ZIMBABWE

MINISTRY OF HIGHER AND TERTIARY EDUCATION, INNOvATION, SCIENCE AND

TECHNOLOGY DEvELOPMENT

HIGHER EDUCATION EXAMINATIONS COUNCIL

2023

REGULATIONS AND MODULES FOR THE

NATIONAL CERTIFICATE

IN

FASHION, CLOTHING AND TEXTILES

Course Code: 455/23/CT/MO

Implementation date: January 2024

HERITAGE-BASED EDUCATION 5.0

PREAMBLE

The course is designed to develop a self – reliant artist with technical skills, knowledge and
attitudes required in the Clothing and Manufacturing Industries. The total duration of the course
is 1 480 notional hours spread over a period of one year. The minimum entry requirement into
this course are English Language and any other four subjects passed at O’ Level with grade C or
better or NFC subjects. The course is offered on a Full-time, Part-time, Block Release, Open
Distance Learning (ODeL) or Part Qualification on a Single Modular basis (The single module
part qualification pathway is exempted from 5 O’ levels requirement). The trainee will be
assessed through continuous assessment and written examinations. The course will consider
gender mainstreaming, sustainable development, physical challenges, health disposition and
intersections between race, class and culture. It shall embrace innovative heritage-based
education and training philosophy to solve national problems and to produce goods and services
for industrialisation and modernisation.

CONSULTATIONS YEAR

Airforce of Zimbabwe (AoZ) 2022

Bravette 2022
Brotherhood 2022
Carousel Pvt (Ltd) 2022
Coh Coh Taig 2022
Femina Garments 2022
James North 2022
National Manpower Advisory Council (NAMACO) 2022
Paramount Garments 2022
Pension Knitters 2022
Playtime 2022
Zimbabwe Clothing Manufacturers Association (ZCMA) 2022
Zimbabwe Republic Police (ZRP) 2022
ZUVVA 2022
HOUSE OF ParuCHI 2022

2
PART 1: COURSE REGULATIONS

1.0 TITLE AND LEVEL OF AWARD

National Certificate in Fashion, Clothing and Textiles

2.0 AIM
The aim course is to equip the student(s) with skills, knowledge and attitudes which
will enable them to design fashion to satisfy the needs of Clothing and Manufacturing
Industries.

3.0 LEARNING OUTCOMES

By the end of the course the learner should be able to:

3.1 construct samples for mass production

3.2 construct patterns and produce garments as per garment specifications;

3.3 render Fashion illustrations in croqui, specification and technical drawings, in a creative

manner;

3.4 demonstrate knowledge of textile design, ornamental designs methods and techniques

required in the clothing industry,

3.5 operate a sustainable business in Fashion industry; and

3.6 demonstrate patriotism.

3
4.0 COURSE STRUCTURE

FIRST SEMESTER MODULES

No. Module Title Code Hours

1. Fashion Illustration 455/23/M04 200

2. Industrial Sewing Techniques 455/23/M01 200

3. Industrial Pattern Techniques 455/23/M02 200

4. Clothing Factory techniques 455/23/M07 80

5. National Strategic Studies 401/22/M01 80

SECOND SEMESTER MODULES

No. Module Title Code Hours

1. History of Costume and Fashion 455/23/M03 100

2. Textile Technology 455/23/M05 200

3. Clothing Factory Management and 455/23/M06 80

Operations
4. Project 455/23/M08 100

5. Workplace Communication 310/22/M02 80

6. Entrepreneurship Skills Development 402/22/M01 80

7. Skills proficiency 455/23/M09 80

TOTAL 1480

5.0 COURSE DURATION

The course duration is 1480 Notional hours.

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 6.0 ENTRY REQUIREMENTS

The entry requirements for the course are:

6.0 English Language and any other four subjects passed at O’ Level with grade C or
better or NFC subjects.
6.1 The single module part qualification pathway is exempted from 5 O’ levels
requirement.
6.2 The single modular part qualifications should be taken 1 (one) module at a
time by those without 5 Ordinary levels.

7.0 MODE OF STUDY

Full time: 1480 notional hours

Part time: 1480 notional hours
Block release: 1480 notional hours
ODL: 1480 notional hours

8.0 ASSESSMENT SCHEME

All the modules within the course structure will be assessed as follows:

MODULE TITLE WRITTEN CONTINUOUS WEIGHTING

AND EXAMINATIO ASSESSMENT 60%
CODE NS 40%
History of Costume 3hrs theory paper A minimum of 100%
and Fashion -2 assignments
20% (weighted
455/23/M03 7hrs/1 day 10% each) -2
practical paper Practical 20%
(weighted 10%
each) -2 Tests
20%
(weighted 10% each)
Industrial Sewing A minimum of 100%
Techniques 7hrs/1day -2 assignments
practical paper 20% (weighted
455/23/M01
10% each) -2
Practical 20%
(weighted 10%
each) -2 Test 20%
(weighted 10% each)

5
Industrial Pattern 3hrs theory paper A minimum of 100%
-2 assignments
Techniques 20% (weighted
7hrs/1 day 10% each) -2
practical paper
455/23/M02 Practical 20%
(weighted 10%
each) -2 Test 20%

5
 (weighted 10% each)
A minimum of 100%
Fashion Illustrations 3hrs theory paper -2 assignments
20% (weighted
455/23/M04 10% each) -2
7hrs/1day Practical 20%
practical paper
(weighted 10%
each) -2 Test 20%
(weighted 10% each)
A minimum of 100%
3hrs theory paper -2 assignments
Clothing Factory
Management and 20% (weighted
Operations 10% each) -2
Practical 20%
455/23/M06 (weighted 10%
each) -2 Test 20%
(weighted 10% each)
A minimum of 100%
4hrs -2 assignments
Clothing Factory Theory/Practical
Techniques 20% (weighted
10% each) -2
455/23/M07 Practical 20%
(weighted 10%
each) -2 Test 20%
(weighted 10% each)
A minimum of 100%
Textile Technology 3hrs theory paper -2 assignments
455/23/M05 20% (weighted
10% each) -2
7hrs/1 day Practical 20%
practical paper
(weighted 10%
each) -2 Test 20%
(weighted 10% each)
100%
Fashion Evolution Submit Marks
Project

455/23/M08

Skills Proficiency Submit Marks As per attached 100%

Skills Proficiency
455/22/M07 Schedule

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 A minimum of 100%
Entrepreneurial Skills 3hrs written paper -2 assignments
Development 20% (weighted
10% each) -2
402/22/M01 Practical 20%
(weighted 10%
each) -2 Tests
20%
(weighted 10% each)
National Studies 3hrs written paper A minimum of 100%
-2 assignments
401/22/M01 20% (weighted
10% each) -2
Practical 20%
(weighted 10%
each) -2 Tests
20%
(weighted 10% each)

9.0 CONDITIONS OF GRADING

0% to 49% Fail
50% to 59% Pass
60% to 79% Credit
80% and above Distinction

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10.0 CONDITIONS OF AWARD

10.1 A candidate should attend at least 100% of learning sessions to

qualify
for examinations. An approved absence shall be considered as a present.
10.2 Approved absenteeism shall not exceed 15%.
10.3 The final mark should be obtained through aggregation provided the candidate
scores
At least 50% in each of continuous assessment and examinations.
10.4 The pass mark shall be 50%.
10.5 A candidate should pass all modules to be awarded a National Certificate in
Mass
Communication
10.6 Single module candidates will be awarded part certificates in passed single
modules.

11.0 RE-WRITES

11.1 Re-writes should conform to current course structure.

11.2 Candidates should pass at least two thirds of the course to qualify for a
referral.

11.3 Any candidate who fails to pass at least two thirds of the course should
repeat the failed modules.

11.4 A candidate is given no time limit in which tore-write the failed module
(s).

11.5 There is no aggregation for rewrites.

11.6 All re-writes should pass on performance in the examination.

11.7 If a candidate fails coursework he/she repeats the module.

12.0 EXEMPTIONS AND TRANSFER OF CREDITS

12.1 Exemptions are only granted in modules already attained from a complete
accredited qualification provided an exemption certificate specifying
exempted modules is produced.

12.2 Transfer of credits are only granted in modules passed from accredited
course
programmes.

11
 12.3 Exemption or Transfer of credits certificate should be applied for at
enrolment
stage and produced before registration of examinations

13.0 IRREGULAR PRACTICES

13.1 Cheating in examinations will result in disqualification from the whole

course and all other HEXCO courses. The candidate will be suspended
for one (1) year.
13.2 Previously disqualified candidates should repeat the failed modules only
after serving the 1 year ban due to recognition of prior learning.
13.3 Plagiarism with a similarity index of more than 15% in any of the
assessments will result in automatic disqualification of the module.

14.0 RESOURCE

14.1 Lecturer’s Qualifications

A minimum of relevant National Diploma qualifications plus 3 years

Industrial or post qualifications experience.

14.2 Facilities and Equipment

1. Facilities

Facilities and equipment necessary for the implementation of this course are as follows: -

Lecture room -
Theory lectures

Workshops
-Pattern Making, Cutting and Sewing

Studio Rooms
-Design
Computer Room -
Computer lessons
Human models are required for life classes (both male and female)
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 2. Equipment

The workshop must be purpose - designed with good daylight and artificial light
so that working areas are free from shadows. Machines and equipment should
be according to industrial standard concerning the ergonomic and safety design.

Lockstitch DDL 5530

Safety Stitch MO 2316
Overlock MO 2316
Blind stitch BS 1020-
2
Twin Needle LH 1162
SF
Buttonhole LBM 783
Belt Loop B 200C
Waistband DLR 1508
D
Flosser W 8103
F
U/Bed Trim DDL 5550-4-0
Edge Trim DLM 5200
OB DDL 5550-6
Stop Watches
Sewing Machine Chairs
Sewing Aid

4. Pressing Equipment

Steamer
Steam Irons
Flat Surface Vacuum Table’
Lifter
Fusing Presser
Large Cutting out tables
Straight Knife Cutting Machine
Cloth Marketing Drill
Squares
Scissors
Cutting Aids
Drawing Chairs

5. Cutting Equipment
Tables 1.80m x 7.00m
Straight Knife Cutting Machine
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Round Knife Cutting Machines
Cloth Marking Drill
Squares and Scissors supplied by students
Cutting Aids

6. Equipment – Classroom Pattern Making – Design

Dress forms
High table 1.80 x 2.00m
Drawing chairs
Drawing boards
French Curves
Tracing wheels
Measuring and Pattern Making Tools
Calculators

7. Computer Classroom CAD/CAM

Drawing boards
Computer PC
Easels
General Utility Tables
Light Tables
Plan chests
Overhead projector
Epidiascope
“I” square

Set squares
Rulers
Paintbrushes
Drawing Instruments
Relevant software
Printers

8. Consumables Material

Paints
Papers
Pencils
Crayons and Pastels
Drawing Ink
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Tailor’s chalk
Sell tape
Dyes (vat
Unbleached Calico
Sewing & Tacking Tweed

9. Design Studio (CAD/CAM)

Darkroom
Infra-red lights
Scanner
Light box
Printing tables
Squeegees
Draughting films
Metre steel ruler

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 14.3 Suggested Reference Books

Blackman, C., 2012 100 years of Fashion, Lawrence King

Publication, London.
Vangodutsenhoven 2018 Fashion Game Changer: Reinventing the
20th
K, Aralluz, M & Century Silhouette, Bloomsbury Visual,
Debo K London.

Cumming, V., 2017 Dictionary of fashion history,

Bloomsbury
Cunning C. W., Academia, London.
Cunning, P. E.
Laver, J 2012 Costume and Fashion:A concice
History, Thames and Huddon Ltd, London.
Hallenberg, 2018 Fashion and Mordernism, Bloomsbury Visual,
L.,
Kollnitz, A. London.

Leventon M. 2016 Fashion Details: A Historical Storybook,

Quarto, London.

Leventon M. 2008 What People Wore When: A Complete

Illustrated History of Costume From Ancient
Times to the 19th Century For Every Level
of Soceity, St Martins Griffin, Canada.

Smithsonan DK. 2012 Fashion: The Definitive History of Style,

Bloomsbury, London.

Bowles, M., Digital Textiles Design, Lawrence King

Isaac, C. (2012) Publication, London.

Cole, D. (2012) Patterns, Lawrence King Publication,

London

Smart Textiles for Designers:

inventing
Pailes-Friedman, the future of the fabric, Lawrence King
R. (2016) Publication, London

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Lee - Tate, S. (2004) Inside Fashion Design 5th edition,
Fairchild, Publication New York

Hallett, C., Fabricfor Fashion the swatch book,

Johnston (2014) Lawrence King Publications,
London.

12
 The art of manipulation offabric, F.
W.
Wolff, C. 2013 Publication, Ottio.

Textile Visionaries, Lawrence King

Quinn, B. 2013 Publication, London.

Woven Textile Design, Lawrence King

Schenton, J. 2014 Publications, London.

Designer with Smart textiles,

Bloomsbury
Kettley, S. 2016 Publication, London.

Scheiderman, Textile Technology and Design,

D.,
Winton, A., G. 2012 Bloomsbury, London.

Dorooz, C.,
Watston, J. R. (2011) Design with colour,
Bloomsbury Publishing Ltd. New
York.
Seymour, S. (2014) Fashionable Technology,
Bloomsbury Publication, New York.

Pakhchyan, S. (2016) Fashionable Technology,

Bloomsbury Publication, New York.

Garment manufacturing, process,

Sarkar, P. (2014) practices and technology
Online Clothing Study,

Nayak, R. & Garment Manufacturing Technology

Padbye R. (2015) Woodhead Publishing, New York.

Fashion Forecaster: A Hinden of

Colour, Trends Prediction
Bloomsbury, New York
Lee, R. &
21
Blaszczyk,B (2018)
Creating Couture Embellishment
Miller, E. W (2017) Bloomsbury, New York

Aldrich, J (2015) Metric Pattern Cutting For Women’s Wear

John Wiley & Son Ltd. Chlecester

Aldrich, J. (2011) Metric Pattern Cutting For Children’s Wear

John Wiley & Son Ltd. Chlecester

Armstrong, H. J (2013) Pattern Making For Fashion Design

Laurence King Publishers

Nakamichi (2018) Pattern Magic 3

Stiebner Verlag, Gmbh

Sterlaci, F. Arrata
B-Gavere &
Seggio B (2018) Pattern Making Techniques For Beginners
Laurence King Publishers, England.

Hagen, K. &
Maruzwi V.J (2010) Pattern Making For Fashion Design
Laurence King Publishers, England

Rissaman J. (2010) Fashion Design & Pattern Making Practice

Nordes, New York
Dorooz, C., Watston,
J. R. (2011) Design with colour,
Bloomsbury Publishing Ltd. New York, USA.

Seymour, S. (2014) Fashionable Technology,

Bloomsbury Publication, New York, USA.

Pakhchyan, S. (2016) Fashionable Technology,

Bloomsbury Publication, New York, USA.

Garment manufacturing, process, practices and

Sarkar, P. (2014) technology
Online Clothing Study,

Nayak, R. & Garment Manufacturing Technology

Padbye R. (2015) Woodhead Publishing, New York,
USA.
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PART II: MODULES

Module Code: 455/23/M03

Module Title: HISTORY OF COSUME AND FASHION

ZNQF Level: 4
Credits: 20

Duration: 100 hours

Relationship with Based on Unit Standard TBA of Qualification

Qualification Standards: Standard for Fashion, Clothing Design Assistant

Pre-requisite modules: No pre-requisite

Purpose of Module: This module describes the skills, knowledge and

attitudes required by
Fashion, Clothing Design Assistant to examine the
development of fashion. This includes
analyse origin of dress, articulate influence of values and
attitudes, assess ancient civilization costumes, outline
Middle Ages and Late Middle Ages within the African
and European spheres, examine economic ,social factors
and assess the Twentieth Century
(20th C) fashion to date. Access to this module is open
to all target groups such as SMEs in the Fashion
industry in digital marketing the design through social
media.
List of Learning LO1 Analyse the origin of dress
Outcomes LO2 Articulate influence of values and
attitudes
LO3 Assess ancient civilization costumes
LO4 Outline Middle Ages and Late Middle Ages
LO5 Assess the Twentieth Century (20th C)
fashion to date
Learning Outcome 01 ANALYSE THE ORIGIN OF DRESS

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Assessment Criteria: 1.1 Nature and origin of dress

1.2 Reasons of dress

1.3 Psychological and physiological aspects of clothing

Content: 1.1Demonstrate nature and origins of dress 500 BC –

400AD

1.1 Theories of origin of dress:

-modesty theory
-immodesty theory
-adornment theory
-protection theory
1.2 Explain the reasons for motivation of dress

-modesty, status, religion, etc

1.3 Analyse the psychological and physiological
aspects of clothing

Assessment Tasks: Practical assessment on Influence of customs and

traditions, influence of changing social conditions,
Influence of changing social conditions, Influence of
age upon values, influence of family, friends and
community and influence of economy on fashion as
prescribed on the performance criteria of the relevant
unit standard.
Conditions/Context of 1 Written assessment can be conducted in a
assessment classroom environment.
2 The practical assessment will be conducted in the
simulated work environment in the training institution.
3 The context of assessment should include the
facilities, tools, equipment and materials listed
below:
- Computer laboratory
- Internet
- Stationery
- Printer

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Learning Outcome 02 ARTICULATE THE INFLUENCE OF VALUES
AND ATTITUDES UPON FASHION

Assessment Criteria: 2.1 Influence of customs and traditions.

2.2 Influence of changing social conditions.
2.3 Influence of changing social conditions.
2.4 Influence of age upon values.
2.5 Influence of family, friends and community.
2.6 Influence of economy on fashion
Content: 2.1 Outline the influence of customs and traditions.
- Relationship to family and doctrines

2.2 Describe the influence of changing social

conditions
- Cultures, norms, lifestyle, demographics
and population changes

2.3 Examine the influence of age upon values.

- career type could be inferred by clothing,
and clothing and hairstyles

2.4 Assess the influence of family, friends and

community
- self-perceived influence of
parents, siblings, friends, and
media on adolescent clothing

2.5 analyse the influence of economy on fashion

- recession, inflation, the national economic policy, and

of course, economic growth

Assessment Tasks: Theory and Practical assessment on Influence of

customs and traditions, influence of changing
social conditions, Influence of changing social
conditions, Influence of age upon values, influence
of family, friends and community and influence of
economy on fashion as prescribed on the
performance criteria of the relevant unit standard.

21
Conditions/Context of 1Written assessment can be conducted in a
assessment classroom environment.
2 The practical assessment will be conducted in the
simulated work environment in the training institution.
3 The context of assessment should include the
facilities, tools, equipment and materials listed
below:
- Computer laboratory
- Internet
- Stationery
- Printer

Learning Outcome 03 ASSESS ANCIENT CIVILIZATION COSTUMES

Assessment Criteria: 3.1 Egyptian Costumes

3.2 Roman Costumes
3.3 Greek Costumes
3.4 African Costumes
Content: 3.1Illustrate the Egyptian Costumes- dress, accessories,
headgear and footwear etc
3.2 Describe the Roman Costumes- dress, accessoies, and
footwear etc
3.3 Analyse Greek Costumes- dress, accessories,
headgear and footwear etc
3.4 Outline African Costumes- dress, head gear,footwear etc
Assessment Tasks: Practical assessment on dress, headgear and footwear of
Egyptian Costumes, Roman Costumes, Greek Costumes
and African costumes as prescribed on the performance
criteria of the relevant unit standard.
Conditions/Context The practical assessment will be conducted in the
of assessment simulated work environment in the training institution.
The context of assessment should include the facilities,
tools, equipment and materials listed below:
- Computer laboratory
- Internet
- Pencils
- Stationery
- Printer

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Learning Outcome 04 OUTLINE THE MIDDLE AGES , LATE MIDDLE
AGES T0 DATE
Assessment Criteria: 4.1 Inspiration from Medieval fashion
4.2 Inspiration from Byzantine fashion
4.3 Inspiration from Renaissance fashion
4.4 Inspiration from African fashion

Content: 4.1 Describe inspiration of Medieval fashion- types

of materials used in dress, colours and styles
4.2 Outline the inspiration of Byzantine fashion- types
of materials used in dress, colours and styles
4.3 Research on inspiration of Renaissance fashion-
types of materials used in dress, colours and styles
4.4 Examine inspiration of African fashion- types of
materials used in dress, colours and styles

Assessment Tasks: Practical assessment on types of materials used in dress,

colours and styles for Medieval fashion, Byzantine
Fashion,Renaissance fashion and African
fashion as prescribed on the performance criteria
of the relevant unit standard.
Conditions/Context The practical assessment will be conducted in the
of assessment simulated work environment in the training institution.
The context of assessment should include the facilities,
tools, equipment and materials listed below:
- Computer laboratory
- Internet
- Pencils
- Stationery
- Printer
Assessment Tasks: Practical assessment on Influence of customs and
traditions, influence of changing social conditions,
Influence of changing social conditions, Influence of age
upon values, influence of family, friends and
community and influence of economy on fashion
as prescribed on the performance criteria of the
relevant unit standard.

