting and attaching types pattern layout
continuous wrap, faced, box
pleat, fly front and bound
 position for openings on different
garments

3
Core element Form 1 Form 2 Form 3 Form 4

 types of fastenings  guide sheet

press fastenings back and front views of
tapes and ribbons garment
hooks and eye pattern layout
velcro unit construction of processes
button and button hole materials required
or rouleau loop eg  selection of fabrics and
zipper and hook and preparation of fabrics
bar  preparing guide sheet for
 factors to consider when garment construction
choosing openings and  course work
fastenings blouse/shirt/dress
 guidelines for making
openings and attaching
fastenings
 course work
- night dress
Principles and  sources of designs  meaning of interior
elements of natural design
design cultural  materials and
imaginations accessories used in
interior design
geometrical sources
 application of
principles and
 elements of design elements of design
line in room decoration
shape/form
colour

4
Core element Form 1 Form 2 Form 3 Form 4

texture
pattern
 principles of design
proportion
balance
unity
rhythm
emphasis
 relationship between elements and
principles of design
 grooming
the concept of grooming
personal appearance
application of elements and
principles in grooming
 selection of accessories
 developing a wardrobe
 clothing needs for different groups
of people eg age, sex, occupation,
pregnant, physically challenged and
occasion
clothing ideas for different occasions
eg, weddings, parties, religious rites
 textile craft techniques eg
appliqué, patch work and quilting

5
Core element Form 1 Form 2 Form 3 Form 4

Maintenance  laundry materials  laundry processes

of clothing and water  properties of
textiles bleaches cotton
starches polyester
bleaching agents nylon
blue wool
fabric softners  laundering of different fabrics
 laundry process cotton
stain removal polyester
bleaching nylon
starching wool
drying  care labels
ironing  methods of laundering
storing different textile products
 mending of clothes washing
darning sponging
calico patch dry cleaning
printed patch  effects of water, heat and
split seams bleaches on:
cotton
polyester
nylon

6
Core element Form 1 Form 2 Form 3 Form 4

Consumerism  basic concepts in consumer education  entrepreneurship

and consumer market research
entrepreneurship consumerism marketing
market place  business plan
 consumer education components
consumer problems  business growth
consumer rights and responsibilities
consumer organizations Course work
the Malawi Consumer Act  setting up a small scale business
 consumerism and entrepreneurship in clothing and textiles
 consumer problems eg market research
fraud, inequality, apathy, ignorance, marketing
violation of consumer rights, lack of financing institutions for small
information and challenging authority business enterprises
entrepreneurship skills eg literacy,
numeracy, budgeting, retailing,
merchandising, negotiation, marketing,
communication, assertiveness and
courtesy
 process of developing small scale
entrepreneurship business in clothing and
textiles eg, business concept,
financial features and sources, location,
clientele and market research and
marketing

7
 Teaching syllabus for Forms 1 and 2

Form 1
Core element: Sewing and knitting equipment
Outcome: The students will be able to choose and demonstrate appropriate knowledge and skills in the use and care of sewing equipment.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this The students must
when the student is be able to:
able to: 1 identify Large and small  discussing different sewing  question and  sewing tools and
 explain basic facts different types sewing tools and tools and equipment used in answer equipment
about sewing tools of sewing tools equipment textiles and clothing  whole group  charts
and equipment and equipment - small tools and equipment: discussion  textbooks
used in clothing used in needles, scissors, tape  lecture  posters
and textiles clothing and measures, thimbles  written exercises  handbooks
textiles - large tools and equipment:  demonstration  portfolios
sewing machines, tables, full  observing  observation
length mirror, storage  drawing checklists
cabinet, chest of drawers,  students’
fitting models (forms), experiences
ironing boards  resource persons
 displaying large and small  raised pictures
sewing tools and equipment  sewing tools and
used in clothing and textiles equipment
 drawing and labelling some
small and large sewing tools
and equipment used in
clothing and textiles
8
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

2 describe  brainstorming factors to  group discussion  textbooks

factors to consider when choosing  question and  students’
consider when different sewing tools and answer experiences
choosing equipment  group reports  charts/pictures
different tools  discussing factors to consider  lecture
and equipment when choosing sewing tools
used in sewing and equipment
- durability
- utility
- affordability
- availability
- ease of use and
maintenance
- safety

