CG 2 Tle He Clothing

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education Home Economics Clothing and Textiles II
Program Standard: The learner demonstrates understanding of his/her Personal Entrepreneurial Competencies (PECs), the environment and market, and process/production and delivery of quality products/services in order to contribute to the sustainable use of resources and to economic productivity. Home Economics Clothing and Textiles Standard at the First Year Level
The learner demonstrates understanding of his/her PECs, the environment and market, and the process and delivery of quality household linens, soft furnishings and pajamas (top and pants).
Standard at the Second Year Level

The learner demonstrates understanding of his/her PECs, the environment and market, and the process and delivery of quality casual wear (unisex polo shirt with convertible collar), short pants with zipper placket and patch pocket, one piece and pleated skirt with side pocket, and childrens wear with trimmings.
Standard at the Third Year Level

The learner demonstrates understanding of his/her PECs, the environment and market, and the process and delivery of quality ladies and mens garments: blouse with darts, blazer with slot pockets, trubenized shirt, long pants with continental side and back welt pockets.
Standard at the Fourth Year Level

Learners, individually or as a team, demonstrate understanding of applied social entrepreneurship in putting up, managing and expanding a small business/enterprise.
Home Economics Clothing and Textiles II

General Standard: The learner demonstrates understanding of his/her PECs, the environment and market, and the process and delivery of quality unisex polo shirt with convertible collar, short pants with zipper placket and patch pocket, pleated skirt with side pocket, one piece skirt, and childrens wear with trimmings. Quarter 1 Stage 1: Results/Outcomes Standard Essential Content The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs): Characteristics Attributes Lifestyles Skills Traits Analysis and interpretation of PECs by cluster Achievement Planning Power Performance The learner prepares a plan of action that addresses his/her areas of development based on his/ her PECs and improves further his/her areas of strength. Understanding Successful entrepreneurs continuously develop and improve PECs in sewing unisex polo shirt with convertible collar. Question How does one ensure success in a chosen career? Stage 2: Assessment At the level of Understanding Explanation Describe their PECs focusing on strengths and developmental areas. Criteria: Clear Comprehensive Concise Interpretation Compare their PECs with those of a successful practitioner Criteria: Objective Focus Conclusive Application Apply their PECs in pursuing a chosen entrepreneurial activity Criteria: Appropriate Effective Practical Perspective Express your thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur.
Product/ Performance Plan of action addressing ones areas of development based on PECs and improving further ones areas of strength
Performance
Assessment of the plan of action based on the following criteria: Comprehensiveness Appropriateness of strategies in terms of addressing personal areas of development based on ones PECs and improving further ones areas of strength Doability
2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education Home Economics Clothing and Textiles II Criteria: Valid Relevant Plausible Sensitive Empathy Express your feelings if you are an entrepreneur who finds difficulty in coping with the PECs of a chosen career Criteria: Open Objective Sensitive Self-Knowledge Based on the results of PECs, assess their level of confidence as a prospective entrepreneur in sewing unisex polo shirt. Criteria: Reflective Insightful Objective Explanation: Explain the importance of the immediate environment and market in identifying business opportunity Criteria: Clear Comprehensive Concise Coherence Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities
The learner demonstrates understanding of the environment and market: Key Ideas - consumers needs and wants; - existing industry that relates with a career choice
The learner formulates a business idea based on the analysis of the immediate environment and market
The needs and wants of the target market and industry help determine the product to be produced and/or service to be offered. Ones choice of entrepreneurial activity is influenced by the needs and
How does one determine the needs and wants of the target market and industry in an immediate community? How does one select an entrepreneurial activity to be pursued?
Formulation of a business idea based on the analysis of the immediate environment and market
Assessment of the formulated business idea based on the following criteria: Profitable Feasible Practical Responsive to consumer needs Innovative
2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education Home Economics Clothing and Textiles II or entrepreneurial activity; and product/ service that satisfies the needs and wants of target customers wants of consumers. Seeking and responding effectively to a business opportunity are the basis for starting and maintaining successful business venture. How can one respond effectively to a business opportunity? Criteria: Reliable Accurate Objective Relevance Valid Application Generate business ideas from data analysis Criteria: Appropriate Innovative Practical Perspective Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas Criteria: Valid Relevance Insightful Empathy Express their feelings when entrepreneurs offer the same type of business in a certain locality Criteria: Objective Persuasive Sensitive Open-minded Self-Knowledge Self-assess their level of confidence in formulating business ideas Criteria: Reflective Insightful Objective
Key Processes - SWOT analysis - Opportunity seeking and seizing
Stage 1: Results and Outcomes Standard Essential Content The learner demonstrates understanding of basic concepts and principles underlying the process and delivery in sewing. process flow in sewing unisex polo shirt with convertible collar project plan four (4) Ms (manpower, materials, machine, methods) of production in sewing unisex polo shirt evaluation of finished products cost of production Performance The learner produces marketable original/new unisex polo shirt with convertible collar following the basic concepts and principles underlying the process and delivery in sewing unisex polo shirt. Understanding Assuring the quality of unisex polo shirt with convertible collar produced in sewing makes one competent and marketable. Question How does one assure the quality of unisex polo shirt with convertible collar produced in sewing?
Product/ Performance 1. Marketable original/new unisex polo shirt with convertible collar using the appropriate sewing procedure 2. Demonstration of the process in sewing marketable unisex polo shirt with convertible collar
Stage 2: Assessment At the level of Understanding Explanation: Explain the basic concepts and principles underlying the process and delivery in sewing unisex polo shirt with convertible collar. Criteria: clear comprehensive Interpretation: Show the significance of the process and delivery in sewing unisex polo shirt with convertible collar. Criteria Original Creative Application: Sew unisex polo shirt with convertible collar. Criteria: appropriate creative cost Perspective: Compare and contrast the process and delivery of unisex polo shirt with convertible collar Criteria: clear concise appropriate Performance 1. Assessment of unisex polo shirt with convertible collar based on marketability (quality, appearance, price) and originality (value-added uniqueness) 2. Assessment of performance Compliance with standards (tools, equipment, materials) Application of procedure Observance of work habits Speed/Time
2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education Home Economics Clothing and Textiles II pricing of products packaging and marketing of products Empathy: Consider the returns of producing marketable unisex polo shirt with convertible collar. Criteria: profitable cost Self-Knowledge: Realize the importance of producing marketable unisex polo shirt with convertible collar. Criteria: clear self-confidence
2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education Home Economics Clothing and Textiles II Quarter 2 Stage 1: Results/Outcomes Standard Essential Content The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs): Characteristics Attributes Lifestyles Skills Traits Analysis and interpretation of PECs by cluster Achievement Planning Power Performance The learner prepares a plan of action that addresses his/her areas of development based on his/ her PECs and improves further his/her areas of strength. Understanding Successful entrepreneurs continuously develop and improve PECs in sewing. Question How does one ensure success in a chosen career? Stage 2: Assessment At the level of Understanding Explanation: Describe your PECs focusing on strengths and developmental areas. Criteria: Clear Comprehensive Concise Interpretation Compare your PECs with those of a successful practitioner Criteria: Objective Focus Conclusive Application Apply ones PECs in pursuing a chosen entrepreneurial activity Criteria: Appropriate Effective Practical Perspective Express your thoughts from the viewpoint of a seasoned entrepreneur the importance of PECs Criteria: Valid Relevant Plausible Sensitive
Performance
Assessment of the plan of action based on the following criteria: Comprehensiveness Appropriate-ness of strategies in terms of addressing personal areas of development based on ones PECs and improving further ones areas of strength Doability
2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education Home Economics Clothing and Textiles II Empathy Express your feelings if you are an entrepreneur who finds difficulty in coping with the PECs of a chosen career Criteria: Open Objective Sensitive Self-Knowledge Assess, based on the results of your PECs, your level of confidence as a prospective entrepreneur in sewing Criteria: Reflective Insightful Objective The learner demonstrates understanding of the environment and market: Key Ideas - consumers needs and wants; - existing industry that relates with a career choice or entrepreneurial activity; and - product/ service that satisfies the needs and The learner formulates a business idea based on the analysis of the immediate environment and market The needs and wants of the target market and industry help determine the product to be produced and/or service to be offered. Ones choice of entrepreneurial activity is influenced by the needs and wants of consumers. Seeking and responding effectively to a business How does one determine the needs and wants of the target market and industry from a town/city? Formulation of a business idea based on the analysis of the immediate environment and market Explanation: Explain the importance of the immediate environment and market in identifying business opportunity Criteria: Clear Comprehensive Concise Coherence Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities Criteria: Reliable Accurate Objective Relevance Valid Assessment of the formulated business idea based on the following criteria: Profitable Feasible Practical Responsive to consumer needs Innovative
How does one select an entrepreneurial activity to be pursued? How can one respond effectively to a business opportunity?
2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education Home Economics Clothing and Textiles II wants of target customers Key Processes - SWOT analysis - Opportunity seeking and seizing opportunity are the basis for starting and maintaining successful business venture.
Application Generate business ideas from data analysis Criteria: Appropriate Innovative Practical Perspective Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas Criteria: Valid Relevance Insightful Empathy Express your feelings when entrepreneurs offer the same type of business in a certain locality Criteria: Objective Persuasive Sensitive Open-minded Self-Knowledge Self-assess your level of confidence in formulating business ideas Criteria: Reflective Insightful Objective
Stage 1: Results and Outcomes Standard Essential Content The learner demonstrates understanding of basic concepts and principles underlying the process and delivery in sewing. process flow in sewing short pants with zipper placket and patch pocket. project plan four (4) Ms (manpower, materials, machine, methods) of production in sewing evaluation of finished products cost of production Performance The learner produces marketable original/new short pants with zipper placket and patch pocket following the basic concepts and principles underlying the process and delivery in sewing. Understanding Assuring the quality of short pants with zipper placket and patch pocket produced in sewing makes one competent and marketable. Question How does one assure the quality of short pants with zipper placket and patch pocket produced in sewing?
Product/ Performance 1. Marketable original/new short pants with zipper placket and patch pocket using the appropriate sewing procedure 2. Demonstration of the process in sewing short pants with zipper placket and patch pocket
Stage 2: Assessment At the level of Understanding Explanation: Explain the basic concepts and principles underlying the process and delivery in sewing. Criteria: clear comprehensive Interpretation: Show the significance of the process and delivery in sewing in producing new products. Criteria original creative Application: Design short pants with zipper placket and patch pocket following the process and delivery in sewing. Criteria: appropriate creative cost Perspective: Compare and contrast the process and delivery of quality short pants with zipper placket and patch pocket. Criteria: clear concise appropriate Performance 1. Assessment of short pants with zipper placket and patch pocket based on marketability (quality, appearance, price) and originality (value-added uniqueness) 2. Assessment of performance Compliance with standards (tools, equipment, materials) Application of procedure Observance of work habits Speed/Time
