T.L.E 7 1Q

FIRST QUARTER MODULE
BRIEF INTRODUCTION:
Hearty morning dear students! Welcome to the next chapter of your stimulating flight of learning as
we enter the new school year. I hope that even during this COVID-19 pandemic, your enthusiasm and
excitement to learn is intact. In our Technology and Livelihood Education subject, we will focus on the
Dressmaking/Tailoring. Your prior knowledge in your previous EPP class will still be used for you to be
able to cope with given tasks/ activities. I hope you will enjoy our lessons! Thus, in this first quarter
learning module, you are expected to acquire the essential knowledge and develop the basic skills
prescribed by DepEd’s learning standards aligned with the MELCs as shown in the table below.
Dressmaking, has been conceptualized to equip you with basic knowledge and skills in sewing and
develop positive attitude towards work. The module contains lessons on the proper use of tools and
equipment, different types of fabrics, elements and principles of design, measurement skills and
calculations, sewing machine operation and maintenance, and occupational safety practices. The
activities in the lesson incorporate the practical application of the principles and theories in sewing.
Assessment tests at the end of the lesson are provided so that you can evaluate yourself in terms of skills
and knowledge, determine your interest and attitude towards work, and discover your creative potentials
and talents.
God bless and let’s get it on! 
WEEKS 1: SEWING TOOLS AND EQUIPMENT AND THEIR USES

The learner demonstrates understanding in the use of sewing tools in
Content Standard
dressmaking.
Performance Standard The learner independently uses tools in dressmaking/tailoring.
Identify sewing tools and equipment and their uses.
Most Essential Learning  Identify sewing tools and equipment.
Competencies (MELCs)  Classify sewing machines.
 Select appropriate measuring tools.
Critical, Creativity, Collaboration and Career and Learning Self
21st Century Learning Skills
Reliance
Academically Excellent, Social Responsibility, Community Building,
Core Values
Christian Witnessing
REFERENCES: (Please be guided with the given references to help you perform the given activities.
Click the given links and hyperlinks to access the suggested learning resources.)
A. Printed:
o Hilario, Carmelita B for Clothing Technology Made Easy with Lesson Plan. Valenzuela
City, Philippines. 24K Printing Co., Inc.,2001, Competency- Based Learning Material,
4th Year.
o Crisostomo, Kenneth Dion R., Godoy, Mary Grace M., Useful for Life: Dressmaking 7/8,
Salesiana Books by Don Bosco Philippines. Don Bosco Press, Antonio Arnaiz cor. Chino
Roces Avenues, Makati City, pp 3-17.
B. Online links:
o Complete Guide to Sewing. www.sewing guide.com
TOPIC: SEWING TOOLS AND EQUIPMENT AND THEIR USES
INTRODUCTION:
As you explore this lesson, you can add / answer the questions and consider how the tasks will
not only help you understand the relationship and connection of things, ideas and others that concerns
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your life, but also help you internalize the significance of learning the sewing tools and equipment and
their uses to shape your own life. Be reminded of these expectations as you work on the following
phases of this lesson.
Dressmaking is defined as an art of creating and customizing clothing like dresses, gowns, and
suits. Dressmaking before was a socially acceptable career for a woman. However today, it is acceptable
for both men and women to be dressmakers.
A dressmaker must have the following skills: sewing skills, math and measuring skills, and good
communication skills in dealing with clients.
Before acquiring these skills, let us know what one needs in order to be a dressmaker. A
dressmaker, like other artists, needs tools and equipment to make garments. These tools and equipment
make work lighter and faster. Well selected tools and equipment help worker produce good products.
How familiar are you with sewing tools and equipment? Do you know how to use each? Sewing
tools and equipment are a big help for an easy and enjoyable sewing. When they are in good working
condition, they are efficient. They do not only save time and energy, but also make sewing interesting
and fun. They also give the utmost satisfaction in the quantity of sewing. This unit begins by knowing
the sewing tools and equipment and how they are properly used and taken care of.
Demonstrate understanding on the different dressmaking tools and equipment that paves the way
to make your life meaningful. It allows you to share certain experiences. Oftentimes, you find you share
something in common with that experience that makes the performance task meaningful. This is when
you think back and recall a time when you have much in common with the same experience than what
you originally thought. Good luck!
Below are the Learning Targets/ Specific Objectives:
1. Identify sewing tools and equipment.

2. Classify sewing machines.
3. Select appropriate measuring tools.
Exploration of Prior Knowledge

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge
and understanding of the topic, sewing tools and equipment and their uses.
What I Want to Find How I Can Learn
What I Know What I Have Learned
Out More
Skills I expect to use:
PROCESS QUESTIONS/ FOCUS QUESTIONS:
Below are the key guide questions that you should remember as you perform all the activities in this
lesson. You should be able to answer them at the end of the week.
1. What is dressmaking?
2. Why is it important to use the proper tools and equipment in sewing and tailoring?
SHORT EXERCISES/DRILLS:
Directions: Read each item carefully and choose the letter of the best answer from the
choices below. Write your answer in your quiz notebook.
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1. A machine that is run by foot which may also be converted to electric power machine is
known as __________.
A. Hemmer Machine B. High Speed Over-edger C. Lockstitch Machine D. Over-edging
Machine
2. The mechanism that sets the sewing machine in motion.

A. Balance Wheel B. Belt C. Feed Dog D. Stitch Regulator
3. The part of the sewing machine that controls the looseness and tightness of Stitches.
A. Bobbin B. Presser Foot C. Thread Guide D. Upper Tension
4. The appropriate cutting tool used in cutting fabrics.