3 explain the  lecture  sewing

 reporting what has been
functions of  whole class tools/equipment
discussed
different discussion  textbooks
sewing tools  written exercises  students’
 discussing the functions of
and equipment  question and experiences
different sewing tools and
equipment answer  pictures/charts

4 suggest ways  demonstration  sewing

 explaining ways of caring for
of caring for  teacher observation tools/equipment
sewing tools and equipment
sewing tools  question and  students’
 demonstrating ways of caring
and equipment answer experiences
for sewing tools and
9
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
equipment  practical  storage facilities
 caring for sewing tools and  peer assessment  textbooks
equipment  checklists

5 demonstrate  discussing correct use of  question and  pictures

correct use of sewing equipment answer  textbooks
sewing tools  demonstrating correct use of  group discussion  students’
and equipment the equipment  demonstration experiences
in the textile  observing correct use of  teacher observation  sewing
laboratory sewing tools and equipment  practical work equipment
 using sewing tools and  peer assessment  rubrics
equipment correctly
 discussing safety precautions
when using sewing tools and
equipment

10
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

Core element: Fibres and fabrics

Outcome: The students will be able to demonstrate an understanding of fibres and fabrics in terms of their types, performance characteristics,
use, care and effects on humans and the environment.

11
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this The students must be
when the student is able to:
able to:
 demonstrate an 1 give meanings of Types of fibres  brainstorming meanings of  brainstorming  fibres
understanding of basic terms in and fabrics basic terms in textiles  discussion  yarns
basic facts about textiles - fibres  teacher observation  fabrics
fibres and fabrics. - yarns  written exercises  students’
- fabrics experiences

2 examine different  discussing the meanings of  demonstration  textbooks

types of fibres in fibre, yarn and fabric  discussion  textile fibres
clothing and  observing fibres, yarns and  practical work  microscopes
textiles fabrics  written exercises  candle, matches
 group work  tin
 discussing the different  teacher observation  pictures
types of fibres  peer assessment  checklists
- natural  portfolios
- man-made  chemicals
 fabric samples

12
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

 demonstrating observing
fibres and carrying out
fabric tests
- solubility test using
acid, alkali
- burning test
- absorbency test
- elasticity test
- crease resistance test
- strength test
- acetone test

 practising observing fibres

and carrying out fabric
tests

 drawing and labelling fibre

structures

13
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

3 classify types of Types of fibres  discussing types of fabrics  pair work  exercise books
fibres and fabrics natural:  written exercises  textbooks
- animal: wool, silk,  lecture  textile fibres
leather  question and  diagrams
- vegetable: cotton, answer  charts
linen, jute, sisal  discussion  students’
- mineral fibres: experiences
asbestos, glass, gold  portfolios
artificial:
- regenerated: rayon,
acetate
- synthetic: nylon,
polyester, acrylic,
modacrylic

 developing a trunk and

branches diagram on fibres

14
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

4 describe the  discussing steps in the  question and  resource persons

processing of processing of different answer  fibres
different types of types of fibres  demonstration  charts
fibres  visiting clothing and textile  lecture  textbooks
companies  educational visit  clothing and
 written exercises textile companies
 discussion

5 relate the  discussing relationships  lecture  charts

properties of fibres between properties of  group work  students’
to their use fibres and their functions  written exercises experiences
- cotton  discussion  fabric samples
- rayon  garments and
- polyester, nylon, wool textile products
- silk
- acetate
- acrylic

 completing a table on
properties and functions
of fibres

15
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

6 suggest care  brainstorming care  question and  textbooks

methods for methods for different answer  charts
different types of fabrics  discussion  fabrics
fabrics  discussing care methods  written exercises  care labels
for different fabrics  discussion
 written exercise  group work

7 explain guidelines  brainstorming guidelines  brainstorming  fabrics

on choice of fabrics on choice of fabrics  question and  students’
 discussing guidelines on answer experiences
choice of fabrics:  pair work  textbooks
- durability  lecture  structured
- use  whole group question items
- affordability discussion
- cost
- comfort
- biodegradable/
environmentally
friendly
- safe
- ease of handling and
care