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2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education Home Economics Clothing and Textiles II pricing of products packaging and marketing of products Empathy: Consider the returns of producing marketable short pants with zipper placket and patch pocket. Criteria: profitable cost Self-Knowledge: Realize the importance of producing marketable short pants with zipper placket and patch pocket. Criteria: clear self-confidence
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2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education Home Economics Clothing and Textiles II Quarter 3 Stage 1: Results/Outcomes Standard Essential Content The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs): Characteristics Attributes Lifestyles Skills Traits Analysis and interpretation of PECs by cluster Achievement Planning Power Performance The learner prepares a plan of action that addresses his/her areas of development based on his/ her PECs and improves further his/her areas of strength. Understanding Successful entrepreneurs continuously develop and improve PECs in sewing. Question How does one ensure success in a chosen career? Stage 2: Assessment At the level of Understanding Explanation: Describe your PECs focusing on strengths and developmental areas. Criteria: Clear Comprehensive Concise Interpretation Compare your PECs with those of a successful practitioner Criteria: Objective Focus Conclusive Application Apply ones PECs in pursuing a chosen entrepreneurial activity Criteria: Appropriate Effective Practical Perspective Express your thoughts from the viewpoint of a seasoned entrepreneur. Criteria: Valid Relevant Plausible Sensitive
Performance
Assessment of the plan of action based on the following criteria: Comprehensiveness Appropriateness of strategies in terms of addressing personal areas of development based on ones PECs and improving further ones areas of strength Doability
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2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education Home Economics Clothing and Textiles II Empathy Express your feelings if you are an entrepreneur who finds difficulty in coping with the PECs of a chosen career Criteria: Open Objective Sensitive Self-Knowledge Assess, based on the results of your PECs, your level of confidence as a prospective entrepreneur in sewing. Criteria: Reflective Insightful Objective The learner demonstrates understanding of the environment and market: Key Ideas - consumers needs and wants; - existing industry that relates with a career choice or entrepreneurial activity; and - product/ service that satisfies the needs and The learner formulates a business idea based on the analysis of the immediate environment and market The needs and wants of the target market and industry help determine the product to be produced and/or service to be offered. Ones choice of entrepreneurial activity is influenced by the needs and wants of consumers. Seeking and responding effectively to a business How does one determine the needs and wants of the target market and industry from a province and country? How does one select an entrepreneurial activity to be pursued? Formulation of a business idea based on the analysis of the immediate environment and market Explanation: Explain the importance of the immediate environment and market in identifying business opportunity Criteria: Clear Comprehensive Concise Coherence Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities Criteria: Reliable Accurate Objective Relevance Valid Assessment of the formulated business idea based on the following criteria: Profitable Feasible Practical Responsive to consumer needs Innovative
How can one respond effectively to a business opportunity?
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2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education Home Economics Clothing and Textiles II wants of target customers Key Processes - SWOT analysis - Opportunity seeking and seizing opportunity are the basis for starting and maintaining successful business venture.
Application Generate business ideas from data analysis Criteria: Appropriate Innovative Practical Perspective Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas Criteria: Valid Relevance Insightful Empathy Express your feelings when entrepreneurs offer the same type of business in a certain locality Criteria: Objective Persuasive Sensitive Open-minded Self-Knowledge Self-assess your level of confidence in formulating business ideas Criteria: Reflective Insightful Objective
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Stage 1: Results and Outcomes Standard Essential Content The learner demonstrates understanding of basic concepts and principles underlying the process and delivery in sewing process flow in sewing pleated skirt with side pocket and one-piece skirt. - taking body measurements - drafting patterns - laying out of patterns on the cloth, marking and cutting - assembling project plan four (4) Ms (manpower, materials, machine, methods) of Performance The learner produces marketable original/new pleated skirt with side pocket and one-piece skirt following the basic concepts and principles underlying the process and delivery in sewing. Understanding Assuring the quality of pleated skirt with side pocket and one-piece skirt produced in sewing makes one competent and marketable. Question How does one assure the quality pleated skirt with side pocket and one-piece skirt produced in sewing?
Product/ Performance 1. Marketable original/new pleated skirt with side pocket and one-piece skirt using the appropriate sewing procedure 2. Demonstration of the process in sewing marketable pleated skirt with side pocket and one-piece skirt
Stage 2: Assessment At the level of Understanding Explanation: Explain the basic concepts and principles underlying the process and delivery in sewing pleated skirt with side pocket and one-piece skirt. Criteria: clear comprehensive Interpretation: Show the significance of the process and delivery in sewing pleated skirt with side pocket and one-piece skirt. Criteria original creative Application: Design pleated and one-piece skirt based on the principles in sewing pleated skirt with side pocket and one-piece skirt. Criteria: appropriate creative cost Perspective: Compare and contrast the process and delivery of quality sewed pleated skirt with side pocket and one-piece skirt. Criteria: clear Performance 1. Assessment of pleated skirts with side pocket and onepiece skirt based on marketability (quality, appearance, price) and originality (value-added uniqueness) 2. Assessment of performance Compliance with standards (tools, equipment, materials) Application of procedure Observance of work habits Speed/Time
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2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education Home Economics Clothing and Textiles II production in sewing evaluation of finished products cost of production pricing of products packaging and marketing of products concise appropriate Empathy: Consider the returns of producing marketable pleated skirt with side pocket and onepiece skirt. Criteria: profitable cost Self-Knowledge: Realize the importance of producing marketable pleated skirt with side pocket and onepiece skirt. Criteria: clear self-confidence
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2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education Home Economics Clothing and Textiles II Quarter 4 Stage 1: Results/Outcomes Standard Essential Content The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs): Characteristics Attributes Lifestyles Skills Traits Analysis and interpretation of PECs by cluster Achievement Planning Power Performance The learner prepares a plan of action that addresses his/her areas of development based on his/ her PECs and improves further his/her areas of strength. Understanding Successful entrepreneurs continuously develop and improve PECs in sewing. Question How does one ensure success in a chosen career? Stage 2: Assessment At the level of Understanding Explanation: Describe your PECs focusing on strengths and development areas. Criteria: Clear Comprehensive Concise Interpretation Compare your PECs with those of a successful practitioner Criteria: Objective Focus Conclusive Application Apply ones PECs in pursuing a chosen entrepreneurial activity Criteria: Appropriate Effective Practical Perspective Express your thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur. Criteria: Valid Relevant Plausible Sensitive
Performance
Assessment of the plan of action based on the following criteria: Comprehensiveness Appropriate-ness of strategies in terms of addressing personal areas of development based on ones PECs and improving further ones areas of strength Doability
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Empathy Express your feelings if you are an entrepreneur who finds difficulty in coping with the PECs of a chosen career Criteria: Open Objective Sensitive Self-Knowledge Assess, based on the results of your PECs, your level of confidence as a prospective entrepreneur in sewing. Criteria: Reflective Insightful Objective Explanation: Explain the importance of the immediate environment and market in identifying business opportunity Criteria: Clear Comprehensive Concise Coherence Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities Criteria: Reliable Accurate Objective
The learner demonstrates understanding of the environment and market: Key Ideas - consumers needs and wants; - existing industry that relates with a career choice or entrepreneurial activity; and - product/ service that
The learner formulates a business idea based on the analysis of the immediate environment and market
The needs and wants of the target market and industry help determine the product to be produced and/or service to be offered. Ones choice of entrepreneurial activity is influenced by the needs and wants of consumers. Seeking and responding
How does one determine the needs and wants of the target market and industry from a province and country? How does one select an entrepreneurial activity to be pursued?
Formulation of a business idea based on the analysis of the immediate environment and market
Assessment of the formulated business idea based on the following criteria: Profitable Feasible Practical Responsive to consumer needs Innovative
How can one respond
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2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education Home Economics Clothing and Textiles II satisfies the needs and wants of target customers Key Processes - SWOT analysis - Opportunity seeking and seizing effectively to a business opportunity are the basis for starting and maintaining successful business venture. effectively to a business opportunity? Relevance Valid Application Generate business ideas from data analysis Criteria: Appropriate Innovative Practical Perspective Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas Criteria: Valid Relevance Insightful Empathy Express your feelings when entrepreneurs offer the same type of business in a certain locality Criteria: Objective Persuasive Sensitive Open-minded Self-Knowledge Self-assess your level of confidence in formulating business ideas Criteria: Reflective Insightful Objective
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Stage 1: Results and Outcomes Standard Essential Content The learner demonstrates understanding of basic concepts and principles underlying the process and delivery in sewing process flow in sewing childrens wear with trimmings. - taking body measurements - drafting patterns - laying out of patterns on the cloth, marking and cutting - assembling project plan four (4) Ms (manpower, materials, machine, methods) of production in sewing Performance The learner produces marketable original/new childrens wear with trimmings following the basic concepts and principles underlying the process and delivery in sewing. Understanding Assuring the quality of childrens wear with trimmings produced in sewing makes one competent and marketable. Question How does one assure the quality of childrens wear with trimmings produced in sewing?
Product/ Performance 1. Marketable original/new childrens wear with trimmings using the appropriate sewing procedure Demonstration of the process in sewing marketable childrens wear with trimmings
Stage 2: Assessment At the level of Understanding Explanation: Explain the basic concepts and principles underlying the process and delivery in sewing childrens wear with trimmings. Criteria: clear comprehensive Interpretation: Show the significance of the process and delivery in sewing childrens wear with trimmings. Criteria original creative Application: Design childrens wear with trimmings based on the principles in sewing childrens wear with trimmings. Criteria: appropriate creative cost Perspective: Compare and contrast the process and delivery of the different childrens wear with trimmings. Criteria: clear concise appropriate Performance 1. Assessment of childrens wear with trimmings based on marketability (quality, appearance, price) and originality (value-added uniqueness) 2. Assessment of performance Compliance with standards (tools, equipment, materials) Application of procedure Observance of work habits Speed/Time
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evaluation of finished products cost of production pricing of products packaging and marketing of products
Empathy: Consider the returns of producing marketable childrens wear with trimmings. Criteria: profitable cost Self-Knowledge: Realize the importance of producing marketable childrens wear with trimmings. Criteria: clear self-confidence
