Tle he clothing

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2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Home Economics – Clothing and Textiles II
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 children’s wear with trimmings.

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Quarter 1 : Casual Wear Topic: Personal Entrepreneurial
Competencies (PECs)
Time Frame: 2 days
Stage 1
Content Standard:
The learner demonstrates understanding of Personal
Entrepreneurial Competencies (PECs) such as characteristics,
attributes, lifestyles, skills, traits, etc. in producing unisex polo
shirt with convertible collar.
Analysis and interpretation of PECs by achievement, planning
and power clusters.
Performance Standard:
The learner prepares an activity plan that aligns his/her PECs of
successful practitioner/entrepreneur as a sewer of unisex polo
shirt with convertible collar.
Essential Understanding(s):
Aligning one’s PECs with those of successful practitioner/
entrepreneur helps ensure success in a chosen career.
Essential Question(s):
How does one ensure success in a chosen career?
Learners will know:
• Personal competencies
- Characteristics/Attributes/Traits
- Lifestyles
- Skills
• Cluster of PECs
- Achievement
- Planning
- Power
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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Stage 2
Product or Performance Task:
Plan of action, based on PECs,
addressing one’s areas of development
and areas of strength.
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
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 one’s
areas and strength.
3. Doability

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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
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:
Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics,
attributes, lifestyles, skills or traits that make a person different from others. When one possesses these competencies, he/she
may become ready to face the challenges of starting a business. Hence, the learners shall:
1. EXPLORE
• Ask learners to name people in the municipality/city 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

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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.
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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Quarter 1 : Casual Wear Topic: Environment and Market Time Frame: 6 days
Stage 1
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
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.
One’s 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.
How does one determine the needs and wants of the target
market and industry in the municipality/city?
How does one select an entrepreneurial activity to be pursued?
How can one respond effectively to a business opportunity?
Learners will know:
• Consumer needs and wants
• Existing industry related to sewing polo shirts
• Products/services that satisfy the needs and wants of
target consumers
• SWOT analysis
• Formulation of business idea
• Opportunity seeking and seizing
• Prepare SWOT analysis
• Formulate an action plan on business opportunity
• Formulate a business idea from data analysis

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Stage 2
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 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
Criteria:
a. Appropriate
b. Innovative
c. Practical
Assessment of formulated business idea
based on the following criteria:
• Profitable
• Feasible
• Practical
• Responsive to consumer needs
and wants
• Innovative

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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 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 municipality/city.
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
Criteria:
a. Reflective
b. Insightful
c. Objective

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Stage 3
Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social
conditions prevailing in the municipality/city. Needs and wants of people in a certain municipality/city that are not met may be
considered as business opportunities. Identifying the needs of the municipality/city, its resources, available local specialized skills,
and appropriate technology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall:
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 municipality/city.
• Assist learners in conducting a town/city 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.

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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.
• Assess the learner’s 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

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Quarter 1 : Casual Wear Topic: Production of Unisex Polo
Shirt with Convertible
Collar
Time Frame: 35 days
Stage 1
Content Standard:
The learner demonstrates understanding of basic concepts and
principles underlying the process and delivery in sewing unisex
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
with convertible collar.
Applying the basic concepts and principles underlying the
process and delivery in sewing is essential in producing
marketable unisex polo shirt with convertible collar.
Why do we need to understand the basic concepts and principles
underlying the process and delivery in sewing unisex polo shirt
with convertible collar?
Learners will know:
Types of necklines
Classification and kinds of collars
Kinds of sleeves
Selection of fabrics for unisex polo shirt
Systematic work procedure, work standards and work
ethics
Project planning
4 Ms of production
Safety precautions
Taking body measurements
Drafting patterns for a unisex polo shirt with
convertible collar
Preparing the fabric
Laying out of patterns, marking and cutting
Assembling/sewing the parts of a unisex polo shirt with
convertible collar using the unit method of sewing
Draft different types of necklines
Draft different kinds of collars according to its
classification
Draft different kinds of sleeves
Select appropriate fabrics for unisex polo shirt
Apply the systematic work procedure, work standards
and work ethics
Make a functional project plan including the 4Ms of
production
Observe safety precautions
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
accurately and cut properly
Assemble/sew the parts of a unisex polo shirt with
convertible collar using the unit method of sewing