A. Buttonhole Scissors B. Dressmaker Bent Handled Shears
C. Pinking Shears D. Trimming Shears
5. A flexible tape with different type of measurements essential for taking body
measurements.
A. Hem Gauge B. Ruler C. Tape Measure D. Yard Stick
CONTENT DISCUSSION:
In this lesson, you are going to identify sewing tools and equipment, classify sewing machines, and
select appropriate measuring tools.
You will be given an opportunity to learn the significance of Sewing tools, equipment, and their
uses in your life as you explore the whole content of this topic.
Definition of Terms:
Dressmaking – is defined as an art of creating and customizing clothing like dresses, gowns, and suits.
Dressmaking before was a socially acceptable career for women. Today, however, it is acceptable for
both men and women to be dressmakers.
Altering - changing portion of a garment so that it fits the body.
Cutting tools - a cutting implement; a tool for cutting.
Fabric - the cloth used in making garments.
Measuring tools - an instruments used for obtaining quantities, dimensions or forces of real world
objects.
Sewing Machine - a textile machine used to stitch fabric, cards and other material with thread.
Sewing Tools - instruments that aid in accomplishing a sewing task
Sewing Tools and Equipment

Sewing equipment different tools are used in garment construction.
The skillful use of the different sewing equipment will help take body
measurement and drafting pattern with accuracy and speed. Success in
sewing calls for the right tools at the right time. All tools must be
appropriate in a proper order and one must know how to use them to
save time and produce the best result.
This lesson will provide knowledge and skills of the different tools
and equipment which are necessary in sewing. A complete set of
sewing tools and equipment are presented to help the students work faster.
SEWING TOOLS & USE

EQUIPMENT
MEASURING TOOLS
A flexible measuring device used in taking
body measurements. The front has the
Tape Measure measurement of 150 centimeters and 60 inches
on the other side. Fiberglass tape is commonly
used by dressmakers.
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Sewing Gauge A small ruler with a sliding guide and is about
six inches long. This gauge is used for
measurements at hem lines, button holes and
areas where other small measurements require
checking, such as pleats and tucks. The gauge
is usually made of metal or plastic.
Rulers A ruler measuring 12 inches or even 18 inches,
either clear or solid. It is a useful tool to have
for measuring and drawing straight seam lines
and cutting lines. It also aids in connecting
lines. A clear ruler is also a good tool for
marking buttonholes.
Yardstick A yardstick is made of smooth, shellacked

hardwood or metal. It is used for marking
hemlines and checking grain lines when laying
out the pattern.
L-square The tailor square or "L" is used to transfer

measurements to the draft patterns. It also
divides the garment into the desired
measurement. It has perfect squares and is
useful in making straight lines and numbers. It
can also function as a tape measure.
It has two arms connected perpendicularly.

a. The longer arm is twenty-four (24) inches
long.
b. The shorter arm is fourteen (14) inches
long.
French Curve This is used to shape the depth of the neck

hole and armhole of the pattern.
CUTTING TOOLS
Cutting tools are instruments that serve well if properly maintained. Sharp cutting tools make clean cuts and
well-defined notches and they do not damage fabric. On the other hand, dull tools slow the cutting process,
and make your hand and wrist tire easily. Sewing cutting tools should not be used for other household task.
Cutting tools must be sharpened regularly and the joints are oiled occasionally for better use.
Bent-handled These are made of quality steel and hold a
dressmaker’s shears sharp cutting edge.
The blades move easily and cut smoothly
along the entire length and the points should
come together. Shears have the length of 7- 12
inches and are satisfactory for most apparel
fabrics.
a. All steels, chrome-plated shears are for
heavy duty cutting
b. Stainless steel blades and plastic handles are
fine for lightweight
fabrics
c. A serrated edge shears give maximum
cutting control and
is used for synthetic fibers and slippery knits
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This is popular in zigzagging or scalloped
Pinking Shears edge or for seam finishes. This is used to
finish seams and raw edges and to create
decorative edges on many types of fabric. It
cuts a ravel-resistant edge. This is not
satisfactory for straight cutting.
Cutting scissors a. Trimming scissor It is 3-4 inches long. It is

used for trimmings, clipping threads and
snipping slashes.
b. Embroidery scissor
It has 4-5 inches finely tapered blades. Both
points are sharp for use in working with fine
details in delicate fabrics and in embroidery
work.
c. Buttonhole scissor
This is intended for making buttonholes.
Thread Clippers Thread clippers are a handy little spring loaded
cutting tool that allows for the snipping of
threads. These clippers are specifically used to
snip threads and they are not designed to cut
fabric.
Seam Ripper Seam rippers are specifically designed for

ripping out stitches from seams, either as a
result of an error or during alterations. They
should be used carefully to prevent damage to
the fabric.
Rotary Cutter and Mat It is an adaptation of the giant rotary cutter

used by the garment industry. It works like a
pizza cutter and can be used by left or right-
handed sewers. The rotary cutter is available
in different sizes with different blades.
When using a rotary cutter, work on a cutting
mat to protect the blade and the cutting
surface.
MARKING TOOLS
Marking tools are required for transferring pattern markings to garment fabric pieces and for making
alterations on garments.
Chalk This is available in white or pastel shades.
Pencils/Dressmaker This chalk pencil is used to make fine lines on
pencil fabric.
It has an erasing brush at one end.
Liquid Marking Pen Liquid marking pens come in two types. There
is one that washes out and one that fades after
48 hours. Those that wash out should not be
used on fabric that show water marks. The
mark should be removed before pressing the
fabric.
This is essential as a marker for use on
Tailor’s Chalk materials. Tailor‘s chalk is available in a range
of colors and is removed by brushing.
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Wax chalk This is available in black or white and is used
for woolen fabrics. Wax can be removed by
pressing.
Tracing Wheel There are two types of tracing wheels, those

