K-12 Dressmaking Guide

K to 12 BASIC EDUCATION CURRICULUM ENTREPRENEURSHIP-BASED
TECHNOLOGY AND LIVELIHOOD EDUCATION

HOME ECONOMICS-DRESSMAKING
GRADE 9
richardrrr.blogspot.com
TEACHING GUIDE
Grade Level Standard
The learner demonstrates understanding of Process and Delivery in order to

contribute to the sustainable use of resources and to economic productivity.
Content Standard
The learner demonstrates understanding of basic concepts and underlying

theories in Dressmaking.
Performance Standard
The learner independently performs common competencies in Dressmaking

as prescribed in the TESDA Training Regulation.
Learning Competencies
 Explain basic concepts in Dressmaking,

 Discuss topics which relate to Dressmaking as a course
 Explore on opportunities for Dressmaking as a career.
EXECUTIVE SUMMARY
The need to respond to the increasing demand for human involvement is
evident. The demand in terms of manpower is increasing considerably
everywhere in the world where the quest for global competitiveness is ongoing.
Manpower is needed in order to do the tasks to make the nation capable of
supplying the needs and demands of the community. A community where a strong
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GRADE 9
and powerful participation of everyone is beheld, where everybody has the desire
to do his share in helping the country uplift its economy and prove that the
potential and skills instilled within are the major factors to achieve the nation’s
mission and vision.
No one is exempted from this demand and the corresponding effort. The
Department of Education with the K to 12 Program foresees to gear us towards
the attainment of the country’s goals and objectives. Through this learning
material every learner will be equipped with necessary knowledge, skills and
attitudes to fulfill the responsibility given to them.
This learning material in Dressmaking for Grade 9 is a response to help the
country realize its goals. The authors and experts in the field of Dressmaking
collaborate to share the knowledge, skills and attitudes to the learners. It is
designed in accordance with the learning competencies identified by the K to 12
Program of the Department of Education. It is intended to prepare the learners for
entry into specific occupational activities. It presents in-depth discussion of the
basic concepts about dressmaking and provides practical work experiences.
Certain assessments or activities with rubrics for evaluation are also provided.
The use of pre and post testing allows each learner to grow at their own pace.
Each can grasp at his individual level the concept this learning material offers.
Thus, for a specialization class, it is a self-contained procedural guidebook.
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GRADE 9
I. INTRODUCTION
This Teacher’s Guide is intended to you as facilitator of learning, one who

teaches Grade 9 – Dressmaking Specialization. This Learner’s Material is
designed to ensure that every student will learn some livelihood skills at the end of
every quarter to have an edge among the other job seekers.
This guide aims to help you impart knowledge, values, skills and interest to
the learners; It focuses mainly on the Process and Delivery which is enriched
with different activities that will assess the level of understanding of the students
such as What to Know, What to Process, What to Reflect and Understand,
and What to Transfer. The concepts and skills that will be developed will be the
key of the learners to become successful and experts in dressmaking thus, to
ensure profitable business someday.
II. OBJECTIVES
Guided by the teacher and the learner’s material, the learner is expected to:
 Identify job opportunities through customer’s needs and wants; and,
 Provide quality dressmaking service to target clients based on the
prescribed industry standards.
III. DIAGNOSTIC ASSESSMENT

Tell the learners to accomplish the diagnostic assessment. Ask the learners to
use separate sheet of paper for their answers. Explain that the purpose of the
assessment is to find out how much they already know about the lesson in order
to determine their next steps. Make it clear to them that their scores will not be
recorded for grading purposes.
If you found out the learners already knew what you are about to teach, logic
dictates that you do not need to teach it anymore. You may as well proceed to the
next lesson. If you discover that the learners have some erroneous concepts, then
teach and correct their misconceptions.
This means that you always start your lesson presentation with the results of
their diagnostic assessment.
IV. PRE-TEST
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GRADE 9
A 30-item test will be given every quarter to determine the knowledge of

learners in terms of the competencies they need to develop.
For proper and more systematic way of recording ask the learners to have a
quiz notebook for their assessments,. This will be a great help not just for the
teacher’s record but also for the learner’s file of results during assessments.
(Answer key is provided at the end of the TG for your reference.)
PARTS OF THE LESSON