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TEACHING GUIDE
Home Economics - Clothing and Textiles II
General Standard: The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs), the environment and market, and the process/production and delivery of quality casual wear (unisex polo shirt with convertible collar), short pants with zipper placket and patch pocket, pleated skirt with side pocket and one-piece skirt, and childrens wear with trimmings.
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Quarter 1 : Casual Wear
Topic: Personal Entrepreneurial Competencies Time Frame: 2 days (PECs) Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of Personal Entrepreneurial The learner prepares, based on PECs, a plan of action that Competencies (PECs) such as characteristics, attributes, lifestyles, addresses his/her areas of development and areas of strength in skills, traits, etc. in producing unisex polo shirt with convertible collar. sewing unisex polo shirt with convertible collar. Analysis and interpretation of PECs by achievement, planning and power clusters. Essential Understanding(s): Successful entrepreneurs like those engaged in sewing continuously develop and improve their PECs. Learners will know: Personal competencies - Characteristics - Attributes - Lifestyles - Skills - Traits Cluster of PECs - Achievement - Planning - Power Essential Question(s): How does one ensure success in a chosen entrepreneurial career like sewing? Learners will be able to: Analyze the competencies of PECs Interpret the clusters of PECs such as achievement, planning and power Prepare a plan of action Improve areas of strength
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Product or Performance Task: Plan of action, based on PECs, addressing ones areas of development and areas of strength.
Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Describe their PECs focusing on strengths and development areas. Criteria: a. Clear b. Comprehensive c. Concise Interpretation: Compare their PECs with those of a successful practitioner. Criteria: a. Objective b. Focused c. Conclusive Application: Apply their PECs in pursuing a chosen entrepreneurial activity. Criteria: a. Appropriate b. Effective c. Practical Perspective: Express their thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur. Criteria: a. Valid b. Relevant c. Plausible d. Sensitive
Evidence at the level of performance Assessment of the plan of action based on the following criteria: 1. Comprehensiveness 2. Appropriateness of strategies in terms of addressing personal areas of development and improving ones areas and strength. 3. Doability
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Empathy: Express the feelings of an entrepreneur who finds difficulty in coping with the PECs of a chosen career. Criteria: a. Open-minded b. Objective c. Sensitive Self-knowledge: Assess, based on the results of PECs, their level of confidence as a prospective entrepreneur in sewing unisex polo shirt with convertible collar. Criteria: a. Reflective b. Insightful c. Objective
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Stage 3 Teaching - Learning Sequence: 1. EXPLORE Ask learners to name people in the community who are successful in the production of unisex polo shirt with convertible collar. Why are they successful? Do you wish to be like them? Explain to learners the importance of assessing their PECs Guide learners in assessing their PECs on the following: Character Attribute Lifestyle Skills Traits
(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class)
Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how to interpret the results of PECs. Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the wall and revisited during the FIRMING UP.
2. FIRM UP In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information about how entrepreneurs engaged in the production of unisex polo shirt succeed. Some suggested activities: interview with successful entrepreneurs, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc. Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs engaged in the production of unisex polo shirt using the following aspects: characteristics, traits, attributes, lifestyles, skills Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in the production of unisex polo shirt succeed in their chosen field. Refer students to their answers posted on the wall. Process learners learning and check it against EU. Check learners understanding against the content standard.
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3. DEEPEN Have learners align their PECs with those of a successful entrepreneur of their choice. Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them. Ask learners to express the EU. Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 EUs) 4. TRANSFER Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs. Assess learners plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance). Resources/Materials/Equipment Needed Textbooks/KAB Modules Scripts Graphic organizers Charts/Pictures/Video/Multimedia Questionnaires/Checklists/Handouts/Survey Forms, etc. Profile of entrepreneurs
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Topic: Environment and Market
Time Frame: 6 days
Content Standard: The learner demonstrates understanding of the environment and market for sewing as an entrepreneurial career. Key Ideas - Consumer needs and wants - Existing industry related to sewing - Products/services that satisfy the needs and wants of target customers Key Processes - SWOT analysis - Formulation of business ideas - Opportunity seeking and seizing Essential Understanding(s): The needs and wants of the target market and industry help determine the product to be produced and/or service to be offered. Ones choice of entrepreneurial activity is influenced by the needs and wants of the consumers. Seeking and responding effectively to a business opportunity are the bases for starting and maintaining a successful business venture. Learners will know: Consumer needs and wants Existing industry related to embroidery Products/services that satisfy the needs and wants of target consumers SWOT analysis Formulation of business idea Opportunity seeking and seizing
Stage 1 Performance Standard: The learner formulates a business idea based on the analysis of the immediate environment and market.
Essential Question(s): How does one determine the needs and wants of the target market and industry in the immediate community? How does one select an entrepreneurial activity to be pursued? How can one respond effectively to a business opportunity?
Learners will be able to: Prepare SWOT analysis Formulate an action plan on business opportunity Formulate a business idea from data analysis
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Stage 2 Product or Performance Task: Evidence at the level of understanding Formulation of a business idea based on Learners should be able to demonstrate understanding the analysis of the immediate environment by covering the six (6) facets of understanding: and market Explanation: Explain the importance of the immediate environment and market in identifying business opportunities in the production of unisex polo shirt with convertible collar. Criteria: a. Clear b. Comprehensive c. Concise d. Coherent Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in the production of unisex polo shirt with convertible collar. Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid Application: Generate business ideas from data analysis of the production of unisex polo shirt with convertible collar. Criteria: a. Appropriate b. Innovative c. Practical Perspective: Express from the point of view of a
Evidence at the level of performance Assessment of formulated business idea based on the following criteria: Profitable Feasible Practical Responsive to consumer needs and wants Innovative
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business owner the importance of scanning the environment and market in generating business ideas for the production of unisex polo shirt with convertible collar. Criteria: a. Valid b. Relevant c. Insightful Empathy: Express their feelings when entrepreneurs offer the same type of business in a community. Criteria: a. Objective b. Persuasive c. Sensitive d. Open-minded Self-knowledge: Self-assess their level of confidence in formulating business ideas related to the production of unisex polo shirt with convertible collar. Criteria: a. Reflective b. Insightful c. Objective
Stage 3 Teaching - Learning Sequence: Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall: 30
1. EXPLORE Guide the learners in assessing their prior knowledge on environment and market for the production of unisex polo shirt with convertible collar as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools. Have the learners assess his/her immediate environment and market for the production of unisex polo shirt to determine the existing industries, needs and wants of target market with the use of the following: Survey questionnaire; Interview guide; Checklist, etc. SWOT analysis Ask EQs to draw out learners understanding of environment and market in generating business ideas related to the production of unisex polo shirt. 2. FIRM UP Lead learners in analyzing the assessment conducted on the environment and market in the immediate locality. Assist learners in conducting a community mapping to identify business establishments or industries in the immediate locality. Guide learners in making a graphical presentation of the information on the production of unisex polo shirt with convertible collar as a result of the data-gathering activity such as: interview, survey, community mapping, etc., Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for unisex polo shirt. Ask learners to do supplementary reading and other compensatory activity to support the information presented.
3. DEEPEN Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner he/she was able to seize a business opportunity related to the production of unisex polo shirt with convertible collar. Compare whether the information derived from the interview will complement/harmonize with their skills in formulating business ideas. Assess the learners level of understanding. (Refer to the Assessment in Stage 2). 4. TRANSFER Ask the learner to formulate a business idea as a result of the SWOT analysis of the environment and market. 31
Assess the learners business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance).
Resources/Materials/Equipment Needed: Textbooks KAB Modules Magazines/Journals/Articles on supply and demand and existing industry
Topic: Production of Unisex Polo Time Frame: 35 days Shirt with Convertible Collar Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of basic concepts and The learner produces marketable original/new unisex polo shirt principles underlying the process and delivery in sewing. with convertible collar following the basic concepts and principles underlying the process and delivery in sewing. 32
process flow in sewing unisex polo shirt with convertible collar project plan four (4) Ms (manpower, materials, machine, methods) of production in sewing evaluation of finished products cost of production pricing of products packaging and marketing of products Essential Understanding(s): Assuring the quality of unisex polo shirt with convertible collar produced in sewing makes one competent and marketable. Learners will know: Types of necklines Classification and kinds of collars Kinds of sleeves Selection of fabrics for polo shirt Systematic work procedure, work standards and work ethics Project planning 4 Ms of production Taking body measurements Drafting patterns for a unisex polo shirt with convertible collar Preparing the fabric Laying out of patterns, marking and cutting Essential Question(s): How does one assure the quality of unisex polo shirt with convertible collar produced in sewing? Learners will be able to: Draft different types of necklines Drat different kinds of collars according to its classification Draft different kinds of sleeves Select appropriate fabrics for polo shirt Apply the systematic work procedure, work standards and work ethics Make a functional project plan including the 4Ms of production Take body the body measurements needed for a polo shirt Draft the needed patterns Follow the step-by-step procedure in preparing the fabric Lay-out the patterns correctly on the fabric, mark 33
Assembling/sewing the parts of a unisex polo shirt with convertible collar using the unit method of sewing Evaluating the finished product Cost of production Pricing of products Packaging and marketing Strategies Advertisement Exhibiting of finished products (fair)
accurately and cut properly Assemble/sew the parts of a unisex polo shirt with convertible collar using the unit method of sewing Assess the finished product using rubrics or other tools for evaluation Compute for the cost of production and pricing of products Adopt appropriate marketing strategies Exhibit the finished products
Product or Performance Task: 1. Marketable original/new unisex polo shirt with convertible collar using the appropriate sewing procedure 2. Demonstration of the process in sewing marketable unisex polo shirt
Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Explain the basic concepts and principles underlying the process and delivery in sewing unisex polo shirt with
Evidence at the level of performance Assessment of unisex polo shirt with convertible collar based on marketability (quality, appearance, price) and originality (value-added uniqueness) Assessment of performance Compliance to standards (tools, 34
with convertible collar