21
Conditions/Context The practical assessment will be conducted in the
of assessment simulated work environment in the training institution.

The context of assessment should include the facilities,

tools, equipment and materials listed below:
- Computer laboratory
- Internet
- Pencils
- Stationery
- Printer

Learning Outcome 05 ASSESS THE TWENTIETH CENTURY (20TH C) FASHION

TO DATE
Assessment Criteria: 5.1 Attitudes towards 20th C fashion to date
5.2 Influence of 20thC fashion during war, economic factors, social
factors and lifestyle to date
5.3 Styles of dress during 20th C fashion to date
Content: 1.1 Articulate attitudes towards 20thC fashion to date
- Fashion psychology:
-Dress for success
- Need for uniqueness
- Signal theory

1.2 Assess the influence of 20thC fashion during war years,

economic factors, social factors to date
- World War I and World War II
- Economic factors: growth of industry,trade
unions,labour unions, revolutionary socialism, and social
tensions
-Lifestyle:Buying power,standard of living

1.3 Styles of dress during 20thC fashion to date

- silhouettes
- fabrics/trims
- accessories
- colours
Assessment Tasks: Practical assessment on attitudes towards 20th C fashion,
influence of 20th C fashion during war, politics, social
movements and styles of dress during 20th C fashion to date as
prescribed on the performance criteria of the relevant unit
standard.

21
Conditions/Context 1. Written assessment can be conducted in a classroom environment.
of assessment 2. The practical assessment will be conducted in the simulated
work environment in the training institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below:
- Computer laboratory
- Internet
- Paint and brushes
- Stationery

SPECIFICATION GRID

N TOPIC WEIGHTING
O.
1. Analyse origin of dress 20
2. Articulate influence of values and attitudes 15
3. Assess ancient civilization costumes 25
4. Outline Middle Ages and Late Middle Ages 20
5. Assess the Twentieth Century (20th C) fashion to date 20
TOTAL 100

PROPOSED PAPER STRUCTURE

1 History of Costume and Fashion
.
Theory paper
- 3hrs
- Origin of dress from Ancient ages to date
- Values and attitudes upon fashion
- Description of ancient costumes
2 History of Costume and Fashion
.
Practical paper
- 7 hours/one day
- Illustration of ancient costumes , style,accessories,head gear, footwear etc
- Colour application

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Approach to Teaching and Learning:
1. Observation of adult learning principles.
2. Both institution-based and work-based learning to facilitate the integration of theory and
practice.
3. Face-to-face education and learning.
4. Problem-based learning.
5. Online/distance education and learning.
6. Blended/hybrid education and learning.
7. Use of social media.
Approach to Assessment:
1. Weighting of practical and theory assessment: 60% practical and 40% theory.
2. Weighting of institution-based and work-based assessment: 50% institution-based
assessment and 50%.
3. Oral assessment to be conducted by a panel of two or more assessors.
4. RPL assessment.
5. Portfolio of evidence.
6. Assessment of work conducted by both individual learners and teams of learners.

Resources:
1. Qualifications and experience of Trainers, Assessors and Moderators

All trainers, assessors and moderators should have undergone ZNQF accredited training
programmes and should have qualifications and experience recognised by the Zimbabwe
National Qualifications Authority (ZNQA).

2. Facilities, Tools, Equipment and Materials

.. Drawing media
3. Painting media
4. Printing media
5. Computer laboratory
6. Paint brushes
7. Stationery
8. Theme material
9. French curves
10. Male,female croqui etc
11. Drawing board
12. Drawing table

3. Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide

21
4. Reference Materials (recommended textbooks, recommended readings)

Dorooz, C., Watston,

J. R. (2011) Design with colour,
Bloomsbury Publishing Ltd. New York,
USA.
Seymour, S. (2014) Fashionable Technology,
Bloomsbury Publication, New York, USA.

Pakhchyan, S. (2016) Fashionable Technology,

Bloomsbury Publication, New York, USA.

Garment manufacturing, process , practices and

Sarkar, P. (2014) technology
Online Clothing Study,

Nayak, R. & Garment Manufacturing Technology

Padbye R. (2015) Woodhead Publishing, New York, USA.

Fashion Forecaster: A Hinden of

Colour, Trends Prediction
Bloomsbury, New York, USA
Lee, R. &
Blaszczyk,B (2018)
Creating Couture Embellishment
Miller, E. W (2017) Bloomsbury, New York, USA

21
Module Code: 455/23/M01

Module Title: INDUSTRIAL SEWING TECHNIQUES

ZNQF Level: 4

Credits: 20

Duration: 200 hours

Relationship with Based on Unit Standard Industrial Sewing Techniques of

Qualification Qualification Standard for Fashion and industrial Clothing Design
Standards: Assistant
Pre-requisite No pre-requisite
modules:
Purpose of Module: This module describes the skills, knowledge and attitudes
required by Fashion ,Clothing and Textiles Assistant to make
a sample. This includes laying and cutting, bundling, use of
different pressing and fusing equipment, construct garments such
as skirts, blouses, shirts, dresses and trousers using various
industrial techniques. Access to this module is open to all target
groups such as SMEs in the Fashion industry in digital marketing
the design through social media.
List of Learning LO1 Cut the material for sample
Outcomes: LO2 Apply principles of pressing using industrial machines
LO3 Construct a garment
LO4 Control quality
LO5 Operation breakdown of sample
Learning Outcome Cut the material for the sample
01
Assessment Criteria: 1.1 Marker making
1.2 Fabric laying
1.3 Tool selection
1.4 Stamping and bundling
Content: 1.1 Lay plan
-types of lay; single, multi-lay, and stepped lay
- presentation of fabrics; open, rolled, double, tabular,
plaited, wound
- carryout pattern
count -prepare a
single lay plan
-lay patterns according to fabric orientation
-trace out patterns
-rate the pattern efficiency

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 1.2 Spreading process

Learning Outcome 02 APPLY PRINCIPLES OF PRESSING TECHNIQUES USING

INDUSTRIAL MACHINE
Assessment Criteria 2.1- Selection of appropriate pressing equipment
2.2 Apply basic principles of pressing
2.3 Identify correct methods of fusing and pressing
2.4 Outline fusing and pressing procedures.
2.5Carry out the fusing and pressing processes
Content 2.1 Selection of appropriate pressing equipment
-Identify pressing equipment
- Select appropriate fusing and pressing equipment
-Apply correct methods for different
fabrics

2.2 Apply basic principles of pressing

-Outline procedures for fusing and pressing
-Carry out fusing and pressing tests fabric
2.3 Identify correct methods of fusing and pressing
-select methods of fusing and pressing
-Apply correct methods on different fabrics
2.4. Outline fusing and pressing procedures
-Analyse fabric for fusing
-Carry out fusing processes
-Demonstrate fusing techniques
2.5 Carry out fusing processes
-Prepare fabric samples
-Test the fabrics using fusing processes
-Analse the test results
-Fuse the garment pieces for production
Assessment Tasks Practical assessment on fusing and pressing techniques as prescribed
on the performance criteria of the relevant unit standard.

24
Conditions/Context 1. Written assessment can be conducted in a classroom
of assessment environment.
2. The practical assessment will be conducted in the simulated
work environment in the training institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below:

- Sewing equipment
- Sewing workshop
- Fabrics, trims
- Threads
- Bobbin and bobbin case
- Machine and attachments
- Scissors, tag guns
- Iron and ironing board
- Tape measure, needles etc.

24
Learning Outcome 03 CONSTRUCT A GARMENT

Assessment Criteria 3.1 Selection of fabric and trims.

3.2 Assemble garment pieces
3.3 Choose garment construction techniques.
3.4 Draw up an operation breakdown.
3.5 Produce a final garment
Content 3.1 Selection of fabric and trims.
-Choose suitable fabric and trims for the garment
3.2 Assemble garment pieces
- Join and neaten garment pieces neatly
- Attach correct tags and labels
- Produce full scale samples
- Produce a sample file
- Emphasis to be placed on accuracy, dimension, basic
construction clear and accurate marking labelling of
sample.
2.3 Choose appropriate garment construction techniques
-Seams,
- Openings,
-Disposal of fullness
- Waistline finishes
-Neckline finishes
-Armhole finishes
-Hemline finishes
-Pockets
-Decorative effects.
3.4 Provide an operation breakdown
-List operations to be done in order
-Select machinery and attachments
-Arrange machines
3.5 Produce final garments
- Assemble garment pieces
-Under press and present a final garment
Assessment Tasks Practical assessment on sewing techniques as prescribed on the
performance criteria of the relevant unit standard.

30
Conditions/Context 1. Written assessment can be conducted in a classroom
of assessment environment.
2. The practical assessment will be conducted in the simulated
work environment in the training institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below:

- Sewing equipment and tools

- Sewing workshop
- Fabrics
- Threads
- Bobbin and bobbin case
- Machine and attachments
- Scissors, tag guns
- Iron and ironing board

- Trims
- Needles

Learning Outcome 04 CONTROL QUALITY

Assessment Criteria 4.1 Quality specification sheet produced

4.2 Identify quality points
4.3 Check garment against specifications.
4.4 Check flows on garments
Content 4.1 Quality specification sheet produced
- Produce a work drawing for the sample
- Quality checked according to points identified
- Prepare a quality specification sheet
- adhere to quality standards
- Finished garment checked

4.2 Identify quality points

- Quality checked according to points identified
- Garment checked
-Check adherence of trims
4.4 Check flows on garments
- Check for broken stitches and needle holes
-Rectify stitching problems and avail solutions
-Check fabric shading

30
 Assessment Tasks Practical assessment on quality control is based on
knowledge of quality specification sheet, quality points and
fabric quality as prescribed on the performance criteria of
the relevant unit standard.

Conditions/Context 1. Written assessment can be conducted in a classroom

of assessment environment.
2. The practical assessment will be conducted in the simulated
work environment in the training institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below:

- sewing workshop
- quality assurance manual

- thread. Needles
- Trims
Learning Outcome 5 OPERATION BREAKDOWN OF SAMPLE

Assessment Criteria 5.1 List operations for the sample

5.2 Appropriate machines to be used is selected
5.3 Machine accessories to be identified
5.4Operation breakdown is compiled

Content 5.1List operations for the sample

- Analyse the work drawings
- Processes identified
- Order of work is compiled
5.2 Appropriate machines to be used
-Machines are arranged sequentially
-Operations are assigned to operators
-Targets are established to set standard
5.3 Machine accessories to be identified
- List of accessories used
- Indicate machine attachments to be used
- Demonstrate the use of accessories and machine
attachments
5.4 Operation breakdown is compiled
-Establish time allocated for each operation
- Efficiency percentage is calculated
- Standard minute value is established
-Number of operators are established
- Delivery dates are set

30
 Assessment Tasks Practical assessment on sample construction is based on
knowledge of industrial sewing techniques,as prescribed on the
performance criteria of the relevant unit standard.

Conditions/Context 1. Written assessment can be conducted in a classroom

of assessment environment.
2. The practical assessment will be conducted in the simulated
work environment in the training institution.
3. The context of assessment should include the facilities, tools,
equipment and materials listed below:
-Sewing workshop
- Stationery
- Tape measure
-Cutting equipment
-Calculator
-Sewing equipment and tools

SPECIFICATION GRID

NO. TOPIC WEIGHTING

1. Cut the material for sample 10

2 Application of pressing principles 15

3 Construct a garment 40

4 Quality control 20

5. Operation breakdown 15

TOTAL 100

30
 PROPOSED PAPER STRUCTURE
3 INDUSTRIAL SEWING TECHNIQUES

Practical paper
- 7hrs/one day
- Sewing techniques
- Quality control
- Fusing and pressing principles
- Operation breakdown
-Cutting and laying a day before exam date. Bundling of the cutting garment pieces
should be done by students.

Approach to Teaching and Learning:

1. Observation of adult learning principles.
2. Both institution-based and work-based learning to facilitate the integration of
theory and practice.
3. Face-to-face education and learning.
4. Problem-based learning.
5. Online/distance education and learning.
6. Blended/hybrid education and learning.
7. Use of social media.
Approach to Assessment:
1. Weighting of continuous assessment and examination: 60% theory and 40%
practical.
2. Weighting of institution-based and work-based assessment: 50%
institution-based assessment and 50%.
3. Oral assessment to be conducted by a panel of two or more assessors.
4. RPL assessment.
5. Portfolio of evidence.
6. Assessment of work conducted by both individual learners and teams of learners.
Resources:
1. Qualifications and experience of Trainers, Assessors and Moderators

All trainers, assessors and moderators should have undergone ZNQF accredited
training programmers and should have qualifications and experience recognized
by the Zimbabwe National Qualifications Authority (ZNQA).

2. Facilities, Tools, Equipment and Materials

-Industrial patterns

30
-Fabric

Sewing workshop

-Sewing equipment and tools

-Thread and trims

-Needles

3. Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide

4. Reference Materials (recommended textbooks, recommended readings)

Arnold, J (2008) Pattern of Fashion 4

Laurence King Publishers, London

Aldrich, J (2015) Metric Pattern Cutting for Women’s

Wear John Wiley & Son Ltd. Chlecester

Aldrich, J. (2011) Metric Pattern Cutting for Children’s

Wear John Wiley & Son Ltd. Chlecester

Armstrong, H. (2013) Pattern Making for Fashion

J Design Laurence King
Publishers
Nakamichi (2018) Pattern Magic 3
Stiebner Verlag, Gmbh

Sterlaci, F.
Arrata
B-Gavere &
Seggio B (2018) Pattern Making Techniques for
Beginners Laurence King Publishers,
England.
Hagen, K. &
Maruzwi V. J (2010) Pattern Making for Fashion
Design Laurence King
Publishers, England
Rissaman J. (2010) Fashion Design & Pattern Making
Practice Nordes, New York

Dorooz, C., Watston,

30
 J. R. (2011) Design with colour,
Bloomsbury Publishing Ltd. New York,
USA.
Seymour, S. (2014) Fashionable Technology,
Bloomsbury Publication, New York, USA.

Pakhchyan, S. (2016) Fashionable Technology,

Bloomsbury Publication, New York, USA.

Garment manufacturing, process practices and

Sarkar, P. (2014) technology,
Online Clothing Study,

Nayak, R. & Garment Manufacturing Technology

Pad bye R. Woodhead Publishing, New York, USA.
(2015)
Lee, R. & (2018) Fashion Forecaster: A Hinden of
Blaszczyk, B Colour, Trends Prediction
(2017) Bloomsbury, New York, USA
Miller, E. W Creating Couture Embellishment
Bloomsbury, New York, USA

30
Module Code: 455/23/M04

Module Title: FASHION ILLUSTRATIONS

ZNQF Level: 4

Credits: 20

Duration: 200 hours

Relationship Based on Unit Standard Fashion Illustration of

with Qualification Standard for Fashion Design Assistant
Qualification
Standards:
Pre-requisite No pre-requisite
modules:
Purpose of Module: This module describes the skills, knowledge and attitudes
required by Fashion and Clothing Design Assistant to
develop fashion illustrations. This includes originating a
concept board using elements and principles of
desi gn , render storyboards with different fabric textures
and Work drawings of designs. The importance of fashion
illustration i s t o vi s u a l l y e x h i b i t t h e intended design.
Access to this module is open to all target groups such as
SMEs in the Fashion industry in digital marketing the design
through social media.
List of Learning LO1: Create a concept board.
Outcomes: LO2: Produce a collection
LO3: Originate a fashion illustration in a storyboard
LO4: Demonstrate use of colour.

Learning Outcome 01 CREATE A CONCEPT BOARD

Assessment Criteria 1.1 Conceptualise a relevant theme

1.2 Apply colour schemes and fabric textures.
1.3 Create a concept board for a season.

38
Content 1.1 Conceptualise a theme
-Process of conceptualisation
- ideation of theme
-creative use of ideas in originating a concept board
- use of elements and principles of design rules

1.2 Apply colour schemes and fabric textures.

- draw inspiration of colour schemes and
fabric schemes from fashion trends forecast
- chose colour schemes and fabric textures in

relation to season
- choose colour swatches and fabric textures
in relation to clothing categories
- choose colour fabric weights in relation to target
group
1.3 Create a concept board for a season
- write a relevant theme to the concept board
- attach colour schemes and fabric textures
in relation to season
- cut colour swatches and fabric textures and
attach in relation to clothing categories
-chose colour and fabric weights in relation to
target group
- mount the concept onto a cameo board
Assessment Tasks Practical assessment on demonstrate use of colour is based
on knowledge of research on colour schemes, chose colour
schemes and apply colour schemes, as prescribed
on the performance criteria of the relevant unit
standard.

Learning Outcome 02 PRODUCE A COLLECTION

Assessment Criteria 2.1 Choose a body shape scale 1:10

2.2 Develop sketches for different styles
2.3 Produce Work drawings
2.4 Develop a collection

38
Content 2.1 Choose a body shape scale 1 :10
- select appropriate body shape scale for ladies, males
2.2 Develop sketches for different styles
- Il l u s t r a t e de s i g ns based on current
fashion trends (casual, formal. Corporate,
evening etc
2.3- Produce Work drawings (2D and 3D)
- Draw front and back views of different styles to scale
- Display styles
2.4 Develop a Collection (2D and 3D)
-Draw designs to scale
-Present a ready to wear collection

Assessment Tasks Theory and Practical assessment on demonstrating

use of colour based on research on colour schemes,
choose and apply colour schemes, as prescribed on
the performance criteria of the relevant unit
standard.
Conditions/Context 1 Written assessment can be conducted in a
of assessment classroom environment.
2 The practical assessment will be conducted in the
simulated work environment in the training institution.
3 The context of assessment should include the
facilities, tools, equipment and materials listed
below:

- Computer laboratory

- Internet, Drawing software

- Stationery
- Paint and brushes
- Body shape in scale 1:10

Learning Outcome 03 ORIGINATE A FASHION ILLUSTRATION IN A

STORY BOARD

Assessment Criteria: 3.1 Originating a theme

3.2 Illustrating fashion designs
3.3 Choosing media
3.4 Rendering of fabric

38
Content: 3.1 Originating a theme
-Process of conceptualisation
-Adherence to theme
-Creative use of ideas in originating a concept board
-Drawing inspiration from fashion trends forecast
- Use of elements and principles of design rules

3.2 Illustrating fashion designs

- Figure drawing/ croqui in 2D and 3D
- Figure illustration of silhouettes and styles
are inspired by fashion trends forecast
- Designs adhere to specifications
- Collection is originated using elements and
principles of design rules
3.3 Choosing media
- rendering of fabrics through manual and digital
e.g. CAD software.
-choice of media is pencil, watercolour, paint
3.4 Rendering drapability of fabric
-variety of fabric weights are rendered using
the following drawing techniques:
- stipple
- cross hatching
-shading

Assessment Tasks: Practical assessment on sketching a fashion illustration

based on the origination of a theme, illustrating fashion
designs, choosing media and rendering of fabric as
prescribed on the performance criteria of the relevant unit
standard.
Conditions/Context 1. Written assessment can be conducted in a
of assessment classroom environment.
2. The practical assessment will be conducted in the
simulated work environment in the training institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below:

- Computer laboratory
- Drawing paper
- Paints
- Stationery
- Brushes
38
Learning Outcome 0 4 DEMONSTRATE USE OF COLOUR
Assessment Criteria 4.1 Research on colour schemes.
4.2 Choose colour schemes.
4.3 Apply colour on designs.

Content 4.1 Research on colour

- Colour wheel
- Social and psychology of colour

4.2 Choose colour schemes

- Draw inspiration of colour schemes from
fashion trends forecast
- Choose colour schemes in relation to season
- Choose colour in relation to clothing
categories e.g. casual, formal, evening,
corporate etc.
- Choose colour in terms of target group
4.3 Apply colour on designs
- Rendering of colour through manual and digital
e.g. CAD software.
-Rendering of colour schemes like hue and intensity
of colour is applies on designs
-Presentation of colour cards
- endering techniques using the following
drawing techniques:
- stipple
- cross
hatching
-shading
Assessment Tasks Practical assessment on demonstrate use of colour based on
research on colour schemes, choose colour schemes and
apply colour schemes, as prescribed on the performance
criteria of the relevant unit standard.