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Evaluating the finished product
Cost of production
Pricing of products
Packaging and marketing
• Strategies
• Advertisement
Exhibiting of finished products
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
Stage 2
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
Explanation: Explain the basic concepts
and principles underlying the process and
delivery in sewing unisex polo shirt with
convertible collar.
Criteria:
a. clear
b. comprehensive
c. concise
Interpretation: Show the significance of
the process and delivery in sewing unisex
Criteria:
a. meaningful
b. iIllustrative
c. significant
Assessment of unisex polo shirt with
convertible collar based on the following:
• marketability (quality, appearance,
price)
• originality (value-added
uniqueness)
• Compliance to standards (tools,
equipment, materials)
• Application of procedure
• Observance of work habits
• Speed and Time

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Application: Demonstrate the procedure
in sewing unisex polo shirt with
convertible collar.
Criteria:
a. appropriate
b. practical
c. effective
Perspective: Compare and contrast the
process and delivery in sewing unisex
polo shirt with convertible collar and that
of trubenized collar.
Criteria:
a. clear
b. concise
c. appropriate
Empathy: Share their thoughts on how it
feels to have low gains and returns in
sewing unisex polo shirt with convertible
collar.
Criteria:
a. sensitive
b. responsive
c. tactful
Self-Knowledge: Self-assess their
knowledge in producing marketable
a. level of confidence
b. insightful
c. reflective

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Stage 3
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 of unisex polo shirt with
convertible collar through paper and pencil, performance test and other assessment tools.
• Have learners understand the curriculum framework – CP-TLE – H.E. Clothing and Textiles II, Learning Standards
(Content and Performance Standards), Assessment Tools and Criteria.
• Guide learners in conducting a survey in 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
- quality of finished product
- demands for a particular product
• Assist learners in analyzing and interpreting the surveyed data on the production of unisex polo shirt with convertible
collar.
• Provide learners with information on the production of unisex polo shirt with convertible collar using pictures/video clips.
• 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.
• Provide learners a learning situation to showcase best practices in styling, use of tools and sewing techniques
• 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 survey on the 4 Ms (materials, machine, method, and manpower) of production needed in producing
quality unisex polo shirt with convertible collar using survey questionnaires. Divide the class into groups and let them
report in class regarding their findings.
• Encourage learners to gather essential information related to unisex polo shirt production. Learners can use any of the
following:
- interview with successful sewers/sub-contractors using checklist

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- web-based resources through internet. Let them download styles/procedure in the production of polo shirt and let
them present to the class
- reading materials (books, bulletins, brochures and others). Ask learners to share information gathered from reading
materials.
• Have learners present the gathered information and use them as basis for preparing project plan.
• Guide learners in preparing a project plan in sewing a unisex polo shirt with convertible collar.
• Have learners familiarize themselves with the basic 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
- 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
- systematic work procedure, work standards and work ethics
- methods/procedure of assembling the parts of a polo shirt using the unit method of sewing
- assessment tools use for evaluation
• Encourage learners to reflect, revise, and rethink their understanding in consideration of the basic processes,
information/learning in the production of unisex polo shirt with convertible collar.
• Have learners assess their understanding of the principles and concepts underlying the production of unisex polo shirt
with convertible collar. Check this against the content standard.
3. DEEPEN:
• Have learners actualize 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
• Let learners compute for the cost of production and selling price of unisex polo shirt with convertible collar.