16
Core element: Design and construction of garments and other textile products
Outcome: The students will be able to design and construct garments and other textile products, comprehend their performance
characteristics, handling processes and appreciate fashion.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this The students must be
when the student is able to:
able to:
 demonstrate 1 identify types of Hand sewn  brainstorming types of  brainstorming  textbooks
knowledge and , hand sewn stitches stitches hand sewn stitches  discussion  sewing materials
skills in making  discussing types of hand  practical work  portfolios
hand sewn sewn stitches  written exercises  pictures
stitches  outlining guidelines for  self assessment  charts
working stitches  peer assessment  students’
 discussing groups of  question and experiences
stitches: answer  checklists
- temporary stitches  lecture
- permanent stitches  demonstration
- decorative stitches  observation
 drawing and labelling  drawing
diagrams, types of hand
sewn stitches

17
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

2 sew hand sewn  sewing samples of hand  practical  portfolios

stitches sewn stitches  question and  textbooks
 pressing samples of answer  sewing materials
stitches  written exercises  charts showing
 assembling samples on  self assessment types of hand
pieces of paper  peer assessment sewn stitches
 labelling and mounting  teacher observation  fabrics
samples for the portfolio  sewing
equipment
 checklists

3 explain the  discussing the functions of  discussion  textbooks

functions of temporary and permanent  drawing  students’
stitches stitches  written exercises experiences
 discussing the difference
between decorative and
embroidery stitches
 discussing decorative
stitches
- edge stitching
- top stitching

18
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this The students must be
when the student is able to:
able to:
demonstrate 1 identify different Seams  discussing different types  lecture  portfolios
knowledge and skills types of seams of seams:  discussion  samples
in seam making - open/plain/flat  demonstration  textbooks
- French  teacher observation  sewing
- double stitched/run and  question and equipment
fell answer  students’
- overlaid  written exercises experiences
 outlining general  fabrics
guidelines for working rubrics
seams
 drawing and labelling
different types of seams

19
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

2 make seams  demonstrating making  demonstration  sewing

seams  teacher observation equipment
 sewing samples of seams  practical work  textbooks
 pressing samples of seams  self assessment  samples
 mounting and labelling  charts
samples of seams for  checklists
portfolios  portfolios
 drawing and labelling  students’
stages of different seams experiences
 sewing materials

3 demonstrate  discussing seam finishes  discussion  textbooks

finishes used on  practising seam finishes  practical  sewing
seams - herringbone stitch  written exercises equipment
- loop stitches  group work  charts showing
- edge stitching  self assessment samples
- binding  pictures
- blanket stitches  students’
experiences
 labelling stages of seams

20
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this The students must be
when the student is able to:
able to:
 demonstrate 1 describe cross-way Cross-way strips  demonstrating how to  discussion  textbooks
knowledge and strips identify true bias on a  demonstration  pictures
skills in making fabric  written exercise  fabric
cross-way strips  practising how to identify  question and  checklist
the true bias on a fabric answer
 observation

2 make cross-way  marking and cutting cross-  discussion  textbooks

strips way strips  demonstration  portfolios
 joining cross-way strips  practical  pictures
 labelling and mounting  written exercises  charts
portfolio samples  question and  sewing
answer equipment
 teacher observation  samples of cross
 self assessment way strips
 peer assessment  rubrics

21
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

3 describe uses of  discussing the uses of  lecture  textbooks

cross-way strips cross-way strips  discussion  sewing
- binding raw edges  demonstration equipment
- facing  teacher observation  charts
- pipings  practical work  pictures
- bound button holes  group work  students’
- rouleau loops experiences
 demonstrating the use of  sewing materials
cross-way strips  fabrics
 rubrics
 cutting and joining cross-
way strips

 using cross-way strips:

- binding arm hole
- binding neck line
- making rouleau loops

22
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources
We will know this The students must be
when the student is able to:
able to:
 demonstrate 1 describe the Facings  discussing different types  discussion  textbooks
knowledge and different types of of facings  demonstration  sewing
skills in finishing facings - shaped  teacher observation equipment
raw edges using - straight  question and  samples with
facings - cross-way answer different types of
 distinguishing facing from  practical work facings
cross-way strips  written exercises  garments with
 drawing and labelling different types of
shaped and straight facings
facings  portfolios
 students’
experiences
 sewing materials

