WELCOME!!!

PIGCARANGAN
INTEGRATED SCHOOL
Pigcarangan, Tubod, Lanao del Norte

DRESSMAKING NC II
 VISION
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the
nation.
As a learner-centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.
 MISSION
To protect and promote the right of every Filipino
to quality, equitable, culture-based, and complete basic
education where:
Students learn in a child-friendly, gender-sensitive,
safe, and motivating environment.
Teachers facilitate learning and constantly nurture
every learner.
Administrators and staff, as stewards of the
institution, ensure an enabling and supportive
environment for effective learning to happen.
Family, community, and other stakeholders are
actively engaged and share responsibility for
developing life-long learners.
 COMPETENCY-BASED
TRAINING(CBT)
-a training delivery approach that focuses
on the COMPETENCY DEVELOPMENT OF THE
LEARNER as a result of the training.
 10 Principles of CBT
6.Assessment of learner is based
1.Learning is based on the
in the collection of
Competency-based Curriculum
evidences of work

2.Learning is modular in its 7.Training is based on and off

structure the job components and off
the job components
3.Training delivery is 8.The system allows Recognition
individualized and self-paced of Prior Learning (RPL)

4.Training is based on work that 9.Training allows for multiple

must be performed entry and exit.

5.Training materials are directly

10.Approved training programs
related to the competency
are nationally accredited
standards and the curriculum.
 Role of Trainer
1. Serves as a team member to determine what is
to be learned
2. Stimulates trainees’ motivation.
3. Manages learning: a consultation rather
than a provider of information; a facilitator of the
of the facilitator of the learning.
4. Diagnose and solves learning problems
5. Evaluates student achievement
6. Assist learners to obtain individualized rewards
7. Assist each trainee in designing a personalized
plan of study.
8. Installs confidence in the learner by providing
experiences where learners may succeed
9. Serves as a model for desirable work habits,
attitudes and tasks performance in the
occupational field
10. Spends more time interacting with students on
a 1:1 or small group basis
11. Helps those students who really need help
12. Accepts responsibility along with the student for
the tasks learned or not learned.
 Role of Trainee
1. Trainees may select what they want to learn and when they
want to learn it, within reason.
2. Trainees learn at their own rate within program guidelines.
They may speed up, slow down, stop or even repeat a task.
3. Trainees may request to receive credit for what they already
know. This is done either through pre-testing or through a
review o a task list completed at another training site.
4. Trainees may choose how they want to learn-individually, on a
one- to-one basis, in small group, in large groups or with
audio-visuals.
5. Trainees are responsible for what they learn and when they
learn it.
6. Trainees decide when they are ready to perform each
task or mastery of learning to a job-like level of
proficiency before receiving credit for the task.
7. Trainees help develop personalized prescription for
learning worked out cooperatively and based upon
what the students already knows, his preference for
learning, learning style and other needs.
8. Trainees compete against pres job standards and not
against other students and are graded on achievement
of the standards or criteria of each task.
9. Trainees know “up front”, before instruction begins
what they are expected to know and do to complete
the program.
10. Trainees evaluate their own progress to see
how well they are doing.
11. Trainees move freely in the workshop,
laboratory and or training center.
12. Trainees know they will be rated mainly on
performance, while paper and pencil tests will
be used mainly to check their knowledge of
the task.
13. Trainees learn according to their interest,
needs and abilities – not according to teacher
timelines and expediency.
 CBT vs. TRADITIONAL
In CBT the difference is that we
learn individually in our own
preference, because it is self paced and
individualized. Prior learning is
recognized, so if you knew already a
topic you may proceed to the next
topic. You may conduct practice
anytime and most of all I’m always here
to guide and help you.
 CBT vs. TRADITIONAL
INSTRUCTORS INSTRUCTORS
FOCUS ON FOCUS ON
MANAGING
MANAGING
LEARNING
INSTRUCTION

TRAINEES ENTER MOST STUDENTS

AT VARIOUS ENTER AT ABOUT
TIMES
THE SAME TIME
THROUGHOUT
THE YEAR
 CBT vs. TRADITIONAL
DIFFERENT TRAINEES STUDENTS ALL
MAYBE TRAINED FOR COVER THE SAME
DIFFERENT UNIT OF MATERIAL
COMPETENCY WITHIN
THE SAME PROGRAM

EACH TRAINEE MOVES STUDENTS ALL

ON THE NEXT TASK
ONLY AFTER
PROCEED FROM
MASTERING THE TASK ONE TOPIC TO THE
HE OR SHE IS NEXT AT THE
CURRENTLY WORKING SAME TIME
ON
 CBT vs. TRADITIONAL
EACH TRAINEE THE INSTRUCTOR
PROGRESS AT HIS CONTROLS THE
OR HER OWN PACE LEARNING PACE

EACH TRAINEE IS ALL STUDENTS ARE

TESTED WHEN USUALLY TESTED
READY TO AT ONCE
DEMONSTRATE
MASTERY
 CBT vs. TRADITIONAL
IMMEDIATE VERY LITTLE
FEEDBACK IS CONTINUOUS
GIVEN AT
CRITICAL FEEDBACK IS
POINTS IN THE GIVEN.
LEARNING
PROCESS.