convertible collar. Criteria: a. Clear b. Comprehensive Interpretation: Show the significance of the process and delivery in sewing unisex polo shirt with convertible collar. Criteria: a. Original b. Creative Application: Sew marketable unisex polo shirt with convertible collar based on the principles of sewing. Criteria: a. Appropriate b. Creative c. Cost Perspective: Compare and contrast the process and delivery in sewing unisex polo shirt with convertible collar. Criteria: a. Clear b. Concise c. Appropriate Empathy: Share their thoughts on how it feels to have gainful returns in sewing unisex polo shirt with convertible collar. Criteria: a. Profitable b. Quality
equipment, materials) Application of procedure Observance of work habits Speed/Time
35
Self-Knowledge: Self-assess their knowledge in producing marketable unisex polo shirt with convertible collar. a. Clear b. Self-Confidence
Stage 3 Teaching - Learning Sequence: Casual wear is a common concern of almost everyone. Unisex clothes have been a blessing because a garment can be worn by either sex. But cost of tailoring have gone high and this is the reason for people using ready-to-wear clothes, but others would like to sew their own clothes to cut down their budget for clothing. The unisex polo shirt with convertible collar is easy to construct by following the correct procedure in assembling the parts using the unit method of sewing. 1. Explore: Guide learners in assessing their prior knowledge and understanding in the production unisex polo shirt with convertible 36
collar through paper and pencil, performance test and other assessment tools. Have learners in understanding the curriculum framework CP-TLE H.E. Clothing and Textiles II, Learning Standards (Content and Performance Standards), Assessment Tools and Criteria. Guide learners survey a nearby shop or sub contractors producing unisex polo shirt with convertible collar. Let learners prepare survey questionnaire/ checklist which will focus on: - Styles/design of unisex polo shirt produced - materials used for unisex polo shirt - demands for a particular product Provide learners pictures/video clips on the production of unisex polo shirt with convertible collar. Process learners understanding of the pictures and video clip presentation by asking leading questions focusing on the production process of unisex polo shirt with convertible collar. Draw learners initial understanding on the need to understand the basic concepts and principles underlying the process of delivery in the production of unisex polo shirt. 2. Firm Up: Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in producing quality unisex polo shirt with convertible collar. Encourage learners to gather essential information related to unisex polo shirt production. Learners can use any of the following: - interview with successful sewer - web-based resources - reading materials (books, bulletins and others) Guide learners in preparing a project plan on the production of unisex polo shirt with convertible collar. Have learners familiarize themselves with the different processes involved in producing unisex polo shirt with convertible collar. - Types of necklines - Classification and kinds of collars - Kinds of sleeves - Fabrics selection for polo shirt - Systematic work procedure, work standards and work ethics - Measurements needed for drafting polo shirt patterns and how to take these measurements - Draft needed patterns for unisex polo shirt - Pointers in fabric preparation, laying out of patterns, marking and cutting - Methods/procedure of assembling the parts of polo shirt using the unit method of sewing - Assessment tools use for evaluation - Costing of production and pricing 37
- Packaging and marketing strategies Encourage learners to reflect, revise, and re think their understanding in consideration of the processes, information/learning in the production of unisex polo shirt with convertible collar. Have learners assess themselves on their understanding of the concepts of unisex polo shirt production. Check this against the content standard.
3. Deepen: Have learners translate the project plan into quality unisex polo shirt with convertible collar based on the given standard procedure. - Select appropriate fabrics for polo shirt - Take the measurements needed for drafting patterns - Draft the needed patterns for unisex polo shirt with convertible collar - Apply systematic work procedure, work standards and work ethics - Prepare the fabric - Lay-out patterns on the fabric, mark and cut - Assemble/sew the parts of the polo shirt using the unit method of sewing - Assess the finished product using rubric or other tools for evaluation Assist learners in computing for the cost of production and selling price of unisex polo shirt with convertible collar. Encourage learners to reflect on and revise their project plan. Guide learners in expressing their understanding. Check this against the Essential Understanding (EU) and Content Standard in sewing unisex polo shirt with convertible collar. Have learners assess their understanding. (Refer to stage 2, Assessment on the Level of Understanding)
4. Transfer: Have learners produce original/new marketable unisex polo shirt with convertible collar applying the basic concepts and principles in sewing. Encourage learners exhibit unisex polo shirt with convertible collar (bazaar, fair, etc.) Assess learners on their level of performance using criteria. (Refer to stage 2, Assessment on the Level of Performance) Resources/Materials/Equipment Needed: Textbooks/ KAB Modules Magazines/Journals/Catalogues 38
Samples/swatches for polo shirt Sewing tools, cloth and thread Sewing machine
Topic: Personal Entrepreneurial Time Frame: 2 days Competencies (PECs) Stage 1 Content Standard: Performance Standard: The learner prepares, based on PECs, a plan of action that The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) such as characteristics, addresses his/her areas of development and areas of strength in attributes, lifestyles, skills, traits, etc. in producing short pants producing short pants with patch pocket. . with zipper placket and patch pocket. 39
Analysis and interpretation of PECs by achievement, planning and power clusters. Essential Understanding(s): Successful entrepreneurs like those engaged in sewing continuously develop and improve their PECs. Learners will know: Personal competencies - Characteristics - Attributes - Lifestyles - Skills - Traits Cluster of PECs - Achievement - Planning - Power Essential Question(s): How does one ensure success in a chosen entrepreneurial career like sewing? Learners will be able to: Analyze the competencies of PECs Interpret the clusters of PECs such as achievement, planning and power Prepare a plan of action Improve areas of strength
Product or Performance Task: Plan of action, based on PECs, addressing ones areas of development and areas of strength
Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Describe their PECs focusing on strengths and development areas.
Evidence at the level of performance Assessment of the plan of action based on the following criteria: 1. Comprehensiveness 2. Appropriateness of strategies in terms of addressing personal areas of 40
Criteria: d. Clear e. Comprehensive f. Concise Interpretation: Compare their PECs with those of a successful practitioner. Criteria: a. Objective b. Focused c. Conclusive Application: Apply their PECs in pursuing a chosen entrepreneurial activity. Criteria: a. Appropriate b. Effective c. Practical Perspective: Express their thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur. Criteria: a. Valid b. Relevant c. Plausible d. Sensitive Empathy: Express the feelings of an entrepreneur who finds difficulty in coping with the PECs of a chosen career. Criteria: a. Open-minded b. Objective
development and improving ones areas and strength. 3. Doability
41
c. Sensitive Self-knowledge: Assess, based on the results of PECs, their level of confidence as a prospective entrepreneur in sewing short pants with zipper placket and patch pocket.. Criteria: a. Reflective b. Insightful c. Objective
Stage 3 Teaching - Learning Sequence: 1. EXPLORE Ask learners to name people in the community who are successful in the production of short pants with zipper placket and patch pocket. Why are they successful? Do you wish to be like them? 42
Explain to learners the importance of assessing their PECs Guide learners in assessing their PECs on the following: Character Attribute Lifestyle Skills Traits
Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how to interpret the results of PECs. Ask EQ to draw out learners initial understanding of learners about how entrepreneurs succeed in their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the wall and revisited during the FIRMING UP.
3. FIRM UP In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information about how entrepreneurs engaged in the production of unisex polo shirt succeed. Some suggested activities: interview with successful entrepreneurs engaged in the production of short pants, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc. Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs engaged in the production of short pants using the following aspects: characteristics, traits, attributes, lifestyles, skills Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in the production of short pants succeed in their chosen field. Refer students to their answers posted on the wall. Process learners learning and check it against EU. Check learners understanding against the content standard. 3. DEEPEN Have learners align their PECs with those of a successful entrepreneur of their choice. Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them. Ask learners to express the EU. Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 EUs) 4. TRANSFER 43
Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs. Assess learners plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance).
Resources/Materials/Equipment Needed Textbooks/KAB Modules Scripts Graphic organizers Charts/Pictures/Video/Multimedia Questionnaires/Checklists/Handouts/Survey Forms, etc. Profile of entrepreneurs
Time Frame: 6 days
Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of the environment The learner formulates a business idea based on the analysis of and market for sewing as an entrepreneurial career. the immediate environment and market. Key Ideas - Consumer needs and wants 44
Existing industry related to sewing Products/services that satisfy the needs and wants of target customers Key Processes - SWOT analysis - Formulation of business ideas - Opportunity seeking and seizing Essential Understanding(s): The needs and wants of the target market and industry help determine the product to be produced and/or service to be offered. Ones choice of entrepreneurial activity is influenced by the needs and wants of the consumers. Seeking and responding effectively to a business opportunity are the bases for starting and maintaining a successful business venture. Learners will know: Consumer needs and wants Existing industry related to embroidery Products/services that satisfy the needs and wants of target consumers SWOT analysis Formulation of business idea Opportunity seeking and seizing
Product or Performance Task: Formulation of a business idea based on the analysis of the immediate environment and market
Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Explain the importance of the immediate environment and market in
Evidence at the level of performance Assessment of formulated business idea based on the following criteria: Profitable Feasible Practical 45
identifying business opportunities in the production of short pants. Criteria: a. Clear b. Comprehensive c. Concise d. Coherent Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in the production of short pants. Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid Application: Generate business ideas from data analysis of the production of short pants. Criteria: a. Appropriate b. Innovative c. Practical Perspective: Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas for the production of short pants. Criteria: a. Valid
Responsive to consumer needs and wants Innovative
46
b. Relevant c. Insightful Empathy: Express their feelings when entrepreneurs offer the same type of business in a community. Criteria: a. Objective b. Persuasive c. Sensitive d. Open-minded Self-knowledge: Self-assess their level of confidence in formulating business ideas related to the production of short pants. Criteria: a. Reflective b. Insightful c. Objective
1. EXPLORE Guide the learners in assessing their prior knowledge on environment and market for the production of short pants as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools. Have the learners assess his/her immediate environment and market for the production of short pants to determine the existing industries, needs and wants of target market with the use of the following: Survey questionnaire; Interview guide; Checklist, etc. SWOT analysis Ask EQs to draw out learners understanding of environment and market in generating business ideas related to the production of short pants. 2. FIRM UP Lead learners in analyzing the assessment conducted on the environment and market in the immediate locality. Assist learners in conducting a community mapping to identify business establishments or industries in the immediate locality. Guide learners in making a graphical presentation of the information on the production of short pants as a result of the datagathering activity such as: interview, survey, community mapping, etc., Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for short pants. Ask learners to do supplementary reading and other compensatory activity to support the information presented.
3. DEEPEN. Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner he/she was able to seize a business opportunity related to the production of short pants. Compare whether the information derived from the interview will complement/harmonize with their skills in formulating business ideas. Assess the learners level of understanding. (Refer to the Assessment in Stage 2) 4. TRANSFER 48
