ORIENTATION

DANICA ALAAN

DRESSMAKING NC II
Recognition • Refers to the acknowledgement of skills
and knowledge held as a result of formal
of Prior training, work experience and/or life

Learning experience.

• It focuses on current competency

standards gained by individuals through:
– Work experience
– Life experience
– Formal training
– Informal training
 • Formal statements of results
• Examples of work or resources which you have produced
Evidences for • Performance appraisal reports

Recognition of • References from current or previous employers

• Position descriptions/job role
Prior Learning • Details of formal training, seminars, conferences and
workshops you have attended which are relevant to this
qualification
• Certificates of participation/achievements/awards/letters
of commendation
• Video tapes, tape recordings and/or photographs of work
activities
• Specific details of work and/or participation in projects
• Written testimonials from managers or colleagues
• Written validation from workplace supervisor
• Documented workplace demonstration
 COMPETENCY BASED TRAINING

A training delivery approach that

focuses on the competency
development of the learner as a
result of the training.
 10
1. The training is based on curriculum developed from the
competency standards;

Principles of
2. Learning is modular in its structure;
3. Training delivery is learner-centered and should

Competency
accommodate individualized and self-paced learning
strategies;

Based
4. Training is based on work that must be performed;
5. Training materials are directly related to the competency
standards and curriculum modules;
Training 6. Assessment is based in the collection of evidence of the
performance of work to the industry required standard;
7. Training is based both on and off the job components;
8. Training program allows for recognition of prior
learning(RPL) or current competencies;
9. Training allows for multiple entry and exit;
10. Training programs are registered with the UTPRAS.
Role Of
1. Serves as a team member
to determine what is to be
8. Installs confidence in the
learned

CBT
learner by providing
2. Stimulates trainees’ experiences where learners
motivation. may succeed

Trainer 3. Manages learning: a

consultation rather than a
provider of information; a
9.
facilitator of the of the
facilitator of the learning
4. Diagnose and solves 10.
learning problems
5. Evaluates student
achievement 11.
6. Assist learners to obtain
individualized rewards 12.
7. Assist each trainee in
designing a personalized
plan of study.
Serves as a model for
desirable work habits,
attitudes and tasks
performance in the
occupational field
Spends more time
interacting with students on
a 1:1 or small group basis
Helps those students who
really need help
Accepts responsibility along
with the student for the
tasks learned or not
learned.
Role Of
1. Trainees may select what they want to
learn and when they want to learn it,
within reason. 8.
CBT
2. Trainees learn at their own rate within
program guidelines. They may speed
up, slow down, stop or even repeat a
task.
9.
Trainee
3. Trainees may request to receive credit
for what they already know. This is done
either through pre-testing or through a
review o a task list completed at
another training site. 10.
4. Trainees may choose how they want to
learn-individually, on a one- to-one 11.
basis, in small group, in large groups or
with audio-visuals. 12.
5. Trainees are responsible for what they
learn and when they learn it.
6. Trainees decide when they are ready to
perform each task or demonstrate 13.
mastery of learning to a job-like level of
proficiency before receiving credit for
the task.
7. Trainees help develop personalized
prescription for learning worked out
cooperatively and based upon what the
students already knows, his preference
for learning, learning style and other
needs.
Trainees compete against pres job
standards and not against other
students and are graded on
achievement of the standards or criteria
of each task.
Trainees know “up front”, before
instruction begins what they are
expected to know and do to complete
the program.
Trainees evaluate their own progress to
see how well they are doing.
Trainees move freely in the workshop,
laboratory and or training center.
Trainees know they will be rated mainly
on performance, while paper and pencil
tests will be used mainly to check their
knowledge of the task.
Trainees learn according to their
interest, needs and abilities – not
according to teacher timelines and
expediency.
Dressmaking NC II