1. KNOW This part of the learner’s materials contains activities that will
activate prior knowledge of the learner; it elicits tentative
responses to provocative and critical questions essential to the
development of understanding.
Make sure learners are engaged in doing given activities and

give assistance to the students where needed.
2. PROCESS In this phase, learners are provided with various learning
activities and experiences to develop, demonstrate and have
hands-on experiences to the lesson. Through this process,
learners opportunity to apply the knowledge and skills is
evident and proven.
3. REFLECT This part of the learner’s material provides other learning
AND resources and experiences to enrich/ broaden the learner’s
UNDERSTAND understanding of the lesson through additional activities,
reading resources, and provocative or critical questions..
D. TRANSFER In this part, learners are expected to demonstrate or show a
completed product or performance as an output required for the
lesson.
Give your learners the opportunity to transfer what he/she has

learned in another activity or in real life situation. Ideally, this
should be a performance test, what you usually call practical
test.
Do not hesitate to use ways of determining how your students

can apply learned facts and concepts which is more authentic
and realistic than/those given in the learner’s material.
V. PROCESS AND DELIVERY
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GRADE 9
A Know Lesson 1 and Lesson 2

Produce Sleeping Garments
 Identification – Learners will name the art principles and

elements of design.
 Matching Type - Ask your students to match the type of

fabric with the corresponding description
 Venn Diagram - Introduce to the learners what a venn

diagram is and how to use it. Let them follow the
instruction and template given in the module.
 Identification Learners will identify what sleeping

garment is being described by the statements.
 True or False – Ask the learners to read the statements

carefully and let them analyze if the statement is true or
not.
 Identification – Let the learners identify if they are
already familiar with the marking tools and their functions
 .Filling the Blanks – Ask the learners to supply the
missing word(s) of the given statements.
 Identification – Ask the learners to identify if the

statement is applicable when cutting fabrics.
 Checklist – Ask the learners to check if they can perform

the given operations.
 Multiple Choice – Ask the learners to select the best

answer from the given statement by letting them write the
letter in their quiz notebook.
 Matching type – Ask the learners to match the factors

from the kind of seam and seam finishes and let them
write the letter of the correct answer in their quiz
notebook.
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GRADE 9
B. Process  Classroom-Based Activity in drafting and cutting

parts of sleeping garments – Learners will perform
the different activities given and once finished,
evaluate the performance based from the given rubric
of performance.
 Drawing the pattern symbols- ask the learners to

illustrate or draw the given pattern symbols.
 Make sample pattern of a skirt or t-shirt- Tell the

learners to make sample pattern of a skirt or t-shirt and let
them
 Taking Body Measurement- Ask the learners to take the
body measurement of their classmate and fill-in the
Individual Measurement Chart or IMC.
 Pattern-Making – Ask the learners to draft pattern for

different garment parts using the IMC, refer to the rubrics
for evaluating their output.
 Manipulating Pattern – Ask the learners to perform how

to manipulate pattern for the given garment parts.
 Cutting the final pattern – Tel the learners to cut te final

pattern of the different garment parts.
 Transferring Pattern Markings and Symbols- Ask the

learners to transfer all pattern marks on the fabric using
appropriate marking tools. Refer to the rubrics for
evaluating their output.
 Laying-out fabric – Ask the learners to lay-out fabrics on

the cutting table following the principles learned from the
topic.
 Press the garment parts while sewing – Ask the
learners to follow the correct procedure while sewing.
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GRADE 9
C. Reflect and * Essay – Learners will answer the given questions based
Understand from their understanding the effect of heat and pressure to the
different kinds of fabric.
* Essay – Ask the learners to describe a well-constructed
seam.
* Essay – Learners will answer briefly the question why do we
need to prepare the parts of sleeping garments before
sewing.
D. Transfer  Project Plan Making - requires detailed and vital

documentation to track activity requirements,
functionalities, scheduling and budget. Poor
documentation can lead to disastrous results for all
projects. Formal and clear project plan establish
detailed project requirements including human and
financial resources.
- Learners will accomplish Project Plan in every

activity.
 Assemble the garment parts – Ask the learners to sew

garment parts and evaluate their pereformance3 based
from the rubrics given.
 Apply finishing touches on the sleeping garments –

Ask the learners to have innovation and creativity in
applying finishing touches on their finished sleeping
garments. Evaluate their output based from the given
rubrics.
 Pack the finished output – Ask the learners to pack the

output creatively and evaluate their performance based
from the given rubrics.
Lesson 3 and Lesson 4

Produce Children’s Wear
 Filling the Blanks – Ask the learners to fill-in the

blanks with the correct word(s) of the given statements
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GRADE 9
in a paragraph. Tell them to write their answers in their