Ask the learner to formulate a business idea as a result of the SWOT analysis of the environment and market. Assess the learners business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance).
Resources/Materials/Equipment Needed: Textbooks KAB Modules Magazines/Journals/Articles on supply and demand and existing industry
Topic: Production of Short Pants Time Frame: 35 days with Zipper Placket and Patch Pocket Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of basic concepts and The learner produces marketable original/new short pants with principles underlying the process and delivery in sewing. zipper placket and patch pocket following the basic concepts and principles underlying the process and delivery in sewing. 49
process flow in sewing short pants with zipper placket and patch pocket. project plan four (4) Ms (manpower, materials, machine, methods) of production in sewing evaluation of finished products cost of production pricing of products packaging and marketing of products Essential Understanding(s): Assuring the quality of short pants with zipper placket and patch pocket produced in sewing makes one competent and marketable. Essential Question(s): How does one assure the quality of short pants with zipper placket and patch pocket produced in sewing?
Learners will know: Kinds of plackets Attaching fasteners Kinds of pockets and how to attach pockets Materials suitable for short pants. Project planning 4 Ms of production (materials, machine, method, manpower) Taking body measurements Drafting patterns for short pants
Learners will be able to: Sew different plackets Attach fasteners Sew different kinds of pockets Select appropriate materials for polo shirt Make a functional project plan including the 4Ms of production Take body the body measurements needed for short pants Draft the patterns for short pants 50
Preparing the cloth Laying-out of patterns, marking and cutting Assembling/ Sewing of short pants using the unit method of sewing Evaluating finished products Cost of production Pricing of products Packaging and marketing Strategies Advertisement Exhibiting of finished products (fair)
Follow the step-by-step procedure in preparing the fabric Lay-out the patterns correctly on the fabric, mark accurately and cut properly Assemble/sew the parts of a short pant with zipper placket and patch pocket using the unit method of sewing Assess the finished product using rubrics or other tools for evaluation Compute for the cost of production and pricing of products Adopt appropriate marketing strategies Exhibit the finished products
Product or Performance Task: 1. Marketable original/new short pants with zipper placket and patch pocket using the appropriate sewing procedure 2. Demonstration of the process in
Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Explain the basic concepts and principles
Evidence at the level of performance Assessment of short pants with zipper placket and patch pocket based on marketability (quality, appearance, price) and originality (value-added uniqueness) Assessment of performance 51
sewing short pants with zipper placket and patch pocket
underlying the process and delivery in sewing. Criteria: clear comprehensive Interpretation: Show the significance of the process and delivery in sewing in producing new products. Criteria original creative Application: Design short pants with zipper placket and patch pocket following the process and delivery in sewing. Criteria: appropriate creative cost Perspective: Compare and contrast the process and delivery of quality short pants with zipper placket and patch pocket. Criteria: clear concise appropriate Empathy: Consider the returns of producing marketable short pants with zipper placket
Compliance to standards (tools, equipment, materials) Application of procedure Observance of work habits Speed/Time
52
and patch pocket. Criteria: profitable cost Self-Knowledge: Realize the importance of producing marketable short pants with zipper placket and patch pocket. Criteria: clear self-confidence
Stage 3 Teaching - Learning Sequence: Another casual wear which can easily be learned is the short pants with zipper placket and patch pocket. In terms of the number of steps in construction, these are fewer compared with polo shirt. As a rule, being to do this, the learner could eventually make easily the long pants with the same procedure. 1. EXPLORE Guide learners in assessing their prior knowledge and understanding in the production short pants with zipper placket 53
and patch pocket through paper and pencil, performance test and other assessment tools. Have learners in understanding the curriculum framework CP-TLE H.E. Clothing and Textiles II, Learning Standards (Content and Performance Standards), Assessment Tools and Criteria. Guide learners survey a nearby shop or sub contractors producing short pants. Let learners prepare survey questionnaire/ checklist which will focus on: - Styles/design of short pants produced - materials used for short pants - demands for a particular product Provide learners pictures/video clips on the production of short pants. Process learners understanding of the pictures and video clip presentation by asking leading questions focusing on the production process of short pants. Draw learners initial understanding on the need to understand the basic concepts and principles underlying the process of delivery in the production of short pants with zipper placket and patch pocket.. 2. FIRMUP Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in producing quality short pants with zipper placket and patch pocket. Encourage learners to gather essential information related to short pants production. Learners can use any of the following: - interview with successful sewer - web-based resources - reading materials (books, bulletins and others) Guide learners in preparing a project plan on the production of short pants with zipper placket and patch pocket. Have learners familiarize themselves with the different processes involved in producing short pants with zipper placket and patch pocket. - Kinds of placket - Attaching fasteners - Attaching pockets - Materials suitable for short pants with zipper placket and patch pocket. - Measurements needed for drafting short pants patterns and how to take these measurements - Draft needed patterns for unisex polo shirt - Pointers in fabric preparation, laying out of patterns, marking and cutting - Methods/procedure of assembling the short parts with zipper placket and patch pocket using the unit method of sewing - Assessment tools use for evaluation - Costing of production and pricing 54
- Packaging and marketing strategies Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes, information/learning in the production of short pants. Have learners assess themselves on their understanding of the concepts of short pants production. Check this against the content standard.
3. DEEPEN Have learners translate the project plan into quality short pants with zipper placket and patch pocket based on the given standard procedure. - Select appropriate materials for short pants - Take the measurements needed for drafting patterns - Draft the needed patterns for short pants - Apply systematic work procedure, work standards and work ethics - Prepare the material - Lay-out patterns on the fabric, mark and cut - Assemble/sew the parts of the short pants using the unit method of sewing - Assess the finished product using rubric or other tools for evaluation Assist learners in computing for the cost of production and selling price of short pants. Encourage learners to reflect on and revise their project plan. Guide learners in expressing their understanding. Check this against the Essential Understanding (EU) and content standard in sewing short pants with zipper placket and patch pocket. Have learners assess their understanding. (Refer to stage 2, Assessment on the Level of Understanding)
4. TRANSFER Have learners produce original/new marketable short pants with zipper placket and patch pocket applying the basic concepts and principles in sewing. Encourage learners to exhibit short pants (bazaar, fair, etc.) Assess learners on their level of performance using criteria. (Refer to stage 2, Assessment on the Level of Performance) Resources/Materials/Equipment Needed: 55
Textbooks/ KAB Modules Magazines/Journals/Catalogues Samples/swatches for polo shirt Sewing tools, cloth and thread Sewing machine
Topic: Personal Entrepreneurial Time Frame: 2 days Competencies (PECs) Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of Personal The learner prepares, based on PECs, a plan of action that Entrepreneurial Competencies (PECs) such as characteristics, addresses his/her areas of development and areas of strength in 56
attributes, lifestyles, skills, traits, etc. in producing pleated skirt with side pocket and one-piece skirt. Analysis and interpretation of PECs by achievement, planning and power clusters. Essential Understanding(s): Successful entrepreneurs like those engaged in sewing continuously develop and improve their PECs. Learners will know: Personal competencies - Characteristics - Attributes - Lifestyles - Skills - Traits Cluster of PECs - Achievement - Planning - Power
producing pleated skirt with side pocket and one-piece skirt. .
Essential Question(s): How does one ensure success in a chosen entrepreneurial career like sewing? Learners will be able to: Analyze the competencies of PECs Interpret the clusters of PECs such as achievement, planning and power Prepare a plan of action Improve areas of strength
Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Describe their PECs
Evidence at the level of performance Assessment of the plan of action based on the following criteria: 1. Comprehensiveness 57
focusing on strengths and development areas. Criteria: g. Clear h. Comprehensive i. Concise Interpretation: Compare their PECs with those of a successful practitioner. Criteria: a. Objective b. Focused c. Conclusive Application: Apply their PECs in pursuing a chosen entrepreneurial activity. Criteria: a. Appropriate b. Effective c. Practical Perspective: Express their thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur. Criteria: a. Valid b. Relevant c. Plausible d. Sensitive Empathy: Express the feelings of an entrepreneur who finds difficulty in coping with the PECs of a chosen career. Criteria:
2. Appropriateness of strategies in terms of addressing personal areas of development and improving ones areas and strength. 3. Doability
58
a. Open-minded b. Objective c. Sensitive Self-knowledge: Assess, based on the results of PECs, their level of confidence as a prospective entrepreneur in sewing. Criteria: a. Reflective b. Insightful c. Objective
Stage 3 Teaching - Learning Sequence: 1. EXPLORE Ask learners to name people in the community who are successful in the production of pleated skirt with side pocket and one-piece skirt. Why are they successful? 59
Do you wish to be like them? Explain to learners the importance of assessing their PECs Guide learners in assessing their PECs on the following: Character Attribute Lifestyle Skills Traits
4. FIRM UP In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information about how entrepreneurs engaged in the production of pleated and one-piece skirt succeed. Some suggested activities: interview with successful entrepreneurs engaged in the production of pleated and one-piece skirt, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc. Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs engaged in the production of pleated and one-piece skirt using the following aspects: characteristics, traits, attributes, lifestyles, skills Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in the production of skirts succeed in their chosen field. Refer students to their answers posted on the wall. Process learners learning and check it against EU. Check learners understanding against the content standard. 3. DEEPEN Have learners align their PECs with those of a successful entrepreneur of their choice. Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them. Ask learners to express the EU. Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs) 60
4. TRANSFER Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs. Assess learners plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance). Resources/Materials/Equipment Needed Textbooks/KAB Modules Scripts Graphic organizers Charts/Pictures/Video/Multimedia Questionnaires/Checklists/Handouts/Survey Forms, etc. Profile of entrepreneurs
Time Frame: 6 days
Content Standard: The learner demonstrates understanding of the environment and market for sewing as an entrepreneurial career. Key Ideas
Stage 1 Performance Standard: The learner formulates a business idea based on the analysis of the immediate environment and market. 61
Consumer needs and wants Existing industry related to sewing Products/services that satisfy the needs and wants of target customers Key Processes - SWOT analysis - Formulation of business ideas - Opportunity seeking and seizing Essential Understanding(s): The needs and wants of the target market and industry help determine the product to be produced and/or service to be offered. Ones choice of entrepreneurial activity is influenced by the needs and wants of the consumers. Seeking and responding effectively to a business opportunity are the bases for starting and maintaining a successful business venture. Learners will know: Consumer needs and wants Existing industry related to embroidery Products/services that satisfy the needs and wants of target consumers SWOT analysis Formulation of business idea Opportunity seeking and seizing
Stage 2 Product or Performance Task: Evidence at the level of understanding Formulation of a business idea based on Learners should be able to demonstrate the analysis of the immediate environment understanding by covering the six (6) and market facets of understanding: Explanation: Explain the importance of
Evidence at the level of performance Assessment of formulated business idea based on the following criteria: Profitable Feasible 62