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• Have learners reflect and revise their project plan.
• Let learners express 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 at 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.
• Have learners exhibit their products. (unisex polo shirt with convertible collar)
• Assess learners’ level of performance. (Refer to stage 2, Assessment at the Level of Performance)
• Textbooks/ KAB Modules
• Magazines/Journals/Catalogues
• Samples/swatches for polo shirt
• Sewing tools, cloth and thread
• Sewing machine

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Competencies (PECs)
Time Frame: 2 days
Stage 1
Content Standard:
attributes, lifestyles, skills, traits, etc. in producing short pants
with zipper placket and patch pocket.
and power clusters.
successful practitioner/entrepreneur as a sewer of short pants
with zipper placket and patch pocket.
Learners will know:
- Lifestyles
- Skills
• Cluster of PECs
- Achievement
- Planning
- Power
planning and power

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Stage 2
and areas of strength
areas.
Criteria:
a. Clear
b. Comprehensive
c. Concise
Criteria:
a. Objective
b. Focused
c. Conclusive
activity.
Criteria:
a. Appropriate
b. Effective
c. Practical
Criteria:
a. Valid
b. Relevant
areas and strength.
3. Doability

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c. Plausible
d. Sensitive
Criteria:
a. Open-minded
b. Objective
c. Sensitive
short pants with zipper placket and patch
pocket..
Criteria:
a. Reflective
b. Insightful
c. Objective

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Stage 3
1. EXPLORE
• Ask learners to identify people in the municipality/city who are successful in the production of short pants with zipper placket
and patch pocket.
Character
Attribute
Lifestyle
Skills
Traits
• 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
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.
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

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pants succeed in their chosen field. Refer students to their answers posted on the wall.
3. DEEPEN
4. TRANSFER
• Scripts

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Stage 1
Content Standard:
• Key Ideas
• Key Processes
- SWOT analysis
offered.
business venture.
Learners will know:
• Existing industry related to sewing short pants
target consumers
• SWOT analysis

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Stage 2
and market
production of short pants.
Criteria:
a. Clear
b. Comprehensive
c. Concise
d. Coherent
opportunities in the production of short
pants.
Criteria:
a. Reliable
b. Accurate
c. Objective
d. Relevant
e. Valid
short pants.
Criteria:
a. Appropriate
b. Innovative
c. Practical
• Profitable
• Feasible
• Practical
and wants
• Innovative

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Criteria:
a. Valid
b. Relevant
c. Insightful
business in a municipality/city.
Criteria:
a. Objective
b. Persuasive
c. Sensitive
d. Open-minded
ideas related to the production of short
pants.
Criteria:
a. Reflective
b. Insightful
c. Objective

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Stage 3
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
Interview guide;
Checklist, etc.
SWOT analysis
2. FIRM UP:
• Lead learners in analyzing the assessment conducted on the environment and market in the municipality/city.
• Guide learners in making a graphical presentation of the information on the production of short pants as a result of the data-
gathering activity such as: interview, survey, community mapping, etc.,
short pants.

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3. DEEPEN.
he/she was able to seize a business opportunity related to the production of short pants.
business ideas.
• Assess the learners’ level of understanding. (Refer to the Assessment in Stage 2)
4. TRANSFER
• Textbooks
• KAB Modules

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Quarter 2 : Casual Wear Topic: Production of Short Pants
with Zipper Placket and
Patch Pocket
Time Frame: 35 days
Stage 1
Content Standard:
principles underlying the process and delivery in sewing short
pants with zipper placket and patch pocket.
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 short
pants with zipper placket and patch pocket.
marketable short pants with zipper placket and patch pocket.
underlying the process and delivery in sewing short pants with
zipper placket and patch pocket?
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)
Safety precautions
Drafting patterns for short pants
Preparing the fabric
Laying-out of patterns, marking and cutting
Assembling/ Sewing of short pants using the unit
method of sewing
Evaluating finished products
Cost of production
Sew different kinds of plackets
Attach fasteners
Sew different kinds of pockets
Select appropriate materials for polo shirt
production
Observe safety precautions
Take body the body measurements needed for short
pants
Draft the patterns for short pants
Follow the step-by-step procedure in preparing the fabric
Lay-out the patterns correctly on the fabric, mark
Assemble/sew the parts of a short pant with zipper
placket and patch pocket using the unit method of
sewing
for evaluation