A. Know quiz notebook.
 Identification – Ask the learners to list down the
characteristics of dress suited for children. Tell them to
write their answers in their quiz notebook.
 Identification – Ask the learners to identify the
accessories and common trimmings of the children’s
dress. Tell them to write their answers in their quiz
notebook.
 Label the picture- Ask the learners to label the
trimmings and accessories wore by the child in the
picture. Tell them to write their answer in their quiz
notebook.
 Identification – Ask the learners to name the
illustrated skirts of the given pictures. Tell them to write
their answers in their quiz notebook
 Identification- Ask the learners to list the tools and
materials needed in making patterns.
 Comparison- Ask the learners to give the difference
between hem tucks and bodice tucks. Tell them to write
their answers in their quiz notebook.
 Hands-on Activities- Let the learners perform the

basic steps or procedures in making the children’s
wear.
B. Process
 Taking Body Measurement- using the IMC, let the
learners have a mode/patron (1 boy and 1 girl) and
take the body measurement. Tell them to fill-in the IMC
for children.
 Draft the pattern for Front Blouse Sloper – Ask the

learners to draft the front blouse sloper of the children’s
wear. Refer to the rubrics given in evaluating their
output.
 Draft the pattern for Back Blouse Sloper – Ask the

learners to draft the back blouse sloper of the
children’s wear. Refer to the rubrics given in evaluating
their output.
 Draft the pattern for flared skirt, peter pan collar,
sailor’s collar, and convertible collar, Evaluate the
output of the learners based from the rubrics given.
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GRADE 9
 Cutting the final pattern- Ask the learners to perform

the given activities. Evaluate their output based from
the rubrics given.
 Laying and cutting the fabric- Ask the learners to
perform the given activity. Evaluate their performance
based from the rubrics given.
 Transfer marks on the fabric- Ask the learners to
transfer marks on trhe fabric using the proper marking
tools. Evaluate their output based from the rubrics
given.
 Essay – Ask the learners to answer briefly the

question on what type of fabric they will recommend to
their customer for a children’s wear. Tell them to write
their answer in their quiz notebook.
C. Reflect and
Understand  Classroom-Based Activity- Learners will find a
partner and examine the garments hung in the room.
Let them identify which part of the garment has the
facing and let them explain the purpose of the facing in
the garment.
D. Transfer  Project Plan Making - requires detailed and vital
documentation to track activity requirements,
functionalities, scheduling and budget. Poor
documentation can lead to disastrous results for all
projects. Formal and clear project plan establish
detailed project requirements including human and
financial resources.
- Learners will accomplish Project Plan in every

activity.
 Assemble the garment parts –Ask the learners to

sew the garment parts following the step by step
technique in sewing. Evaluate their output based from
the rubrics given.
 Apply finishing touches – Ask the learners to apply
finishing touches and accessories on their children’s
wear. Evaluate their performance based from the
rubrics given.
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GRADE 9
 Pack the finished children’s wear – Ask the learners

to pack the finished output creatively. Evaluate their
works based from the rubrics given.
VI. SUMMARY
The learner must exhibit their understanding of Process and Delivery in order
to contribute to the sustainable use of resources and to economic productivity. As
soon as the learner understands the basic concepts and underlying theories in
Dressmaking, it is presumed that they could independently demonstrate common
competencies in Dressmaking.
This guidebook is designed to ensure that every student will become skilled at
some livelihood skills at the end of every quarter to have and edge among the
other job seekers. Thus, this does not require advanced resources: for this reason,
can be readily implemented by schools even with meager resources.
In this way, the module is focused on the Process and Delivery. This is
further enriched with different activities that will weigh up the level of
students in terms of skilfulness and knowledge that are expected to be
demonstrated after going through the module. They are What to Know, What to
Process, What to Reflect and Understand, and What to Transfer.
VII. GLOSSARY
The purpose of the glossary is to guide the teachers and the learners to be
equipped with the technical terms and be familiar with its meaning. The glossary
will serve as additional material that will guide the learners’ practice of the skills
learned in the course.
VII. KEY TO CORRECTION
ANSWER KEY
Diagnostic Assessment/ Summative Assessment
1. A 11. C 21. B 31. C 41. A
2. C 12. A 22. C 32. A 42. B
3. B 13. B 23. A 33. C 43. A
4. A 14. C 24. C 34. C 44. D
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GRADE 9
5. C 15. A 25. A 35. C 45. B