38
Conditions/Context 1 Written assessment can be conducted in a
of assessment classroom environment.
2 The practical assessment will be conducted in the
simulated work environment in the training institution.
3 The context of assessment should include the
facilities, tools, equipment and materials listed
below:
- Computer laboratory
- Internet
- Drawing paper and tools
- Paints and brushes
- Stationery

SPECIFICATION GRID

N TOPIC WEIGHTING
O.
1. Concept board 25

2. Collection 30

3. Fashion illustration 30

4. Colour Application 15

TOTAL 100

38
Proposed paper structure for each module

4. Fashion Illustrations
Theory

- 3 hrs.
- Test recall
- Trade knowledge
- Application, interpretation
- Use of colour
- Application and interpretation of colour schemes

Practical
- 7 hrs./one day
Concept board
- Storyboard consisting of five designs
- Work drawing- front and back view of the five designs in scale 1:10.
- Use of a croqui to trace a pose
- Rendering of fabric weights and textures of five designs
- Presentation- Mount on hard manila paper

Approach to Teaching and Learning:

1. Observation of adult learning principles.
2. Both institution-based and work-based learning to facilitate the integration of
theory and practice.
3. Face-to-face education and learning.
4. Problem-based learning.
5. Online/distance education and learning.
6. Blended/hybrid education and learning.
7. Use of social media.

Approach to Assessment:
1. Weighting of practical and theory assessment: 60% practical and 40% theory.
2. Weighting of institution-based and work-based assessment: 50% institution
-based assessment and 50%.
3. Oral assessment to be conducted by a panel of two or more assessors.
4. RPL assessment.
5. Portfolio of evidence.
6. Assessment of work conducted by both individual learners and teams of learners.

38
Resources:
1. Qualifications and experience of Trainers, Assessors and Moderators
All trainers, assessors and moderators should have undergone ZNQF accredited
training programmers and should have qualifications and experience recognized
by the Zimbabwe National Qualifications Authority (ZNQA).
2. Facilities, Tools, Equipment and Materials
Drawing media
3. Painting media
4. Printing media
5. Computer laboratory
6. Computer software
7. Stationery
8. Theme material
9. French curves
10. Technical drawing instruments
11. Drawing board/table
12. Fashion magazines /Downloads

3. Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide

4. Reference Materials (recommended textbooks, recommended readings)

Dorooz, C., Watston,

J. R. (2011) Design with colour,
Bloomsbury Publishing Ltd. New York,
USA.
Seymour, S. (2014) Fashionable Technology,
Bloomsbury Publication, New York, USA.

Pakhchyan, S. (2016) Fashionable Technology,

Bloomsbury Publication, New York, USA.

Garment manufacturing, process practices and

Sarkar, P. (2014) technology,
Online Clothing Study,

Nayak, R. & Garment Manufacturing Technology

Padbye R. (2015) Woodhead Publishing, New York, USA.

Fashion Forecaster: A Hinden of

Colour, Trends Prediction
Bloomsbury, New York, USA
Lee, R. &
Blaszczyk, B (2018)
Creating Couture Embellishment
38
Miller, E. W (2017) Bloomsbury, New York, USA

38
Module Code: 455/23/M02

Module Title: INDUSTRIAL PATTERN TECHNIQUES

ZNQF Level: 4

Credits: 20
Duration: 200 hours
Relationship with Based on Unit S t a n d a r d Industrial Pattern M a k i n g
Qualification of Qualification Standard for Fashion, Clothing Design
Standards: Assistant
Pre-requisite No pre-requisite
modules:
Purpose of Module: This mod ul e de s c r i b e s the s k i l l s , knowled ge an d
at t i t u d es required by Assistant Fashion, Clothing Designers
to construct patterns for a garment. This includes drafting a
block, adapt a block pattern to style and constructing an
industrial pattern. The importance of pattern making is to
create a pattern for intended designs for ladies, male and
children clients.
Access to this module is open to all target groups such as
SMEs in the Fashion industry in digital marketing the
design through social media.
List of Learning LO1: Draft a block pattern.
Outcomes:
LO2: Adapt a block pattern to style.
LO3: Construct different patterns of a target group.
LO4: Grade patterns.
LO5: Produce patterns using Software

40
Content: 1.1 Draft a block pattern
-Demonstrate use of Pattern Making equipment.
-Explain the relationship between body shapes and
pattern blocks used for pattern construction.
-Demonstrate how to measure correctly, average figure
proportions to finished master patterns.
-Construct Basic Blocks of the following:
-Skirt,
-Bodice,

-Sleeves and
-Trousers
- Full scale and ¼ scale patterns

Assessment Tasks: Practical and Portfolio assessment on construction of a

pattern for a garment, based on draft a block pattern, adapt a
block pattern to style, construct a variety of pattern and
originate a marker plan, as prescribed on the performance
criteria of the relevant unit standard.

Conditions/Context 1. Written assessment can be conducted in a

of assessment classroom environment.
2. The practical and portfolio assessment will be conducted
in the simulated work environment in the training
institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below:

- Computer laboratory
- Pattern paper
- Pencils
- French curves
- Rulers
- Notchers
- Tracing wheel
- Chalk
- Stationery
- Scissors
- Table
- Tape measure
Learning Outcome 02 ADAPT A BLOCK PATTERN TO STYLE

40
Assessment Criteria 2.1 chose a block.
2.2 manipulate a pattern
2.3 develop a stylised pattern
Content 2. 1 Choose a block
-style a block pattern to suit the intended design.
2.2 Manipulate pattern using:
-Slashing and Spreading methods
-Pivoting method
2.3 Develop styled pattern
- ¼ scale and full-scale Industrial patterns
-Bodice
-Skirt
-Trouser
-Dress
Assessment Tasks Practical assessment on construction of a pattern for a
garment, based on draft a block pattern, adapt a block
pattern to style, construct a variety of patterns as
prescribed on the performance criteria of the relevant
unit standard.
Conditions/Context 1 Written assessment can be conducted in a
of assessment classroom environment.
2 The practical assessment will be conducted in the
simulated work environment in the training institution.
3 The context of assessment should include the facilities,
tools, equipment and materials listed below:

- Computer laboratory
- Pattern making Software
- Pattern making paper
- Pencils
- French curves
- Rulers
- Notchers
- Tracing wheel
- Chalk
- Stationery
- Scissors
- Table
- Tape measure

Learning Outcome 03 CONSTRUCT DIFFERENT PATTERNS OF A

TARGET GROUP

40
Assessment Criteria 3.1 ladies’ wear stylised pattern
3.2 men’swear stylised pattern.
3.3 children’swear stylised pattern.
Content 3.1 Ladies wear patterns
- Analyse a sketch
- Identify target group
-Select an appropriate block
- Trace out a block
- Develop patterns
- Label and indicate pattern markings
- Produce industrial patterns
3.2 Mens wear pattern.
- Analyse a sketch
- Identify target group
-Select an appropriate block
- Trace out a block
- Develop patterns
- Label and indicate pattern markings
- Produce industrial patterns

3.3 Childrens wear pattern.

- Analyse a sketch
- Identify target group
-Select an appropriate block
- Trace out a block
- Develop patterns
- Label and indicate pattern markings
- Produce industrial patterns

Assessment Tasks Theory and practical assessment on pattern development,

analysis of sketches is based on knowledge of Patternmaking, as
prescribed on the performance criteria of the relevant unit
standard.

40
Conditions/Context 1. Written assessment can be conducted in a
of assessment classroom environment.
2. The practical assessment will be conducted in the
simulated work environment in the training institution.
3. The context of assessment should include the
facilities, tools, equipment and materials listed
below:

- Computer laboratory
- Pattern paper
- Scissors
- French curves
- Rulers, Tapemeasure
- Notchers
- Tracing wheel
- Chalk
- Stationery

Learning Outcome 04 GRADE PATTERNS

Assessment Criteria 4.1 Grading points

4.2 Grading rules
4.3 Grading formula
4.4Actual grading
Content 4.1 Grading points
-Select the pattern to be graded
-Identify the points to be graded
4.2 Grading rules
-compare different sizes on the size chart
-relate the measurements to the size chart
4.3Grading formula
-Establish the grading formula for the grading point
-Calculate the measurements to be graded
-Compute the measurements onto the grading table
4.4 Actual grading
-Demonstrate the actual grading on the patterns using
different colours of pen

40
Assessment Tasks Practical assessment on pattern grading for skirts, blouses,
dresses, trousers and shirts based on a block pattern as
prescribed on the performance criteria of the relevant
unit standard.
Conditions/Context 1 Written assessment can be conducted in a
of assessment classroom environment.
2 The practical assessment will be conducted in the
simulated work environment in the training institution.
3 The context of assessment should include the facilities,
tools, equipment and materials listed below:
- Pattern making paper
- size chart
- Pencils
- French curves
- Rulers
- Notchers
- Tracing wheel
- Chalk
- Stationery
- Scissors
- Table
- Tape measure

Learning Outcome 05 PRODUCE PATTERNS USING PATTERN MAKING

SOFTWARE
Assessment Criteria 5.1 Select appropriate pattern making software
5.2 Install the software onto the machine
5.3 Establish the pattern making procedure
5.4 Produce industrial patterns using software

46
Content 5.1 Select appropriate pattern making soft ware
-Study the tools of the soft ware
-Explore on the use of the soft ware
5.2 Install the software onto the machine
-run the application following the procedure
-Agree to the terms
5.3Establish the pattern making procedure
-Simulate patterns according to the design provided
-Show all stages of pattern development
- Store all work done on to the compact disc or memory stick
-Print all stages of pattern development
5.4 Produce industrial patterns using software
-Show all pattern markings
-Label all patterns
- Store all work done on to the compact disc or memory stick
-Grade the patterns using the software
-Print the patterns

Assessment Tasks Practical assessment on construction of patterns for skirts,

blouses, dresses, trousers and shirts using a relevant
software as prescribed on the performance criteria of
the relevant unit standard.

46
Conditions/Context 1 Written assessment can be conducted in a
of assessment classroom environment.
2 The practical assessment will be conducted in the
simulated work environment in the training institution.
3 The context of assessment should include the facilities,
tools, equipment and materials listed below:

- Computer laboratory
- Pattern making software
- Computer or Laptop
- Printer
- Compact disc
- Memory stick
- Size chart
- Bond paper
- Toner

SPECIFICATION GRID

NO TOPIC WEIGHTING
.
1. Develop a block pattern 10

2. Adapt a block pattern to style. 30

3. Construct different patterns of a target group. 30

4. Grading. 30

TOTAL 100

Proposed paper structure

Pattern making module

46
 Theory

- 3 hrs.
- Test recall
- Trade knowledge
- Application, interpretation
Practical Paper
- 7 hrs./one day
-
- Advance information of materials for the practical to be sent before exam
date
- Grading points, rules and tables for patterns should be provided.

Approach to Teaching and Learning:

1. Observation of adult learning principles.
2. Both institution-based and work-based learning to facilitate the integration of theory and
practice.
3. Face-to-face education and learning.
4. Problem-based learning.
5. Online/distance education and learning.
6. Blended/hybrid education and learning.
7. Use of social media.

Approach to Assessment:
1. Weighting of practical and theory assessment: 60% coursework and 40% examination.
2. Weighting of institution-based and work-based assessment: 50% institution-based
assessment and 50%.
3. Oral assessment to be conducted by a panel of two or more assessors.
4. RPL assessment.
5. Portfolio of evidence.
6. Assessment of work conducted by both individual learners and teams of learners.

Resources:
1. Qualifications and experience of Trainers, Assessors and Moderators
All trainers, assessors and moderators should have undergone ZNQF accredited training
programmes and should have qualifications and experience recognised by the Zimbabwe
National Qualifications Authority (ZNQA).

2. Facilities, Tools, Equipment and Materials

46
 Drawing media
Painting media
Printing media
Computer
Computer software
Stationery
Theme material
French curves
Technical drawing instruments
Drawing board
Drawing table

3. Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide

4. Reference Materials (recommended textbooks, recommended readings)

Seymour, S. (2014) Fashionable Technology,

Bloomsbury Publication, New York, USA.

Pakhchyan, S. (2016) Fashionable Technology,

Bloomsbury Publication, New York, USA.

Garment manufacturing, process, practices

and technology
Sarkar, P. (2014)
Online Clothing Study,

Garment Manufacturing Technology

Woodhead Publishing, New York, USA.
Nayak, R. & Padbye R. (2015)
Fashion Forecaster: A Hinden of Colour,
Trends Prediction
Bloomsbury, New York, USA

Lee, R. & Blaszczyk, B (2018) Creating Couture Embellishment

Bloomsbury, New York, USA
Miller, E. W (2017)

Jackson, P.
Fick, B.& Grabowski B
Miller, E.W.

Fowler, C

46
46
47
51
52
54
Module Code: 455/23/M05

TEXTILE TECHNOLOGY
Module Title:
ZNQF Level: 4

Credits: 20

Duration: 200 hours

Relationship Based on Unit S t a n d a r d TEXTILE TECHNOLOGY of

with Qualification Standard for Fashion Design Assistant
Qualification
Standards:
Pre-requisite None
modules:
Purpose of Module: This module describes the skills, knowledge and attitudes
required by a Fashion and Clothing Design to explain the
source, properties, classification and production techniques of
fibres. This includes history of textiles, classification of fibres,
properties of fibres, fibre identification, yarn production, fabric
production, care of clothes, fabric finishes, consumer rights and
awareness analysing fabric finishes. The module is open to
all types of groups such as SMES, freelance work or Assistant
Fashion Designer in the fashion field.
List of Learning LO1: Classify different fibres, fabrics and their
Outcomes: characteristics.
LO2: Describe production and processing of fibres
LO3: Explain various methods of producing fabrics and
care
LO4: Describe different fabric finishes
LO5: Explain Legislation governing the use of Clothing and
Textiles

Learning Outcome 01 CLASSIFY DIFFERENT FIBRES, FABRICS AND THEIR

CHARECTERISTICS
Assessment Criteria: 1.1 Identify fibres used in clothing and textiles
1.2 Classify fibres according to their origin
1.3 Describe fibre properties and characteristics

58
Content: 1.1 Identify fibres used in clothing and textiles
Natural fibres
-Protein
-Cellulosic
-Mineral
Man made (synthetic)
-Properties of fibres (physical, chemical, aesthetic, durability
and thermal)
-Carry out fibre identification process (burning, microscopic,
solubility and staining)

Assessment Tasks: 1. Written and/or oral assessment on the skills and

knowledge required to classify fibres, characteristics and
properties and identify fibres as outlined in the
content above
2. Practical assessment on classification and identification of
fibres.
Conditions/Context 1. Written and/or oral assessment can be conducted
of assessment in a classroom environment.
2. The practical assessment will be conducted in the
workplace or simulated work environment in the training
institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below:
-Lecture room

-Fabric swatches.

-Microscope

-magnifying glass

-Chemicals

-Water

58
Learning Outcome 02 DESCRIBE PRODUCTION AND PROCESSING OF
FIBRES
Assessment Criteria 2.1 Des cribe fibre to yarn processing
2.2Outline production and process ing of fibres
(Natural and Man-made)
2.3Exp lain yarn production and processing

Assessment Tasks 1.Written and/or oral assessment on the skills and

knowledge required to describe yarn, fabric production
and processing as outlined in the content above
2. Practical assessment on yarns and fabric swatches.

Conditions/Context 1.Written and/or oral assessment can be conducted in a

of assessment classroom environment.
2.The practical assessment will be conducted in the
workplace or simulated work environment in the training
institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below.

-Lecture room
-Fabric yarns

Fabric swatches

Learning Outcome 03 EXPLAIN VARIOUS METHODS OF FABRIC

CONSTRUCTION AND CARE
Assessment Criteria: 3.1 Identify different fabric construction methods
3.2 Analyse different fabrics
3.3 Describe the care of different fabrics
Content: 3.1 Fabric construction methods
-Weaving (plain, busket, twill, sateen, herringbone)
-loom, types of weaves and weave formation
-Knitting (warp and weft knit)
3.2 Nonwoven
-felting, crotcheting. bonding, macrame and leather
3.3 Care of different fabrics
-Washing, ironing, dry cleaning, drying and bleaching

52
Assessment Tasks: 1. Written and/or oral assessment on the skills and
knowledge required to construct fabrics and care of fabrics
as outlined in the content above
2. Practical assessment on fabric construction and care.

Conditions/Context 1. Written and/or oral assessment can be conducted

of assessment in a classroom environment.
2. The practical assessment will be conducted in the
workplace or simulated work environment in the training
institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below:
-Lecture room

-Fabric swatches on weaves, knits, bonding etc.

-magnifying glass

Learning Outcome 04 FABRIC FINISHES

Assessment Criteria 4.1 Identify fabric finishes

4.2 Classify fabric finishes and dyes
4.3 Explain fabric finishes.
4.4 Describe different colour application techniques

52
Content 4.1 Identify fabric finishes
-Basic finishes
-Special finishes
-Functional finishes
4.2 Classify fabric finishes and dyes
-Chemical and mechanical finishes
-Colour wheel
-Classes of Dyes
4.3 Explain fabric finishes
-Weighting
-Embossing
-Callendering etc.
4.4 Describe different colour application techniques
-Dyeing and printing
-Tie and dye, Batik, Block printing, Screen
printing

Assessment Tasks Theory and practical assessment on the use of fabric

finishes, colour application techniques, colour schemes
and creation of fabric prints for commercial and domestic
use as prescribed on the performance criteria of the
relevant unit standard.
Conditions/Context 1. Written assessment can be conducted in a
of assessment classroom environment.
2. The practical assessment will be conducted in the
simulated work environment in the training institution.
3. The context of assessment should include the
facilities, tools, equipment and materials listed
below:

52
 - Dyes
-Lecture room/Textile workshop
- Drawing paper
- Paints
- Pencils

- Brushes
- Stencils
-Silk screens etc.

Learning Outcome 05 LEGISLATION GOVERNING THE USE OF

CLOTHING AND TEXTILES
Assessment Criteria 4.1 Identify Clothing and Textile Acts.
4.2 Explain the Acts.
4.3 Outline consumer rights.

Content 4. 1 Identify Clothing and Textile Acts

-Wool labelling Act
-Care labelling Act
-Flammable fabric Act etc.
4.2 Explain the above Acts
4.3 Analyse consumer rights in Clothing and Textiles
-Right to choose
-Right to redress etc.

Assessment Tasks Theory and practical assessment on knowledge based on

consumer rights and awareness, as prescribed on the
performance criteria of the relevant unit standard.

Conditions/Context 1. Written assessment can be conducted in a

of assessment classroom environment.
2. The practical assessment will be conducted in the
simulated work environment in the training institution.
3. The context of assessment should include the
facilities, tools, equipment and materials listed
below:
- Lecture room
- Stationary
-Internet

52
SPECIFICATION GRID

NO TOPIC WEIGHTING
.
1. Classification and properties of fibres. 15

2. Production and processing of fibres 25

3. Fabric construction 20

4. Fabric finishes 25

5 Legislation governing the use of Clothing and Textile acts 15

TOTAL 100

PROPOSED PAPER STRUCTURE

Fundamentals of textile design

Theory

- 3 hrs.
- Test recall
- Trade knowledge
- Application, interpretation
- Designing textiles
- Fabric finishes on woven, knitted and non wovens
- Weaving techniques

Practical
- 7 hrs.
- Printmaking
- Use of stencils
- Use of screens, block etc.
- Resist printing : - tie and dye using string
etc,
- sun resist
- Batik

62
 Approach to Teaching and Learning:
1. Observation of adult learning principles.
2. Both institution-based and work-based learning to facilitate the integration of
theory and practice.
3. Face-to-face education and learning.
4. Problem-based learning.
5. Online/distance education and learning.
6. Blended/hybrid education and learning.
7. Use of social media.
Approach to Assessment:
1. Weighting of practical and theory assessment: 60% theory and 40% practical.
2. Weighting of institution-based and work-based assessment: 50%
institution-based assessment and 50%.
3. Oral assessment to be conducted by a panel of two or more assessors.
4. Portfolio of evidence.
5. Assessment of work conducted by both individual learners and teams of learners.

Resources:
1. Qualifications and experience of Trainers, Assessors and Moderators

All trainers, assessors and moderators should have undergone ZNQF accredited training
programmes and should have qualifications and experience recognised by the Zimbabwe
National Qualifications Authority (ZNQA).