with a serrated edge and those with a smooth
edge. The serrated edge wheel produces dots
on the fabric and is suitable for most types of
fabrics. The smooth edge wheel is best for
delicate fabrics and unlike the serrated edge
will not pierce more delicate fabrics. The
smooth edge wheel creates a solid line.
Dressmaker’s Carbon Dressmaker‘s carbon paper also called
Paper dressmaker‘s tracing paper is a specially
waxed carbon paper that transfer‘s the tracing
wheel‘s markings to the fabric. A color of
tracing paper should be chosen that is close to
the color of the fabric. Different brands of
tracing paper have different instructions;
therefore, the instructions for the particular
brand that is purchased should be followed.
PINNING AND SEWING TOOL
Pincushion A pincushion holds the straight pins and
needles while working to prevent accidents.
Hand Needle It is used in making temporary stitches and

buttonholes. Sizes of 7 to 10 are for general
hand sewing.
Sewing Needle
Threader It aids in putting the thread to the needle. It
consists of two parts. The handle and the wire.
The end of the wire that is away from the
holder is folded. Place the folded wire of the
needle threader through the eye of the sewing
needle.
Thimble A small hard pitted cup worn for protection on
the finger that pushes the needle in sewing.
MATERIALS
Fabric The Fabric is the cloth used in making
garments. The plain cotton fabrics, flour sack
or catcha is the most appropriate material for
beginners because these are very easy to
handle.
Thread The thread is used in assembling or
constructing the parts of the garment. Threads
vary in sizes. Heavy fabrics need stronger
threads. Threads should have the same color
with that of the fabric used.
TYPES OF SEWING MACHINES

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Well-selected sewing machine is essential for achieving good results. It should be used correctly in
accordance with the job requirements.
Lockstitch Sewing This is usually used in homes and sometimes
Machine in school. This is also called “Domestic
Sewing Machine”. It is run by foot and may
also be converted to electric power machine.
Hi-Speed Lockstitch This is sometimes called „straight stitching

Sewing Machine machine‖ or industrial sewing machine. It has
automatic lubrication and is used by tailors
and dressmakers.
Over Edging Machine Other companies call it small machine‖. It

finishes the raw edges of the pattern for
construction.
Embroidery Machine This is used in making fancy stitches and in

making different kinds of embroidery stitches
on fabrics for the Barong Tagalog, pillow
cases, linen, and other novelty items.
Button Holer Machine This is used in making buttonholes on

garments.
Button Attachment This is used in attaching buttons to the

Machine garments.
Double Needle This is used in the construction of the different

Machine kinds of clothing especially for the inseam, out
seam and side seam.
Bartacking Machine This is used in reinforcing the opening and

closing of pockets
Two Major Parts of the Lockstitch Sewing Machine

The two major parts of the lock stitch sewing machine are the upper and
lower parts.
The Upper Parts is composed of:
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1. Head is the complete sewing machine without a
cabinet or stand.
2. Arm is the curve part of the head containing
mechanism for operating the needle.
3. Bed is the flat portion of the machine and beneath is
the feed dog where it is mounted, and the shuttle and
lower thread are placed.
Parts of the Sewing Machine in the Arm
1. Spool Pin is the thread holder.
2. Thread Guide keeps the thread in position.
3. Thread Take up Lever releases the thread and
interlocks with the bobbin thread.
4. Presser bar lifter moves the presser foot.
5. Tension controls the looseness and tightness of
stitches.
6. Needle Bar holds the needle in place.
7. Needle Clamp holds and tightens the needle.
8. Presser Foot holds the fabric in place while sewing.
9. Needle is a slender tool attached in the needle clamp used for sewing.
10. Bobbin Winder controls the bobbin while winding thread.
11. Stitch regulator checks the length of the stitches.
12. Balance Wheel sets the mechanism in motion.
13. Belt connects the balance wheel to the drive wheel.
14. Stop Motion Screw hinders moving when loosened and starts
Parts of Sewing Machine under the Bed

1. Feed Dog moves the fabric while sewing.
2. Throat plate is the windows of the feed dog
and it is
where the bobbin threads come out.
4. Slide plate is a movable plate that covers the
shuttle
and bobbin case.
4. Shuttle holds the bobbin case while sewing.
5. Bobbin is a metal spool for winding thread.
6. Bobbin Case holds the bobbin.
The Lower Parts of the Lock Stitch Sewing Machine
The lower parts of the sewing machine are the cabinet and the stand. The cabinet has drawers and screw
on the hinges for the attachment of the head.
The following are the lower parts of the
sewing machine and their uses:
1. Band Wheel leads the balance wheel
through the belt connection.
2. Band Wheel Crank moves the band
wheel.
3. Pitman Rod holds the treadle to band
wheel crank.
4. Belt Guide holds the belt to its place.
5. Belt Shifter removes the belt from the
wheel.
6. Dress Guard protects the dress from the
wheel.
7. Treadle is where the feet are stationed to
drive the band wheel through the pitman rod.
8. Legs support the cabinet of the machine.
9. Cabinet holds the head of the machine by
interlocking screw on the hinges.
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Self-Check: Directions: Classify the following parts of the sewing machine according to Arm, Bed
and Lockstitch. Choose your answer from the box below.
Sewing Machine in the Arm Sewing Machine under the Bed Lockstitch Sewing
Machine
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
Bobbin Winder Balance Wheel Needle Clamp Spool Pin Presser Foot
Treadle Pitman Rod Cabinet Belt Guide Band Wheel
Feed Dog Slide plate Shuttle Bobbin Case Throat plate
REVISED KNOWLEDGE: Actual answer to the process questions/ focus questions