6. A 16. A 26. D 36. D 46. C
7. A 17. B 27. A 37. B 47. C
8. A 18. C 28. D 38. D 48. A
9. C 19. A 29. A 39. D 49. C
10. A 20. C 30. B 40. A 50. A
QUARTER I
Pre-Test I/ Post Test I
1. b 6. C 11. A 16. A 21. A 26. c
2. c 7. C 12. D 17. C 22. D 27. d
3. a 8. C 13. B 18. B 23. C 28. a
4. a 9. C 14. C 19. B 24. A 29. a
5. b 10. B 15. C 20. D 25. D 30. A
QUARTER II
Pre-Test II/ Post Test
1. b 6. A 11. D 16. D 21. A 26. b
2. a 7. C 12. B 17. C 22. B 27. a
3. d 8. B 13. C 18. A 23. D 28. d
4. c 9. A 14. D 19. D 24. A 29. b
5. a 10. D 15. A 20. D 25. C 30. A
QUARTER III
Pre- Test III/ Post Test III
1. c 6. B 11. A 16. A 21. b
2. c 7. D 12. C 17. C 22. a
3. d 8. D 13. D 18. B 23. a
4. d 9. A 14. A 19. A 24. c
5. a 10. B 15. B 20. A 25. A
QUARTER 1V
Pre-Test/Post Test
A. B. C. D.
1. c 1. 4 1. H 6. E 1. Shoes 6. Brooch
2. a 2. 1 2. B 7. D 2. Hosiery 7. bracelelet
3. b 3. 5 3. G 8. I 3. Hat 8. Bands
4. a 4. 3 4. A 9. K 4. Handkerchief 9. buttons
5. d 5. 2 5. C 10. L 5. Fan 10. Embroidery
IX. RESOURCES:
References
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GRADE 9
Alcantara, Ines D. and Suratos, Cesar. Technology and Livelihoods Education III.
Bernadette Publishing House Corporation, 2007.
Bailey, Annetta and Draper, Wanda. Steps in Clothing Skills Revised> Brnett
Publishing Company, Illinois, 1998.
Bartclay, Marion et.al.. Teen Guide to Homemaking, 3rd Edition. McGraw -Hill,
Inc., USA. 1972.
Suratos, Cesar P. Technology and Livelihood Education III. Bernadette Publishing

House Corporation, 2006.
Leuterrio, Florida C. Technology and Home Economics III. St. Augustine

Publications, Inc, 1995.
Web Sites
Wikipedia.org/wiki/Nightwear
Ref: The Complete Idiot’s Guide to Sewing
http://www.sew-it-love-it.com/reading-patterns.html
The Complete Book of Sewing Pages 36-37
http://www.threadsmagazine.com/item/4968/pattern-layouts
http://www.diceyhome.free
online.co.uk/KatePages/Learning/patterns/pattern_symbols.htm
Pattern Symbols -Reference http://sewing.about.com/library/weekly/aa081199.htm
- Ref: The Complete Idiot’s Guide to Sewing
http://www.youtube.com/watch?v=_jgg7UP72Yo
Adapted for use in Kentucky with permission from Coats & Clark.
(Reference Leaflet PE2174)

Marjorie M. Baker, M.S.
Images Adapted from:
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GRADE 9
 http://wide-format-printers.org/wide-format_digital_inkjet_textiles_printers_revie
ws_interior-decoration_soft-signage_fabrics_flags_banners_cloth_fashion-apparel
/ATP-Color-VersaArt-RS-640-can-print-polyester-fabric-and-mesh-absorbing-spo
nge.jpg- design by printing
 https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcSUuWd65CPA2lb-12Y
TmtBRIcXOHl84S8ohAV--6TpaxoMMG4GR- printed dress
 http://img.alibaba.com/wsphoto/v0/517773848_1/girls-dresses-children-princess-
dress-Plaid-skirt-name-brand-kids-baby-clothes-free-shipping-5pcs-lot.jpg- plaid
design
 https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcT8ZbJ3UJv0q8y2z1Sm
a2Yc5pCCHlAau_9oDYzpo43jMEatki0w- tweed design
 https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcTiOP_4kWO_vw
eOilYGmrsiYVROaJrbL43iiC3oJNl_uI208IJP – body proportion
 https://encrypted
tbn3.gstatic.com/images?q=tbn:ANd9GcSGHvXhbEnhcJZhD173U-vVHRr
UFZp23hx0SUvG8sStXnxwjsCu- introvert/extrovert

