K to 12 dressmaking and tailoring teacher's guide

Republic of the Philippines
DEPARTMENT OF EDCUATION

K to 12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION

TEACHER’S GUIDE
Exploratory Course on
DRESSMAKING / TAILORING

K to 12 TECHNOLOGY AND LIVELIHOOD EDUCATION
HOME ECONOMICS –DRESSMAKING / TAILORING
(Exploratory)

TABLE OF CONTENTS
Introduction.................................................................................................................................................................................................................. 3
Background Information
The Overall Goal of the K to 12 Curriculum ....................................................................................................................................................... 3
The Conceptual Framework of the Teaching of TLE .......................................................................................................................................... 3
The TLE Exploratory Courses ........................................................................................................................................................................... 5
he Learning Modules and Lessons .............................................................................................................................................................................. 6
New Feature of the Teaching of TLE ........................................................................................................................................................................... 6
About the Learning Module
Design of the Module......................................................................................................................................................................................... 7
Parts of the Lesson ........................................................................................................................................................................................... 8
Reflection .................................................................................................................................................................................................................. 11
Curriculum Guide....................................................................................................................................................................................................... 12

*TWG on K to 12 Curriculum Guide – version January 31, 2012

2

(Exploratory)
Teacher’s Guide for TLE Exploratory Course on SHIELDED METAL ARC WELDING
Introduction
This Teacher’s Guide is intended for you, the TLE teacher, who teaches any of the more than 24 TLE exploratory courses in the Grades 7 and 8 of the
K to 12 curriculum. To ensure that you teach the TLE exploratory courses the way they were intended to be taught, you must see the big picture of the K to 12
curriculum and the teaching of TLE. Some background information is necessary.
Background Information
1. The Overall Goal of the K to 12 Curriculum
The K to 12 Curriculum has as its overarching goal the holistic development of every Filipino learner with 21st century skills who is adequately
prepared for work, entrepreneurship, middle level skills development and higher education. The over arching goal of the K to 12 curriculum, tells
you that the teaching of TLE plays a very important role in the realization of the overall goal of the curriculum. Whether or not the K to 12 graduate
is skilled and ready for work, entrepreneurship and middle skills development depend to a great extent on how effectively you taught TLE.
2. The Conceptual Framework of the Teaching of TLE
Below is a schematic diagram of Technology and Livelihood Education (TLE) framework in general secondary schools. This should guide you in
the teaching of the TLE exploratory courses.


3

(Exploratory)

Figure 1.TLE Framework
The diagram shows that Technology and Livelihood Education encompasses the field of Home Economics, Industrial Arts, Agri-Fishery Arts and ICT. The 24
TLE courses can be categorized under any of these fields.

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(Exploratory)

TLE is geared towards the development of technological proficiency and is anchored on knowledge and information, entrepreneurial concepts,
process and delivery, work values and life skills. K to 12 TLE is…
a. one that is built on adequate mastery of knowledge and information, skills and processes, acquisition of right work values and life skills;
b. one that equip students with skills for lifelong learning; and
c. one that is founded on cognitive, behavioral or psychomotor and affective dimensions of human development.
The diagram likewise shows that entrepreneurial concepts also form part of the foundation of quality TLE. It is expected that your TLE students,
after using the Learning Module on Entrepreneurship, imbibe the entrepreneurial spirit and consequently set up their own businesses in the areas
of Agri-Fishery Arts, Industrial Arts, Home Economics, and Information and Communication Technology.
TLE by its nature is dominantly a skill subject and so you must engage your students in an experiential, contextualized, and authentic teachinglearning process. It is a subject where your students learn best by doing. It is integrative in approach. For instance, it integrates entrepreneurship
with all the areas of TLE. It integrates concepts, skills and values.
3. The TLE Exploratory Courses
TLE in Grades 7 and 8 are exploratory in nature. Your school will choose at least 4 from the list of 24 courses for which 23 Learning Modules have
been prepared. 1Your school’s choice is determined by the availability of its resources (faculty and facilities) as well as the local needs and
resources of the community.
The 24 TLE exploratory courses focus on four basic common competencies: 1) use and maintenance of tools and equipment; 2) mensuration and
calculation; 3) occupational health and safety procedures, and 4) preparation and interpretation of technical drawing. Why are these competencies
called basic? Because they are competencies that you must acquire in order that you can do higher level competencies. They are also described
common because these are true to all TR-based TLE courses.

1

There are 24 TLE courses but there are only 23 Learning Modules because there is one Learning Module for Tailoring and Dressmaking.