1. What is dressmaking?
 It is defined as an art of creating and customizing clothing like dresses, gowns, and suits.
Dressmaking before was a socially acceptable career for women. Today, however, it is
acceptable for both men and women to be dressmakers.
2. Why is it important to use the proper tools and equipment in sewing and tailoring?
 It is very important to know the right tools in sewing. For a successful and professional
looking sewing project, the right set of tools is essential. Without them, you'll have a hard time
finishing you project with ease. Good quality tools are also important, especially for
the sewing task.
FINAL KNOWLEDGE: Generalization/ Synthesis/ Summary
Dressmaking is defined as an art of creating and customizing clothing like

dresses, gowns, and suits. Dressmaking before was a socially acceptable career for
women. Today, however, it is acceptable for both men and women to be
dressmakers. A dressmaker must have the following skills: sewing skills, math and
measuring skills, and good communication skills in dealing with clients.
Before acquiring these skills, let us know what one needs in order to be a
dressmaker. A dressmaker, like other artists, needs tools and equipment to make
garments. These tools and equipment make work lighter and faster. Well-selected
tools and equipment help worker produce good products.
Whether sewing by hand or with a machine, a dressmaker or tailor makes
use of different tools and equipment. A sewer should have ample knowledge of
these and how each is used in order to come up with a successful product.
Department of Education
Division of Nueva Vizcaya
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Diocese of Bayombong Educational System (DBES)
Saint Louis School, Solano, Nueva Vizcaya
___________________________________________
Name of School
DBES LEARNING ACTIVITY SHEET/GAWAING PAGKATUTO

ACTIVITY SHEET
SUBJECT: TECHNOLOGY AND LIVELIHOOD EDUCATION 7
TEACHER:
Name of Learner : ____________________________________________________

Grade Level: _________________________________ Inclusive Dates: _______________
Week No.: 1 Score : _______________
A. Written Work/s:
Activity 1:
A. Name the different parts of a sewing machine. Write your answers beside the given picture
with its corresponding number.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
B. Matching Type. Match each purpose/proper use in the left column with the appropriate
supplies/chemicals/equipment in the right column. Write the letter of your answer on the blank
before the number.
______1. Keeps the thread in position. A. Presser bar lifter
______2. Releases the thread and interlocks with the bobbin thread. B. Thread Guide
______3. Moves the presser foot. C. Tension
______4. Controls the looseness and tightness of stitches. D. Thread Take up Lever
______5. Holds the needle in place. E. Needle Bar
______6. Holds and tightens the needle. F. Needle Clamp
______7. Holds the fabric in place while sewing. G. Needle
______8. It is a slender tool attached in the needle clamp used for H. Presser Foot
sewing.
______9. Controls the bobbin while winding thread. I. Stitch regulator
______10. Checks the length of the stitches. J. Bobbin Winder
Activity 2: Mini Tasks. List down tools and equipment in sewing and write the use of each.
Write your answer on the table given below.
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Scoring rubric:
Criteria 5 4 3 2 1
Organizatio Ideas are well- Ideas are almost Ideas are not Ideas are not Ideas
n organized. Unity sufficient but sufficient but logically presented are
and coherence unity and unity and presented very far from
are observed. coherence are coherence are the expected
evident evident answers.
TOOL/EQUIPMENT
USE
1.
2.
3.
4.
5.
Weeks 2 & 3: CARRY OUT MEASUREMENTS AND CALCULATIONS
Content Standard The learner demonstrates understanding in carrying out measurements

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in dressmaking/tailoring.
The learners independently carries out measurements and calculations
Performance Standard
based on job requirements.
Obtain Measurements
 Take accurate body measurements;
Most Essential Learning  Read and record required measurements;
Competencies (MELCs)  Apply the systems of measurements;
 Perform simple calculations based on the job requirement;
 Demonstrates accurate reading measurements.
Critical, Creativity, Collaboration and Career and Learning Self
Reliance
Core Values
A. Printed:
 K-12 Learning Module (23-40)
 Useful for Life: Dressmaking, Kenneth Dion Roque Crisostomo, Mary Grace Molina
Godoy (26-36).
B. Online links: How To: Measure (Fitting, Dressmaking, Sewing) - YouTube
How to Take Your Measurements For Sewing - Updated - YouTube
TOPIC: CARRY OUT MEASUREMENTS AND CALCULATIONS
INTRODUCTION:
In order to come up with a successful sewing project, measurements must be taken with care and
with accuracy. This will ensure that the finished garment will fit properly.
This week-lesson will crystallize your knowledge and understanding of your target concepts and
skills through deeper exploration of the different concepts through the given activities most especially
the performance task. Doubtlessly, you know that appreciating the connection of the topic Taking
measurements in sewing and performing simple calculations to real life context is like appreciating the
beauty of life through a collage, reflection paper, photo, picture, illustration and drawing.
Demonstrate understanding on taking body measurements and calculation that paves the way to
make your life meaningful. It allows you to share certain experiences. Oftentimes, you find you share

1. Take accurate body measurements.
2. Read and record required measurements.
3. Perform simple calculations based on the job requirement.

Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and
understanding of the topic, taking measurements in sewing.
What I Want to Find How I Can Learn What I Have
What I Know
Out More Learned
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1. What are the four fundamental mathematical operations?
2. In sewing, what are the units of measure used in taking measurements?
3. What measuring tools can be used in taking measurements in sewing?
Directions: Label the body parts that are measured in sewing.
CONTENT DISCUSSION:
In this lesson, you are going to take accurate body measurements, read and record required
measurements, apply the systems of measurements, perform simple calculations based on the job
requirement, and demonstrates accurate reading measurements.
You will be given an opportunity to learn the media formed in Taking Measurements in Sewing
in your life as you explore the whole content of this topic.
DEFINITION OF TERMS:
Accuracy – the exactness of a measured distance or circumference
Calculation – the process or an act of calculating
Calculator – an electronic device used for speed computation
Conversion – a change of figures like changing from centimeters to inches and vice versa
Cost – the amount paid or charge for something that is acquired
English System – the English system has inches for its basic unit
Grain – the direction of fabric threads
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Hemline – the marked line at the bottom of the garment where the hem is turned
IMC – Individual Measurement Chart
Chart Length – the longer or longest dimension of an object to measure
Measurement – a systematic procedure of determining the quantity or extent of the entire measurable
Dimension Metric System – a decimal system of physical units based on a unit of length known as the
meter (Greek metron ―measure)
Pattern – a piece of paper usually one-half of the body parts used as a guide in cutting the garments
Width – measurement taken at the shortest dimension of the object to measure
Another skills that a dressmaker needs are the skills in measuring and computation. It is
important to take body measurement accurately if one wants to be a competent tailor or dressmaker.
This is because accurate measurement determines the creation of correct pattern size in making dresses
and suit that fit. There are some pointers that one should observe while taking body measurements. Take
note and try to follow them.
Parts of body to be measured can be taken in:

 Horizontal measurement
 Vertical measurement
 Circumferential measurement
1. The horizontal measurement is taken from the left of the figure to the right.
2. The vertical measurement is taken from the top of the body figure to its base.
3. Circumferential measurement is taken around the body.
HORIZONTAL MEASUREMENT
1. Shoulder to Shoulder - Measure across the back of neck from socket of one shoulder to socket of the
other shoulder.
2. Bust to Bust - Measure from your one nipple to your other nipple.
3. Shoulder to Neck - Measure from base of neck along top of shoulder to the shoulder socket.
4. Full Back - Measure from side seam, under armpits to side seam across back, positioning tape
measure +- 4cm down under armpit.
5. Shoulder - taken from one shoulder point to the other
6. Across Back - Measure from armhole across back to armhole positioning tape measure + - 8cm down
from nape of neck.
7. Full Back - Measure from side seam, under armpits to side seam across back, positioning tape
measure +- 4cm down under armpit.
VERTICAL MEASUREMENT
1. Shoulder to Bust - Measure from tip of the shoulder to the center of bust (nipple).
2. Front Shoulder to Waist - Measure from tip of shoulder over bust to natural waistline.
3. Down Center Back - Measure from nape of neck to natural waist.
4. Back Shoulder to Waist - Measure from tip of shoulder to natural waist line.
5. Under Arm - Measure from under the arm. Start at the armpit to the wrist.
6. Over Arm - Measure from outer shoulder socket on outside of arm, with a bent arm, to the
wrist.
7. Side Seam - Measure from under armpit to natural waistline down.
8. Upper Arm – Measure from the outer shoulder socket on outside of arm to crook of elbow.
9. Shirt length - taken from the nape down the center back to the desired length.
10. Sleeve length - taken from the shoulder tip point down to the desired sleeve length.
11. Length of pants or shorts – measures along the side below the waist band to the desired
length of the pants.
12. Crotch or Rise – measured by placing a ruler under the crotch then measuring below the
waistband down to the top of the level of the ruler
13. Front waist length- Measure from the shoulder next to the base of the neck over the fullest
part of the bust down the waist.
14. Back waist length- Measure from the nape down to the center of the waistline.
15. Knee length- Measure from the waist to the knee.
16. Ankle Length- Measure the side of the leg from the waist down to the ankle bone.
17. Inseam- Measure the inside of the leg from the crotch to the ankle bone.
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CIRCUMFERENTIAL MEASUREMENT
1. Neck - Loosely measure around the circumference at the base of your neck.
2. Bust - Lift your arms to the side. Measure around your body crossing over the fullest part of
your bust. (The tape measure must run directly over your nipples and across your shoulder blades
on your back).
3. Upper Bust - Measure around the torso directly above the bust line. From armhole to armhole
+- 8cm down from the neck.
4. Lower Bust - Measure around the torso directly under the bust-line.
5. Waist - Measure around the waist at the narrowest natural waistline point, allowing 2 fingers
between your waist and tape measure.
6. Hips - Measure around the fullest part of your hips. As a guide, this is often 20cm below your
natural waistline. Stand with your knees together.
7. Sleeve Hole - Measure around the shoulder under the armpit.
8. Bicep - Measure around the fullest part of the upper arm.
9. Elbow - Do a fairly loose measurement around the bent elbow.
10. Upper arm girth - taken around the fullest part of the arm in line with the armpit.
11. Lower arm girth or sleeve width - taken around the arm two to three inches below the armpit.
12. Desired Bottom or Hem Circumference or leg hole – taken around the fullest part of the
bottom.
13. Full Bust- measure the fullest part of the bust.
14. High Hips- This is 3” to 4” below the waist. Measurement around the fullest part of the
tummy.
15. Wrist- measure around the wrist.
16. Chest- measure around the chest (4” from the shoulder downward)
Read and record required measurements