https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcRoxXypqjNEy7y
p_PwNeu6iT5_IG5byTxVFrFgFx1v86grEYDHA3w- Asymmetrical balance
(Fig.1)
 https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcRsT9iiTgvj8i0wI
6S0Yj3D_PXQpzzb3UavA9OnqsLAoLuLk3oKow- asymmetrical balance
Fig. 2
 https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcT6Yt31i_pBBsU
EfOSU5fvuk1MWMgGr3u_WhMlFVA3V9B_IjbZ5- asymmetrical balance
Fig.3
 https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcQ8BrM-gceNlfy
RPRP-nHkevUcmCv7kGhFSkATtLGGFS5W3NAU2- radial balance Fig.3
 http://media-cache-ec0.pinimg.com/236x/65/eb/52/65eb52d7affbba052841
e44dc279ebdd.jpg- radial balance Fig.2
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GRADE 9
 https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcQYjSz7ficiyBCC
fDr-Ri6bKBu0RUj6up5kJQQ1JszFUMFkql6n- Radial balance Fig.1
 http://2.bp.blogspot.com/-8jg3vuBHSIE/T04oWi1DVxI/AAAAAAAADYY/dO
OnrZcPbRI/s1600/RENEE%2BLONDON%2BVicky%2BPeplum%2BShoul
der%2BDress%2BBlue%2B1.jpg- Emphasis Fig.1
 https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcTLvnAoM85b9d
63-hHgfQaDk856MF-OHp2RbE8lz4pJNXMZpA8o- emphasis Fig.2
 http://i01.i.aliimg.com/wsphoto/v0/563981917_1/Mens-Fashion-Clothing-M
en-s-Leisure-Shirt-Men-Dress-Shirt-Fitted-Mens-Shirts-MS066.jpg-
emphasis Fig.3
 https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcQqZ7HbKeCppL
-5cRHNoLnutiSP4z6BNNq39vu8Nc0HuY0GLY2M- rhythm Fig.1
 https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcQ2H18m1UHT-
79uPUgJjKGqlalp--FiJIxrmJ-zoZl1ud1znHXf- rhythm Fig 2
 http://cdn-media6.box13.com.au/catalog/product/cache/1/small_image/232
x/040ec09b1e35df139433887a97daa66f/1/0/101155-1_1.jpg- rhythm Fig.3
 http://dressesmania.com/harmony%20maxi%20dress.jpeg- harmony Fig.1
 https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcSWnhDUQs6XL
N7FXWet_QingzyZHOhidUV9Ho0xU5sy3g-bDkSD- harmony Fig.2
 http://www.readbeforeshopping.com/wp-content/uploads/2013/05/men-suit
s.jpg- harmony fig.3
 http://img0.etsystatic.com/038/1/8714711/il_340x270.520434922_e5b2.jpg
= with vertical line Fig.1
 http://cache.fashionista.com/uploads/2011/02/FW11-24.jpg- with horizontal