2. Facilities, Tools, Equipment and Materials

Drawing tables
Lockers (for storing equipment and material)
General utility tables
Printing beds or tables
Textiles dyes and chemicals
Fabric tints
Drawing boards
Artists brushes
papers
Calico
Gouache
Drawing instruments

3. Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide
62
4. Reference Materials (recommended textbooks, recommended readings)
Wisburn, L. (2012). Mastering the Art of Fabric Printing and Design. Chronicle Books:
Boston
Miller, E. W. 2017 Creating Couture Embellishment, Laurence king,
London
Fick B and Graboski, 2015 Printmaking: A complete guide to materials and
processes,
B Laurence king, London

Fawler, C. 2018 The modern embroidery movement, Bloomsbury

Academy,
N
e
w
Y
o
r
k

62
Module Code: 455/23/M06

Module Title: CLOTHING FACTORY MANAGEMENT AND

OPERATIONS
ZNQF Level: 4

Credits: 8
Duration: 80 hours
Relationship Based on Unit Standard CLOTHING FACTORY
with MANAGEMENT AND OPERATIONS of
Qualification Qualification Standard for Fashion and Clothing Design
Standards: Assistant

Pre-requisite None
modules:

Purpose of Module: This module describes the skills, knowledge and attitudes
required by an assistant Fashion, industrial Clothing Designer to
equip students with relevant techniques in planning daily
operations for an industrial clothing factory.

List of Learning LO1: Describe the functions of management.

Outcomes:
LO2: Demonstrate knowledge of trade associations, nature
of trade forms and nature of industrial relations in the
clothing
industry.

LO3: Interpret occupational hazards and conventions for

the clothing industry.

LO4: Demonstrate knowledge of production planning,

production procedures and quality control measures in the
production process

LO5: Calculate production and variable costs including cost

price and selling price

64
Learning Outcome 01 DESCRIBE THE FUNCTIONS OF MANAGEMENT
Assessment Criteria: 1.1 Identify management functions
1.2 Explain the functions of management as related to
the clothing industry.

Content: 2.1 Identify management functions such as,

Planning, Organizing, Monitoring, Staffing,
Controlling
2.2 Work order productivity

- Teamwork
- Staff welfare
- Promoting competitiveness of clothing manufacture
- Increasing management skills
Assessment Tasks 1. Written and/or oral assessment on the skills and
knowledge required to enhance effective learning as
related to the above content.
2. Groupwork and presentations.

Conditions/Context 1. Written and/or oral assessment can be conducted

of assessment in a classroom environment.
2. The group work and presentations done in a
classroom environment

Learning Outcome 02 DEMONSTRATE KNOWLEDGE OF TRADE

ASSOCIATIONS, NATURE OF TRADE FORMS
AND NATURE OF INDUSTRIAL RELATIONS IN
THE
CLOTHING INDUSTRY
Assessment Criteria 2.1 State roles and relationships of trading associations in
the clothing industry

2.2 Describe the functions of trade associations

2.3 Identify the benefits of having trade associations in
the clothing industry.
2.4 Relate the above to the clothing industry

65
Content 3.0 State the roles of the following associations:

- Zimbabwe Clothing and footwear institute

- International labor Organization (ILO)
- National Union of The Clothing Industry
- National Employment Council and any other
current and relevant associations

3.1 Functions of trade unions like:

- Negotiate wages and salaries

- Distribute value added in the business firm
- Increasing power
- Raise status of workers
- Representing workers at disciplinary and
grievances hearings
- Informing and consulting

3.2 Benefits of Trade unions

- Protect the economic interest of the workers
- Right pay demands improved
- Guaranteed job security

Assessment Tasks 1. Written and/or oral assessment on the skills and

knowledge required to enhance effective learning as
related to the above content.
2. Groupwork and presentations.

Conditions/Context 1.Written and/or oral assessment can be conducted

of assessment in a classroom environment.
2.The groupwork and presentations done in a
classroom environment

Learning Outcome 03 INTERPRET OCCUPATIONAL HAZARDS AND

CONVENTIONS FOR THE CLOTHING INDUSTRY
Assessment Criteria 3.1 Identify health hazards in the clothing factory
3.2 Explain preventative measures
3.3 Discuss the relationship of preventative measures to
the clothing industry

72
Content 4.1 Health hazards listed:
Exposure to cotton dust
Exposure to chemicals
Biological hazards
Physical hazards
Psychosocial hazards
Exposure to Ultraviolet rays
4.2 Preventative measures:
Protective wear
Orderly workplace
Cultivate safety standards
Breaks during working hours

4.3 Benefits of preventative measures

Raised productivity
Safe working environment
Lower absenteeism rate
Increased job satisfaction
Assessment Tasks 1. Written and/or oral assessment on the skills and
knowledge required to enhance effective learning as
related to the above content.
2. Group work and presentations.

Conditions/Context 1. Written assessment can be conducted in a

of assessment classroom / workshop environment.
2. Group work and presentations.
Learning Outcome 04 DEMONSTRATE KNOWLEDGE OF
PRODUCTION PLANNING, PRODUCTION
PROCEDURES AND
QUALITY CONTROL MEASURES IN THE
PRODUCTION PROCESS
Assessment Criteria 4.1 Demonstrate basic production planning
4.2 Capacity calculations
4.3 Explain quality control measures in the production process.

72
Content 5.1 Basic production planning:
-Work study
-Method study
-Operation breakdown
-Standard time for machine work
-Basic time calculations
-Basic ratings
-Design a factory layout
5.2 Capacity calculations
-Production time calculations
-Manpower calculations
-Efficiency calculations
-Output per given time
-Delivery dates calculated
5.3 Quality control measures
- Design a specification sheet using a computer
-Quality checkpoints
-Physical quality tests
-Measuring garment dimensions

Assessment Tasks 1.Written and/or oral assessment on the skills and

knowledge required to enhance effective learning as
related to the above content.
2.Groupwork and presentations.

Conditions/Context 1.Written assessment can be conducted in a

of assessment classroom / workshop environment.
2. Group work and presentations.

Learning Outcome 05 CALCULATE PRODUCTION AND VARIABLE

COSTS INCLUDING COST PRICE AND SELLING
PRICE
Assessment Criteria 5.1 Classify and breakdown all production and variable costs
5.2 Calculate the quantity of materials and trimmings

5.3 calculate labour cost, material cost, cost price, profit

and overheads, selling price

72
Content 6.1 Production and variable costs:
-Raw materials
-Production supplies
-Delivery costs
-Packaging supplies
-Credit card fees
-wages
6.2 Materials, trimmings quantities calculations
-Production time calculations
-Manpower calculations
-Efficiency calculations
-Output per given time
-Delivery dates calculated

6.3 Labour cost, material cost, cost price, profit

and overheads, selling price calculations
-Produce a Cost sheet using a computer
-Turnover per given order
-Net profit value
-Relate to product produced to the clothing industry

Assessment Tasks 1. Written and/or oral assessment on the skills and

knowledge required to enhance effective learning as related
to the above content.
2. Group work and presentations.
Conditions/Context 1. Written assessment can be conducted in a
of assessment classroom / workshop environment.
2. Group work and presentations.

SPECIFICATION GRID

NO TOPIC WEIGHTING
.
Functions of management.
1. 20

Knowledge of trade associations, nature of trade forms and nature

2. of industrial relations in the clothing industry. 20

Interpretation of occupational hazards and conventions for the

3. clothing industry. 20

72
 knowledge of production planning, production procedures and
4. quality control measures in the production process 20

Calculation of production and variable costs including cost price

5. and selling price 20

TOTAL 100

PROPOSED PAPER STRUCTURE

CLOTHING FACTORY MANAGEMENT AND OPERATIONS
Theory

- 3 hours
- Test recall
- Trade knowledge
- Application, interpretation
- Functions of management
- Knowledge of trade associations, nature of trade forms and nature of industrial relations
in the clothing industry.
- Costing variables
- Production planning
- Health hazards

7. Approach to Teaching and Learning:

1. Observation of adult learning principles.

2. Both institution-based and work-based learning to facilitate the integration of

theory and practice.
3. Face-to-face education and learning.
4. Problem-based learning.
5. Online/distance education and learning.
6. Blended/hybrid education and learning.

7. Use of social media.

Approach to Assessment:
1. Weighting of practical and theory assessment: 60% theory and 40% practical.
72
 2. Weighting of institution-based and work-based assessment: 50%
institution-based assessment and 50%.
3. Oral assessment to be conducted by a panel of two or more assessors.
4. Assessment of work conducted by both individual learners and teams of learners.

Resources:
5. Qualifications and experience of Trainers, Assessors and Moderators

All trainers, assessors and moderators should have undergone ZNQF accredited
training programmes and should have qualifications and experience recognised
by the Zimbabwe National Qualifications Authority (ZNQA).

6. Facilities, Tools, Equipment and Materials

Classrooms / workshops
Lockers (for storing equipment and material)
General utility tables
. Computer laboratory

3. Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide

4. Reference Materials (recommended textbooks, recommended readings)

Dorooz, C., Watston,
J. R. (2011) Design with colour,
Bloomsbury Publishing Ltd. New York, USA.

Seymour, S. (2014) Fashionable Technology,

Bloomsbury Publication, New York, USA.

Pakhchyan, S. (2016) Fashionable Technology,

Bloomsbury Publication, New York, USA.

Garment manufacturing, process, practices and

Sarkar, P. (2014) technology
Online Clothing Study,

72
 Nayak, R. & Garment Manufacturing Technology
Padbye R. (2015) Woodhead Publishing, New York,
USA.

Fashion Forecaster: A Hinden of Colour,

Trends Prediction
Bloomsbury, New York, USA
Lee, R. &
Blaszczyk, B (2018)
Creating Couture Embellishment
Miller, E. W
papers

Calculators
stopwatches

7. Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide

8. Reference Materials (recommended textbooks, recommended readings)

Gersak, J (2013). Design and Manufacturing Process. David and Charlse: London.
Patnaik, S. (2018). Advancement in Production Planning and Control Science Direct.
Blackwell: London.
Tyler, D. J. (2008). Carr and Lantham’s Technology of Clothing Manufacturing. Willey:
New York.

72
Module Code: 455/23/M08

Module Title: FASHION EVOLUTION PROJECT

ZNQF Level: 4

Credits: 20

Duration: 80 hours

Relationship with Based on Unit Standard PROJECT of Qualification Standard for

Qualification Fashion and industrial Clothing Design Assistant
Standards:
Pre-requisite No pre-requisite
modules:
Purpose of Module: This module describes the skills, knowledge and attitudes
required by Fashion, Clothing and Textiles Assistant to
intergrate all the learnt subjects into an overall conclusion.
Access to this module is open to all target groups such as SMEs
in the Fashion industry in digital marketing the design through
social media.

List of Learning LO1 Demonstrate mastery of the subject areas through samples
Outcomes: LO2 Justify project through a presentation

Learning Outcome 0 1 DEMONSTRATE MASTERY OF THE SUBJECT AREAS

THROUGH SAMPLES
Assessment Criteria: 1.1 Fashion illustration
1.2 Pattern making
1.3 Sewing techniques
1.4 Fabric description
1.5 Calculations, specification sheets
1.6Marker
Content: 1.1 Fashion illustration
-Create a concept board
-work drawings
- Collection
- Colour card
-Inspiration
1.2 Pattern making
-Pattern drafting
-Pattern development
-Grading
1.3Sewing Techniques
-Sewing processes
29
 -Technical drawing
-Operation breakdown
1.4 Fabric Description
-Fabric type
-Structure
-Weight
-Handle
-Care
1.5 Calculation
-Costing
-Fabric rating
-Specification sheets
1.6 Marker
-Marker making techniques

Learning Outcome 02 PROJECT PRESENTATION

Assessment Criteria 2.1- Pres e nta t ion pa n el

-Pr es ent a ti on cri t eri a
-Sa m p le pr es ent a ti on
-Li nk of subj ec t area s
-Conf i dence , la nguage et c.
Content 2.1 Presentation Practice

Assessment Tasks Practical assessment on Project samples and technical file as

prescribed on the performance criteria of the relevant unit
standard.

Conditions/Context 1. Written assessment can be conducted in a classroom

of assessment environment.
2. The practical assessment will be conducted in the simulated
work environment in the training institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below:

- Sewing equipment
- Sewing workshop
- Fabrics
- Threads
- Bobbin and bobbin case
- Machine and attachments
- Scissors, tag guns
29
 - Iron and ironing board
- Tapemeasure
- Pattern making paper
- Fabric swatches, trims
- Patterns
- Box file, stationery

SPECIFICATION GRID

N TOPIC WEIGHTING
O.
1. Fashion illustration 20

2. Pattern making 20

3. Sewing techniques 30

4. Fabric description 10

5 Calculations 10
6
Marker 5

7 Report 5

TOTAL 100

PROPOSED PAPER STRUCTURE

3 PROJECT
.

29
 Practical
- 80 hours
- Full scale industrial Pattern
- Fashion illustration
-Sample garments
-Fabric description
-Calculations
- Marker etc.

Approach to Teaching and Learning:

1. Observation of adult learning principles.
2. Both institution-based and work-based learning to facilitate the integration of
theory and practice.
3. Face-to-face education and learning.
4. Problem-based learning.
5. Online/distance education and learning.
6. Blended/hybrid education and learning.
7. Use of social media.
Approach to Assessment:
1. Weighting of continuous assessment and examination: 60% theory and 40%
practical.
2. Weighting of institution-based and work-based assessment: 50% institution
-based assessment and 50%.
3. Oral assessment to be conducted by a panel of two or more assessors.
4. RPL assessment.
5. Portfolio of evidence.
6. Assessment of work conducted by both individual learners and teams of learners.
Resources:
1. Qualifications and experience of Trainers, Assessors and Moderators

All trainers, assessors and moderators should have undergone ZNQF accredited
training programmes and should have qualifications and experience recognised by
the Zimbabwe National Qualifications Authority (ZNQA).

2. Facilities, Tools, Equipment and Materials

- Drawing media
- Sewing equipment
- Sewing workshop
- Fabrics, trims etc.
- Iron and ironing board
- Computer and software
- Stationery
29
 - French curves
- Technical drawing instruments
- Drawing board
- Drawing table

3. Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide

4. Reference Materials (recommended textbooks, recommended readings)

Arnold, J (2008) Pattern of Fashion 4

Laurence King Publishers, London

Aldrich, J (2015) Metric Pattern Cutting for Women’s

Wear John Wiley & Son Ltd. Chlecester

Aldrich, J. (2011) Metric Pattern Cutting for Children’s

Wear John Wiley & Son Ltd. Chlecester

Armstrong, H. (2013) Pattern Making for Fashion

J Design Laurence King
Publishers
Nakamichi (2018) Pattern Magic 3
Stiebner Verlag, Gmbh

Sterlaci, F.
Arrata
B-Gavere &
Seggio B (2018) Pattern Making Techniques for
Beginners Laurence King Publishers,
England.
Hagen, K. &
Maruzwi V. J (2010) Pattern Making for Fashion
Design Laurence King
Publishers, England
Rissaman J. (2010) Fashion Design & Pattern Making
Practice Nordes, New York

Dorooz, C., Watston,

J. R. (2011) Design with colour,
Bloomsbury Publishing Ltd. New York,
USA.

29
Seymour, S. (2014) Fashionable Technology,
Bloomsbury Publication, New York, USA.

Pakhchyan, S. (2016) Fashionable Technology,

Bloomsbury Publication, New York, USA.

Garment manufacturing, process practices and

Sarkar, P. (2014) technology,
Online Clothing Study,

Nayak, R. & Garment Manufacturing Technology

Padbye R. (2015) Woodhead Publishing, New York, USA.

29
Module Code: 455/23/M07

Module Title: CLOTHING FACTORY TECHNIQUES

ZNQF Level: 4

Credits: 20

Duration: 40 hours

Relationship with Based on Unit Standard Clothing Factory Techniques of

Qualification Qualification Standard for Fashion and industrial Clothing Design
Standards: Assistant
Pre-requisite No pre-requisite
modules:
Purpose of Module: This module describes the skills, knowledge and attitudes
required by Fashion, Clothing and Textiles Assistant to operate,
maintain industrial machines and produce technical drawings for
different operations in sample making. This includes cutting,
pressing and machine knowledge. Access to this module is open to
all target groups such as SMEs in the Fashion industry in digital
marketing the design through social media.

List of Learning LO1 Acquire Machine Knowledge

Outcomes: LO2 Demonstrate use of cutting machines
LO3 Apply basic principles of fusing and pressing
LO4 Produce technical drawings for operations
Learning Outcome ACQUIRE MACHINE KNOWLEDGE
01
Assessment Criteria: 1.1 Basic repair and maintain of machinery
1.2 Demonstrate ability to repaired a sewing machine
Content: 1.1 Acquire machine knowledge
-types of machine used, machine parts, machine attachments,
needle and thread type
- Threading machines
1.2 Demonstrate use of cutting machines
-Adjust stitches, needles, threading, tension, stitch
length, pressure regulator etc.
-Check oil, needles, knives, folder, presser foot, throat
plate etc.

29
Learning Outcome 02 DEMONSTRATE USE OF CUTTING MACHINES

Assessment Criteria 2.1- Identify industrial cutting machines

2.2 Plan lay out of fabric and patterns in an economical manner
2.3 Employ cutting techniques
2.4 Mark, sober and bundle for production.
Content 2.1 Id e nt ify ind us t ri al cut ti n g mach ine s
-Straight knife, circular, bend knife etc.
-Appropriateness of machines
2.2 Plan layout of fabric and patterns in an
economic manner
-Fabric inspection
-Selection of patterns
- lay fabric and patterns
2.3 Employ cutting techniques
-Outline cutting technique
-Compare cutting techniques
- choose appropriate techniques
2.4. Mark, sober and bundle for production

Assessment Tasks Practical assessment on the use of cutting machines as prescribed on

the performance criteria of the relevant unit standard.

Conditions/Context 1. Written assessment can be conducted in a classroom

of assessment environment.
2. The practical assessment will be conducted in the simulated
work environment in the training institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below:

- Cutting equipment
- Sewing workshop
- Fabric

Learning Outcome 03 APPLY BASIC PRINCIPLES OF FUSING AND PRESSING

Assessment Criteria 3.1 Identify Fusing and Pressing equipment.

3.2 Select different methods for various fabrics.
3.3 Demonstrate fusing and pressing principles.

29
Content 3.2 Identify fusing and pressing equipment.
-List fusing and pressing equipment
-Explain the uses of fusing and pressing
3.3 Select methods for various fabrics
- Provide different fabric swatches
-Apply fusing and pressing techniques
3.3 Demonstrate fusing and pressing principles
- Outline the breakdown procedure for fusing and pressing
-Carry out the procedures

Assessment Tasks Practical assessment on Fusing and Pressing as prescribed on the

performance criteria of the relevant unit standard.

Conditions/Context 1. Written assessment can be conducted in a classroom

of assessment environment.
2. The practical assessment will be conducted in the simulated
work environment in the training institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below:

- Cutting equipment
- Sewing workshop
- Fabrics swatches

Learning Outcome 04 PRODUCE TECHNICAL DRAWINGS FOR OPERATIOS

Assessment Criteria 4.1 Highlight the importance of Technical Drawing

4.2 Apply principles of Technical Drawing
4.3 Describe colour codes.

29
Content 4.1 Highlight the importance of Technical drawing
-Discuss the importance of Technical drawing
4.2 Apply principles of Technical Drawing
-Adherence to scale
-Use of graph paper
4.3 Describe colour codes
-Identify colour codes (black, red, green and blue)
-Provide the work drawing of a design
-Mark the position for Technical drawing
-Illustrate the Technical Drawing applying the correct colour codes
- Present a file with samples matching technical drawings.

Assessment Tasks Practical assessment on Technical Drawing is based on

knowledge of sample making as prescribed on the performance
criteria of the relevant unit standard.

Conditions/Context 1. Written assessment can be conducted in a classroom

of assessment environment.
2. The practical assessment will be conducted in the simulated
work environment in the training institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below:

-Sewing workshop
- Pens
- Graph paper

29
 Assessment Tasks Practical assessment on sample construction is based on
knowledge of industrial sewing techniques,as prescribed on
the performance criteria of the relevant unit standard.

Conditions/Cont 1. Written assessment can be conducted in a

ext of assessment classroom environment.
2. The practical assessment will be conducted in the
simulated work environment in the training institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below:

-Sewing workshop
- Stationery
- Tapemeasure
-Cutting equipment
-Calculator
-Sewing equipment

SPECIFICATION GRID

NO TOPIC WEIGHTING

1. Machine knowledge 40

2. Cutting 25

3. Fusing and pressing 15

4. Technical Drawing 20

TOTAL 100

PROPOSED PAPER STRUCTURE

3 CLOTHING FACTORY TECHNIQUES

Practical and Theory

- 4 hours
- 100%
29
Approach to Teaching and Learning:
1. Observation of adult learning principles.
2. Both institution-based and work-based learning to facilitate the integration of
theory and practice.
3. Face-to-face education and learning.
4. Problem-based learning.
5. Online/distance education and learning.
6. Blended/hybrid education and learning.
7. Use of social media.
Approach to Assessment:
1. Weighting of continuous assessment and examination: 60% theory and 40%
practical.
2. Weighting of institution-based and work-based assessment: 50% institution
-based assessment and 50%.
3. Oral assessment to be conducted by a panel of two or more assessors.
4. RPL assessment.
5. Portfolio of evidence.
6. Assessment of work conducted by both individual learners and teams of learners.
Resources:
1. Qualifications and experience of Trainers, Assessors and Moderators

All trainers, assessors and moderators should have undergone ZNQF accredited
training programmes and should have qualifications and experience recognised by
the Zimbabwe National Qualifications Authority (ZNQA).