5

(Exploratory)
The Learning Modules and Lessons
There is a Learning Module for each exploratory course. If there are 24 exploratory courses then you have 24 Learning Modules in your hands. But
you will use 4 Modules only for the entire year in Grade 7(plus a fifth one on Entrepreneurship) and another 4 Modules in Grade 8 (plus a fifth one on
Entrepreneurship).
Each Learning Module consists of 4 to 5 Lessons2. The Lessons are focused on the 4 to 5 basic competencies. To avoid meaningless repetition of the
teaching of the 5 common competencies, you have to teach them in the context of the TLE course. For example, you teach “use and maintenance of tools” in
beauty care when you are teaching the course on Beauty Care. You teach the same competencies - use and maintenance of tools-in Horticulture but in the
context of Horticulture and so your tools will not be entirely the same.

New Feature on the Teaching of TLE
What’s new in the teaching of TLE in the K to 12 curriculum? In the K to 12 curriculum, the TLE courses are taught based on the learning
outcomes and performance criteria stated on the Training Regulations(TR)from Technical Education and Skills Development Authority (TESDA). They are TRbased.
Why is this necessary? To prepare the K to 12 graduate for lucrative work, he/she must earn a National Certificate (NC)I, II or even an NC of higher
level that is required by industries. This he/she earns after passing an assessment given by TESDA.
How can you ensure that the K to 12 high school student (Grade 9 to 12) pass TESDA assessment and obtain an NC? By seeing to it that you
teach the TLE course in accordance with the performance criteria and learning outcomes laid down in the TESDA Training Regulations.
Do the exploratory courses enable the high school student to earn already an NC? Not yet. Completion of the exploratory courses may not yet
qualify a high school student to take an assessment for an NC. Instead, it helps him/her earn a Certificate of Competency (COC) at least in Grade 9 that will
lead eventually him/her to an NC. In short, the COC paves the way to the earning of an NC.

2

Some Learning Modules combined use and maintenance of tools to make one Lesson, so the number of Lessons amount to 4; others made separate Lessons for use of tools and for
maintenance of tools, thus the total is 5 Lessons.


6

(Exploratory)
Student’s choice of TLE specialization begins in Grades 9.Afterhaving been exposed to an array of TLE courses during the exploratory phase in the
first two years, the student will be most benefited, if in Grades 10,11, or 12 he/she continues with a TLE course in which he/she already has a COC. In that
way, he/she will get an NC faster.

About the Learning Module
1. Design of the Module
a. The Module is designed to be a teacher-assisted learning kit or a self-learning kit on competencies that a Grade 7 TLE ought to possess. It
explores the course on Aquaculture which helps your student earn a Certificate of Competency in Grade 9which leads to a National Certificate
Level I / II (NCI / II)in Grades 10, 11 or 12.
b. The Learning Module is made up of 4 to 5 Lessons based on the competencies. Each Lesson contains the following:
1)
Learning Outcomes
2)
Performance Standards
3)
Materials/Resources
4)
Definition of Terms
5)
What Do You Already Know?
6)
What Do You Need to Know?
7)
How Much Have You Learned?
8)
How Do You Apply What You Learned?
9)
What Is Your Score?
10) References
There are some TLE Modules which have a section on “How Do You Extend Your Learning?”, This section is meant for enrichment. It is usually
given as an assignment for not everything can be taught and done in the classroom given a limited time.
c. The Self-check can also serve as the posttest of the lesson.
2. Parts of the Lesson. -The following explain the parts of each Lesson and describe what your students’- as well as your tasks are.

7

(Exploratory)
Students’ Task

Part of the Lesson
1.

2.

Learning outcomes are what your TLE
student is supposed to know and be able
to do after using the module. Since our
TLE courses are TR-based, all learning
outcomes are lifted from the TESDA TR. In
the Curriculum Guide (the matrix which
contains Content Standard, Performance
Standard, Learning Competencies,
Projects/Activities, Assessment, Duration),
the identified Learning Outcomes are
written in the column of Learning
Competencies.

Students acquaint themselves with the learning
outcomes and performance standards and
make them their personal goals.

Performance Standards are referred to
as “performance criteria” in the TESDA TR.
They are more specific descriptions of the
student’s behavior that serve as evidence
that the expected learning outcomes have
been realized with the expected level of
proficiency or in accordance with
established standards.

Students clearly understand the performance
standards and make them their own learning
goals.

Teacher’s Task
You introduce the learning outcomes to your
students and make sure that they understand
them and make these learning targets their
own.
Make these your goals for instruction.

You introduce the performance standards to
your students and make sure that they
understand them and make these performance
standards their own.
Let these standards give your lesson its specific
direction.