2 explain uses of  discussing uses of facings  discussion  textbooks

facings - decoration  teacher observation  samples showing
- neatening  question and different uses of
 examining uses of facings answer facings
 drawing and labelling  drawing  students’
facings experiences

23
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested
standard learning activities learning and teaching and
assessment methods learning resources

3 make facings  laying bric and cutting  demonstration  charts showing

facings  teacher observation the working of
 attaching facings to raw  written exercises different facings
edges  practical  checklists
 laying, cutting and  portfolios
attaching facings  textbooks
 labelling and mounting  sewing materials
samples of facings sewn in and equipment
a portfolio  students’
 drawing and labelling experiences
facings  finished garments

24
Form 2
Core element: Sewing equipment
Outcome: The students will be able to choose and demonstrate appropriate knowledge and skills in the use and care of sewing equipment.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning resources
assessment methods
We will know this The students must
when the student is be able to:
able to:
 describe types, 1 identify types of Sewing  discussing types of  discussion  sewing machines
parts and sewing machines sewing machines  teacher observation  posters/charts
functions of a machines - hand sewing  written exercises  pictures
sewing machine machines  question and  textbooks
- treadle machines answer  students’ experiences
- electric machines  lecture
 self assessment
 observing types of sewing
machines
 analyse similarities and
differences in sewing
machines
 drawing and labelling
different types of sewing
machines

25
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning resources
assessment methods

2 explain factors Sewing  brainstorming factors to  brainstorming  textbooks

to consider machines consider when choosing  discussion  students’ experiences
when choosing sewing machines  short answer  sewing machines
sewing machine  discussing factors to exercises
consider when choosing
sewing machines

3 describe parts  examining parts of  teacher observation  sewing machines

and functions sewing machines  lecture  charts
sewing  drawing and labeling  written exercises  pictures
machines sewing machines  question and  textbooks
 discussing the functions answer  students’ experiences
of various parts of  group work
sewing machines  discussion
 completing a table of  peer assessment
parts and functions of
various types of sewing
machines

26
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning resources
assessment methods

4 thread a sewing Sewing  threading a sewing  demonstration  sewing machines

machine machines machine  teacher observation  thread
correctly  drawing correct  lecture  textbooks
threading of a sewing  practical work  students’ experiences
machine  question and  pictures/charts
answer
 group work
written exercises

 discussing correct use of a  discussion  sewing machines

5 use a sewing
sewing machine  question and  pieces of fabrics
machine
 demonstrating threading answer  textbooks
correctly
and using a sewing  demonstration  thread
machine  observation  students’ experiences
 threading a sewing  practical  posters
machine  written exercises
 observing correct use of a group work
sewing machine
 practising use of the
sewing machine

27
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning resources
assessment methods

6 suggest ways of  discussing ways of caring  teacher observation  sewing machines

caring for a for a sewing machine  demonstration  textbooks
sewing machine  demonstrating ways of  practical work  students’ experiences
caring for a sewing  discussion  storage facilities
machine  question and  machine oil
 practising ways of caring answer  pictures/charts
for a sewing machine  wasters

7 analyse common  explaining common  teacher observation  sewing machine

sewing machine sewing machine faults  lecture  textbooks
faults and their  demonstrating ways of  group work  resource persons
remedies fixing sewing machine  discussion  picture/charts
faults  question and  students’ experiences
answer  machine oil
 demonstration
practical

28
Core element: Fibres and fabrics
Outcome: The students will be able to demonstrate an understanding of fibres and fabrics in terms of their types, performance
characteristics, use, care and effects on humans and the environment.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning resources
assessment methods
We will know this The students must
when the student is be able to:
able to apply:
 knowledge and 1 describe Fibres and  brainstorming methods of  discussion  samples of fabrics
skills in fabric different fabrics fabric production  lecture from different
production methods of  discussing methods of  question and construction methods
 techniques in producing fabric production: answer  resource persons
the construction fabrics weaving, knitting,  field visit  sisal
of fabrics and crotcheting, bonding and  drawing  macramé
other textile macramé, felting  threads
products  visiting fabric  local environment
construction factory
 drawing and labelling
diagrams showing
different fabric
production methods

29
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning resources
assessment methods