Points to remember in taking body measurement:
Ask the client politely to stand straight while taking measurements. Remove extra bulk in
pockets like wallet, cell phone and hanky.
Use a soft flexible type of tape measure so it will be flat on the part to be measured. Work in
pairs.
Tie a string on the exact waistline as a point of reference while taking measurements.
Start with either horizontal or vertical measurement.
When measuring lengths, let the tape measure hang freely for accurate measurement.
System for Measuring Length
We use two systems of measuring length: the English system and the Metric system. The chart below
shows the units of the English and Metric system that we use in dressmaking.
English System Metric System

12 inches = 1 foot 10 mm (millimeter) = 1 cm (centimeter)
3 feet = 1 yard 100 cm = 1 meter
Calculation is the mathematical application used to determine the accurate measurement of body
parts, length and width of materials, and the cost needed to create an apparel. The four fundamental
operations of real numbers are used to determine the length of fabric and estimate the cost of materials.
Length and Width of Materials

Both systems are used in measuring the length and width of fabric. Both are needed as we study garment
construction. Let us practice some simple calculation by converting one system to another.
English System to Metric System Metric to English

1 inch = 2.54 cm (centimeter) 1 mm (millimeter) = 0.04 in (inches)
1 foot = 30.48 cm 1 cm = 0.39 in
15
1 foot = 0.305 m (meter) 1 m = 39.37 in
1 yard = 0.914 m 1 m = 3.28 ft (feet)
1 m = 1.09 yd (yard)
How to convert from English system to Metric system?

Example:
Converting inch to centimeter
If your waist is 23 inches in the English system, what will be its measure in the Metric system?
Given: 1 inch – 2.54 cm

Question: How many centimeters are there in 23 inches?
Solution: Multiply 23 by 2.54 cm
23 in x 2.54 cm
1 in
= 58.42 cm
How to convert from Metric system to English system?
Example:
Converting from centimeter to inches
The length of my cloth is 20 centimeters. What will be its equivalent in inches?
Given: 250 centimeters of cloth

1 inch = 2.54 cm
Solution: Divide 250 centimeters by 2.54 cm.
250 cm x 1 in
2.54 cm
=98.42 inches
Simple calculation is an easy mathematical application used to determine the accurate

measurement of body parts, length and width of materials and cost needed to create a dress.
Example:
1. You need to buy a 60 inches length of fabric to be used in making a dress to your customer. You
have known that the cost of the fabric that you are going to use is P5.00 per centimeter. How much will
you need to buy it?
Step I – Convert the 60 inches length of fabric into centimeters.

60 inches X 2.54 cm =152.4 cm
Step II – Multiply the cost per centimeter to the length of fabric converted.
152.4 cm X Php 5.00 = Php 777.00
Estimate appropriate quantities

In planning a project, it is important to estimate the quantity of materials to be used and the cost
involved. Doing estimates will help you to make the right decisions so that there won’t be any effort,
money and time wasted.
Sample Computations for fabric, thread, buttons and other supplies in Sewing
Quantity Unit Description of Materials Unit Cost Total Cost
3 Yards Polyester cotton (60” width) PHP 25.00 PHP 75.00
1 Spool Red thread PHP 15.00 PHP 15.00
6 Pieces Pattern paper PHP 2.50 PHP 12.50
10 Pieces Buttons PHP 3.00 PHP 30.00
¼ yards Pellon PHP 10.00 PHP 5.00
Total
Self-Check: Compute for the following:

 How many inches are in:
16
a. 55 centimeters=__________ e. 6 yards=___________
b. 82 centimeters=__________
1. What are the four fundamental mathematical operations?
 The four fundamental mathematical operations are addition, subtraction, multiplication and
division.
2. In sewing, what are the units of measure used in taking measurements?
 In sewing, the units of measure used in taking body measurements are Centimeters, Inches,
Meters and yards.
3. What measuring tools can be used in taking measurements in sewing?
 Measuring tools in sewing are very important for the perfect fit and shape of any garment and
even home furnishing. Even as a beginner, you will need to measure seam allowances, hems and
other markings. Some instructions of patterns or projects might only give you the measurements
for a rectangular piece so you will need to be able to measure that out. The following measuring
tools are Measuring Tape, Clear ruler, quilting ruler, Sewing gauge, Yardstick, French curve,
Flexible curved ruler, Tailors L square, and curved runner.
Taking measurements accurately is very important to come up with a successful

sewing project. Accurate measurements result in a properly fitting garment. Thus, making
precise calculations is an important skill that every dressmaker and tailor must learn. It is
important to the body measurement accurately if one wants to be a competent tailor or
dressmaker. It is especially valuable in estimating units of measurement and estimating the
cost of materials of a project. Accuracy is important in taking measurements. We have to be
honest here and accept the reality of our body: it doesn’t pay to cheat because the result will
be ill fitting clothes. Besides, if you have a problem, the first step in correcting it is
acknowledging it.
17
___________________________________________
Name of School

ACTIVITY SHEET
TEACHER:
Name of Learner: ____________________________________________________