2. Facilities, Tools, Equipment and Materials

- Cutting equipment
- Sewing workshop
- Technical drawing Pens
- Stationery
- Fabric swatches
- French curves
- Body shape in scale 1:10, Drawing table etc.
3. Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide

4. Reference Materials (recommended textbooks, recommended readings)

29
Arnold, J (2008) Pattern of Fashion 4
Laurence King Publishers, London

Aldrich, J (2015) Metric Pattern Cutting for Women’s

Wear John Wiley & Son Ltd. Chlecester

Aldrich, J. (2011) Metric Pattern Cutting for Children’s

Wear John Wiley & Son Ltd. Chlecester

Armstrong, H. (2013) Pattern Making for Fashion

J Design Laurence King
Publishers
Nakamichi (2018) Pattern Magic 3
Stiebner Verlag, Gmbh

Sterlaci, F.
Arrata
B-Gavere &
Seggio B (2018) Pattern Making Techniques for
Beginners Laurence King Publishers,
England.
Hagen, K. &
Maruzwi V. J (2010) Pattern Making for Fashion
Design Laurence King
Publishers, England
Rissaman J. (2010) Fashion Design & Pattern Making
Practice Nordes, New York

Dorooz, C., Watston,

J. R. (2011) Design with colour,
Bloomsbury Publishing Ltd. New York,
USA.
Seymour, S. (2014) Fashionable Technology,
Bloomsbury Publication, New York, USA.

Pakhchyan, S. (2016) Fashionable Technology,

Bloomsbury Publication, New York, USA.

Garment manufacturing, process practices and

Sarkar, P. (2014) technology,
Online Clothing Study,

Nayak, R. & Garment Manufacturing Technology

Padbye R. (2015) Woodhead Publishing, New York, USA.
29
30
75
79
Module code: 310/22/M02

Module title: WORKPLACE COMMUNICATION

ZNQF level: 4

Credits: 8
Duration: 80 hours

Relationship Based on Unit Standard Workplace Communication of

with Unit Standards for different workplace
qualification
standards:
Pre-requisite No prerequisites
modules:
Purpose of module: This module describes the skills, knowledge and attitudes
required by an individual to be able to effe ct iv el y
communicate in business. This includes writing
business documents, use appropriate communication skills in
business, applying effective communication techniques and
preparing different types of business meetings.

This module is important as it ensures proper and

effective communication skills for business. The module
targets individuals who are in engineering, commercial field of
work irrespective of gender, age or ethnicity.

List of learning L01: Apply language and writing skills in business

outcomes:
L02: Write business documents using a computer
L03: Use communication skills to satisfy business needs
L04: Apply effective communication techniques in business
L05: Prepare different types of meetings

76
Learning outcome 01 APPLY LANGUAGE AND WRITING SKILLS
IN BUSINESS

Assessment criteria: 1.1 Use the correct language style

1.2 Use business jargon in appropriate situations.
1.3 Organize written material logically
1.4 Select and use the most effective
method of communication in business
context.
1.5 Use telephone effectively
Content: 1.1. Use the correct language style
Apply the concept of the ‘seven (7)
cs’ of written communication
Describe use of languages

1.2. Use business jargon in appropriate situations

Identify and avoid barriers to communication
Discuss selection of words

1.3. Organize written material logically

Make notes
Describe presentation of business documents

1.4. Select and use the most effective method of

communication in a business context.
Various methods of communication
Select and use the most effective method
Identify major communication channels

1.5. Use the telephone effectively

Telephone etiquette
Making calls
Answering calls
Assessment tasks: 1. Written and/or oral assessment on the skills and
knowledge required in basic communication.
2. Practical assessment on the requirements and principles
of basic communication

76
 Conditions/context 1. Written and/or oral assessment can be conducted in a
of assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of
the practical assessment by the trainees.
2. The practical assessment will be conducted in the
workplace or simulated work environment in the training
institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below: -
- Visitors chairs
- Secretary chair and desk
- Computer
- Printer
- Photocopier
- Stationary and petty cash vouchers

Learning outcome 02 WRITE BUSINESS DOCUMENTS

Assessment criteria 2.1 Produce business letters

2.2 Generate reports
2.3 Write a memorandum using the fully-blocked method
2.4 Write a notice for the company noticeboard

76
Content 2.1Produce business letters
 Different types of letters
 Use the ‘pea kiss’ letter writing plan

2.2 Generate reports

 Identify types of business reports
 Write reports from their own investigation or observation
 Explain functions of reports in organisations.

2.3 Write a memorandum using the fully-blocked method

 Identify the major components of a memo
 Uses of notice and memo.
 Differentiate between a notice and memo.

2.4 Write a notice for the company noticeboard

 The uses of notice

 Differentiate between a notice and memo.
 Identify the major components of a notice

Assessment tasks 1. Written and/or oral assessment on the skills and

knowledge required in basic communication.
2. Practical assessment on the requirements and principles
of basic communication

76
 Conditions/cont 1. Written and/or oral assessment can be conducted in a
ext of classroom environment. Oral assessment can also be
assessment conducted by the assessor during the performance of
the practical assessment by the trainees.
2. The practical assessment will be conducted in the
workplace or simulated work environment in the training
institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below: -
- Visitors chairs
- Secretary chair and desk
- Computer
- Printer
- Photocopier
- Stationary and petty cash vouchers

Learning outcome 03 USE COMMUNICATION SKILLS TO

SATISFY BUSINESS NEEDS

Assessment criteria 3.1 Define oral communication

3.2 Answer questions during a job interview

3.3 Communicate information correctly in

structured language
3.4 Use written communication effectively

Assessment tasks 3.1 Define oral communication

Listening skills
Speaking skills
Use of par-linguistics

3.2 Correctly answer questions during a job interview

Audibility in speech
Confidence in speech
Concise responses

3.3 Communicate information correctly in

structured language

76
 Use of correct common grammar
Meanings of words and phrases

3.4 Use written communication effectively

state the advantages and
disadvantages of written communication

Conditions/cont 1. Written and/or oral assessment on the skills and

ext of knowledge required in basic communication.
assessment 2. Practical assessment on the requirements and principles
of basic communication
Content 1. Written and/or oral assessment can be conducted in a
classroom environment. Oral assessment can also be
conducted by the assessor during the performance of
the practical assessment by the trainees.
2. The practical assessment will be conducted in the
workplace or simulated work environment in the training
institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below: -
- Visitors chairs
- Secretary chair and desk
- Computer
- Printer
- Photocopier
- Stationary and petty cash vouchers

Learning outcome 04 APPLY EFFECTIVE COMMUNICATION

TECHNIQUES IN BUSINESS

Assessment criteria 4.1 Organise written material logically

4.2 Use grammar and pronunciation according to type

of business
4.3 Interpret information presented orally
4.4 Communicate clearly

Assessment tasks 4.1. Organise written material logically

Present business documents
Write different business letters
Write different reports
4.2. Use grammar and pronunciation according to type
of
77
 business
Construct sentences that communicate
Use of objective language in communicating

Descri
be use of direct and indirect speech

4.3. Interpret information presented orally

Analyse a written passage
Identify key points from the given passage

4.4. Communicate clearly

Identify and discuss the concept of the
‘seven (7) cs’ in communication
Identify the most effective methods of
communication
Explain the importance of
transmitting accurate information
Conditions/cont 1. Written and/or oral assessment on the skills and
ext of knowledge required in basic communication.
assessment 2. Practical assessment on the requirements and principles
of basic communication
Content 1. Written and/or oral assessment can be conducted in a
classroom environment. Oral assessment can also be
conducted by the assessor during the performance of
the practical assessment by the trainees.
2. The practical assessment will be conducted in the
workplace or simulated work environment in the training
institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below: -
- Visitors chairs
- Secretary chair and desk
- Computer
- Printer
- Photocopier
- Stationary and petty cash vouchers

Learning outcome PREPARE DIFFERENT TYPES OF MEETINGS

05

81
 Assessment criteria 5.1define different types of meetings.
5.2identify requirements for meetings.
5.3take notes from meetings.
5.4prepare meeting documents
Assessment tasks 5.1Define different types of meetings.

Public meetings
Private meetings
Office bearers

5.2Identify requirements for meetings.

Quorum
Notice
Agenda
Convener
Secretary
5.3Take notes from meetings.

Narrative minutes
Resolution minutes
Verbatim minutes

5.4Prepare meeting documents

Notice
Agenda
Minutes of meetings.
Conditions/context 1. Written and/or oral assessment on the skills and
of assessment knowledge required in basic communication.
2. Practical assessment on the requirements and principles
of basic communication

81
 Content 1. Written and/or oral assessment can be conducted in a
classroom environment. Oral assessment can also be
conducted by the assessor during the performance of
the practical assessment by the trainees.
2. The practical assessment will be conducted in the
workplace or simulated work environment in the training
institution.
3. The context of assessment should include the facilities,
tools, equipment and materials listed below: -
- Visitors chairs
- Secretary chair and desk
- Computer
- Printer
- Photocopier
- Stationary and petty cash vouchers

Approach to teaching and learning:

1. Observation of adult learning principles.
2. Both institution-based and work-based learning to facilitate the integration of
theory and practice.
3. Face-to-face education and learning.
4. Problem-based learning.
5. Online/distance education and learning.
6. Blended/hybrid education and learning.
7. Use of social media.

Approach to assessment:
1. Weighting of 60% continuous assessment and 40% examination.
2. Oral assessment to be conducted by a panel of two or more assessors.
3. RPL assessment.
4. Portfolio of evidence.
5. Assessment of work conducted by both individual learners and teams of learners.

Resources:
5. Qualifications and experience of trainers, assessors and moderators
All trainers, assessors and moderators should have undergone ZNQF accredited
training programmes and should have qualifications and experience recognised by
the Zimbabwe National Qualifications Authority (ZNQA).

6. Facilities, tools, equipment and materials

81
 Computer
Desk
Swivel chair
Visitors chairs
Filing cabinets
Puncher
Stapler
Pens
Dust bin
Fax machine
Printer
Paper tray
Document scanner
Photocopier
Heater
Fan/air conditioner
Document holders
8 Reference materials (recommended textbooks, recommended readings)

81
Module Code: 402/22/M01

Module Title: ENTREPRENEURSHIP SKILLS DEVELOPMENT

ZNQF Level: 4

Credits: 8
Duration: 80 HOURS
Relationship with Based on Unit Standard ENTREPRENEURSHIP
Qualification SKILLS DEVELOPMENT OF UNIT STANDARD
Standards: FOR AN ENTREPRENEUR
Pre-requisite modules: NON

Purpose of Module: This mo d u l e des cri bes the ski l l s , knowledge an d

at ti t ud es required by an entrepreneur to acquire
leadership, business and time management, creative
thinking and problem-solving in a job role and
ind ustries . This module will ens ure that the
entrepreneur will formulate a business plan, register a
company and operate a business. The advantages of
entrepreneurship skills development are that growth
and development are constant, beneficial network is
developed and work life autonomy is possible.
Access to this module is open to all youth, man and
woman who want to own a business.
List of Learning LO1: Formulate a business
Outcomes: LO2: Register a company
LO3: Operate a business

Learning Outcome 01 FORMULATE A BUSINESS

Assessment Criteria: 1.1 Formulate a business

idea
1.2Produce business plan
1.3 Research on business market
1.4 Compile a financial plan
1.5 Position a product/service
1.6 Envelope survival strategies
1.7 Establish a business environment
1.8 Mobilise financial resources

83
Content: 1.1. Formulate a business idea
1.1.1Define an entrepreneur
1.1.2 Discuss the various concepts of entrepreneurship
1.1.3 Analyse the various forms of business ownership

83
1.2. Produce business plan
1.2.1 Define a business plan
1.2.2Produce an executive summary of your business
1.2.3Describe the business
1.2.4 Provide the organisational structure of the business
1.2.5Describe product/services
1.2.6 Provide market analysis
1.2.7 Give marketing strategies
1.2.8 Provide a financial plan

1.3 Research on business market

1.3.1 Define business market
1.3.2 Study market trends
1.3.3 Analyse market segmentation
1.3.4 Analyse competitors in the market

1.4 Compile a financial plan

1.4.1Plan for staffing and employees
1.42 Forecast on profit and loss
1.4.3 Analysis of cashflow
1.4.5 Prepare a balance sheet

1.5 Position products/services

1.5.1 Define positioning of products and services
1.5.2 Describe the types of product and services positioning
1.5.3 Discuss the importance of product/service positioning

1.6 Envelope survival strategies

1.6.1 Define survival strategies
1.6.2Describe the types of survival strategies
1.6.3Discuss the importance of survival in business

1.7 Establish a business environment

1.7.1Conduct SWOT analysis
1.7.2Discuss price and position products/ services
1.7.3Conduct viable promotions

1.8 Mobilise Financial resources

1.8.1Provide a detailed account of how-to bring revenue
and funding to get started
1.8 2Balancing financial statement

83
Assessment Tasks: 1. Written and/or oral assessment on the skills and
knowledge required to formulate a business as
outlined in the assessment criteria and content above.
2. Practical assessment on the formulation of a business plan

83
Conditions/Context 1. Written and/or oral assessment can be conducted in a
of assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of
the practical assessment by the trainees.
2. The practical assessment will be conducted in the
workplace or simulated work environment in the training
institution.
3. The context of assessment should include the facilities,
tools, equipment and materials as per entrepreneur’s
occupation.

Learning Outcome 02 REGISTER A COMPANY

Assessment Criteria 2.1Prepare company documents

2.2 Process business registration
2.3Secure a place of business
operation 2.4Compile rules and
regulations

85
Content 2.1Prepare company documents
2.1.1 Identify business documents
2.1.2 Explain the purpose of books of
accounts (cashbooks, ledger, etc.)
2.1.3 Explain the importance of business documents

2.2 Process business registration

2.2.1Define company registration
2.2.2Identify the types of companies that can be registered
2.2.3 Describe the requirements needed to register
different companies
2.2.4 Discuss the procedures for company registration
2.2.5 Describe the documents that are received after
company registration

2.3 Secure a place of business operation

2.3.1 Identify factors that influence an entrepreneur in
securing a place of business operation
2.3.2 Discuss the macro and micro environmental
factors affecting entrepreneurship
2.3.3 Define SMEs (Small and Medium Enterprises)
2.3.4 Discuss the roles of SMEs

2.4Compile rules and regulations

2.4.1 Define rules and regulations in business
2.4.2 Compile guiding rules and regulations in business
2.4.3 Explain the importance of rules and
regulations in business
Assessment Tasks 1. Written and/or oral assessment on the skills and
knowledge required to registering a company as outlined in
the assessment

criteria and content above.

2. Practical assessment on the registering of a business plan
Conditions/Context 1. Written and/or oral assessment can be conducted in a
of assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical
assessment by the trainees.
2. The practical assessment will be conducted in the
workplace or simulated work environment in the training
institution.
3. The context of assessment should include the facilities,
tools, equipment and materials as per entrepreneur’s
occupation

85
Learning Outcome 03 OPERATE A BUSINESS

Assessment Criteria 3.1Manage a business according to organisation

policy 3.2Allocate resources according to line of
business
3.3 Cost products in line with procedures
3.4 Price products according to company procedures
3.5 Update and maintain records
3.6 Control stock in line with organisation requirements
3.7 Formulate market plans
3.8 Manage risks in line with organisation requirements
3.9 Adopt growth strategies
3.10 Observe business and give social responsibility
3.11 Practice customer care
3.12 Motivate employees in line with
organisational requirements
Content 3.1Manage a business according to organisation policy
3.1.1Define business management
3.1.2 Explain the roles of management in a business
3.1. Discuss the importance of computers as a
business management tool
3.2 Allocate resources according to line of
business 3,2.1 Define resource allocation
3.2.2 Explain the importance of properly allocating
resources (human, capital, material)

3.3 Cost products in line with procedures

3.3.1 Define various costing terms
3.3.2 Explain the importance of costing to a business
3.3.3 Describe the costing processes of a business
3.3.4 Calculate using the basic cost - pricing and profit
methods in relation to products/ services
3.4 Price products in line with business policy
3.4.1 Define various pricing terms
3.4.2 Explain the importance of pricing to a business

85
3.4.3 Analyse the pricing processes of a business
3.4.4 Calculate prices of products
3.4.5 Describe pricing strategies

3.5 Update and maintain records

3.5.1Define record keeping in business
3.5.2 Identify source business documents
3.5.3 Explain the importance of record keeping
3.5.4 Describe the purposes of books of accounts

3.6 Control stock in line with organisation requirements

3.6.1Define stock control in business
3.6.2Describe the importance of stock control
3.6.3 Outline effective stock control procedures

3.7 Formulate market plans

3.7.1Define marketing
3.7.2 Devise a marketing plan for a business
3.7.3 Explain the Ps of marketing
3.7.4 Discuss the marketing mix strategies

3.8 Manage risks in line with organisation requirements

3.8.1 Define risk management
3.8.2 Discuss the importance of risk covers in entrepreneurship
3.8.3Explain the principles of risk management to a business
3.8.4 Analyse the steps involved in risk management process
3.8.4Identify the various risk management strategies in
business
3.9 Adopt growth strategies
3.9.1 Define business growth strategies
3.9.2 Explain the four business growth strategies

3.10 Observe business ethics and give social responsibility

3.10.1 Define business ethics and social responsibility
3.10.2 Explain the importance of business ethics
to entrepreneurs
3.10.3 Outline social responsibility principles
3.10.4 Explain the importance of social responsibility to
the entrepreneur
3.10.5 Illustrate acts of social responsibility by an
entrepreneur in a community

3.11 Practice customer care

3.11.1 Define customer care
3.11.2 Discuss ten tips of customer care
90
 3.11.3 Explain benefits of customer care

3.12 Motivate employees in line with

organisational requirements
3.12.1 Define motivation
3.12.2 Outline theories of staff motivation in business
3.12.3 Discuss the importance of motivation
Assessment Tasks 1. Written and/or oral assessment on the skills and
knowledge required to operate a business as outlined in the
assessment criteria and content above.
2. Practical assessment on operating a business
Conditions/Context 1. Written and/or oral assessment can be conducted in a
of assessment classroom environment. Oral assessment can also be
conducted by the assessor during the performance of the
practical
assessment by the trainees.
2. The practical assessment will be conducted in the
workplace or simulated work environment in the training
institution.
3. The context of assessment should include the facilities,
tools, equipment and materials as per entrepreneur’s
occupation

Approach to Teaching and Learning:

1. Observation of adult learning principles.
2. Both institution-based and work-based learning to facilitate the integration of theory
and practice.
3. Face-to-face education and learning.
4. Problem-based learning.
5. Online/distance education and learning.
6. Blended/hybrid education and learning.
7. Use of social media.
Approach to Assessment:
1. Weighting of practical and theory assessment: 60% theory and 40% practical.
2. Weighting of institution-based and work-based assessment: 50% institution-
based assessment and 50%.
3. Oral assessment to be conducted by a panel of two or more assessors.
4. Portfolio of evidence.
5. Assessment of work conducted by both individual learners and teams of learners.

90
Resources:
1. Qualifications and experience of Trainers, Assessors and Moderators
All trainers, assessors and moderators should have undergone ZNQF accredited
training programmes and should have qualification and experience recognised by the
Zimbabwe National Qualifications Authority (ZNQA).
All trainers, assessors and moderators should have undergone ZNQF accredited training
programmes and should have qualifications and experience recognised by the
Zimbabwe National Qualifications Authority (ZNQA).