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Pricing of products
Packaging
Marketing
• Strategies
• Advertisement
products
Adopt appropriate packaging design
Adopt appropriate marketing
• Strategies
• Advertisement
Stage 2
1. Marketable original/new short pants
with zipper placket and patch pocket
using the appropriate sewing
procedure
sewing short pants with zipper placket
and patch pocket
delivery in sewing short pants with zipper
placket and patch pocket.
Criteria:
a. clear
b. comprehensive
c. concise
the process and delivery in sewing short
pants with zipper placket and patch
pocket.
Criteria:
a. meaningful
b. iIllustrative
c. significant
Assessment of short pants with zipper
placket and patch pocket based on the
following:
price)
uniqueness)
• Speed and Time

30
in sewing short pants with zipper placket
and patch pocket.
Criteria:
a. appropriate
b. practical
c. effective
process and delivery in sewing short
pants with zipper placket and that of the
garterized short pants.
Criteria:
a. clear
b. concise
c. appropriate
sewing short pants with zipper placket
and patch pocket.
Criteria:
a. sensitive
b. responsive
c. tactful
knowledge in producing marketable short
pants with zipper placket and patch
pocket.
b. insightful
c. reflective

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Stage 3
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 its construction, 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
and patch pocket through paper and pencil, performance test and other assessment tools.
• Orient learners in understanding the 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
- quality of finished product
• Assist learners in analyzing and interpreting the surveyed data on the production of short pants with zipper and patch
pocket.
• Provide learners with information on the production of short pants with zipper and patch pocket using pictures/video clips.
production process of short pants.
• Provide learners a learning situation to showcase best practices in styling, use of tools and sewing techniques.
of delivery in the production of short pants with zipper placket and patch pocket..
3. FIRMUP
quality short pants with zipper placket and patch pocket using survey questionnaires. Divide the class into groups and let
them report in class regarding their findings.
• Encourage learners to gather essential information related to unisex polo shirt production. Learners can use any of the
following:
- web-based resources through internet. Let them download styles/procedure in the production of short pants with
zipper placket and patch pocket and let them present to the class
materials.

32
• Guide learners in preparing a project plan in sewing short pants with zipper placket and patch pocket.
• Have learners familiarize themselves with the basic 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.
- Safety precautions to be observed
- Measurements needed for drafting short pants patterns and how to take these measurements
- Draft needed patterns for short pants.
- 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
- 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 with zipper placket and patch pocket.
• Have learners assess their understanding of the principles and concepts underlying the production of short pants with
zipper placket and patch pocket. Check this against the content standard.
3. DEEPEN
• Have learners actualize 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
- draft the needed patterns for short pants
- prepare the material
- assemble/sew the parts of the short pants using the unit method of sewing
• Let learners compute for the cost of production and mark-up and selling price of short pants.
• Have learners reflect and revise their project plan.

33
• Let learners express their understanding. Check this against the Essential Understanding (EU) and content standard in
sewing short pants with zipper placket and patch pocket.
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 their products. (short pants with zipper placket and patch pocket)
• Assess learners their level of performance using criteria. (Refer to stage 2, Assessment at the Level of Performance)
• Samples/swatches for short pants
• Sewing tools, cloth and threads
• Sewing machine

34
Competencies (PECs)
Time Frame: 2 days
Stage 1
Content Standard:
attributes, lifestyles, skills, traits, etc. in producing pleated skirt
with side pocket and one-piece skirt.
and power clusters.
successful practitioner/entrepreneur as a sewer of pleated skirt
with side pocket and one-piece skirt.
Learners will know:
- Lifestyles
- Skills
• Cluster of PECs
- Achievement
- Planning
- Power
planning and power