240 HOURS
 Basic • Participate in workplace
Competencies communication
• Work in a team environment
• Practice career
professionalism
• Practice occupational health
and safety procedures
 Common • Carry out measurements
Competencies and calculation
• Set up and operate
machine/s
• Perform basic maintenance
• Apply quality standards
 Core • Draft and cut pattern of casual
Competencies apparel
• Prepare and cut materials of
casual apparel
• Sew casual apparel
• Apply finishing touches on
casual apparel
Competency Based Learning Material (CBLM)
 TYPES OF 1.) INFORMATION SHEET – is primarily
INSTRUCTION designed to deliver pertinent information
SHEET needed in the attainment of a learning
outcome.
2.) TASK SHEET – is a set of instructions
telling the trainee to perform a single task.
3.) OPERATION SHEET - is a set of
instructions for the operation or use of a
particular machine or equipment.
4.) JOB SHEET – is a set of instructions for
the performance of a job.
Environment
of
Competency
Based
Training
Facilities
Environment 1) PRACTICAL WORK AREA- where the learner
acquires the skills and knowledge components of the
of competencies prescribed by the standard.
2.) LEARNING RESOURCE AREA- this area provides
Competency the learner with the knowledge requirements in the
various modules responding to the competencies.
Based 3.) INSTITUTIONAL ASSESSMENT AREA- this is

Training where Recognition of Prior Learning is done by the

trainer. This component also provides the mechanism
Facilities of assessing the completion of competencies of a
learner.
4.) CONTEXTUAL LEARNING LABORATORY- this
facility ensures that the underpinning knowledge,
science, mathematics and communication principles as
applied to the technology are provided to the learner.
Environment 5.) QUALITY CONTROL AREA- various tests aside from
metrology and calibration are conducted in this area

of
including in-process quality control.
6.) TRAINERS RESOURCE CENTER- this area houses the

Competency learning materials, the training regulations and

curriculum exemplars.

Based 7.) DISTANCE LEARNING- this is to enable the learning

provision outside and away from the training institution in
Training terms of print and non-print media.
8.) COMPUTER LABORATORY- this area has an array of
Facilities computer units of which learners are provided for them to
learn and gain appropriate IT competencies as may be
prescribed in the competency standard and curriculum.
9.) SUPPORT SERVICE AREA- this area provides value-
adding competencies, as such for Dressmaking NCII,
welding competency address underpinning skills in the
particular competency.
 1. Progress chart – This chart is a monitor of
the Learning Outcomes and competencies
CBT achieved by each trainee.

Monitoring 2. Achievement chart – This chart is a monitor

of the required projects and activities
Tools usually in the job sheets of the CBLM.
3. Trainees Record Book – this is the
monitoring tool for trainees in the
Supervised Industry Training or On-the-Job
training.
4. Trainees Progress Sheet - this is also a
monitoring sheet for industry training.
 INFORMATION SHEET No. 4.4-1

DIFFERENT KINDS OF
PACKAGING MATERIALS
 Kinds of • When transported by truck, outer clothing is often
carried as hanging garments, while other clothing

Packaging items are generally transported in folding cartons and

primarily containerized. Hanging garments must be

Materials inserted into tight-fitting individual dust covers, sealed

at the bottom. When outer clothing is shipped in
folding cartons, it is essential, in particular for higher
quality goods, for the folding cartons to be lined with
tissue paper or the like, the individual items to be
secured and interlayer. The cartons often consist of wet
resistant corrugated board.
 Types of • Stand up pack: Shirt(90angle)
• Flat pack: Sports wears /shirts/trousers

Packing in • Hanger pack: Blazers, coats, pants

Finishing • Semi-stand up pack: shirts

• Half fold pack: Pants

Section
 Types of • Solid color, solid size pack
• Solid color, assorted size pack

Carton/Pla • Assorted color, solid size pack

stic Packing • Assorted color, assorted size pack



Packs may • 12pcs/carton
• 24pcs/carton

be as: • 36pcs/pack
 Plastic
Packaging
Paper-based
Packaging
 Combined
Plastic and
Cardboard
Packaging
Functions of
• Protects the Products and Consumer - Good packaging is
designed to protect the product. For example, packages should
be designed to withstand humidity, puncture, and other types of