the immediate environment and market in identifying business opportunities in the production of skirts. Criteria: a. Clear b. Comprehensive c. Concise d. Coherent Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in the production of skirts. Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid Application: Generate business ideas from data analysis of the production of skirts. Criteria: a. Appropriate b. Innovative c. Practical Perspective: Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas for the production of skirts. Criteria: a. Valid
Practical Responsive to consumer needs and wants Innovative
63
b. Relevant c. Insightful Empathy: Express their feelings when entrepreneurs offer the same type of business in a community. Criteria: a. Objective b. Persuasive c. Sensitive d. Open-minded Self-knowledge: Self-assess their level of confidence in formulating business ideas related to the production of skirts. Criteria: a. Reflective b. Insightful c. Objective
1. EXPLORE Guide the learners in assessing their prior knowledge on environment and market for the production of pleated and onepiece skirt as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools. Have the learners assess his/her immediate environment and market for the production of pleated and one-piece skirt to determine the existing industries, needs and wants of target market with the use of the following: Survey questionnaire; Interview guide; Checklist, etc. SWOT analysis Ask EQs to draw out learners understanding of environment and market in generating business ideas related to the production of pleated and one-piece skirt. 2. FIRM UP Lead learners in analyzing the assessment conducted on the environment and market in the immediate locality. Assist learners in conducting a community mapping to identify business establishments or industries in the immediate locality. Guide learners in making a graphical presentation of the information on the production of pleated and one-piece skirt as a result of the data-gathering activity such as: interview, survey, community mapping, etc., Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for pleated and one-piece skirt. Ask learners to do supplementary reading and other compensatory activity to support the information presented.
3. DEEPEN. Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner he/she was able to seize a business opportunity related to the production of skirts. Compare whether the information derived from the interview will complement/harmonize with their skills in formulating business ideas. Assess the learners level of understanding. (Refer to the Assessment in Stage 2) 65
4. TRANSFER Ask the learner to formulate a business idea as a result of the SWOT analysis of the environment and market. Assess the learners business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance). Resources/Materials/Equipment Needed: Textbooks KAB Modules Magazines/Journals/Articles on supply and demand and existing industry
Topic: Production of Pleated Time Frame: 35 days Skirt with Side Pocket and One-Piece Skirt Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of basic concepts and The learner produces marketable original/new pleated skirt with principles underlying the process and delivery in sewing side pocket and one-piece skirt following the basic concepts and 66
principles underlying the process and delivery in sewing. process flow in sewing pleated skirt with side pocket and one-piece skirt. - taking body measurements - drafting patterns - laying out of patterns on the cloth, marking and cutting - assembling project plan four (4) Ms (manpower, materials, machine, methods) of production in sewing evaluation of finished products cost of production pricing of products packaging and marketing of products Essential Understanding(s): Assuring the quality of pleated skirt with side pocket and onepiece skirt produced in sewing makes one competent and marketable. Essential Question(s): How does one assure the quality of pleated skirt with side pocket and one-piece skirt produced in sewing?
Learners will know: Kinds of skirts Taking body measurements Drafting style patterns for skirts Fabrics suitable for skirts Systematic work procedure, work standards and work ethics
Learners will be able to: Differentiate the kinds of skirt Take measurements for skirt Draft style patterns for skirt Select appropriate materials for skirt Apply systematic work procedure, follow work standards and observe work ethics 67
Pleated Skirt Project Planning 4 Ms of production Preparing the fabric, laying-out of patterns, marking and cutting Assembling/ Sewing the pleated skirt Evaluating finished products Cost of production Pricing of products Packaging and marketing Strategies Advertisement Exhibiting of finished products (fair) One-Piece Skirt Drafting patterns Preparing the fabric, laying-out of patterns, marking and cutting Assembling/ Sewing the one-piece skirt Evaluating finished products Cost of production Pricing of products Packaging and marketing Strategies Advertisement Exhibiting of finished products (fair)
Make a functional project plan including the 4Ms of production Follow the step-by-step procedure in preparing the fabric, lay-out the patterns correctly on the fabric, mark accurately and cut properly Assemble/sew the pleated skirt using the unit method of sewing Assess the finished product using rubrics or other tools for evaluation Compute for the cost of production and pricing of products Adopt appropriate marketing strategies Exhibit the finished products Draft one-piece skirt pattern Follow the step-by-step procedure in preparing the fabric, lay-out the patterns correctly on the fabric, mark accurately and cut properly Assemble/sew the parts of a one-piece skirt using the unit method of sewing Assess the finished product using rubrics or other tools for evaluation Compute for the cost of production and pricing of products Adopt appropriate marketing strategies Exhibit the finished products
68
Product or Performance Task: 1. Marketable original/new pleated skirt with side pocket and one-piece skirt using the appropriate sewing procedure 2.Demonstration of the process in sewing marketable pleated skirt with side pocket and one-piece skirt
Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Explain the basic concepts and principles underlying the process and delivery in sewing pleated skirt with side pocket and one-piece skirt. Criteria: clear comprehensive Interpretation: Show the significance of the process and delivery in sewing pleated skirt with side pocket and one-piece skirt. Criteria original creative Application: Design pleated and one-piece skirt based on the principles in sewing pleated skirt with side pocket and one-piece skirt. Criteria: appropriate creative cost Perspective: Compare and contrast the process and delivery of quality sewed pleated skirt with
Evidence at the level of performance 1. Assessment of pleated skirts with side pocket and one-piece skirt based on marketability (quality, appearance, price) and originality (value-added uniqueness) 2. Assessment of performance Compliance with standards (tools, equipment, materials) Application of procedure Observance of work habits Speed/Time
69
side pocket and one-piece skirt. Criteria: clear concise appropriate Empathy: Consider the returns of producing marketable pleated skirt with side pocket and one-piece skirt. Criteria: profitable cost Self-Knowledge: Realize the importance of producing marketable pleated skirt with side pocket and one-piece skirt. Criteria: clear self-confidence
Stage 3 Teaching - Learning Sequence: Ladies clothes are easier to do. There is a general preference for learning how to sew the skirt before learning how to construct the upper dress. The pleated and one-piece skirt with a zipper placket and a seam (side) pocket is indeed an easy-to-do project. 70
1. EXPLORE Guide learners in assessing their prior knowledge and understanding in the production of pleated skirt with side pocket and one-piece skirt through paper and pencil, performance test and other assessment tools. Have learners in understanding the curriculum framework CP-TLE H.E. Clothing and Textiles II, Learning Standards (Content and Performance Standards), Assessment Tools and Criteria. Guide learners survey a nearby shop or sub contractors producing pleated and one-piece skirt. Let learners prepare survey questionnaire/ checklist which will focus on: - Styles/design of skirts produced - materials used for skirts - demands for a particular product Provide learners pictures/video clips on the production of pleated and one-piece skirt. Process learners understanding of the pictures and video clip presentation by asking leading questions focusing on the production process of skirts. Draw learners initial understanding on the need to understand the basic concepts and principles underlying the process of delivery in the production of skirts. 2. FIRM UP Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in producing quality pleated skirt with side pocket and one-piece skirt. Encourage learners to gather essential information related to pleated and one-piece skirt production. Learners can use any of the following: - interview with successful sewer - web-based resources - reading materials (books, bulletins and others) Guide learners in preparing a project plan on the production of pleated and one-piece skirt. Have learners familiarize themselves with the different processes involved in producing pleated skirt with side pocket and one-piece skirt - Fabrics suitable for skirts - Measurements needed for drafting skirt patterns and how to take these measurements - Draft needed patterns for skirt - Pointers in fabric preparation, laying out of patterns, marking and cutting - Methods/procedure of assembling the skirt using the unit method of sewing - Assessment tools use for evaluation - Costing of production and pricing - Packaging and marketing strategies Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes, 71
information/learning in the production of skirts. Have learners assess themselves on their understanding of the concepts of skirt production. Check this against the content standard.
3. DEEPEN Have learners translate the project plan into quality pleated skirt with side pocket and one-piece skirt based on the given standard procedure. - Select appropriate fabrics for skirts - Take the measurements needed for drafting patterns - Draft the needed patterns for skirts - Apply systematic work procedure, work standards and work ethics - Prepare the material - Lay-out patterns on the fabric, mark and cut - Assemble/sew the parts of the skirt using the unit method of sewing - Assess the finished product using rubric or other tools for evaluation Assist learners in computing for the cost of production and selling price of skirts. Encourage learners to reflect on and revise their project plan. Guide learners in expressing their understanding. Check this against the Essential Understanding (EU) and content standard in sewing pleated skirt with side pocket and one-piece skirt. Have learners assess their understanding. (Refer to stage 2, Assessment on the Level of Understanding)
4. TRANSFER Have learners produce original/new marketable pleated skirt with side pocket and one-piece skirt applying the basic concepts and principles in sewing. Encourage learners to exhibit pleated and one-piece skirts (bazaar, fair, etc.) Assess learners on their level of performance using criteria. (Refer to stage 2, Assessment on the Level of Performance) Resources/Materials/Equipment Needed: Textbooks/ KAB Modules Magazines/Journals/Catalogues Samples/swatches for polo shirt Sewing tools, cloth and thread Sewing machine 72
Quarter 4 : Childrens Wear
Topic: Personal Entrepreneurial Time Frame: 2 days Competencies (PECs) Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of Personal The learner prepares, based on PECs, a plan of action that Entrepreneurial Competencies (PECs) such as characteristics, addresses his/her areas of development and areas of strength in 73
attributes, lifestyles, skills, traits, etc. in producing childrens wear with trimmings. Analysis and interpretation of PECs by achievement, planning and power clusters. Essential Understanding(s): Successful entrepreneurs like those engaged in sewing continuously develop and improve their PECs. Learners will know: Personal competencies - Characteristics - Attributes - Lifestyles - Skills - Traits Cluster of PECs - Achievement - Planning - Power
producing childrens wear with trimmings. .
Essential Question(s): How does one ensure success in a chosen entrepreneurial career like sewing? Learners will be able to: Analyze the competencies of PECs Interpret the clusters of PECs such as achievement, planning and power Prepare a plan of action Improve areas of strength
Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Describe their PECs
Evidence at the level of performance Assessment of the plan of action based on the following criteria: 1. Comprehensiveness 74
focusing on strengths and development areas. Criteria: j. Clear k. Comprehensive l. Concise Interpretation: Compare their PECs with those of a successful practitioner. Criteria: a. Objective b. Focused c. Conclusive Application: Apply their PECs in pursuing a chosen entrepreneurial activity. Criteria: a. Appropriate b. Effective c. Practical Perspective: Express their thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur. Criteria: a. Valid b. Relevant c. Plausible d. Sensitive Empathy: Express the feelings of an entrepreneur who finds difficulty in coping with the PECs of a chosen career. Criteria:
2. Appropriateness of strategies in terms of addressing personal areas of development and improving ones areas and strength. 3. Doability
75
a. Open-minded b. Objective c. Sensitive Self-knowledge: Assess, based on the results of PECs, their level of confidence as a prospective entrepreneur in sewing childrens wear with trimmings. Criteria: a. Reflective b. Insightful c. Objective