line Fig.2
 http://cdn.shopify.com/s/files/1/0205/1482/products/christina_accordian1_l
arge.jpg?v=1359057051- slanting Fig.3
 http://img0.etsystatic.com/005/0/7038129/il_340x270.372053608_2phb.jpg
- with curve Fig.5
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GRADE 9
 https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcQ47rpMfu8Dtj5s
2fiWvmxtPe3BdToisFUu7TSdhPoWpyyioI6TQw- with bateau neckline
 https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcTZxkXmyUV872
93sspQvLZqogH40D7z7N5aq0NnCIMCwRpcQROD7w- with plunging
neckline
 data:image/jpeg;base64,/9j/- kinds of pleats.
 https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcSfesM6yiiUDd3
9Bu-DjsU8Q7LWvyKGRRmRBCnbMJHYHjUneGF65Q – with cape collar
 http://cios233.community.uaf.edu/files/2011/10/color_wheel.gif- color
wheel Fig.1
 https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcR5A3EfStg0J2M
IDTk1CAScRw0cjLQYG7DzFYECR_-bUfAiRP59- space Fig.1
 http://25.media.tumblr.com/tumblr_lj3xkxjKv81qz9qooo1_500.png- dress
with space Fig. 2
 http://www.almstba.com/vb/imgcache/almstba.com_1353868318_478.jpg-
baby dress with space Fig. 3
 https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcRKK3s-1RiZPUt
C7t4KRECfF4kjGkC9N3H_fhXiXBdOYDkeY8kb- bell or hourglass Fig.1
 https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcTpVSKuGumhF
MIlZNClnDUP_Ao2j1iZ29PCM3j0USj5Aale52wp- tubular Fig.2
 http://tallulahbell.files.wordpress.com/2011/09/reiss-bandage-dress.jpg-
inverted triangle Fig. 3
 https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcSXY50WfnhVV
OKR3Y49spYvNJORISVK2Ie1HsvPrZymMF8ePzL-SA- soft dress Fig.1
 http://2.bp.blogspot.com/-lVMwQTLJTLU/UHMQI4FkdUI/AAAAAAAAAEk/
9UkDLNAGzl0/s200/_primary_colors.jpg- primary color
 http://cdn.shopify.com/s/files/1/0153/9901/files/primary_colors_medium.pn
g%3F7139- secondary colors
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GRADE 9
 https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcSBm9E-tZx8Jw
bPdyDhJRa8mBOkA_N5DGlAResKMVBXG9uVR49v- intermediate colors
 http://upload.wikimedia.org/wikipedia/commons/thumb/a/ab/RBG_color_w
heel.svg/300px-RBG_color_wheel.svg.png- tertiary colors
 http://floorstoreaz.com/wp-content/uploads/2012/04/spectrum.gif- value in
colors
 http://www.nippondenshoku.co.jp/web/english/colorstory/images/02_three
_elements.jpg- chroma/value
 http://www.webmastersun.com/attachment.php?attachmentid=505&d=137
7309162- psychology colors in marketing
 http://3.bp.blogspot.com/_vHmWU8uhEik/SeZk2Vp999I/AAAAAAAAB7E/g
BAobLYLtfE/s400/30_tired_man_sleeping_while_standing.png- clip art-
sleeping man
 https://encrypted-tbn2.gstatic.com/images?q=tbn:ANd9GcSPOYq50QRta
wDEJdT5D9KyIOWPuA2QZSU2Z_MmUO0h7woqX6DU- tape measure
 http://www.dataprint.com/store/images/Product/medium/18721.jpg-
l-square
 http://www.artstuff.net/assets/images/varyformcurves.jpg- curve ruler
 http://mathworld.wolfram.com/images/eps-gif/FrenchCurve_1000.gif-
french curve
 http://www.bullarddesigns.com/kai/kai5250.jpg- dressmaker’s shears
 https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcS77kPEGJvqm8
ZOtxhVS6U_TZHVYxKpFUTfvTgPoUvuub_Z9aB1aQ- weights
 http://www.runtrackmind.com/wp-content/uploads/2010/07/Emery-Pincushi
on-Keeps-pins-and-needles-sharp-.jpg- pins
 http://thesewingdivas.files.wordpress.com/2010/08/tracing-wheels.jpg-
tracing wheel
16
GRADE 9
 http://www.clipartpal.com/_thumbs/pd/education/pencil_angled_glossy.png
- pencil
 http://i01.i.aliimg.com/img/pb/412/272/412/412272412_305.jpg- sewing kit
 https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcTBN9CTgr2Nihy
JrDPHWvd3nH_KigcO4Zmds5PHIrLtLUOPcxLFRITJ6caN- pattern paper
 http://www.themakeryonline.co.uk/images/uploads/Tailors_chalk_LARGE.j
pg-
tailor’s chalk
 http://img1.etsystatic.com/032/0/5755093/il_340x270.518830119_2nyj.jpg-
carbon paper
 http://us.123rf.com/400wm/400/400/mik122/mik1221103/mik12211030004
9/9095956-muchas-de-las-bobinas-de-hilo-color--fondo.jpg- thread
 http://www.theclothroom.co.uk/wp-content/uploads/nivoslider4wp_files/7_s
.jpeg- cloth
 http://3.bp.blogspot.com/-zuhB-ae_lG4/UQ5tDJzDjPI/AAAAAAAAGrM/mK
MzVayTGa0/s1600/Interfacing%2BFabric.jpg- interfacing material