2 identify Fibres and  identifying different parts  group work  fabrics

different parts of fabrics of a woven fabric:  question and  diagrams
fabric - selvedge answer  exercise books
- raw edge  practical work  portfolios
- bias  explanation  checklists
- weft and warp  peer assessment
- straight grain
 drawing and labelling
parts of a woven fabric
 mounting samples of
fabric in portfolios

3 construct fabrics  demonstrating methods  demonstration  threads

using different of fabric production  practical  needles (crotcheting,
fabric  producing fabrics using  teacher observation weaving, knitting)
production different production  simple loom
techniques methods  canvas
 mounting samples in  knitting machines
portfolios  resource persons
 rubrics

30
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning resources
assessment methods

4 carry out a Fibres and  demonstrating making  demonstration  knitting machines

project to fabrics knitting stitches  practical work  thread/yarns
produce knitted  knitted  practising making  peer assessment  knitting needles
article: pullover knitting stitches: ribbing  teacher observation  tape measures
pullover (course work) single and double  self assessment  garment evaluation
stitches, stocking stitch, forms
cable stitch  table hanger
 taking appropriate body  students’ experiences
measurements  resource persons
 constructing a knitted  charts/pictures
pullover
 displaying and evaluating
pullover

31
Core element: Design and construction of garments and other textile products
Outcome: The students will be able to design and construct garments and other textile products, comprehend their performance
characteristics and handling processes and appreciating fashion.

Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning resources
assessment methods
We will know this The students must
when the student is be able to:
able to:
 demonstrate 1 identify types of Stitches  brainstorming types of  brainstorming  sewing machines
skills on machine stitches machine stitches  discussion  textbooks
machine  discussing types of  written exercises  pictures
stitching machine stitches  question and  posters
- straight stitch answer  sewing materials
- gathering stitch  individual and  students’ experiences
- zigzag stitch group work
- blind hemming stitch
- lock stitch
- edge stitch
 drawing diagrams
showing machine stitches

32
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning resources
assessment methods

 apply basic 1 identify Controlling  brainstorming ways of  brainstorming  garments

clothing and methods of fullness controlling fullness  discussion  samples
textiles controlling  discussing ways of  teacher observation  textbooks
knowledge and fullness controlling fullness  written exercises  students’ experiences
skills in gathers  question and  pictures/charts
controlling darts answer  textile products
fullness tucks  drawing
pleats
draw string
easing
using elastic
smocking
 examining methods of
controlling fullness on
different garments and
other textile products
 drawing and labelling
diagrams showing types
of fullness

33
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning resources
assessment methods

2 explain the  discussing importance of  discussion  garments and textile

importance of controlling fullness  teacher observation products
controlling - ease of movement  question and  charts/posters/pictures
fullness - accommodate body answer  textbooks
shape
- decorative effect

3 describe types  discussing types of darts  written exercises  fabrics

of darts, pleats, - full/French  discussion  portfolios
and other ways - half  oral tests/exercises  charts/poster/pictures
of controlling - contour  textbooks
fullness  discussing types of pleats  magazines
- boxes  garments and other
- inverted textile products
- knives

34
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning resources
assessment methods

4 practise steps in  discussing ways of  demonstration  textbooks

controlling controlling fullness  teacher observation  pictures
fullness - shirring  practical work  pictures/charts
- smocking  peer assessment  sewing
- using elastic tools/equipment
- easing  sewing materials
- draw string  fabrics
 drawing and labelling  portfolios
types of darts, pleats,  checklists
elastic use and draw
strings

 demonstrating
controlling fullness
 practising controlling
fullness on samples
 evaluating samples made
 mounting and labeling
samples for the portfolio
 drawing and labeling
types of darts, pleats and
other ways of controlling
fullness

35
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning resources
assessment methods
We will know this The students must
when the student is be able to:
able to:
 demonstrate 1 describe the Openings and  observing openings on  observation  textbooks
skills in making meaning of fastenings different garments and  question and  pictures/charts
openings and opening on a other textile products answer  garments and other
fastenings garment or  discussing meanings of  group work textile products
textile product an opening on garments  discussion  students’ experiences
and textile products

2 explain uses of  examining openings on  discussion  garments

openings different garments and  teacher observation  textbooks
other textile products to  question and  textile products
determine functions answer  pictures/charts
 discussing uses of group work students’ experiences
openings
- functional
- decorative
- ease of movement
 discussing positions for
openings on different
garments