35
Stage 2
areas.
Criteria:
d. Clear
e. Comprehensive
f. Concise
Criteria:
a. Objective
b. Focused
c. Conclusive
activity.
Criteria:
a. Appropriate
b. Effective
c. Practical
Criteria:
a. Valid
b. Relevant
areas and strength.
3. Doability

36
c. Plausible
d. Sensitive
Criteria:
a. Open-minded
b. Objective
c. Sensitive
as a prospective entrepreneur in sewing.
Criteria:
a. Reflective
b. Insightful
c. Objective

37
Stage 3
1. EXPLORE
• Ask learners to name people in the municipality/city who are successful in the production of pleated skirt with side pocket
and one-piece skirt.
Character
Attribute
Lifestyle
Skills
Traits
the FIRMING UP.
4. FIRM UP
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.
among successful entrepreneurs engaged in the production of pleated and one-piece skirt using the following aspects:
characteristics, traits, attributes, lifestyles, skills

38
• 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.
3. DEEPEN
• Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs)
4. TRANSFER
• Scripts

39
Stage 1
Content Standard:
• Key Ideas
• Key Processes
- SWOT analysis
offered.
business venture.
Learners will know:
• Existing industry related to sewing garments – casual
wear
target consumers
• SWOT analysis

40
Stage 2
and market
production of skirts.
Criteria:
a. Clear
b. Comprehensive
c. Concise
d. Coherent
opportunities in the production of skirts.
Criteria:
a. Reliable
b. Accurate
c. Objective
d. Relevant
e. Valid
skirts.
Criteria:
a. Appropriate
b. Innovative
c. Practical
• Profitable
• Feasible
• Practical
and wants
• Innovative

41
production of skirts.
Criteria:
a. Valid
b. Relevant
c. Insightful
business in a community.
Criteria:
a. Objective
b. Persuasive
c. Sensitive
d. Open-minded
ideas related to the production of skirts.
Criteria:
a. Reflective
b. Insightful
c. Objective

42
Stage 3
1. EXPLORE
• Guide the learners in assessing their prior knowledge on environment and market for the production of pleated and one-
piece 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:
Interview guide;
Checklist, etc.
SWOT analysis
production of pleated and one-piece skirt.
2. FIRM UP
• Lead learners in analyzing the assessment conducted on the environment and market in the municipality/city.
• Assist learners in conducting a town/city mapping to identify business establishments or industries in the immediate
municipality/city.
• 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.,
pleated and one-piece skirt.
3. DEEPEN.
he/she was able to seize a business opportunity related to the production of skirts.

43
business ideas.
4. TRANSFER
• Textbooks
• KAB Modules

44
Quarter 3 : Casual Wear Topic: Production of Pleated
Skirt with Side Pocket and
One-Piece Skirt
Time Frame: 35 days
Stage 1
Content Standard:
principles underlying the process and delivery in sewing
pleated skirt with side pocket and one-piece skirt.
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 pleated
skirt with side pocket and one-piece skirt.
marketable pleated skirt with side pocket and one-piece skirt.
underlying the process and delivery in sewing pleated skirt with
side pocket and one-piece skirt?
Learners will know:
Kinds of skirts
Drafting style patterns for skirts
Fabrics suitable for skirts
Systematic work procedure, work standards and work
ethics
Pleated Skirt
Project Planning
4 Ms of production
Preparing the fabric, laying-out of patterns, marking
and cutting
Assembling/ Sewing the pleated skirt
Cost of production
Pricing of products
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
production
Follow the step-by-step procedure in preparing the
fabric, lay-out the patterns correctly on the fabric, mark
Assemble/sew the pleated skirt using the unit method of
sewing
for evaluation
products