 http://galleryplus.ebayimg.com/ws/web/171002550841_1_0_1/1000x1000.
jpg- fastener
 http://visual.merriam-webster.com/images/arts-architecture/crafts/sewing/f
asteners_2.jpg-fastener2
 https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcRwCpxIB-23VT
pvOxmf1PR0Vb9GSbwxaCwWxpz85IKfXMQYqmB8- fasteners3
 http://img.diytrade.com/cdimg/745887/13638518/0/1280202217/Ironing_b
oard.jpg- ironing board
 http://sales.brick7.co.za/media/za/348901_349000/348998_a0db0193536
b0976.jpg- cutting table
 http://pradeepamohan.net/wp-content/uploads/2012/06/oldest-sewing-mac
hine.jpg- sewing machine
17
GRADE 9
 http://1.bp.blogspot.com/-X-mkhEUl7nk/UcM6gTq3ksI/AAAAAAAAFd0/L_
D_OXEYxL0/s1600/Fabric%2BMarking%2BTitle.png- marking tools
 http://thumbs4.ebaystatic.com/d/l225/m/mn8WT-KD49cTSuCWcHX41pQ.j
pg- chalk pencil
 http://didyoumakethat.files.wordpress.com/2012/06/marking-wrong-side1.j
pg- tailor’s chalk
 http://www.clothpaperscissors.com/resized-image.ashx/__size/550x0/__ke
y/CommunityServer.Blogs.Components.WeblogFiles/clothpaperscissorsto
day/6237.encaustic_2D00_carbon.gif- CARBON PAPER2
 http://ecx.images-amazon.com/images/I/51Dw0fWs3NL._SY300_.jpg-
carbon paper1
 http://www.threadsmagazine.com/assets/uploads/posts/5024/131-against-
grain-02_lg.jpg- straight grain direction
 http://www.threadsmagazine.com/assets/uploads/posts/4968/81-pattern-la
youts-03_xl.jpg- folds on the fabric
 http://0.tqn.com/d/sewing/1/0/6/w/1/wonvenknit.jpg
 http://image.made-in-china.com/2f0j00fvTtLQaGoSpq/Heavy-Military-Tent-
Cotton- Canvas-Fabric-ZY-21-.jpg
 http://image.made-in-china.com/2f0j00mYQTBNEhazdG/Broadcloth-Fabri
c.jpg
 http://t3.gstatic.com/images?q=tbn:ANd9GcTpal_yG-6XErCXiZsm19dD1V
GZyFUt2UYxIU86KL7fo5Yj4dTtUA
 http://us.123rf.com/400wm/400/400/taigi/taigi1201/taigi120100013/118559
71-worn-blue-denim-jeans-texture-with-stitch.jpg
 http://t0.gstatic.com/images?q=tbn:ANd9GcS5XrCHNRzb2B7_H_Y_FsN0
CxFlujVuwl4FcOz98hOjHQk8N8XDrQ
 http://t2.gstatic.com/images?q=tbn:ANd9GcQmfbxO9wT8N8bo7hKQl099_
MJeQR-SoDgSzKGGLqxPW7UDzbka
18
GRADE 9
 http://t3.gstatic.com/images?q=tbn:ANd9GcSf1ck-odQqezm2AQNVnfZVZ
dT71WMFIYQfhC-xxGiqj_GbHR9AqA
 http://thereisbeautyallaround.files.wordpress.com/2011/02/colored-linen.jp
g
 http://t3.gstatic.com/images?q=tbn:ANd9GcTFAvoE49XN9J4ii4jjgp7oU9-
MjIXaaG4PCUK4k1fjQXzfkix4
 http://1.bp.blogspot.com/-cctFQWngGtU/Th4SOLlNmkI/AAAAAAAAAFQ/z
ymbvmu-uqI/s1600/Silk+Road+02.jpg
 http://t1.gstatic.com/images?q=tbn:ANd9GcRUOiA6N8kZJlL8dNm4X395ni
HV5OYEuBUg81VHbUNA1Qoii9ZM
 http://www4.images.coolspotters.com/photos/123867/marchesa-one-shoul
der-chiffon-long-dress-profile.jpg
 http://gallery.allwomenstalk.com/Fashion/2011/10/8-stylish-silk-blouses/4_
topshop-washed-silk-slim-shirt_8-stylish-silk-blouses.jpg
 http://t1.gstatic.com/images?q=tbn:ANd9GcRXuA7Z9ZLBseGCPG34BUA
BaVxQV73tMylfYTGvQJSpyaCiSHw3
 http://www.promdressesdirectory.com/promdresses/wp-content/uploads/2
010/01/006-emerald-changeable-taffeta.preview.jpg
 http://image.made-in-china.com/2f0j00PKjTVWodbQbR/Silk-Stretch-Char
meuse-Fabric.jpg
 http://t3.gstatic.com/images?q=tbn:ANd9GcR-W3uDxX4jZcNrnkrTiih2cI-8
TSO7Wv283nuboYjR5tTayo7tOg
 http://t1.gstatic.com/images?q=tbn:ANd9GcSATgPJv0D9got3mSQaYa2Kl
MhURC98_qYky5m7xA8uIFNvcMN-
 http://t1.gstatic.com/images?q=tbn:ANd9GcT1S8h-dkf8E9ocajgixxPfAEwg
nx9-82Wu8v_96jr6d8e-L7Ph
 http://t3.gstatic.com/images?q=tbn:ANd9GcR5-4mDL2wbkHYuOOrd9TlSl
ZP8gYqhhYU7NjUIQBU508_e6qevPQ
19
GRADE 9
 http://images.mytheresa.com/media/catalog/product/cache/common/image
/1000x1000/4ab6458f4d372288
 ccd2abdeb46b18c1/P/0/P00070117-ROTHKO-MERINO-WOOL-AND-CA
SHMERE-BLEND-SCARF-STANDARD.jpg
 http://image.made-in-china.com/2f0j00uCjTKOQgJEop/Raw-Organzine-Tw
ist-Silk-TX-.jpg
 http://www.dicraft.co.za/blog/wp-content/uploads/2011/08/Boucle-wool.jpg
 http://t0.gstatic.com/images?q=tbn:ANd9GcRDVcvvF2leaEuUGC9N8wyX
QiBA13pp5OTgQoN63wBDsXx1-7nEBw
 http://www.stitchpiecenpurl.com/wp-content/uploads/2013/03/Boiled-Wool.
jpg
 http://image.made-in-china.com/2f0j00ZvFtQDBrColk/Polyester-Crepe-De-Chine.jpg
 http://image.made-in-china.com/2f0j00ZvFtQDBrColk/Polyester-Crepe-De-Chine.jpg
 http://image.made-in-china.com/4f0j00lCqTnAaGbhbP/Silk-Georgette-Fabric.jpg
20