Packaging damage.
• Contains the Product - Containers make products easy to carry
and keep them separately.
• Identity of the Product - A package would be less useful if it’s
properly identified. Usually, the contents are identified by the
label on the package. However, using a special design or color on
the package helps customers identify the contents.
• Promotes the Product - The package is the natural place for
promotion. It is part of the product which is most visible to the
customer.
• Makes the Product Easy to Use - Cartons with spouts for easy
pouring, boxes with zip-strip openings, butter wrappers with
measurement marked on them are examples of the
conveniences offered by packaging. In each of these examples,
the package is designed with the user’s needs in mind.
Packaging
• Paper and cardboard – are among the most widely used
packaging materials. Paper is inexpensive, lightweight, fairly
strong, and easy to print on. Cardboard has all the advantages of

Materials
paper and is heavier and stronger.
• Wood and glass – are traditional materials for sturdier or more
specialized forms of packaging. Wood makes sturdy shipping
crates, which are reused many times. Glass is used mainly to hold
liquids or products containing liquids. It doesn’t leak and free
from unwanted taste or smell.
• Plastic – is used in many forms for packaging. It is shaped into
jars and bottles; it is molded into boxes, baskets, and trays; it is
processed into sheets for packaging toys, bed linens, small
articles of clothing and a wide variety of food products.
• Metal – is a material that has long been used to pack liquids and
food products. The most commonly used metal container is the
can. At one time, all cans were made of steel with a tin plating.
Today, aluminum cans are popular, particularly for soft drinks.
• Metallic foil – extremely thin sheet metal, is widely used in
commercial packaging. It can be folded and wrapped almost like
paper and yet has the strength and moisture resistance of metal.
Packaging
• Skin packaging – plastic film is molded tightly over a product
mounted on a card.
• Blister packaging – a plastic bubble is preformed in a plastic sheet.

Forms •
The product is placed on a card, and the bubble is placed over it.
Aerosol or Dump dispenser – a container that releases its contents in
spray or foam when a valve is pressed.
• Flexible pouch – is a package formed from plastic film or paper that
is filled with the product and sealed by heat process.
• Shrink wrap – is a package made by placing clear film around the
product itself.
• Multipack – is a special package design that groups two or more
packaged products into a unit for easier display, carry home utility, or
user convenience.
• Aseptic packaging - combines many good qualities of cardboard,
metal and glass. These containers are called “aseptic” because they
keep germs out of foods that need no refrigeration.
• Dispensing Closure - is a cap, lid, or seal through which the contents
of the container can be dispensed in a controlled manner.
 INFORMATION SHEET No. 4.4-2

PROCEDURES IN
LABELING AND
PACKAGING FINISHED
GARMENTS
Labelling
of
Garments
Labelling
• Brand or Main Label – indicates the brand name or brand logo of company where the
garment comes from. Customers who like branded items simply look at the label and they
easily pick and buy the items. A brand label should have the product quality. Examples of

of
brand labels are Levis, Lee, Tommy Hilfiger for t-shirts, Adidas for shoes, Zara for dresses,
and many more.

• Size Label - has the specific measurements of human body such as S for small, M for

Garments
medium, L for large or XL for extra large. Buyers would prefer to look at to the size label to
see which one fits his/her size.

• Care Label – includes wash care and ironing instructions. This is attached at side seam to
warn wearers on what to do during washing, drying or ironing to maintain the color, design,
shrinkage ability and composition that makes up the garment. Example, 60% cotton, 40%
polyester. This also includes the country where it is made like “Made in the Philippines”,
“Made in USA”, etc.

• Flag Label - is a small label attached at side seam with printed brand logo. Some garments
especially T-shirts have flag label embroidered or printed at the upper right side of the
garment as design feature.

• Manufacturer Label - includes manufacturer’s code for the buyers who wants to order the
items from different parts of the world.

• Batch Mark Label – indicates which sewing line or batch had made the particular garment.
Only few garment manufacturers add this label for the internal quality inspection process
and rectify which line had made the garment and which checker had check the same. This is
normally attached at side seam under wash care label.

• Special Label – is normally attached to draw customer’s attention at the time of purchase.
Examples are 100% cotton, Organic Cotton, etc.