THE INSTRUCTOR THE INSTRUCTOR

MUST BE ABLE
TO ANSWER
IS INVOLVED IN
QUESTIONS ON TEACHING ONLY
MANY DIFFERENT ONE TOPIC AT A
TASKS EACH
DAY. TIME.
 CBT vs. TRADITIONAL
RETESTING IS RETESTING IS
ENCOURAGED DISCOURAGED
TO REACH OR NOT
MASTERY ALLOWED.

THE TRAINER MATERIALS,

MUST SEE THAT TOOLS AND
ALL MATERIALS SUPPLIES FOR
NEEDED FOR ONLY ONE
MANY TASKS ARE TOPIC ARE
READILY • NEEDED AT A
AVAILABLE. TIME.
 CBT vs. TRADITIONAL
THE PROGRAM THE PROGRAM
IS USUALLY IS USUALLY
OPERATED CLOSED DOWN
ALL YEAR
ROUND OR SHORTENED
DURING THE
SUMMER
MONTHS
DRESSMAKING NC II COMPETENCIES
Code No. BASIC COMPETENCIES
500311105 Participate in workplace
communication
500311106 Work in a team environment
500311107 Practice career professionalism
500311108 Practice occupational health
and safety procedures
DRESSMAKING NC II COMPETENCIES
Code No. COMMON COMPETENCIES
GRM743203 Carry out measurements and
calculation
GRM743204 Set up and operate machine/s
GRM743205 Perform basic maintenance
GRM743206 Apply quality standards
DRESSMAKING NC II COMPETENCIES
Code No. CORE COMPETENCIES
GRM743301 Draft and cut pattern of
casual apparel
GRM743302 Prepare and cut materials
of casual apparel
GRM743303 Sew casual apparel
GRM743304 Apply finishing touches on
casual apparel
 COMPETENCY-BASED
LEARNING MODULE(CBLM)
CBLM – well designed
and carefully
developed Learning
materials that give
trainees detailed
instructions to guide
them through the
learning process.
 FACILITIES AND RESOURCES
TOOLS EQUIPMENT MATERIALS
QTY QTY QTY

25 pcs Tape 25 units Single Needle 25 pcs Pencils

Measure Lockstitch
Machines
25 pcs Hip- curve 10 units High Speed 25 rolls Pattern Paper
Machines
Attachment
25 pcs Meter stick 5 units 3 Threads over 25 pcs Tailor’s Chalk
lock machine
25 pcs French curve 5 units Flat Iron 25 packs Dressmaker’s
Tracing Paper
10 pcs Scissors 5 units Steam Press 75 cones Thread (assorted
colors)
25 pcs Cutting 5 units Ironing Board 2 gross Buttons
Shears
25 pairs L-square 10 units Cutting Table 75 pcs Zipper 8”

25 pairs Transparent 25 pcs Stools 25 pcs Record Book

ruler with grid
24
25 pcs Basin/Pail 1 pc Button Holer 75 pcs Zipper 20”

25 pcs Sewing Box 10 units Body Form/Model 12.5 yds Fusible Interlining
Shop Layout
 9 DIFFERENT TRAINING
AREAS
1. Contextual Learning Resource Area - This facility
ensures that the underpinning knowledge and
communication principles as applied to the
technology are provided to the learner.
2. Learning Resource Area -This area provides the learner
with the knowledge requirements in the various
modules responding to the competencies.
3. Distance Learning Area - This is to enable the learning
provision outside and away from the training
institution in terms of print and non-print media.
4. Computer Laboratory - This laboratory has
an array of computer units of which learners
are provided for them to learn and gain
appropriate IT competencies.
5. Trainers Resource Area - the place where
instructors produce courseware or training
materials.
6. Quality Control Area - Various tests aside
from metrology and calibration are
conducted in this area including in-process
quality control.
7. Practical Work Area - This area is where the
learner acquires the skills and knowledge
components of the competencies
prescribed by the standard
8. Institutional Assessment Area - is where
Recognition of Prior Learning is done by the
trainer.
9. Support Service Area -This area
provides value-adding competencies.
 Evaluation system
• ACHIEVEMENT CHART
• - used by all teachers as a framework to assess and evaluate
student achievement. It supports teachers in making consistent
judgments about the quality of student learning based on clear
performance standards.
 Evaluation
PROGRESSsystem CHART
It provides a visual picture of goal setting and helps the
learner to achieve the goal and be able to receive a
reward. It's a solid basis to a skill that learner will have to
know in the future. The charts give learner immediate
feedback and this usually invokes fewer consequences.
INSTITUTIONAL ASSESSMENT

Demonstration
Oral Questioning
Observation
Written Examination
THANK YOU FOR
LISTENING!!!