Stage 3 Teaching - Learning Sequence: 1. EXPLORE Ask learners to name people in the community who are successful in the production of childrens wear with trimmings. Why are they successful? Do you wish to be like them? 76
Explain to learners the importance of assessing their PECs Guide learners in assessing their PECs on the following: Character Attribute Lifestyle Skills Traits
5. FIRM UP In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information about how entrepreneurs engaged in the production of childrens wear succeed. Some suggested activities: interview with successful entrepreneurs engaged in the production of childrens wear, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc. Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs engaged in the production of childrens wear using the following aspects: characteristics, traits, attributes, lifestyles, skills Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in the production of childrens wear succeed in their chosen field. Refer students to their answers posted on the wall. Process learners learning and check it against EU. Check learners understanding against the content standard. 3. DEEPEN Have learners align their PECs with those of a successful entrepreneur of their choice. Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them. Ask learners to express the EU. Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 EUs) 4. TRANSFER 77
Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs. Assess learners plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance).
Resources/Materials/Equipment Needed Textbooks/KAB Modules Scripts Graphic organizers Charts/Pictures/Video/Multimedia Questionnaires/Checklists/Handouts/Survey Forms, etc. Profile of entrepreneurs
Quarter 4 : Childrens Wear
Time Frame: 6 days
Content Standard: The learner demonstrates understanding of the environment and market for sewing as an entrepreneurial career. Key Ideas
Stage 1 Performance Standard: The learner formulates a business idea based on the analysis of the immediate environment and market. 78
Consumer needs and wants Existing industry related to sewing Products/services that satisfy the needs and wants of target customers Key Processes - SWOT analysis - Formulation of business ideas - Opportunity seeking and seizing Essential Understanding(s): The needs and wants of the target market and industry help determine the product to be produced and/or service to be offered. Ones choice of entrepreneurial activity is influenced by the needs and wants of the consumers. Seeking and responding effectively to a business opportunity are the bases for starting and maintaining a successful business venture. Learners will know: Consumer needs and wants Existing industry related to embroidery Products/services that satisfy the needs and wants of target consumers SWOT analysis Formulation of business idea Opportunity seeking and seizing
Stage 2 Product or Performance Task: Evidence at the level of understanding Formulation of a business idea based on Learners should be able to demonstrate the analysis of the immediate environment understanding by covering the six (6) and market facets of understanding: Explanation: Explain the importance of
Evidence at the level of performance Assessment of formulated business idea based on the following criteria: Profitable Feasible 79
the immediate environment and market in identifying business opportunities in the production of childrens wear. Criteria: a. Clear b. Comprehensive c. Concise d. Coherent Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in the production of childrens wear. Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid Application: Generate business ideas from data analysis of the production of childrens wear. Criteria: a. Appropriate b. Innovative c. Practical Perspective: Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas for the production of childrens wear. Criteria:
Practical Responsive to consumer needs and wants Innovative
80
a. Valid b. Relevant c. Insightful Empathy: Express their feelings when entrepreneurs offer the same type of business in a community. Criteria: a. Objective b. Persuasive c. Sensitive d. Open-minded Self-knowledge: Self-assess their level of confidence in formulating business ideas related to the production of childrens wear. Criteria: a. Reflective b. Insightful c. Objective
1. EXPLORE Guide the learners in assessing their prior knowledge on environment and market for the production of childrens wear as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools. Have the learners assess his/her immediate environment and market for the production of childrens wear to determine the existing industries, needs and wants of target market with the use of the following: Survey questionnaire; Interview guide; Checklist, etc. SWOT analysis Ask EQs to draw out learners understanding of environment and market in generating business ideas related to the production of childrens wear. 2. FIRM UP Lead learners in analyzing the assessment conducted on the environment and market in the immediate locality. Assist learners in conducting a community mapping to identify business establishments or industries in the immediate locality. Guide learners in making a graphical presentation of the information on the production of childrens wear as a result of the data-gathering activity such as: interview, survey, community mapping, etc., Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for childrens wear. Ask learners to do supplementary reading and other compensatory activity to support the information presented.
3. DEEPEN. Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner he/she was able to seize a business opportunity related to the production of childrens wear. Compare whether the information derived from the interview will complement/harmonize with their skills in formulating business ideas. Assess the learners level of understanding. (Refer to the Assessment in Stage 2) 82
4. TRANSFER Ask the learner to formulate a business idea as a result of the SWOT analysis of the environment and market. Assess the learners business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance). Resources/Materials/Equipment Needed: Textbooks KAB Modules Magazines/Journals/Articles on supply and demand and existing industry
Time Frame: 35 days Topic: Production of Childrens Wear with Trimmings Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of basic concepts and The learner produces marketable original/new childrens wear principles underlying the process and delivery in sewing with trimmings following the basic concepts and principles underlying the process and delivery in sewing. Quarter 4 : Childrens Wear 83
process flow in sewing childrens wear with trimmings. - taking body measurements - drafting patterns - laying out of patterns on the cloth, marking and cutting - assembling project plan four (4) Ms (manpower, materials, machine, methods) of production in sewing evaluation of finished products cost of production pricing of products packaging and marketing of product
Essential Understanding(s): Assuring the quality of childrens wear produced in sewing makes one competent and marketable.
Essential Question(s): How does one assure the quality of childrens wear produced in sewing?
Learners will know: Selection of trimmings Kinds of facings and how to attach facings Fabrics suitable for childrens wear Project Planning 4 Ms of production Taking body measurements
Learners will be able to: Select appropriate trimmings for childrens wear Cut and attach facings Select appropriate fabrics for childrens wear Make a functional project plan including the 4Ms of production Take body measurements for childrens wear 84
Drafting patterns for childrens wear Preparing the fabric, laying-out of patterns, marking and cutting Assembling/ Sewing the childrens wear using the unit method of sewing Evaluating finished products Cost of production Pricing of products Packaging and marketing Strategies Advertisement Exhibiting of finished products (childrens wear)
Follow the step-by-step procedure in preparing the fabric, lay-out the patterns correctly on the fabric, mark accurately and cut properly Assemble/sew the parts of childrens wear using the unit method of sewing Assess the finished product using rubrics or other tools for evaluation Compute for the cost of production and pricing of products Adopt appropriate marketing strategies Exhibit the finished products (childrens wear)
Product or Performance Task: 1. Marketable original/new childrens wear using the appropriate sewing procedure 2. Demonstration of the process in sewing marketable childrens wear with trimmings
Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Explain the basic concepts and principles underlying the process and delivery in sewing childrens wear. Criteria: clear comprehensive Interpretation: Show the significance of the process and delivery in sewing childrens wear.
Evidence at the level of performance 1. Assessment of childrens wear based on marketability (quality, appearance, price) and originality (value-added uniqueness) 2. Assessment of performance Compliance with standards (tools, equipment, materials) Application of procedure Observance of work habits Speed/Time
85
Criteria original creative Application: Design childrens wear with trimmings based on the principles in sewing Criteria: appropriate creative cost Perspective: Compare and contrast the process and delivery of quality sewed childrens wear with trimmings. Criteria: clear concise appropriate Empathy: Consider the returns of producing marketable childrens wear with trimmings.. Criteria: profitable cost Self-Knowledge: Realize the importance of producing marketable childrens wear with trimmings. Criteria: 86
clear self-confidence
Stage 3 Teaching - Learning Sequence: Childrens clothes are as big problems of many mothers especially that ready-to-wear childrens clothes are designed like those of the adults. Children really look like children when clothes with childrens clothes. A girls dress with some trimmings makes a good starter for learning how to construct childrens wear. 1. EXPLORE Guide learners in assessing their prior knowledge and understanding in the production of childrens wear with trimmings through paper and pencil, performance test and other assessment tools. Have learners in understanding the curriculum framework CP-TLE H.E. Clothing and Textiles II, Learning Standards (Content and Performance Standards), Assessment Tools and Criteria. Guide learners survey a nearby shop or sub contractors producing childrens wear with trimmings. Let learners prepare survey questionnaire/ checklist which will focus on: - Styles/design of childrens wear produced - materials used for childrens wear - demands for a particular product Provide learners pictures/video clips on the production of childrens wear. Process learners understanding of the pictures and video clip presentation by asking leading questions focusing on the production process of childrens wear. Draw learners initial understanding on the need to understand the basic concepts and principles underlying the process of delivery in the production of childrens wear. 2. FIRM UP Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in producing quality childrens wear with trimmings Encourage learners to gather essential information related to childrens wear production. Learners can use any of the following: - interview with successful sewer - web-based resources 87
- reading materials (books, bulletins and others) Guide learners in preparing a project plan on the production of childrens wear. Have learners familiarize themselves with the different processes involved in producing childrens wear with trimmings - Fabrics suitable for childrens wear - Measurements needed for drafting childrens wear patterns and how to take these measurements - Draft needed patterns for childrens wear - Pointers in fabric preparation, laying out of patterns, marking and cutting - Methods/procedure of assembling the parts of a childrens wear using the unit method of sewing - Assessment tools use for evaluation - Costing of production and pricing - Packaging and marketing strategies Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes, information/learning in the production of childrens wear with trimmings. Have learners assess themselves on their understanding of the concepts of childrens wear production. Check this against the content standard.
3. DEEPEN Have learners translate the project plan into quality pleated skirt with side pocket and one-piece skirt based on the given standard procedure. - Select appropriate fabrics for childrens wear - Take the measurements needed for drafting patterns - Draft the needed patterns for childrens wear - Apply systematic work procedure, work standards and work ethics - Prepare the material - Lay-out patterns on the fabric, mark and cut - Assemble/sew the parts of childrens wear using the unit method of sewing - Assess the finished product using rubric or other tools for evaluation Assist learners in computing for the cost of production and selling price of childrens wear. Encourage learners to reflect on and revise their project plan. Guide learners in expressing their understanding. Check this against the Essential Understanding (EU) and content standard in sewing childrens wear with trimmings. Have learners assess their understanding. (Refer to stage 2, Assessment on the Level of Understanding) 4. TRANSFER Have learners produce original/new marketable childrens wear with trimmings applying the basic concepts and 88
principles in sewing. Encourage learners to exhibit childrens wear (bazaar, fair, etc.) Assess learners on their level of performance using criteria. (Refer to stage 2, Assessment on the Level of Performance)
Resources/Materials/Equipment Needed: Textbooks/ KAB Modules Magazines/Journals/Catalogues Samples/swatches for polo shirt Sewing tools, cloth and thread Sewing machine
89