The learning outcomes and performance
standards set the direction of your lessons.
These are what you should teach and, in
turn, what you should assess. They are
identified and are written for you in the
Curriculum Guide.
3. Materials/Resources and References

Get to know the materials. They are part of the


Prepare the materials you need in advance. For
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(Exploratory)
To teach effectively, you need materials
and references. Materials may include
equipment, hand tools or consumables.
The references are the books, magazines,
articles, websites you yourself and your
students will read or refer to in order to
gain greater understanding of the lesson.
They are either in soft copy or hard copy.

Lesson.
By all means, read the references for lesson
mastery.

gadget, tool or equipment, it is always wise to
prepare, check and try them in advance to
ensure that they function when you use them.
As the saying goes “forewarned is forearmed.”
Be resourceful in the preparation of materials.
You are strongly encouraged to use appropriate
local materials as substitute for listed materials
that are not available.
For effective teaching, your lesson preparation
should include reading the list of references.
Do not limit yourself to the list of references. If
you discover good reference material/s, add to
the list of references.
Introduce the references to your students.
Motivate them to read these references as they
go through the module for mastery of the
lesson.

4. The definition of terms and acronyms
will help you understand the meaning of
key words in your lesson. Defining key
words as they are used in your lesson will
ensure that the key terms in your lesson
mean one and the same for everyone in
class and so avoid misunderstanding.

Refer to the definition of terms for greater
understanding of the lesson.

Remind your students to refer to the definition
of terms and acronyms for clearer
understanding of the lesson.

5. The section “What Do You Already
Know” is intended to determine entry

Take the test honestly.

Tell your students to accomplish the pretest.
Explain that the purpose of the pretest is to find


9

(Exploratory)
knowledge and skills of your students to
find out if you have to teach the lesson,
teach some parts of the lesson or skip it
entirely because your students already
know it. This is done by way of a pretest.

Check answers against the answer key
provided.

out how much they already know about the
lesson in order to determine your next steps. It
is, therefore, necessary that they take the test
honestly, if they want to learn or want to be
helped.
Make it clear to them that their scores will not
be recorded for grading purposes and will not
be taken against them.
If you find out that your students already know
what you are about to teach, logic dictates that
you do not need to teach it anymore. You may
as well proceed to the next lesson. If, however,
you find out that they do not yet know what you
are about to teach, then by all means teach. Or
if you discover that your students have some
erroneous concepts, then teach and correct
their misconceptions. To know what your
students already know and do not yet know will
guide you in adjusting your instruction.

6. “What Do You Need To Know?”- This
section contains one or more Information
Sheets and for some modules an
Operation Sheet. These are important
notes for the TLE student to read after
which he/she is asked to do a Self-check to
determine how much he/she has learned.
The self-check functions as a pretest.

Read and understand the Information Sheet/s
and /or Operation Sheet.

7. “How Do You Apply What You

Do the Activity.

Be prepared For a Self-check which serves as
a posttest.

Make sure students are engaged in reading the
Information Sheet/Observation Sheet and in
answering the self-check.
Give assistance to your students where
needed.

Correct answers by referring to the answer key.


Find a way to test real life application of what
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(Exploratory)
Learned?” – In this section, you give your
student the opportunity to transfer what
he/she has learned in another activity or in
real life situation. Ideally, this should be a
performance test, what you usually call
practical test. If “the proof of the pudding is
in the eating”, then your student must be
able to apply what she/he learned in reallife setting or must be able to come up with
a product as an evidence of learning.
8. How Do You Extend Your Learning? –
As the word implies, this activity is done
outside class hours for enrichment
purposes. This can reinforce lesson
mastery.

your students have learned.
To determine level of performance, use the
scoring rubrics or check answers against the
answer key, which ever is applicable.
Reflect on assessment results.

Do not hesitate to use ways of determining how
your students can apply learned facts and
concepts which are more authentic and realistic
than that/those given in the Module.
Reflect on assessment results. Use
assessment results in planning your instruction.

Do the task assigned outside class hours.

Motivate the students to do the task by making
clear what the enrichment activity is about –why
it is given, how it is done, how it relates to the
class lesson .

Reflection
It is a good habit to reflect on your teaching for the day – what went well, what did not go well, why this activity went well with this group, why it didn’t
work well with the other group. What are your realizations? What are lessons learned? Jot them down in your diary. Commit them to your memory. If you do
this consistently, you will find your delivery improve substantially.