2. Facilities, Tools, Equipment and Materials Facilities, Tools, Equipment and Materials
Computer
Communication equipment
Data storage devices
Television
DVD Recorder/player Generic which are relevant to the type of business

3. Learning Resources
Relevant training manual (learners’ guide) and facilitators’ guide

MODE OF ASSESSMENT 1
WEIGHTI
EXAMINATION 40% CONTINUOUS ASSESSMENT 60% NG
100%
1 3 hour written 2 Practical Assignments
examination 2 Theory Assignments
2 Tests
100%

90
ASSESSMENT SPECIFICATIONS GRID
Weighting 60% Coursework and 40% Examination (as per existing HEXCO rules and
regulations)

TOPIC % WEIGHTING

1 Formulate a business 40

2 Register a company 20

3 Operate a business 40

TOTAL 100%

PAPER STRUCTURE

Students should answer any 5 from a total of 9 questions. Each question carries 20 marks.
Total 100 marks.
NUMBER OF WEIGHTING
QUESTIONS

Formulate a business 4 40%

Business idea formulation
Business plan development
Business market research
Financial plan
Position a product/service
Survival strategies
Business environment
Financial resources mobilisation
Register a company 1 20%
Company documents
Business registration
Rules and regulations

90
 Operate a business 4 40%
Business management
Resources allocation
Costing of products
Pricing of products
Records keeping
Control stock control
Marketing
Risk management
Social responsibility
Customer care
Employee motivation
TOTAL 9 100%

4. Reference Materials (recommended textbooks, recommended readings)

Alderman, P., J, (2011) Entrepreneurial Finance, Pearson Education LTD, London
Appleby R (1994) Modern Business Administration

Barringer, B., R., &Ireland, D., R., (2006) Entrepreneurship: Successfully Launching
New Ventures, Pearson Education
Bridge, S., O’Neill, K. & Martin, F., (2009) Understanding Enterprise:
Entrepreneurship &Small Business, Third Edition, Palgrave Macmillan, London

Burns, P. & Dewhurst, J., (eds)91990) Small Business and Entrepreneurship,

Macmillan Education LTD, Hampshire
City and Guilds, (2012) Hospitality supervision & Leadership, Heinemann, Essex,

Deakins, D., & Freel, M., (2012) Entrepreneurship and Small Firms,
McGraw- Hill, Berkshire

Hisrich, R. D. & Peters, M. P. (2016) Entrepreneurship, Tatq McGraw Hill New Delphi
Entre
Holt, D.T., (2017) Entrepreneurship, Prentice Hall, London

Jarskoy, H. & Stevenson, D., (2014) International Labour Organisation Start Your
Business. ILO, Harare
Justin Smith (2000) Business Management Trainer’s Guide
Kotler Philip & Armstrong G (2001) Principles of Marketing
Kuratiko, D., F., (2008) Introduction to Entrepreneurship, Cengage Learning, Hampshire

90
Lee, C., L., &Melicher, W., (2012) Entrepreneurial Finance,4th Edition, Cengage
Learning, South Western
Marcourse, I. (2016) Business Studies @nd Ed Hodder Arnold, London

McGuckin Frances (1988) Business for Beginners (A simple step by step Guide to Start
Your New Business)

Mullins L (1999) Management and Organisational Behaviour 5th edition

Need Harm, D, & Dransfield, R. (2000) Advanced Business and Dexel, Oxford

Rae, D., (2007) Entrepreneurship, From opportunity to action, Palgrave Macmillan,

New York

Rwegema, V., U., Entrepreneurship: theory in practice, 2nd edition, Oxford

University Press, Cape Town

90
Stokes, D., Wilson, N. & Mador, M., (2010) Entrepreneurship, Cengage Learning
EMEA, Hampshire

Stoner, J., A. F., Freeman, R., E. & Gilbert, R., J. R. (2017) Management 6th Edition,
Prentice Hall International Englenwood Cliffs, New Jersey.

Van Der Wagen & Davies, C. (1998) Supervision and Leadership, Hospitality
PressPty Ltd Elsternwick Victoria

Zimmerer T.W, Scarborough M Norman - Essentials of Entrepreneurship and Small

Business Management - End Edition

91
Module Code: 401/22/M01

Module Title: NATIONAL STUDIES

ZNQF Level: Generic

Credits: 8
Duration: 80 hours
Relationship Based on Unit Standard TBA
with NATIONAL STUDIES UNIT STANDARD
Qualification FOR
Standards: PATRIOTIC CITIZEN
Pre-requisite NON
modules:
Purpose of Module: This module describes the skills, knowledge and attitudes
required by a patriotic citizen to develop values that make
them proud to be Zimbabweans. This includes maintaining a
Zimbabwean culture, preserving Zimbabwean History,
assembling components of colonial effects, analysing post
-independence socio-economic and political developments,
assembling components of legal and parliamentary affairs,
carrying out a feasibility study on peace, conflict and
resolution as well as participating in civic
responsibilities. This is important in producing an informed
and responsible citizen prepared to defend and develop the
country. Access to this module is open to all target groups,
which include the unemployed youth, men and women
willing to develop their country.
List of Learning LO1: Maintain a Zimbabwean culture
Outcomes: LO2: Preserve Zimbabwean History
LO3: Assemble components of colonial effects
LO4: Analyse post-independence socio-economic and
political developments
LO5: Carry out a feasibility study on peace, conflict
and resolution
LO6: Participate in civic responsibilities
LO7 Assemble components of legal and parliamentary
affairs

92
Learning Outcome 01 MAINTAIN A ZIMBABWEAN CULTURE

Assessment Criteria: 1.1. Preserve cultural heritage

1.2. Conserve cultural artefacts
1.3. Demonstrate knowledge of Zimbabwean culture
1.4. Capture records of maintaining natural resources of
Zimbabwe
1.5. Preserve indigenous knowledge systems

93
Content: 1.1. Preserve cultural heritage
1.1. 1. Definition of cultural heritage
1.1.2. Types of cultural heritage
1.1.3. Importance of cultural heritage
1.1.4. Indigenous methods of preserving and conserving cultural
heritage 1.1.5. Modern ways of preserving and conserving cultural
heritage
1.1.6. Role of national and international organisations in protecting
cultural heritage

1.2. Conserve cultural artefacts

1.2.1. Identification of cultural artefacts
1.2.2. Threats to cultural artefacts
1.2.3. Importance of cultural artefacts
1.2.4. Ways of protecting cultural artefacts

1.3. Demonstrate knowledge of Zimbabwean culture

1.3.1. Components of Zimbabwean culture
1.3.2. Significance of components of the Zimbabwean Culture
1.3.3. Threats to various components of the Zimbabwean
Culture 1.3.4. Ways of upholding the Zimbabwean Culture

1.4. Capture records of maintaining natural resources of

Zimbabwe
1.4.1. Types of natural resources
1.4.2. Importance of natural resources
1.4.3. Indigenous and modern methods of protecting natural
Resources
1.4.4. National and international statutes that protect
national Resources

1.5. Preserve indigenous knowledge systems

1.5.1. Definition of indigenous knowledge systems
1.5.2. Components of indigenous knowledge systems
1.5.3. Meanings and significance of indigenous knowledge
systems 1.5.4. Insights gained from indigenous knowledge
systems

93
Assessment Tasks: 1. Written assessment on the skills and knowledge required
maintain a Zimbabwean Culture as highlighted above.
2. Practical based assignment on ways of preserving cultural
heritage sites within their communities.
Conditions/Context 1. Written assessment can be conducted in a classroom environment.
of assessment 2. The practical based assignment assessment will be conducted
based on observations in their communities

Learning Outcome 02 PRESERVE ZIMBABWEAN HISTORY

Assessment Criteria 2.1 Identify pre-colonial states

2.2 Analyse precolonial political structure
2.3 Record achievements of precolonial history
2.4 Record colonial history
2.5 Record role of Christian missionaries
2.6 Record occupation of Zimbabwe
2.7 Trace causes of first /second Chimurenga

94
Content 2.1 Identify pre-colonial states
2.1.1 Defining term pre-
colonial 2.1.2. Identifying
precolonial states
2.1.3 Pre- colonial socio-economic
organisation 2.1.4. Causes of decline of pre-
colonial states
2.1.5. Influence of pre-colonial civilisation on contemporary society

2.2 Analyse precolonial political structure

2.2.1 System of governance of pre-colonial states
2.2.2 Features of the pre-colonial system
2.2.3. Influence of precolonial governance on contemporary society

2.3 Record achievements of precolonial history

2.3.1 Impact of precolonial achievements and
political development

2.4 Record colonial history

2.4.1 Partition and colonization of Africa
2.4.2 Berlin conference
2.4.3 Causes/ reasons for the colonization/occupation of Zimbabwe
2.4.4 Colonization steps/processes in Zimbabwe

2.5. Record role of Christian missionaries

2.5.1 Socio-economic and political impact of Christian missionaries
in
Zimbabwe

2.6. Record occupation of Zimbabwe

94
 2.6.1 Colonial Administration from 1894 to 1923
1.2.6.2 Socio-economic and political impact of colonization
in Zimbabwe

2.7 Trace causes of first /Second Chimurenga

2.7.1 Causes and results of the Anglo-Ndebele war
1.7.2 Causes and results of the 1st Chimurenga/Umvukela
2.7.3. African reaction to socio-economic and political colonial
administration
2.7.4. Causes and results of the 2nd Chimurenga
2.7.5. Socio-economic and political impact of the 1st and
2nd Chimurenga
2.7.6. Prosecution of the war of liberation
2.7.6 Social and political impact of heroes/heroines
Assessment Tasks: 1. Written or oral assessment on the skills and knowledge required
to assess the understanding of Zimbabwean History.
2. Practical activities based on observations within and outside the
institution that demonstrate understanding of Zimbabwean history.
Conditions/Context of 1. Written assessment can be conducted in a classroom
Assessment environment or practical activities conducted within or outside
the institution.
2. The practical based assignment/activities will be conducted
based on participation/observations in their communities

Learning Outcome ASSEMBLE COMPONENTS OF COLONIAL EFFECTS

03
Assessment Criteria
3.1 Demarcate administrative boundaries
3.2. Exploit natural resources (minerals, wildlife, land, water
Vegetation, etc.)
3.3. Change traditional religion
3.4. Introduce foreign food crops and livestock
3.5. Change forms of trade
3.6. Change education systems
3.7. Introduce new legal systems
3.8. Introduce Capitalistic relations
3.9. Violate Human rights
3. 1 0 . Analyse results of colonisation

97
Content
3.1 Demarcate administrative boundaries
3.1.1. Factors that led to demarcation of boundaries
3.1.2. Distribution of land and uses
3.1.3. Consequences of establishing administrative boundaries

3.2. Exploit natural resources (minerals, wildlife, land, water

97
 Vegetation etc.)
3.2.1. Geographical distribution of available resources
3.2.2. Measures enacted to exploit the resources
3.2.3. Consequences of exploiting the resources (Social,
political, economic)
3.3. Change traditional religion
3.3.1. The nature of African traditional religion prior to
colonisation 3.3.2. The role of religion in the African societies
3.3.3. The introduction of foreign religion
3.3.4. The effect of foreign religion on African societies
3.3.5. The place of African Traditional religion in contemporary society

3.4. Introduce foreign food crops and livestock

3.4.1. Nature and significance of African food crops and
livestock 3.4.2. Types of foreign crops introduced
3.4.3. Consequences of the foreign crops and livestock on
African Societies
3.4.4. The sustainability of traditional versus foreign crops and
livestock in contemporary Zimbabwean society

3.5. Change forms of trade

3.5.1. Nature and benefits of trade prior to colonisation
3.5.2. Nature of trade during colonisation
3.5.3. Effects of trade during colonial era on African societies.
3.5.4. Influence of trade patterns to contemporary society

3.6. Change education systems

3.6.1. Nature and purpose of Traditional African Education
system 3.6.2. Nature and purpose of Colonial education
3.6.3. Consequences of Colonial education on African
Societies 3.6.4. Influence of colonial education to
contemporary society

3.7. Introduce new legal systems

3.7.1. Nature of African legal system prior to colonisation.
3.7.2. Nature of colonial legislation (social, political and
economic) 3.7.3. Purpose of colonial legal system
3.7.5. Consequences of colonial legal system to colonial and
contemporary African societies

3.8. Introduce Capitalistic relations

3.8.1. Nature of African relations before colonisation
3.8.2. Introduction of capitalist relations
3.8.3. Effects of capitalist relations during the colonial era and
97
the contemporary society

97
 3.9. Violate Human rights
3.9.1. Definition of human rights
3.9.2. Nature of human rights violations in the colonial era
3.9.3. Response to human rights violations during the colonial era

3.10. Analyse results of colonisation

3.10.1. Social effects of colonisation on African Societies
3.10.2. Economic effects of colonisation on African Societies
3.10.3. Political effects of colonisation on African societies
3.10.4. Benefits and non-benefits of colonisation
Assessment Tasks 1. Written assessment on the skills and knowledge required to assess
the consequences of colonisation on the African Societies.
2. Practical based assignment on observable socio-politico and
economic effects of colonisation within their communities.
Conditions/Context 1. Written assessment can be conducted in a classroom environment.
of assessment 2. The practical based assignment assessment will be conducted based
on observations in their communities
Learning outcome ANALYSE POST-INDEPENDENCE SOCIO-ECONOMIC
O4 AND POLITICAL DEVELOPMENTS
Assessment Criteria 4.1 Analyse socio-economic, political developments
4.2Formulate Policies
4.3 Adopt measures to address colonial injustices

Content 4.1 Examine socio-economic and political developments

4.1.1 Social-economic and political post-independence developments
4.1.2 Critique of post-independent development

4.2 Formulate Policies

4.2.1 Legislation that addressed colonial injustices
4.2.2 Impact of post-independent legislation
4.2.3 Comparison of colonial and post-independence legislation

4.3 Adopt measures to address colonial injustices

4.3.1 Socio-economic and political measures to address colonial injustices
4.3.2 Impact of measures to address colonial injustices
4.3.3 Colonial vestiges
4.3.4 Strategies to address colonial vestiges

Assessment Tasks 1. Written assessment on the skills and knowledge required to assess
the achievements and challenges of post-independent in Zimbabwe.
2. Practical based assignment on observable socio-economic and
political developments in their communities.

97
Conditions/Context 1. Written assessment can be conducted in a classroom environment.
of assessment 2. The practical based assignment assessment will be conducted based
on observations in their communities
Learning Outcome CARRY OUT A FEASIBILITY STUDY ON PEACE, CONFLICT
05 AND RESOLUTION
Assessment Criteria 5.1. Demonstrate Conflict and resolution styles
5.2. Demonstrate 3Cs between Zimbabwe and the global
community
5.3. Analyse Strategies for sustaining peace
5.4. Analyse the influence of multi-national companies in
developing countries
5.5. Examine the benefits of International capital to developing
countries

99
Content 5.1. Demonstrate Conflict and resolution styles
5.1.1 Defining conflict and conflict resolution
5.1.2 Identifying and explaining conflict resolution styles
5.1.3 Impact of conflict resolution to socio-economic development
5.1.5 Traditional African conflict resolution methods.

5.2. Demonstrate 3Cs between Zimbabwe and the global community

5.2.1 Defining terms Conflict, competition and co-operation
5.2.2 Impact of 3Cs to economic development
5.2.3 Approaches/Theories to International Relations
5.2.4 Global power balance
5.2.5 Zimbabwean foreign policy
5.2.6 Zimbabwean regional and international interventions

5.3. Analyse Strategies for sustainable peace

5.3.1 Defining peace and sustainable peace
5.3.2 Importance of peace to socio-economic and
political Development
5.3.3. Impact of sanctions on development
5.3.4 Strategies for sustainable peace
5.3.5 Role of NGOs in the development of sustainable peace
5.3.6 Role of media in promoting and maintaining peace

5.4. Analyse the influence of multi-national companies in

developing countries
5.4.1 Role of multi-national companies in developing countries
5.4.2 International capital and imperialism
5.4.3 The IMF/WB Institutions
5.4.4 Impact of Non-Governmental Organisations in developing
countries

5.5 Examine the benefits of International capital to

developing countries
5.5.1 Characteristics of finance capital
5.5.2 International economic relations
5.5.3 Features of Globalisation
5.5.4 Benefits and non-benefits of globalisation
Assessment Tasks 1. Written assessment on the skills and knowledge required to assess
the importance of understanding the im p or t a n c e of peace,
co n f l i c t an d resolution on socio-economic developments in
Zimbabwe.
2. Practical based assignment on observable socio-economic and
political developments in their communities.

99
Conditions/Context 1. Written assessment can be conducted in a classroom environment.
of assessment 2. The practical based assignment assessment will be conducted based
on observations in their communities
Learning Outcome 06 PARTICIPATE IN CIVIC RESPONSIBILITIES
Assessment Criteria 6.1 Undertake Civic responsibilities
6.2 Observe participation in Disaster Management
6.3 Adopt Citizen duties
Content 6.1 Undertake Civic responsibilities
6.1.1. Definition of civic responsibilities
6.1.2. Civic responsibility activities
6.1.3. Justification for civic responsibilities

6.2. Observe participation in Disaster Management

6.2.1. Definition of disaster management
6.2.2. Justification for participation in disaster management
6.2.3. Sustainable disaster management practices

6.3 Adopt Citizen duties

6.3.1. Definition of terms: citizen and citizen duties
6.3.2. Identification and explanation of citizen duties (Socio-
economic & political)
6.3.3. Citizen rights
6.3.4. Importance of citizen duties
Assessment Tasks 1. Written or oral assessment on the skills and knowledge required to
assess the understanding of citizen duties and responsibilities.
2. Practical activities within and outside the institution that
demonstrate civic duties and responsibilities by community
participation
Conditions/Context 1. Written assessment can be conducted in a classroom environment
of assessment or practical activities conducted within or outside the institution.
2. The practical based assignment/activities will be conducted based
on participation/observations in their communities
Learning outcome 07: ASSEMBLE COMPONENTS OF LEGAL AND
PARLIAMENTARY AFFAIRS

99
 Assessment Criteria 7.1 Identify and explain origins of law
7.2 Observe constitutional provisions
7.3 Identify and explain arms of the state
7.4 Explain Law making process
Content 7.1 Identify and explain the origins of law
7.1.1 Definition of legal terms
7.1.2 Purpose of the law to the community
7.1.3 Classification of the law
7.1.4 Sources of law in Zimbabwe

7.2 Observe constitutional provisions

7.2.1 Justification of a Zimbabwean constitution
7.2.2 Constitutional Rights as enshrined in the Zimbabwean constitution
7.2.3 Benefits of constitutional rights to the community
7.2.3 Enforcement of rights
7.2.4 Role played by stakeholders in upholding constitutional rights
(NGO, Civil Societies and victim friendly units)
7.2.5. Impediments to exercising human rights
7.2.6. Role of constitution in the community

7.3 Observe arms of the state

7.3.1 Identification of the three arms of state
7.3.2 Duties and functions of the three arms of the state
7.3.3 Importance of separation of powers to Zimbabwe

7.4 Explain Law making process

7.4.1 Steps in the Law making
7.4.2 Role of community in law making process
Assessment Tasks 1. Written or oral assessment on the skills and knowledge required to
assess the understanding of legal and parliamentary affairs.
2. Practical activities within and outside the institution that demonstrate
the importance of participating in legal and parliamentary activities.
Conditions/Context 1. Written assessment can be conducted in a classroom environment
of assessment or practical activities conducted within or outside the institution.
2. The practical based assignment/activities will be conducted based
on participation/observations in their communities.

Approach to Teaching and Learning:

1. Observation of adult learning principles; both institution-based and work-based learning to
facilitate the integration of theory and practice.
2. Face-to-face education and learning.
3. Problem-based learning.
101
4. Online/distance education and learning.
5. Blended/hybrid education and learning.
6. Use of social media.

Approach to Assessment:

1. Weighting of institution-based and examination -based assessment: 60% institution-based

assessment and 40% examination.
2. Portfolio of evidence.
Resources:
1. Qualifications and experience of Trainers, Assessors and Moderators
All trainers, assessors and moderators should have undergone a Bachelor’s Degree in
History or equivalent.