36
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning resources
assessment methods

3 describe types  brainstorming types of  discussion  garments

of openings openings  question and  textbooks
 discussing types of answer  pictures/charts
openings  written exercises  students’ experiences
- continuous wrap  brainstorming
- faced  drawing
- box pleat
- fly front
- bound
 drawing and labelling
different types of
openings

4 describe  brainstorming meaning of  brainstorming  garments

different types a fastening  discussion  textile products
of fastenings  discussing types of  observation  pictures/charts
fastenings: press  self assessment  fasteners
fastenings, tapes and  peer assessment  textbooks
ribbons, hooks and eyes,  students’ experiences
velcro, button and
buttonhole or rouleau
loop, zipper, hook and
bar

37
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning resources
assessment methods

 displaying garments and

other textiles products
with different types of
fastenings
 observing types of
fastenings

5 explain factors  brainstorming factors to  brainstorming  fabric fastenings

to consider consider when choosing  discussion  portfolios
when choosing openings and fastenings  question and  pictures
openings and  discussing factors to answer  textbooks
fastenings consider when choosing  students’ experiences
openings and fastenings
- type of garment
- type of fabric
- position of opening
- age of wearer

38
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning resources
assessment methods

6 suggest Openings and  brainstorming guidelines  brainstorming  textbooks

guidelines for fastenings for making openings and  discussion  charts/pictures
making attaching fastenings  question and  students’ experiences
openings and  discussing guidelines for answer  garments
attaching making openings and  written exercises
fastenings attaching fastenings

7 practise making  demonstrating making  demonstration  fabrics

openings and openings and attaching  teacher observation  fabric fastenings
attaching fastenings  practical work  portfolios
fastenings  practising constructing  self assessment  pictures
openings and attaching  peer assessment  textbooks
fastenings  checklists
 mounting and labelling
openings and fastenings
in portfolios

39
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning resources
assessment methods
We will know this The students must
when the student is be able to:
able to:
apply garment 1 identify pattern Night dress  brainstorming pattern  brainstorming  commercial patterns
construction markings (course work) markings  discussion  sewing equipment
processes in making - straight grain  question and  fabrics
a night dress - place on fold answer  textbooks
- notches  practical work  students’ experiences
- cutting line  group work
- seam line
- seam allowance
 discussing pattern
markings on a
commercial pattern
 demonstrating laying out
pattern pieces on a fabric
 demonstrating cutting out
and transferring of
pattern markings onto
fabrics

40
Assessment Success criteria Theme/topic Suggested teaching and Suggested teaching, Suggested teaching
standard learning activities learning and and learning resources
assessment methods

2 construct a  pattern laying, pinning,  practical work  samples of night dress

night dress cutting out and  demonstration  textbooks
transferring pattern  question and  portfolios
markings answer  sewing materials
 demonstrating joining  group work  sewing equipment
lower pieces of a night  self assessment  charts/pictures
dress using French and  peer assessment  posters
open seams observation  checklists
 finishing armholes using
cross way strips
 making gathers on the
lower part of night dress
 hemming night dress
 pressing the night dress
 practising joining lower
pieces of a night dress
using French and open
seams
 joining lower pieces of a
night dress using French
and open seams

41
References
Buresh R (1989). Easy pattern styling. Auckland: Brooks.
Bull MW (1997). Basic needlework – 5th metric edition. Essex: Longman, Harlow.
Davies R (1986). Needlework notebook. London: Heinemann Educational Books.
Domasi College of Education (2001). Module 2: introduction to clothing and textiles:
Domasi: DCE.
Domasi College of Education (2001). Module 3: introduction to pattern development.
Domasi: DCE.
Domasi College of Education (2003). Module 5: clothing and textile design. Domasi:
DCE.
Domasi College of Education (2003). Module 6: clothing construction professes.
Domasi: DCE.
Vulker J and Cooper H (1988). Introducing textiles and design. Macmillan Education
Ltd.
Vulker J and Cooper H (1989). Textiles, fabric and design. Melbourne: Macmillan
Company of Australia.
Sinclair R (1999). Skill sin textiles technology. Heinemann Educational Publishers,
Oxford.

42