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    LO1: Lay-Out and Mark Pattern On Material

    Uploaded by

    Kim Halcon
    This session plan summarizes training for the unit of competency "Prepare and Cut Material for Casual Apparel" from the Tailoring/Dressmaking NC qualification. The plan outlines learning activities to lay out and mark patterns on materials, including demonstration, practice cutting fabrics, and feedback. Assessment includes a performance test and written test to evaluate learner outcomes of preparing fabric and performing pattern layout and marking.

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    © All Rights Reserved
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    LO1: Lay-Out and Mark Pattern On Material

    Uploaded by

    Kim Halcon
    17 views3 pages
    This session plan summarizes training for the unit of competency "Prepare and Cut Material for Casual Apparel" from the Tailoring/Dressmaking NC qualification. The plan outlines learning activities to lay out and mark patterns on materials, including demonstration, practice cutting fabrics, and feedback. Assessment includes a performance test and written test to evaluate learner outcomes of preparing fabric and performing pattern layout and marking.

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    TASK4HALCONK,EDUC113A

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    This session plan summarizes training for the unit of competency "Prepare and Cut Material for Casual Apparel" from the Tailoring/Dressmaking NC qualification. The plan outlines learning activities to lay out and mark patterns on materials, including demonstration, practice cutting fabrics, and feedback. Assessment includes a performance test and written test to evaluate learner outcomes of preparing fabric and performing pattern layout and marking.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    17 views3 pages

    LO1: Lay-Out and Mark Pattern On Material

    Uploaded by

    Kim Halcon
    This session plan summarizes training for the unit of competency "Prepare and Cut Material for Casual Apparel" from the Tailoring/Dressmaking NC qualification. The plan outlines learning activities to lay out and mark patterns on materials, including demonstration, practice cutting fabrics, and feedback. Assessment includes a performance test and written test to evaluate learner outcomes of preparing fabric and performing pattern layout and marking.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    You are on page 1of 3

    Name: Kimberly S.

    Halcon BTLED-HELE3A

    SESSION PLAN

    Sector : Garments Sector


    Qualification Title : Tailoring/Dressmaking NC ||
    Unit of Competency : Prepare and Cut Material for Casual Apparel
    Module Title : Tailoring NC ||

    Learning Outcomes:

    a. Lay-out and Mark Pattern on Material

    A. INTRODUCTION
    This module covers the knowledge, skills and attitude required in preparing and cutting
    materials. It includes the requirements for lay-outing and marking patterns on materials.

    B. LEARNING ACTIVITIES

    LO1: Lay-out and Mark Pattern on Material

    Learning Methods Presentation Practice Feedback Resources Time


    content

    ● Procedur Demonstr Reading and Cutting the Checking Workbook 2


    e in ation analyzing work cloth or the activity hours
    cutting methods activity book no material learner's no. 2
    materials 1.2 outcome

    ● Preparati Demonstr Reading and Performing Monitorin Workbook 2


    on of the ation analyzing work actual g and activity hours
    fabric methods activity book fabric checking no. 3
    before no. 3 preparation activity
    cutting outcome

    ● Fabric Film Watching the Answer Checking Video file 2


    manufact showing video self-check the self hours
    uring and presentation no. 1.4
    design
    ● Pattern Demonstr Reading Performing Monitorin Informati 2
    lay-out ation information actual g and on sheet hours
    and method sheet 1.4 pattern checking no. 1.4
    marking layout and of activity
    marking outputs

    C. ASSESSMENT PLAN

    ● Performance Test
    ● Written Test

    D. TEACHERS SELF-REFLECTION OF THE SESSION :

    At the end of this session, the learners are able to fulfill knowledge and perform skills based on
    the prescribed TESDA.

    PERFORMANCE CRITERIA CHECKLIST 5

    Student's Name: Kimberly S. Halcon BTLED-HELE3A Date: September 8, 2021

    CRITERIA YES NO

    1. Is the qualification title in the session plan the same with the qualification /
    title of the modules of instruction?

    2. Is the modal title indicated the same with the title of the modules of /
    instruction?

    3. Is the nominal duration of the session plan the same with duration /
    indicated in the module of instruction?

    4. Does the introduction provide information on what is to be learned in the /


    module ?

    5. Does the introduction give emphasis to the importance of the module ? /

    6. Does the learning introduction provide information that relates to the /


    current module the learners should learn?

    7. Are the learning outcomes in the session plan the same with the modules of /
    instruction?
    8. Are the learning contents directly related to the skill to be mastered? /

    9. Are the learning contents sequenced by complexity from simple to /


    complex?

    10. Is there a provision of different methods to cater to trainees with different /


    characteristics?

    11. Is the selected mode of delivery of presentation appropriate for the trainee's /
    needs?

    12. Is the selected activity to practice appropriate for the trainee's characteristics /
    and needs?

    13. Do the feedback activities provide immediate monitoring of the trainees' /


    performance?

    14. Does the feedback measure the key factors of learning? /

    15. Are the resources listed sufficient for the presentation practice and feedback /
    activities?

    16. Can the required resources be made available on the execution of the /
    learning experience?

    17. Is the time allotment for each learning activity sufficient to develop the /
    required competence?

    18. Is the total time allotment for each learning activity the same with the /
    nominal duration indicated?

    19. Does the assessment plan provide information about the assessment /
    criteria?

    20. Does the assessment provide information on the type of assessment? /

    21. Does the assessment provide information on the type of evidence? /

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