2. Facilities, Tools, Equipment and Materials

Computer
Communication equipment
Data storage devices
Television
DVD Recorder/player

3. Learning Resources
- Artefacts
- Resource persons
- Museums and heritage sites
- Videos and audio materials

ASSESSMENT SCHEME

MODE OF ASSESSMENT 2
WEIGHTI
EXAMINATION 40% CONTINUOUS ASSESSMENT 60% NG
100%
1 3 hour written 2 Practical Assignments
examination 2 Theory Assignments
2 Tests
100%

101
ASSESSMENT SPECIFICATIONS GRID

LEARNING OUTCOME WEIGHTING

Zimbabwean culture 10%

Zimbabwean History 25%

Colonial effects 25%

Post-independence socio-economic and political developments 10%

Peace, conflict and resolution 10%

Civic responsibilities 10%

Legal and parliamentary affairs 10%

TOTAL 100%

PAPER STRUCTURE

Students should answer any 5 from a total of 9 questions. Each question carries 20 marks.
Total 100 marks.
NUMBER OF WEIGHTING
QUESTIONS

Zimbabwean culture 1 10%

Cultural heritage
Cultural artefacts
Zimbabwe culture
Natural resources
of Zimbabwe
Indigenous
knowledge systems
Zimbabwean History 2 25%
Pre-colonial states
Precolonial political
structure
Achievements of
precolonial history
Colonial history
Occupation of
Zimbabwe
105
 Causes of First
/Second Chimurenga

Colonial effects 2 25%

New administrative
boundaries
Natural resources
Traditional religion
Foreign food crops and
livestock
Education systems
Capitalistic relations
New legal systems
introduced
Forms of trade
Human rights
Results of colonisation
Post-independence socio-economic and 1 10%
political developments
Socio-economic and
political developments
Policies formulated
Measures to address
colonial injustices
Peace, conflict and resolution 1 10%
Conflict and resolution
styles
3Cs between
Zimbabwe and the global
community
Strategies for
sustaining peace
Influence of multi-
national companies in developing
countries
Benefits of
International capital to
developing countries
Civic responsibilities 1 10%
Civic responsibilities
Participation in disaster
management
Citizen duties
Sustainable
exploitation of resources
practices

105
 Legal and parliamentary affairs 1 10%
Origins of law
Constitutional provisions
Arms of the state
Law making process
TOTAL 9 100%

4. Reference Materials (recommended textbooks, recommended readings)

American Heritage Dictionary of the English Language, Fifth Edition (2011), Houghton Mifflin.
Astrow, A., 1983. Zimbabwe: A Revolution That Lost Its. Way, pp.1980-1986.
Banana, C. ed., 1989. Turmoil and tenacity: Zimbabwe 1890-1990. College Press.

Batchelor, P., Kingma, K. and Lamb, G. eds., 2004. Demilitarisation and Peace-building
in Southern Africa: Concepts andprocesses (Vol. 1). Gower Publishing, Ltd.

Birmingham, D. and Martin, P. eds., 1983. History of Central Africa (Vol. 2). Addison-
Wesley Longman Limited.

Centre for Peace Initiatives in Africa, 2005. Zimbabwe: The Next 25 Years. Benaby Printing
and Publishing.
Change African Indigenous Knowledge and Disciplines
Chirimuuta, C., Gudhlanga, E. and Bhukuvhani, C., 2012. Indigenous knowledge systems:
a panacea in education for development?
Chitiyo, T.K., 2000. Land violence and compensation: reconceptualising Zimbabwe's land and
war veterans' debate. Track Two: Constructive Approaches to Community and
Political Conflict, 9(1).

Chitsike, F., 2003, December. A critical analysis of the land reform programme in Zimbabwe.
In 2nd FIG Regional Conference (pp. 2-5).

Collins English Dictionary - Complete and Unabridged, 12th Edition (2014) HarperCollins.

De Vil l i er s , B. , 2003 . Land reform : issues and challenges : a com parativ e

overview of experiences i n Zi m b a b w e . Namibia, So u t h Africa a n d Australia ,
Johannesburg : Konrad Adenauer Publications.
Magali and Dei, G, J.S (Eds) (2014), Anti-Colonial Educational Perspectives for
Transformative

105
Government of Zimbabwe, 2013. The Constitution of the Republic of Zimbabwe Amendment
(No.20).

Hammer, A., Jensen, S. and Raftopoulos, B. eds., 2003. Zimbabwe’s unfinished business:
Rethinking land, state and nation in the context of crisis. Weaver Press.
Hayes, D., 1980. Human Rights, Sussex, Wayland Publishers.

Kriger, N., 1995. The politics of creating national heroes: The search for political legitimacy
and national identity. Soldiers in Zimbabwe’s liberation war, 1, pp.139- 162.

Lalonde, A., 19 9 1 . African indigenous knowledge and its relevance to environment

and development activities. Canadian International Development Agency.

Madhuku, L. 2004. Law, Politics and the Land Reform Process. In Masiyiwa, S. 2004. Post
- Independence Land Reform in Zimbabwe: Controversies and Impact on the Economy.

Mkabela, Q., 2005. Using the Afrocentric method in researching indigenous African culture. The
qualitative report, 10(1), pp.178-190.
Mlambo, A.S., 2014. A history of Zimbabwe. Cambridge University Press.

Moyo, S., 2004. Overall impacts of the fast track land reform programme. African Institute for
Agrarian Studies.

Moyo, S., 2006. The evolution of Zimbabwe’s land acquisition. University of Zimbabwe (UZ)
Publications/Michigan State University (MSU).
Ogunbanjo, M.B., Human Rights in Africa in the new Global Order: A Dilemma?

Raftopoulos, B. and Mlambo, A. eds., 2009. Becoming Zimbabwe. A Historyfrom the Pre-
colonial Period to 2008: A Historyfrom the Pre-colonial Period to 2008. African Books
Collective.

Ranger, T., 1985. Peasant Consciousness and Guerrilla Warfare in Zimbabwe: A Comparative
Study. Harare: McMillan.

Ranger, T.O. ed., 1968. Aspects of Central African History. Northwestern University Press.
Richardson, C., 2004. The collapse of Zimbabwe in the wake of the 2000-2003 land reforms.

Schmidt, E.S., 1992. Peasants, traders and wives: Shona women in the history of Zimbabwe,
1870-1939.

Shaw, W.H., 2003. ‘They Stole Our Land’: debating the expropriation of white farms in
Zimbabwe. The Journal of Modern African Studies, 41(1), pp.75-89.

105
Shamuyarira, N.M., 1966. Crisis in Rhodesia.
Warren, D.M., 1989. Linking scientific and indigenous agricultural systems.
Zikhali, P., 2008. Fast track land reform, tenure security, and investments in Zimbabwe (No. dp-
08-23-efd).

105
MINISTRY OF HIGHER AND TERTIARY EDUCATION, INNOVATION, SCIENCE
AND TECHNOLOGY DEVELOPMENT

QUALIFICATION STANDARD

FOR

FASHION DESIGN ASSISTANT

106
SECTOR: CLOTHING AND TEXTILES

QUALIFICATION FOR AN FASHION DESIGN ASSISTANT

QUALIFICATION CODE: TBA

LEVEL: NATIONAL CERTIFICATE

107
DATE OF PROMULGATION: TBA

107
 Definition of Terms

Assessment A process of collecting evidence of a learner’s work to measure and

make judgements about the achievement or non-achievement of the
specified
National Qualifications Framework standards or qualifications.

Certification Awarding of approved documentary evidence of a qualification.

Common Universal skills which apply to more than one occupation.

essential skills

Competences Critical relevant knowledge, skills and attitudes a learner requires in order
required in to achieve specified outcomes before assessment.
readiness for
assessment
Credit The value assigned to a unit completed or a value assigned to a unit
standard which reflects the relative time and effort required to
complete the outcomes.

Date of Date when standard and qualification have been approved registered
and
promulgation gazetted.

Element The smallest component of a unit with a meaningful outcome.

Level Position of achievement on the ZQF indicating depth, breadth

and complexity of competency.

Level descriptor A specific indicator of competence level on the ZQF.

Occupation A group of related economically beneficial work activities

performed by a person.
109
Performance A statement of competence or achievement against which the
attainment
criteria of outcomes is measured.

Qualification Formal award of recognition of the achievement of the required

competency and/or capability level of the Zimbabwe Qualifications
Framework as maybe determined by the relevant bodies registered
for such purpose by the Authority.

Range statement The context within which a competence is performed and assessed.

Review Date Date of revision of qualification as and when necessary but not later
than three years from date of issue.

Sector A section of the economy in which operators produce or provide

similar products or services.

Standard Registered statement of desired education and training outcomes and

their assessment criteria.

Unit The smallest combination of work activities capable of being a full-

time economically beneficial occupation.

Unit Standard Registered statement(s) of desired education and training outcomes,

their associated assessment criteria together with administrative
information as specified.

ZQF National qualifications framework approved by the

minister for registration of national standards and
qualifications.

109
 SUMMARY OF STANDARD

UNIT UNIT CREDITS ELEMENTS

TITLE
NO.
1 Fashion 20 1.1 Construct a concept board
Illustration 1.2 Produce a storyboard
1.3 Construct technical drawings

2 Pattern Making 20 2.1 Draft a block pattern

2.2 Adapt block pattern style
2.3 Construct an industrial pattern

3 Pre-production 3.1 analyse origin of dress

Sample
Making/Develop 3.2 articulate influence of values and attitudes
ment
3.3 assess ancient civilization costumes
3.4 outline Middle Ages and Late Middle Ages
3.5 examine the impact of Industrial Revolution

3.6 assess the Twentieth Century (20th C) fashion

3.7 ut material for sample garment
3.8 Construct sample garment

3.9 Attach care labels

3.10 Cost garment

4 Fundamentals of 20 4.1 Originate designs

Textile Design
4.2 Analyse fabric finishes
4.3 Translate design onto the fabric

110
 UNIT 1

Unit Title: Fashion Illustration

Unit Code

Level of Unit: NC

Credits: 20

Occupation: Fashion Design Assistant

Date of Promulgation: TBA

Review Date: TBA

Aim of the Unit Standard

This unit will enable an individual to produce a fashion design portfolio.
ELEMENT AND PERFORMANCE CRITERIA
Element 1.1 Construct a concept board

1.1.1 Coherent use of colour demonstrated

1.1.2 Appropriate mood exhibited
1.1.3 Creative use of ideas demonstrate

111
Element 1.2 Construct technical illustrations

Performance Criteria:
Appropriate drawing tools selected
1.2.2 2-dimension flat drawings produced according to specifications
1.2.3 Drawings clearly marked and labelled according to design brief
1.2.4 Principles and elements of design adhered to
1.2.6 Template is prepared according to fashion figure

1.2.7 Style features/details are added to the template according

to fashion trends

1.2.8 Appropriate medium is applied

1.2.9 Collection sheet is originated and developed according to set

Element 1.3 Produce a story board

Performance Criteria:
1.3.1 Figure drawings/models are developed according to design rules
1.3.2 Figure illustrations are dressed according to current fashion trends
1.3.3 Fabrics and colours are rendered according to fabric weight and design
1.3.4 Rendered fabric swatches are attached according to design rules
1.3.5 Different design variations illustrated
1.3.6 Design is in line with specifications
1.3.7 Storyboard is originated and developed according to set standards

113
 Element 1.4 Produce a specification sheet

Performance Criteria:

1.4.1 Size blocks are identified according to fashion trends

1.4.2 Sample dimensions are specified according to fashion trends
1.4.3 Tolerances are specified according to quality standards
1.4.4 Style features are specified according to design

Competencies Required in Readiness for Assessment:

Analysis of body forms Painting
Crafting Research
Design interpretation SHEQ
adherence
Design origination Sketching
Design software use Textile knowledge
Drawing

Common Essential Skills:

Artistic
Planning
Computer literacy
Communication
Time Management
Analytical

Range Statement:
Tools and Equipment
Computer Easels Rot-ring pens
Television Seats Range of
pencils
Audio visual aids Mattress Rubber
Printer Exhibition easels Mounting Boards
Projector Adjustable tables Artistic blades
113
Digital camera Mannequins Steel Rule
Light box Embroidery machines Scissors
Drawing software Safety Lock stitch machines French curves
stitch machine Brushes Tongs

Materials

113
Stationery
Glue
Tracing paper
Sugar paper
Cartridge paper Catalogues
Cameo board Magazines
Duplex Periodicals
Bond Newspapers
Newsprint Storage Devices
Pattern paper Stationery
Hard paper

114
Duration: 100 hours

Assessment and Certification:

In order to gain credits for this unit standard, a candidate must be assessed and demonstrate
competency in all the elements and performance criteria of this unit standard.

Assessment will be conducted by accredited assessors.

UNIT 2

Unit Code:
PATTERN MAKING

Level of Unit: NC

Credits: 20

Occupation: Fashion Design Assistant

Date of Promulgation: TBA

Review Date: TBA

115
Aim of the Unit Standard
This unit will enable an individual to develop different types of patterns.

ELEMENT AND PERFORMANCE CRITERIA

Element 2.1 Draft a block pattern

Performance Criteria
2.1.1 Appropriate tools selected
2.1.2 Appropriate block selected
2.1.3 Sample body measurements applied to block
2.1.4 Block pattern cut out and labelled

115
Element 2.2 Adapt block pattern to style

Performance Criteria:
2.2.1 Pattern constructed according to block pattern
2.2.2 Allowances added to pattern

2.2.3 Pattern marked and labelled

Element 2.3 Construct an industrial pattern

Performance Criteria:
2.3.1 Block adaptation reproduced
2.3.2 Notches and markings translated to industrial pattern
2.3.3 Different pattern sizes produced

Competencies Required in Readiness for Assessment:

Design interpretation
Pattern drafting
Grading

Common Essential Skills:

Artistic
Planning
Computer literacy
Communication
Time Management
Analytical

116
Range Statement:
Tools and Equipment
Tracing wheels Paperweights
Cutting Tables Notcher
Tape measure Plotter
Steel rule Spike
French curves L square/meter ruler
Scissors

Materials
Stationery
Pattern paper
Range of pencils

117
 UNIT 3

Unit Title: Pre-production Sample Construction

Unit Code:

Level of Unit: National Certificate

Credits: 30

Occupation: Fashion Design Assistant

Date of Promulgation: TBA

Review Date: TBA

Aim/ purpose of the Unit Standard

This unit will enable an individual to produce a sample garment.

ELEMENT AND PERFORMANCE CRITERIA

Element 3.1 Cut material for sample garment

Performance Criteria

3.1.1 The lay plan is efficiently prepared and rated

3.1.2 Fabric is laid according to style specifications
3.1.3 Pattern pieces laid in accordance with marker
3.1.4 Fusing is laid according to style specifications
3.1.5 Cutting techniques are demonstrated using appropriate tools
3.1.6 Pattern markings are transferred to fabric panels

118
Element 3.2 Construct garment

Performance Criteria:
3.2.1 Appropriate stitch, needles, trims and thread type are identified and selected
3.2.2 Relevant pattern pieces are fused with suitable inter-lining
3.2.3 Appropriate production methods are applied
3.2.4 Sample is constructed and finished according to specifications

Element 3.3 Attach care labels

Performance Criteria:
3.3.1 Fibre composition identified
3.3.2 Symbols identified and illustrated according to set standards 3.3.3 Care label symbols
interpreted according to selected fabric
3.3.4 Appropriate care labels are affixed

Element 3.4 Cost the garment

Performance Criteria:
3.3.1 Fabric and fuse rating are recorded and calculated accurately
3.3.2 Quantity of trims are determined and calculated according to usage
3.3.3 Direct and indirect/variable costs are calculated
3.3.4 Profit margins are calculated according to company policy
3.3.5 Cost sheet is created

Competencies Required in Readiness for Assessment:

119
 Tool handling
Accuracy
Pattern making
Garment construction
Sewing techniques/workmanship Design Interpretation

Time management Time Management

Costing SHEQ
adherence

Common Essential Skills:

Artistic Communication
Planning Time Management
Computer literacy Analytical

Range Statement:
Tools and Equipment

Lockstitch machine
Over locking machine Embroidery machine Clippers
Fusing presser Weights
Iron
Ironing board Blind stitch machine Tape
Pattern and cutting table Twin needle machine measure
Belt making machine Cutting
Industrial steam machine
Cover button machine shears
Eastman cutter Seam
Eyelet machine
Fitting room
Digitising machine reaper
Buttonhole machine Hangers
Pleating machine
Elasticising machine
Dress rails Presentation grids
Smocking machine
Machine attachment Gunner
Flossing machine
Printer Tap gun
Hemming machine
Dummies French
Flatbed presser
Dress foam curves
Cover stitch machine
Full length mirror Metal rules
Feed offarm machine T-square
Dressmakers pins
Hip curve
Spike

120
Materials
Stationery Trims and components Glue
Pattern paper (hard and Tailors chalk Bond paper
soft) Metto stickers Toner
Fabric Detergents
Fusing Cellotape

Duration: 200hours

Assessment and Certification:

In order to gain credits for this module, a candidate must be assessed and demonstrate
competency in all the learning outcomes and outcome assessment criteria of this module.

Assessment will be conducted by accredited assessors.

122
 UNIT 4

Unit Title: Fundamentals of Textile Design

Unit Code:

Level of Unit: NC

Credits: 20

Occupation: Fashion Design Assistant

Date of Promulgation: TBA

Review Date: TBA

Aim of the Unit Standard

This unit will enable an individual to apply various fabric enhancing techniques.

Element 4.1 Originate design

Performance Criteria:
4.1.1 Designs are created and processed according to set standards
4.1.2 Designs are proven according to set standards
4.1.3 Designs are created and proven according to set standards
122
4.1.4 Appropriate medium is selected and created on designs

122
Element 4.2 Analyse fabric finishes

Performance Criteria:
4.2.1 Treatment processes are identified
4.2.3 Printing and dyeing methods are defined and demonstrated according to set procedures
4.2.3 Fabric shrinkage tests are carried out, accurate percentages calculated and recorded

Element 4.3 Translate Design

Performance Criteria:
4.3.1 Appropriate tools and materials selected
4.3.2 Various fabric enhancement techniques applied to fabric
4.3.3 Appropriate display techniques used
4.3.4 SHEQ standards adhered to

Competencies Required in Readiness for Assessment:

Research Design origination
Painting Design interpretation
Drawing Textile knowledge
Crafting SHEQ adherence
Design software use

Common Essential Skills:

Artistic
Planning
Computer literacy
Communication
Time Management
Analytical

123
 Range Statement:
Tools and Equipment
Basins Ironing
board
Tubs Benson burner
Brushes Spray guns
Buckets Stoves
Shrinkage tests ruler Pots
Microscopes Screens
Tables Computer
Iron Printer

Materials
Candles
Matches
Dye stuff
Paints
Calico
Stationery

Duration: 200 hours

Assessment and Certification:
In order to gain credits for this unit standard, a candidate must be assessed and demonstrate competency in all the
elements and performance criteria of this unit standard.

Assessment will be conducted by accredited assessors.

124
 UNIT 6

Unit Code
Unit Title: Workplace Communication

Level of Unit: 4

Credits: 8

Occupation: Generic

Date of Promulgation: TBA

Review Date: TBA

AIM OF THE UNIT STANDARD

This unit will enable an individual to communicate effectively in a business.

ELEMENT AND PERFORMANCE CRITERIA

Element 1.1 Apply language and writing skills

Performance Criteria:

1.3 Use the correct language style

1.4 Use business jargon in appropriate situations.
1.3 Organize written material logically
1.4 Select and use the most effective method of communication in a business context.
1.5 Use telephone effectively

Element 1.2 Write business documents

Performance Criteria:

2.1Produce business letters

2.2 Generate reports according to specifications
2.3 Write a memorandum using the fully-blocked method
2.4 Write a notice for the company noticeboard
125
Element 1.3 Use communication skills to satisfy business needs

Performance Criteria:

3.1 Define oral communication

3.2 Answer questions during a job interview
3.3 Communicate information correctly in structured language
3.4 Use written communication effectively

Element 1.4 Apply effective communication techniques in business

Performance Criteria:

4.1 Organise written material logically

4.2 Use grammar and pronunciation according to type of business
4.3 Interpret information presented orally
4.4 Communicate business effectively

Element 1.5 Prepare different types of meetings

Performance Criteria:

5.1 Define different types of meetings.

5.2 Identify requirements for meetings.
5.3Take notes from meetings.
5.4Prepare meeting documents

COMPETENCIES REQUIRED IN READINESS FOR ASSESSMENT:

Record keeping skills
Customer care skills
Management skills
Problem-solving skills
Interpersonal skills
Legal awareness
Mobilisation skills
Environmental awareness skills
Legal awareness
127
Critical thinking skills
Research skills
Problem-solving skills
Abreast with global current events
Tool handling skills

GENERIC SKILLS:

Tolerance skills Controlling

Communication Human relation skills
Positive regard Interpersonal skills
Planning Critical thinking skills
Organisation Analytical skills
Good attitude
Good morals
Acceptance of others
Servant hood
Quest for more knowledge
Social skills

Fan/air conditioner
RANGE STATEMENT: Document holders
TOOLS EQUIPMENT AND MATERIALS: Refrigerator
Computer Water dispenser
Desk Water glasses
Swivel chair Tea set
Visitors’ chairs Electric jugs
Filing cabinets Trays
Puncher Cash box
Stapler Microwave
Pens Office ornaments
Dust bin Paper scissors
Fax machine First aid kit
Printer
Paper tray
Document scanner
Photocopier
Heater
Duration: 80 hours

ASSESSMENT AND CERTIFICATION:

In order to gain credits for this unit standard, a candidate must be assessed and demonstrate
competency in all the elements and performance criteria of this unit standard.
Accredited assessors will conduct assessment.
127
 UNIT 7

Unit Code TBA

Unit Title: ENTREPRENEURSHIP SKILLS DEVELOPMENT

Level of Unit: Generic

Credits: 8

Occupation: ENTREPRENEUR

Date of Promulgation: TBA

Review Date: TBA

AIM OF THE UNIT STANDARD

This unit enables an individual to acquire skills and knowledge in leadership, business and
time management, creative thinking and problem-solving in a job role and industries.