45
Packaging and marketing
• Strategies
• Advertisement
Exhibiting of finished products (fair)
One-Piece Skirt
Drafting patterns
Preparing the fabric, laying-out of patterns on the
fabric, marking and cutting
Assembling/ Sewing the one-piece skirt
Cost of production
Pricing of products
Packaging
Marketing
• Strategies
• Advertisement
Adopt appropriate marketing strategies
• Strategies
• Advertisement
Draft one-piece skirt pattern
Assemble/sew the parts of a one-piece skirt using the
unit method of sewing
for evaluation
products
• Strategies
• Advertisement

46
Stage 2
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
delivery in sewing pleated skirt with side
pocket and one-piece skirt.
Criteria:
a. clear
b. comprehensive
c. concise
the process and delivery in sewing
pleated skirt with side pocket and one-
piece skirt.
Criteria:
a. meaningful
b. iIllustrative
c. significant
in sewing pleated skirt with side pocket
and one-piece skirt.
Criteria:
a. appropriate
b. practical
c. effective
Assessment of pleated skirt with side
pocket and one-piece skirt based on the
following:
price)
uniqueness)
• Speed and Time

47
process and delivery in sewing pleated
skirt with side pocket with that of the one-
piece skirt.
Criteria:
a. clear
b. concise
c. appropriate
sewing pleated skirt with side pocket and
one-piece skirt.
Criteria:
a. sensitive
b. responsive
c. tactful
pleated skirt with side pocket and one-
piece skirt.
b. insightful
c. reflective

48
Stage 3
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.
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.
• Orient learners understanding the 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
• Assist learners in analyzing and interpreting the surveyed data on the production of pleated skirt with side pocket and
one-piece skirt.
• Provide learners with information on the production of pleated skirt with side pocket and one-piece skirt using
pictures/video clips.
production process of skirts.
of delivery in the production of skirts.
2. FIRM UP
quality pleated skirt with side pocket and one-piece skirt using survey questionnaires. Divide the class into groups and
let them report in class regarding their findings.
• Encourage learners to gather essential information related to pleated skirt with side pocket and one-piece skirt
production. Learners can use any of the following:
- web-based resources through internet. Let them download styles/procedure in the production of pleated skirt with
side pocket and one-piece skirt and let them present to the class

49
materials.
• Guide learners in preparing a project plan in sewing pleated skirt with side pocket and one-piece skirt.
• Have learners familiarize themselves with the basic 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
- methods/procedure of assembling the skirt using the unit method of sewing
- costing of production and pricing
- packaging and marketing strategies
information/learning in the production of skirts.
• Have learners assess their understanding of the principles and concepts underlying the production of pleated skirt with
side pocket and one-piece skirt. Check this against the content standard.
3. DEEPEN
• Have learners actualize 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
- draft the needed patterns for skirts
- assemble/sew the parts of the skirt using the unit method of sewing
• Let learners compute for the cost of production and selling price of skirts.
• Encourage learners reflect and revise their project plan.
sewing pleated skirt with side pocket and one-piece skirt.
• Let learners assess their understanding. (Refer to stage 2, Assessment at the Level of Understanding)

50
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 their products. (pleated skirt with side pocket and one-piece skirt)
• Assess learners’ level of performance using criteria. (Refer to stage 2, Assessment at the Level of Performance)
• Samples/swatches for skirts
• Sewing tools, cloth and thread
• Sewing machine
• Survey questionnaires

51
Quarter 4 : Children’s’ Wear Topic: Personal Entrepreneurial
Competencies (PECs)
Time Frame: 2 days
Stage 1
Content Standard:
attributes, lifestyles, skills, traits, etc. in producing children’s
wear with trimmings.
and power clusters.
successful practitioner/entrepreneur as a sewer of children’s wear
with trimmings.
Aligning one’s PECs of successful practitioner/entrepreneur
helps ensure success in a chosen career.
How does one ensure success in a chosen e career?
Learners will know:
- Lifestyles
- Skills
• Cluster of PECs
- Achievement
- Planning
- Power
planning and power