11

(Exploratory)
Curriculum Guide for the Exploratory Course on DRESSMAKING /TAILORING
For you to get a complete picture of the complete TLE exploratory course on Computer Hardware Servicing, you are hereby provided with the
Curriculum Guide on Computer Hardware Servicing.
Content Standard

Learning
Competencies

Performance Standard

Project / Activities

Assessment

Duration

LESSON 1: USE OF SEWING TOOLS
Demonstrate understanding
of/on:
1. Sewing tools and
equipment and their
functions
2. Classifying the types
of sewing machines
and their uses

1. Sewing tools and equipment
are identified
2. Types of sewing machines are
classified and their uses are
identified

LO1. Identify
sewing tools and
equipment and
their uses

1. Producing a
sewing kit and
compiling the tools
and supplies
properly
2. Students will visit
2 or more dress
shop and gather
fabric swatches
that will be
analyze and
classify its
textures and
quality.

 Written Test
 Performance test

3 hours

 Written

4 hours

LESSON 2: CARRY OUT MEASUREMENTS AND CALCULATIONS
of/on:
1. Body measurements
in ladies and men’s
apparel

1. Parts of the body are
measured
2. Appropriate measuring tools


LO1. Obtain
measurements

1. Using a tape
measure, get the
length and width of a

examination

 Demonstration
12

(Exploratory)

Content Standard


Learning
Competencies

are selected for job.
3. Reading of measurements is
practiced with accuracy.
4. Accurate measurements are
obtained.

1. Metric conversion
chart

1. Estimate appropriate
quantities

1. English and Metric systems of
measurement are identified
and applied.
2. Simple calculations are
performed based on the job
requirement.
3. Reading of measurements is
practiced with accuracy.
1. Reading of measurement is
practiced with accuracy
2. The fundamentals of
arithmetic operations are
practiced with accuracy
3. Cost of project materials are
estimated based on current
price


Assessment

Duration

cloth to be used in
making a table
napkin
2. Taking body
measurement
needed for ladies/
men’s apparel
LO2. Perform
simple calculations.

1. Students will take and
record body
measurements of client,
gathered
measurements will be
converted to
centimeters

LO3. Estimate
appropriate
quantities

1. Calculating

LO1. Sketch simple
project design

1. Sketching a
design for a
pocket sewing
tools organizer

materials needed
in a certain
suggested project

 Written

4 hours

examination


 Written

2 hours

examination

LESSON 3: CREATE DESIGN FOR A SIMPLE PROJECT
of/on:
1.
2.

Principles of design
Color theory

1. Design for a simple project is
sketched applying the
principles of design and
applying the color harmonies.





Written
Examination
Performance test

4 hours

13

(Exploratory)

Content Standard

1. Basic hand stitches


1. Project produced in
accordance to the
specifications of designs

Learning
Competencies

LO2. Produce
simple project

with different types
of patch pockets.
1. Creating patch
pockets
2. Making a pocket
sewing tools
organizer with
different types of
patch pockets and
labeled with basic
hand stitches.
3. Sew an apron with
creative patchwork

Assessment




Demonstration
WrittenExaminatio
n

Duration

6 hours

LESSON 4: PERFORM BASIC MAINTENANCE
of/on:

1. Machine operation
 Lower and upper
threading of sewing
machine
 Common sewing
machine troubles and
its remedies
 Quality of stitches
and tensions
2. Sewing machine and its
troubles and remedies
1. Care of Sewing
Machine

1. Proper handling of machine is
observed.
2. Correct procedures in
machine operation are
identified.
3. Common machine troubles
are resolved.

LO1. Operate
machine and
assess its
performance

1. Making sample
runs (straight and
circular lines)
2. Assess a sewing
machine

1. Regular cleaning of machine
is observed
2. Safety procedures in machine

LO2. Clean and
lubricate
machine

1. Cleaning and
lubricating sewing
machines and


 Written examination




Written examination
Observation

5hours

5hours

14

(Exploratory)

Content Standard


Learning
Competencies

cleaning are followed.
3. Regular maintenance
schedules are observed and
recorded.


Assessment

Duration

other tools like
pair of scissors,
shears and others.

LESSON 5: PRACTICE OCCUPATIONAL SAFETY AND HEALTH
of:
1. Hazards and risks
identification and control

1. Organizational safety
and health protocol
2. Contingency measures
and procedures

1. Workplace hazards and risks
are identified and clearly
explained.

1. Occupational Health and Safety
(OHS) procedures for
controlling hazards and risk are
strictly followed.

LO1. Identify and
evaluate
hazards and
risks

LO2. Control
hazards and risks




1. Poster making on
hazards and risks



1. Conduct an
interview in school
or in the community
who has a specific
responsibility for
safety



Situation analysis
Practical
examination
Written
examination
Written
examination

2hours
1 hours

1 hours
2hours

40 hours

“By three methods we may learn wisdom: First, by reflection, which is noblest; second, by imitation, which is
easiest; and third by experience, which is the bitterest.”

- Confucius

15

K to 12 dressmaking and tailoring teacher's guide

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