ELEMENT AND PERFORMANCE CRITERIA

Element 1.1 Formulate a Business

Performance Criteria:

1.1.1 Business idea formulated according to requirements

1.1.2 Business plan produced
1.1.3 Business market researched in line with policy
1.1.4 Financial plan compiled
1.1.5 Product or service positioned in line with specifications
1.1.6 Survival strategies enveloped
1.1.7 Business environment established according to requirements

1.1.8 Financial resources Mobilised

129
Element 1.2 Register a company

Performance Criteria:
1.2.1 Company documents prepared in line with procedures
1.2.2 Business registration processed according to policies
1.2.3 Place of business operation secured
1.2.4 Rules and regulations compiled according to business requirements

Element 1.3 Operate a business

Performance Criteria:

1.3.1 Business managed according to organisation policies

1.3.2 Resources allocated according to line of business
1.3.3 Products costed in line with procedures
1.3.4 Products priced according to company procedures
1.3.5 Records updated and maintained
1.3.6 Stock controlled in line with organisation requirements
1.3.7 Marketing plan formulated
1.3.8 Risks managed in line with organisation requirements
1.3.9 Growth strategies adopted
1.3.10 Business ethics observed and social responsibility given
1.3.11 Customer care practised
1.3.12 Employees motivated in line with organisational requirements

COMPETENCIES REQUIRED IN READINESS FOR ASSESSMENT:

Accounting skills
Record keeping
Customer care skills
Management skills (decision making, planning, organising)
Technological awareness Calculations
Marketing skills Skills
Business conduct Creativity
Legal awareness
Mobilisation skills
Self-Supervision
Patriotism
Environmental awareness (PESTEL)
GENERIC SKILLS:
Practical skills
129
Sense of initiative Human relation skills
Ability to Marshall Resources Interpersonal skills
Technological knowledge Analytical skills
Communication
Planning
Organization
Controlling

RANGE STATEMENT:

Tools and Equipment

Generic which are relevant to the type of business

Materials
Generic which are relevant to the type of business

Duration: 80 hours

ASSESSMENT AND CERTIFICATION:

In order to gain credits for this unit standard, a candidate must be assessed and demonstrate
competency in all the elements and performance criteria of this unit standard.

Accredited assessors will conduct assessment.

130
 UNIT 8

Unit Code
Unit Title: NATIONAL STUDIES

Level of Unit: Generic

Credits: 8

Occupation: Patriotic Citizen

Date of Promulgation: TBA

Review Date: TBA

AIM OF THE UNIT STANDARD

This unit helps people to develop values that make them proud to be Zimbabweans.

ELEMENT AND PERFORMANCE CRITERIA

Element 1.1 Maintain a Zimbabwean culture

Performance Criteria:
1.1.1 Cultural heritage preserved
1.1.2 Cultural artefacts conserved
1.1.3 Knowledge of Zimbabwe culture demonstrated
1.1.4 Records of maintaining natural resources of Zimbabwe captured
1.1.5 Indigenous knowledge systems preserved

Element 1.2 Preserve Zimbabwean History

Performance Criteria:
1.2.1 Pre-colonial states identified
1.2.2 Precolonial political structure analysed
1.2.3 Achievements of precolonial history recorded
1.2.4 Colonial history recorded
1.2.5 Role of Christian missionaries recorded
1.2.6 Occupation of Zimbabwe recorded
1.2.7 Causes of First /Second Chimurenga traced

133
Element 1.3 Assemble components of colonial effects

Performance Criteria:
1.3.1 New administrative boundaries demarcated
1.3.2 Natural resources exploited (minerals, wildlife, land, water, vegetation etc.)
1.3.3 Traditional religion changed
1.3.4 Foreign food crops and livestock introduced
1.3.5 Education systems changed
1.3.6 Capitalistic relations introduced
1.3.7 New legal systems
introduced 1.3.8. Forms of trade
changed
1.3.9 Human rights violated
1.3.10 Results of colonisation analysed

Element 1.4 Analyse post-independence socio-economic and

political developments
Performance Criteria:
1.4.1 Socio-economic and political developments examined
1.4.2 Policies formulated
1.4.3 Measures to address colonial injustices adopted

Element 1.5 Carry out a feasibility study on peace, conflict and resolution

Performance Criteria:
1.5.1 Conflict and resolution styles demonstrated
1.5.2 3Cs between Zimbabwe and the global community demonstrated
1.5.3 Strategies for sustaining peace analysed
15.4 Influence of multi-national companies in developing countries analysed
1.5.5 Benefits of International capital to developing countries examined.

Element 1.6 Participate in civic responsibilities

Performance Criteria:
1.6.1 Civic responsibilities undertaken
1.6.2 Participation in disaster management observed
1.6.3 Citizen duties adopted

Element 1.7 Assemble components of legal and parliamentary affairs

Performance Criteria:
1.7.1 Origins of law identified and explained
133
1.7.2 Constitutional provisions observed
1.7.3 Arms of the state identified and explained
1.7.4 Law making process explained

COMPETENCIES REQUIRED IN READINESS FOR ASSESSMENT:

133
Record keeping skills
Customer care
skills
Management
skills (decision
making, planning,
organising)
Technological
awareness
Problem-solving
skills
Interpersonal
skills
Legal awareness
Mobilisation skills
Upholding norms,
values and social
aspects of
Zimbabwean
culture.
Patriotism
Environmental awareness skills
Legal awareness
Critical thinking skills
Research skills
Problem-solving skills
Maintaining Zimbabwean culture
Social responsible
Abreast with global current events
Tool handling skills

GENERIC SKILLS:
Patriotic
Practical skills
Tolerance skills
Technological
knowledge
Communication
Positive regard
Good attitude
Good morals
Acceptance of others
Planning
Organisation
134
Controlling
Human relation skills
Interpersonal skills
Critical thinking skills
Analytical skills
Servant hood
Committed cadre to National Agenda
Quest for more knowledge
Social skills

RANGE STATEMENT:

TOOLS AND EQUIPMENT:

Generic which are relevant to the type of business.

MATERIALS:
Generic which are relevant to the type of business.

Duration: 80 hours

ASSESSMENT AND CERTIFICATION:

In order to gain credits for this unit standard, a candidate must be assessed and demonstrate
competency in all the elements and performance criteria of this unit standard.

Accredited assessors will conduct assessment.

134
INDUSTRY: TRADE/ OCCUPATION: CLASS/ LEVEL:
Clothing Fashion Design Assistant National Certificate

DUTY A: DESIGN DEVELOPMENT (12%)

Pre-requisites: Approval Date: Review Date:

TASK STEPS PROFICIEN RELATED WORKPLACE

CY KNOWLEDG ESSENTIAL
INDICATOR E SKILLS
S
- Identify - Relevant Textiles Planning
A. Carryout target market research Colour Organizing
market - Review subjects schemes Visual
research current trends are communication
- Interview selected Computer Research
stakeholders - literacy Health and
- Collect Informati Public safety
fashion samples on sheet relations Budgeting
- Collect is Budgeting Drawing
Fabric swatches compiled Research Business
- Compile - Fashion Interpretation acumen
research report samples Principles
and and elements
swatches of design
are Fashion
submitted technology
to senior Creative
designer design
- Research
report is
submitted
to
relevant
authorities

135
 - Sample of
B. Create - Identify swatches
concept fabrics and trims
board and trims are
- Collect submitted
pictures to
of trends designer
- according
Compil to theme
e - Colour
colour card is
spectrum produced
- Compile according
trends to season
literature - Fashion
information trend
writeup
submitted
to
designer
- Concept
board is
produced
in line
with

135
 theme.
- - Appropriate
C. Create Establi season,
story sh colours,
board fashio silhouette
n and fabric
season weights are
- compiled
Scree - Elements
n of design
mater are
ial incorporate
from d on
conc storyboard
ept -
boar Silhouette
d is
- Select displayed
material using
for story appropri
ate
- compute
Modif r
y programmes
conce
pts
from
conc
ept
boar
d
pictures
- Produce
fashion
illustratio
ns using
vario
us
meth
ods

136
 - - Artwork
D. Present Constr organized
portfolio of uct according
designs technic to
al subjects
drawin - Portfolio
gs holder
- Collect produced
artwork using
- Develop creative
art techniques
drawing - Portfolio
portfolio of
- designs
Desig submitted
n to
portfo designer
lio
holder
-
Arran
ge
artwo
rk

TOOLS AND EQUIPMENT NECESSARY TO COMPLETE THIS DUTY:

Drawing media Cat bags Television

set
Printing media Fabric swatches and Internet
Computer accessories Projector
Computer software Theme material Storage devices
Digital camera Stationery Fabric swatches
Magazines Concept board

136
HEALTH, SAFETY AND ENVIRONMENTAL ISSUES RELATED TO THIS DUTY:

Basic first aid practices Waste material disposal

Waste management regulations Material recycling
Housekeeping practices Personal protective equipment

SPECIFIC WORKER TRAITS REQUIRED TO COMPLETE THIS DUTY:

Grooming and deportment Passionat

e
Diplomacy Artistic
Confident Alertness
Creative Competitive
Flair of fashion Team player

137
 MINISTRY OF HIGHER AND TERTIARY
EDUCATION, INNOVATION, SCIENCE AND COD
TECHNOLOGY DEVELOPMENT E
SKILLS PROFICIENCY SCHEDULE

INDUSTRY: TRADE/ OCCUPATION: CLASS/ LEVEL:

Clothing Fashion Design Assistant National Certificate

DUTY B: PATTERN MAKING (22%)

Pre-requisites: Approval Date: Review Date:

137
TASK STEPS PROFICIEN RELATED WORKPLACE
CY KNOWLEDG ESSENTIAL
INDICATOR E SKILLS
S
- Identify - Correct - Textiles - Planning
A. Create target silhouette - Pattern - Organizing
block category is making -
- establish - Tool Communication
Anal ed handling - Research
yse - Basic - - Health
sketc Compu and
block cut safety
h out and ter
- Draft a literacy - Alertness
labelled
block - Body - Pattern
pattern adaptation
measureme
- Apply nts applied - Public
standard to relations
measurement block - Budgeting
s - Research
- interpretatio
- Establish - n
B. Produce required Template - Garment
design specifications is construction
- Formulate produced
specificati
template according
on sheet to design
- Attach
swatches requirements
and trims -
Appropriate
information
is provided
on
design sheet
- Design
sheet is
submitted to
pattern
makers

138
 - Establish - Correct
C. fabric fabric is
composition specified
Manipul
ate block - - Pattern is
patterns Mod produced is
ify in line with
patte correct
rn adaptations
- Apply -
specifications Appropriat
- Identify e pattern
trim pieces
positions produced
- Label - Trims are
pattern appropriat
pieces ely
- Grade incorporat
pattern ed
- Pattern
pieces
clearly
labelled
- Different
size
patterns
produced
- Graded
pattern
pieces

138
 clearly
marked

TOOLS AND EQUIPMENT NECESSARY TO COMPLETE THIS DUTY:

Computer Digital cameras French curves
Printer Catalogues Notches
Television set Magazines Tracing wheels chalk
Computer software Periodicals Scissors
Internet connectivity Newspapers Tables
DVD’s Storage Devices Digitizing
machine
Printer Stationery
Projector Pattern paper

HEALTH, SAFETY AND ENVIRONMENTAL ISSUES RELATED TO THIS DUTY:

Basic first aid practices Waste garment disposal
Waste management regulations Material recycling
Housekeeping practices Saving power

SPECIFIC WORKER TRAITS REQUIRED TO COMPLETE THIS DUTY:

Diplomacy Flair of fashion
Confident Passionate
Creative

139
 MINISTRY OF HIGHER AND TERTIARY
EDUCATION, INNOVATION, SCIENCE AND COD
TECHNOLOGY DEVELOPMENT E
SKILLS PROFICIENCY SCHEDULE

INDUSTRY: TRADE/ OCCUPATION: CLASS/ LEVEL:

Clothing Fashion Design Assistant National Certificate

DUTY C: SAMPLE PRODUCTION (22%)

Pre-requisites: Approval Date: Review Date:

140
TASK STEPS PROFICIEN RELATED WORKPLACE
CY KNOWLEDG ESSENTIAL
INDICATOR E SKILLS
S
A. - Analyse - Pattern - Textile - Planning
Prepar cut sheet marking texture - Organizing
e - Select s - Colour - Communication
sampl fabric and correctl schemes - Research
e trims y - - Health and
- Layout transferr Compu safety
cut
fabric ter - Alertness
sheet ed
- Cut out literacy
panels -
Appropri - Public
ate fabric relations
and - Budgeting
trims - Research
selected interpretatio
according n
to design - Principles
specifications and
elements
- of design
Appropri
ate - Fashion
cutting technology
techniques - Creative
demonstrated designing
- Panels - Cutting
produced machinery
- Select - Tool
-
garment handling
B. Appropriat
- Garment
Constr constructi e
uct on machinery construction
garmen is set - Sewing
machiner
t techniques
y and according
tools to
- Prepare requirements
machinery - Pattern
- Heat pieces are
fuse fused
garme according
nt to set
pieces standards
- Join pieces - Garment
assembled
according
to
specificatio
ns

143
 - Check -
C. measurement Measureme
Carryo s nts verified
ut - Conduct according
quality wash tests to
checks - Inspect specificatio
seams and ns
stitches - Clean and
neat
garment
presented
- Quality
control sheet
presented
- Calculate - Cost of
D. Cost fabric fabric and
garment rating and trims
cost of established
trims - Cost of
- overhea
Comp ds
ute ascertain
costs ed
of - Cost of
overheads labour
- Calculate established
cost of - Cost sheet
labour for garment
presented

TOOLS AND EQUIPMENT NECESSARY TO COMPLETE THIS DUTY:

Lockstitch machine Blind stitch machine Tape measure
Over locking machine Twin needle machine Cuttingshears
Iron Belt making machine Seam ripper
Ironing board Cover button machine Hangers
Pattern and cutting table Eyelet machine Presentation
grids
Industrial steam machine CAD/CAM software Tracing wheel
Eastman cutter Plotter Gunner
Fitting room Digitising machine Tap gun
Buttonhole machine Pleating machine Needles
Elasticising machine Dress rails Dressmakers
pins
Smocking machine Machine attachment French curves
Flossing machine Printer Metal rules
Hemming machine Dummies T-square
Flatbed presser Dress foam Hip curve
Cover stitch machine Full length mirror Meto stickers
Feed offarm machine Dressmakers pins Spike
Embroidery machine Clippers Hand press machine
143
 Fusing presser Weights

HEALTH, SAFETY AND ENVIRONMENTAL ISSUES RELATED TO THIS DUTY:

Basic first aid practices

Waste management regulations
Housekeeping practices
Waste material disposal
Material recycling
Saving power

SPECIFIC WORKER TRAITS REQUIRED TO COMPLETE THIS DUTY:

Grooming and deportment

Diplomacy
Confident
Creative
Flair of fashion
Passionate
Innovative
Artistic

143
 MINISTRY OF HIGHER AND TERTIARY
EDUCATION, INNOVATION, SCIENCE AND COD
TECHNOLOGY DEVELOPMENT E
SKILLS PROFICIENCY SCHEDULE

INDUSTRY: TRADE/ OCCUPATION: CLASS/ LEVEL:

Clothing Fashion Design Assistant National Certificate

DUTY D: RANGE PRESENTATION (22%)

Pre-requisites: Approval Date: Review Date:

144
TASK STEPS PROFICIEN RELATED WORKPLACE
CY KNOWLEDG ESSENTIAL
INDICATOR E SKILLS
S
- Formulate - Range - Textiles - Planning
A. Prepare picture documentati - Colour - Organizing
story on is schemes -
showroom
- produced - Design Communication
Consolid - Range techniques - Research
ate range display is - Fashion - Health
samples setup trends and
- Label according - Marketing safety
range to - Numeracy - Alertness
samples categories - Accuracy
-
- - Identity Compu - Innovative
Comp prescribed ter - Cutting
ile to product literacy techniques
fabric - Fabric - Public - Drawing
swatches swatch file relations
is - Budgeting
presented - Research
- Identify - Internal interpretatio
internal custom n
B. Review
proposed customers ers
range - Compile listed
supporti - Range
ng analysis
docume report
nts produced
- - Dossiers
Pres are
ent produced
rang
e
- Organise -
C. Launch photosh Advertisi
product oot and ng
or material
fashi submitted
on - Lists of
sho external
w clients
- Identify compiled
external - Range
customers distribut
- Market ed using
range appropriate
channels

145
TOOLS AND EQUIPMENT NECESSARY TO COMPLETE THIS DUTY
Computer Projector Stationer
y
Printer Digital cameras Scissors
Television set Catalogues Tables
Computer software Magazines Grids
Internet connectivity Periodicals Mannequins
DVD’s Newspapers
Printer Storage Devices

HEALTH, SAFETY AND ENVIRONMENTAL ISSUES RELATED TO THIS DUTY:

Basic first aid practices

Waste management regulations
Housekeeping practices
Waste material disposal
Material recycling

SPECIFIC WORKER TRAITS REQUIRED TO COMPLETE THIS DUTY:

Grooming and deportment Passionate

Diplomacy Patience
Confident Innovative
Creative Articula
te
Flair of fashion Punctua
l

145
 MINISTRY OF HIGHER AND TERTIARY
EDUCATION, INNOVATION, SCIENCE AND COD
TECHNOLOGY DEVELOPMENT E
SKILLS PROFICIENCY SCHEDULE

INDUSTRY: TRADE/ OCCUPATION: CLASS/ LEVEL:

Clothing Fashion Design Assistant National Certificate

DUTY E: CREATIVE DESIGN APPLICATION (22%)

Pre-requisites: Approval Date: Review Date:

146
TASK STEPS PROFICIEN RELATED WORKPLACE
CY KNOWLEDG ESSENTIAL
INDICATOR E SKILLS
S
- Sketch - Design - Textiles - Planning
A.Originate design originated - Colour - Organizing
ornamental - according schemes -
design Identi to - Properties Communication
fy principles of fibres - Research
mater and - - Health
ial elements Compu and
of design ter safety
- Set
material - literacy - Accuracy
on frame Appropri - Public - Analytical
- Apply ate media relations - Creativity
medium is - Budgeting - Numeracy
on fabric assigned - Fashion - Drawing
- trends -
Appropri - Busin
ate Designi ess
design is ng acume
produced techniq n
- Generate ues
-
B. Create print ideas Technique - Printing
concept is techniques
-
Identi establishe -
Embroidery
fy d
printi - Print
ng designs
metho are
ds produced
- Apply
print
design
- Identify -
C. Apply traditio appropri
traditional nal ate
designing designi tradition
methods ng al
method designin
- Select g
designi method
ng established
mediu -
m prescrib
- Apply ed
traditio medium
nal is
design applied
to according
148
 materia to PED
l - relevant

materials
are
ascertaine
d
- print
work is
submitted
- -
D. Apply Ident appropri
current ify ate
designing curre current
methods nt designi
designi ng
ng method
method established
- Select -
designi prescrib
ng ed
mediu medium
m is
- apply applied
curren according
t to PED
design - relevant
to materials
materi are
al ascertaine
d
- print
work is
submitted

148
 - Sketch - Drawings
E. Create design are
- Prepare produced
embroidery
designs embroid according
ery to
machine required
s specification
- Prepare s
embroid -
ery Embroide
materials ry
- Run machine
embroid set to
ery standards
design - Material is
set
according
to
specification
s
- Design is
produced
according
to
specificatio
ns

TOOLS AND EQUIPMENT NECESSARY TO COMPLETE THIS DUTY:

Drawing media French curves
Painting media Technical drawing instruments
Printing media Drawing board
Computer Drawing table
Computer software Embroidery machine
Stationery Threads
Theme material

HEALTH, SAFETY AND ENVIRONMENTAL ISSUES RELATED TO THIS DUTY:

Basic first aid practices
Waste management regulations
Housekeeping practices
Waste garment disposal
Material recycling
Saving power
Personal protective equipment

SPECIFIC WORKER TRAITS REQUIRED TO COMPLETE THIS DUTY:

Grooming and deportment

Diplomacy
Confident
148
Creative
Flair of fashion
Passionate
Patience
Innovative
Articulate
Punctual
Artistic
Presentation
Ingenuity

148