52
Stage 2
areas.
Criteria:
d. Clear
e. Comprehensive
f. Concise
Criteria:
a. Objective
b. Focused
c. Conclusive
activity.
Criteria:
a. Appropriate
b. Effective
c. Practical
Criteria:
a. Valid
b. Relevant
areas and strength.
3. Doability

53
c. Plausible
d. Sensitive
Criteria:
a. Open-minded
b. Objective
c. Sensitive
children’s wear with trimmings.
Criteria:
a. Reflective
b. Insightful
c. Objective

54
Stage 3
1. EXPLORE
• Ask learners to name people in the municipality/city who are successful in the production of children’s wear with trimmings.
Character
Attribute
Lifestyle
Skills
Traits
the FIRMING UP.
5. FIRM UP
how entrepreneurs engaged in the production of children’s wear succeed. Some suggested activities: interview with
successful entrepreneurs engaged in the production of children’s wear, inviting successful entrepreneurs as resource
persons in class, video documentaries of successful entrepreneurs, web searching, etc.
among successful entrepreneurs engaged in the production of children’s 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
children’s wear succeed in their chosen field. Refer students to their answers posted on the wall.

55
3. DEEPEN
4. TRANSFER
• Scripts

56
Quarter 4 : Children’s Wear Topic: Environment and Market Time Frame: 6 days
Stage 1
Content Standard:
• Key Ideas
• Key Processes
- SWOT analysis
offered.
business venture.
market and industry in the immediate municipality/city?
Learners will know:
• Existing industry related to sewing children’s wear
target consumers
• SWOT analysis

57
Stage 2
and market
production of children’s wear.
Criteria:
a. Clear
b. Comprehensive
c. Concise
d. Coherent
opportunities in the production of
children’s wear.
Criteria:
a. Reliable
b. Accurate
c. Objective
d. Relevant
e. Valid
children’s wear.
Criteria:
a. Appropriate
b. Innovative
c. Practical
• Profitable
• Feasible
• Practical
and wants
• Innovative

58
Criteria:
a. Valid
b. Relevant
c. Insightful
business in a community.
Criteria:
a. Objective
b. Persuasive
c. Sensitive
d. Open-minded
ideas related to the production of
children’s wear.
Criteria:
a. Reflective
b. Insightful
c. Objective

59
Stage 3
1. EXPLORE
• Guide the learners in assessing their prior knowledge on environment and market for the production of children’s 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 children’s wear to determine the
Interview guide;
Checklist, etc.
Web-based
SWOT analysis
2. FIRM UP
• Lead learners in analyzing the assessment conducted on the environment and market in the immediate municipality/city.
• Guide learners in making a graphical presentation of the information on the production of children’s wear as a result of the
data-gathering activity such as: interview, survey, town/city mapping, etc.,
children’s wear.

60
3. DEEPEN
he/she was able to seize a business opportunity related to the production of children’s wear.
business ideas.
4. TRANSFER
• Textbooks
• KAB Modules

61
Quarter 4 : Children’s Wear Topic: Production of Children’s
Wear with Trimmings
Time Frame: 35 days
Stage 1
Content Standard:
principles underlying the process and delivery in sewing
The learner produces marketable original/new children’s wear
with trimmings following the basic concepts and principles
underlying the process and delivery in sewing children’s wear with
trimmings.
marketable children’s wear with trimmings.
underlying the process and delivery in sewing children’s wear with
trimmings?
Learners will know:
Selection of trimmings
Kinds of facings and how to attach facings
Fabrics suitable for children’s wear
Project Planning
4 Ms of production
Drafting patterns for children’s wear
Preparing the fabric, laying-out of patterns, marking
and cutting
Assembling/ Sewing the children’s wear using the unit
method of sewing
Cost of production
Pricing of products
Packaging
Marketing
• Strategies
• Advertisement
Select appropriate trimmings for children’s wear
Cut and attach facings
Select appropriate fabrics for children’s wear
production
Take body measurements for children’s wear
Assemble/sew the parts of children’s wear using the unit
method of sewing
for evaluation
products
• Strategies
• Advertisement