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2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education Home Economics Clothing and Textiles II

Standard at the Second Year Level

Standard at the Third Year Level

Standard at the Fourth Year Level

Home Economics Clothing and Textiles II

Key Processes - SWOT analysis - Opportunity seeking and seizing

How can one respond effectively to a business opportunity?

How can one respond

Quarter 1 : Casual Wear

Quarter 1 : Casual Wear

Topic: Environment and Market

Time Frame: 6 days

Quarter 1 : Casual Wear

with convertible collar

equipment, materials) Application of procedure Observance of work habits Speed/Time

Quarter 2 : Casual Wear

development and improving ones areas and strength. 3. Doability

Quarter 2 : Casual Wear

Topic: Environment and Market

Time Frame: 6 days

Responsive to consumer needs and wants Innovative

Quarter 2 : Casual Wear

sewing short pants with zipper placket and patch pocket

Quarter 3 : Casual Wear

producing pleated skirt with side pocket and one-piece skirt. .

Quarter 3 : Casual Wear

Topic: Environment and Market

Time Frame: 6 days

Practical Responsive to consumer needs and wants Innovative

Quarter 3 : Casual Wear

Quarter 4 : Childrens Wear

producing childrens wear with trimmings. .

Quarter 4 : Childrens Wear

Topic: Environment and Market

Time Frame: 6 days

Practical Responsive to consumer needs and wants Innovative

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