K-12 Dressmaking Guide

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K-12 Dressmaking Guide

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K to 12 BASIC EDUCATION CURRICULUM ENTREPRENEURSHIP-BASED

TECHNOLOGY AND LIVELIHOOD EDUCATION

The learner demonstrates understanding of Process and Delivery in order to

The learner demonstrates understanding of basic concepts and underlying

The learner independently performs common competencies in Dressmaking

 Explain basic concepts in Dressmaking,

The need to respond to the increasing demand for human involvement is

evident. The demand in terms of manpower is increasing considerably

Manpower is needed in order to do the tasks to make the nation capable of

mission and vision.

Department of Education with the K to 12 Program foresees to gear us towards

attitudes to fulfill the responsibility given to them.

This learning material in Dressmaking for Grade 9 is a response to help the

collaborate to share the knowledge, skills and attitudes to the learners. It is

designed in accordance with the learning competencies identified by the K to 12

Program of the Department of Education. It is intended to prepare the learners for

entry into specific occupational activities. It presents in-depth discussion of the

basic concepts about dressmaking and provides practical work experiences.

Thus, for a specialization class, it is a self-contained procedural guidebook.

This Teacher’s Guide is intended to you as facilitator of learning, one who

III. DIAGNOSTIC ASSESSMENT

A 30-item test will be given every quarter to determine the knowledge of

PARTS OF THE LESSON

Make sure learners are engaged in doing given activities and

Give your learners the opportunity to transfer what he/she has

Do not hesitate to use ways of determining how your students

V. PROCESS AND DELIVERY

A Know Lesson 1 and Lesson 2

 Identification – Learners will name the art principles and

 Matching Type - Ask your students to match the type of

 Venn Diagram - Introduce to the learners what a venn

 Identification Learners will identify what sleeping

 True or False – Ask the learners to read the statements

 Identification – Ask the learners to identify if the

 Checklist – Ask the learners to check if they can perform

 Multiple Choice – Ask the learners to select the best

 Matching type – Ask the learners to match the factors

B. Process  Classroom-Based Activity in drafting and cutting

 Drawing the pattern symbols- ask the learners to

 Make sample pattern of a skirt or t-shirt- Tell the

 Pattern-Making – Ask the learners to draft pattern for

 Manipulating Pattern – Ask the learners to perform how

 Cutting the final pattern – Tel the learners to cut te final

 Transferring Pattern Markings and Symbols- Ask the

 Laying-out fabric – Ask the learners to lay-out fabrics on

D. Transfer  Project Plan Making - requires detailed and vital

- Learners will accomplish Project Plan in every

 Assemble the garment parts – Ask the learners to sew

 Apply finishing touches on the sleeping garments –

 Pack the finished output – Ask the learners to pack the

Lesson 3 and Lesson 4

 Filling the Blanks – Ask the learners to fill-in the

in a paragraph. Tell them to write their answers in their

 Hands-on Activities- Let the learners perform the

 Draft the pattern for Front Blouse Sloper – Ask the

 Draft the pattern for Back Blouse Sloper – Ask the

 Cutting the final pattern- Ask the learners to perform

 Essay – Ask the learners to answer briefly the

- Learners will accomplish Project Plan in every

 Assemble the garment parts –Ask the learners to

 Pack the finished children’s wear – Ask the learners

VII. KEY TO CORRECTION