62
Exhibiting of finished products Exhibit the finished products
Stage 2
1. Marketable original/new children’s
wear using the appropriate sewing
procedure
sewing marketable children’s wear
with trimmings
delivery in sewing children’s wear with
trimmings.
Criteria:
a. clear
b. comprehensive
c. concise
the process and delivery in sewing
Criteria:
a. meaningful
b. iIllustrative
c. significant
in sewing children’s wear with trimmings.
Criteria:
a. appropriate
b. practical
c. effective
Assessment of children’s wear with
trimmings based on the following:
price)
uniqueness)
• compliance to standards (tools,
• application of procedure
• observance of work habits
• speed and time

63
process and delivery in sewing children’s
wear without trimmings and that of
Criteria:
a. clear
b. concise
c. appropriate
sewing children’s wear with trimmings.
Criteria:
a. sensitive
b. responsive
c. tactful
b. insightful
c. reflective

64
Stage 3
Children’s clothes are one of the problems of many mothers especially the ready-to-wear children’s clothes are designed
like those of the adults. Children really look like children when clothed with children’s clothes. A girl’s dress with some trimmings
makes a good starter for learning how to construct children’s wear.
1. EXPLORE
• Guide learners in assessing their prior knowledge and understanding in the production of children’s wear with trimmings
through paper and pencil, performance test and other assessment tools.
• Orient learners in understanding the Learning Standards (Content and Performance Standards), Assessment Tools and
Criteria.
• Guide learners survey a nearby shop or sub contractors producing children’s wear with trimmings. Let learners prepare
survey questionnaire/ checklist which will focus on:
- Styles/design of children’s wear produced
- materials used for children’s wear
• Assist learners in analyzing and interpreting the surveyed data on the production of children’s wear with trimmings.
• Provide learners with information on the production of children’s wear with trimmings using pictures/video clips.
production process of children’s wear.
of delivery in the production of children’s wear.
3. FIRM UP
quality children’s wear with trimmings using survey questionnaires. Divide the class into groups and let them report in
class regarding their findings.
• Encourage learners to gather essential information related to children’s wear with trimmings production. Learners can
use any of the following:
- web-based resources through internet. Let them download styles/procedure in the production of children’s wear with
trimmings and let them present to the class
materials.

65
• Guide learners in preparing a project plan in sewing children’s wear with trimmings.
• Have learners familiarize themselves with the basic processes involved in producing pleated skirt with side pocket and
one-piece skirt.
- fabrics suitable for children’s wear
- measurements needed for drafting children’s wear patterns and how to take these measurements
- draft needed patterns for children’s wear
- methods/procedure of assembling the parts of a children’s wear using the unit method of sewing
- costing of production and pricing
- packaging and marketing strategies
information/learning in the production of children’s wear with trimmings.
• Have learners assess their understanding of the principles and concepts underlying the production of children’s wear
with trimmings. Check this against the content standard.
3. DEEPEN
• Have learners actualize the project plan into quality children’s wear with trimmings based on the given standard
procedure.
- select appropriate fabrics for children’s wear
- draft the needed patterns for children’s wear
- assemble/sew the parts of children’s wear using the unit method of sewing
• Let learners compute for the cost of production and selling price of children’s wear.
• Encourage learners to reflect on and revise their project plan.
sewing children’s wear with trimmings.

66
4. TRANSFER
• Have learners produce original/new marketable children’s wear with trimmings applying the basic concepts and
principles in sewing.
• Encourage learners to exhibit their products. (children’s wear with trimmings)
• Assess learners’ level of performance using criteria. (Refer to stage 2, Assessment at the Level of Performance)
• Samples/swatches for children’s wear
• Trimmings
• Sewing tools, cloth and threads
• Sewing machine
• Survey questionnaires

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