Grade Level: _________________________________ Inclusive Dates: _______________
Week No.: 2 & 3 Score : _______________
Written Work/s:
A. Activity 1: Take and record your measurement in English or Metric System. Use the chart
below.
Female Male
Bust Neck
Full bust Chest
Shoulder to bust Shoulder to shoulder
Shoulder to shoulder Waist
Neck to shoulder Hip
Waist Front waist length
Hip Back waist length
High hip Arm length
Front waist length Bicep
Back waist length Waist
Arm length Crotch
Knee length Ankle length
Bust to bust Inseam
Shirt length
B. Convert the following from English to Metric system.
1. 64 inches=________________
2. 135 inches=_______________
3. 36.5 meters=______________
4. 210 meters=_______________
5. 10 yards=_________________
C. Perform simple calculation, then write the length in English or Metric System.
1. 5 inches =______________centimeters
2. 0.25 centimeters =______________inch
3. 9 inches =______________centimeters
4. 0.9144 meters =______________yards
5. 5 yards =______________meter
18
Activity 2: Mini Task. A. Reproduce two copies of the Personal Measurement Record below.
Take and record the body measurement of two from your family. Use the Personal Measurement
Record below.
Personal Measurement Record
Name: __________________________________ Date: __________________________

Address: ________________________________________________________________
Pajama
1. Length/Outside length___________________________________________________________
2. Waist________________________________________________________________________
3. Hip__________________________________________________________________________
4. Crotch/rise____________________________________________________________________
5. Bottom_______________________________________________________________________
Shirt
1. Shoulder______________________________________________________________________
2. Length of shirt__________________________________________________________________
3. Bust__________________________________________________________________________
4. Chest_________________________________________________________________________
5. Waist_________________________________________________________________________
6. Hip___________________________________________________________________________
7. Bust Height (girl) _______________________________________________________________
8. Bust distance (girl) ______________________________________________________________
9. Length of sleeve (short) __________________________________________________________
10. Bicep________________________________________________________________________
11. Full bodice length______________________________________________________________
B. Solve the following.
1. I have one-yard piece of fabric with 45 inches width. I am planning to make hand towels out of it. If
my hand towel measures 24 inches by 13 inches, how many hand towels will I be able to make?
2. I am making an apron for my project. I bought a manila paper for my pattern. My manila paper
measures 24” by 36”. How many patterns can be made from the Manila paper that I have?
19
WEEK 4: READ AND INTERPRET PRODUCT DESIGN
The learner demonstrates understanding in reading and interpreting
Content Standard
product design.
Performance Standard The learners independently read and interpret product design.
Most Essential Learning  Assess the appropriateness of design based on client’s features;
Competencies (MELCs)  Apply the principles of design and color harmonies.
Creativity, Critical Thinking, Collaboration and Career and Learning Self
Reliance
Core Values
A. Printed:
 K-12 Learning Module- Dressmaking/Tailoring-7 (pp. 56-62)
 Useful for Life: Dressmaking; Kenneth Dion Roque Crisostomo, Mary Grace Molina
Godoy (37-46)
B. Online links: Create Design for a Simple Project - ppt download (slideplayer.com)
Lesson 3 - T.L.E Learning Module (weebly.com)
TOPIC: READ AND INTERPRET PRODUCT DESIGN
INTRODUCTION:
Creating a design for a simple project may not be easy, especially for people who are not
artistically inclined. However, nothing is difficult for one who wants to learn.
the performance task. Doubtlessly, you know that appreciating the connection of the topic reading and
interpreting product design to real life context is like appreciating the beauty of life through a collage,
reflection paper, photo, picture, illustration and drawing.
Demonstrate an understanding in reading and interpreting product design by identifying the

different principles and elements of design and color harmonies. It allows you to share certain
experiences. Oftentimes, you find you share something in common with that experience that makes the
performance task meaningful. This is when you think back and recall a time when you have much in
common with the same experience than what you originally thought. Good luck!
1. Identify the principles and elements of design.

2. Assess the appropriateness of design based on client’s features.
3. Apply the principles of design and color harmonies.

understanding of the topic, creating a design for a simple project.
Out More
20
1. What is the purpose of the elements and principles of design?
2. Why is it necessary to know the appropriateness of designs?
Directions: Based from the questions above, write four information in the first column of the table and
in the second column, write questions about the information you want to learn from this lesson.
What do I already know? What do I want to know?

1.
1.
2.
2.
3.
3.
4.
4.
CONTENT DISCUSSION:
In this lesson, you are going to identify the principles and elements of design, assess the
appropriateness of design based on client’s features, and apply the principles of design and color harmonies.
You will be given an opportunity to learn the significance of creating a design for a simple project in
your life as you explore the whole content of this topic.
Designing is said to be the process of combining known components in different ways to create
new products or effects. The elements and principles of design are the components that designers used in
creating all forms of art and design including fashion. Knowledge on designing is vital in dressmaking.
It is needed in choosing the right fabric and materials in creating an outfit. Successful dress designers
use these elements and principles of design in creating beautiful garments that fit the wearer perfectly.
We all want to dress elegantly. The dress we wear reflects our personal taste. Hence, certain
factors are considered when making garments for people, such as personality, age, and the situation for
which the garment is intended. These factors must be kept in mind when selecting materials for garment
making.
To determine the personality of the individual, ask the following questions:

a. Who will wear the dress?
b. How old is he or she?
c. Is he or she reserved? Is he or she an outgoing type?
d. Does she pay much attention to the clothes he or she wears?
e. What is his or her body built, thin or plump?
f. For what occasion is the dress intended?
g. Where will the dress be worn?
h. When will the dress be worn?
i. What is the budget of the individual for the dress?
Information gathered through the questions will help one determine the kind of dress suited to a
particular individual.
21
ELEMENTS OF DESIGN
To create a beautiful dress, one must know the elements (line, shape, form and color) and
understand the principles of design: balance, proportion, rhythm, emphasis, and unity. There are certain
rules which govern the use of these elements as applied in making dresses and garments.
1. LINE- the most basic design element. A line convey feelings and creates illusions that may have a
great impact on the total design. A line may be vertical, horizontal, or diagonal.
a. VERTICAL-LINES- portray dignity, solemnity, and formality. Vertical lines also create an illusion
if height. If one wants to look thinner or taller, wear clothes with vertical lines.
b. HORIZONTAL-LINES- gives the impression of security, stability, calmness and repose. They
emphasize shortness and width of the figure.
c. DIAGONAL LINES-are active and eye-catching; oblique lines portray motion, action and animation.
They may create an illusion of height or width depending on their length and angle.
d. CURVED-LINES- suggest rhythm and grace such as that of the waves and the wind. They also
create an illusion of roundness.
2. TEXTURE- describes the surface appearance. It may also refer to the appearance of the fabric. It
may be rough, smooth, course or fine, shiny or dull. The texture too has an effect on the figure size.
Bulky fabrics make one looks heavier. A shiny fabric may make the body seem larger than the fabric
with a matte finish. The texture is also considered when choosing the appropriate material for the
occasion.
3. COLOR is an important element in creating a design. Colors give life to a design. It arouses feelings
such as nostalgia or happiness, serenity or fear. Color has three properties or characteristics: hue, value
and intensity.
a. HUE- is another name for color. Colors in the color wheel are group into primary, secondary, and
tertiary colors. The primary colors are red, blue and yellow. Mixing the primary colors will give the
secondary colors which are green, orange and violet. When primary colors are mixed with the secondary
colors, tertiary or intermediate hues are produced. The tertiary colors are red orange, yellow orange, blue
green, blue violet and red violet.
b. VALUE- is the lightness or darkness of color. Light color makes objects appear larger. A value that is
lighter than the normal color is called tint.
c. INTENSITY- is the brightness and dullness of a color. Intense colors stimulate. They tend to increase
the size of the object.
PRINCIPLES OF DESIGN
The principles of design are the guidelines by which the elements may be used. Some of these principles
are balance, proportion, emphasis, rhythm, and harmony. The principles of designs are concepts used to
organize or arrange the structural elements of design. These are the ways in which these principles are
applied that affects the expressive content, or the message of the work.
1. BALANCE occurs when visual weights of the parts of the design are equally distributed to create
equilibrium. Balance can be achieved by the use of structural features like seams, hemlines, and
necklines, decorations or embellishments. Color, line, and texture may be used to create balance.
Balance may be formal or informal.
a. FORMAL-BALANCE is symmetrical and even. This means that the
two halves of a design are identical or exactly the same. Pockets, seams,
pleats, or tucks placed equal distance from the center in uniform and jeans
are examples of formal balance.
22
b. INFORMAL-BALANCE is asymmetrical and uneven. A dress may have an informal balance
in its decorative lines.
2. PROPORTION is the relationship of all parts of design to each other and to the whole in terms of
size and space. Proportion includes relationship of height, width, depth, and the surrounding space in a
design. Designers consider the structure and proportion of the human body in
designing a garment. The Golden Mean equations, 3:5, 5:8, 8:13 are used to
create a well-proportioned garment design. The perfect proportion of the human
form is based on the Golden Mean. This means that an ideal figure is 8 head tall.
The natural division of an ideal figure is 3/8 from the waistline to the top of the
head, and 5/8 from the waist to the soles of the feet. This equation is used in
dividing a design or outfit into proportional segments.
3. EMPHASIS is used to create interest in a dress design. It leads the viewers’
attention to the item of interest rather than the other features in the design. The
emphasis is usually centered on the face. Emphasis is attained by contrast of lines,
form, color, or texture. Certain items are used to create emphasis like belt, scarves,
ruffles, buttons, tucks, applique, and decorative trimmings.
4. RHYTHM these are smooth movement repeated again and again. Rhythm is an
important principle of art. It is created by repeated use of the design. If there is
rhythm in a design, the eye would move easily from one part to the other.
Rhythm can be created in three ways in a design:

a. REPETITION of lines, colors, or accessories. Parallel lines are formed by the
use of seams, buttons, embroidery, lace, etc. which helps uninterrupted eye
movement.
b. RADIATION- Rhythm can also be created by the radiated lines. These lines are
created by gathers Eyes can move easily from one part to the other on the small
lines created by gathers. Such lines can be seen in gathers on neckline, arm and
skirt
c. GRADATION - Rhythm can be created by gradual change of lines, shape or

shade of the color.
5. HARMONY means that the design gives a pleasing effect because the visual
elements used in the design complement each other. There’s no harmony if the
dress or clothing does not complement the wearer.
Apply the principles of design and color harmonies

COLOR THEORY
The first thing you usually notice about clothes or anything is their
color. Before you start studying which colors look best together, you should
learn the meaning of color terms and the rules that apply to colors.
PRIMARY COLORS – the sources of all colors, even though there are
thousands and thousands of colors in the world, they are all made up of these colors – red, blue and
23
SECONDARY COLORS – are produced when mixing two equal amounts of primary colors. If you
mix equal amount or yellow and blue you will have green, equal parts of red and blue will have violet,
and red and yellow you will have orange. Look at the color wheel you will find these colors – orange,
green and violet.
INTERMEDIATE COLORS – are produced by mixing two equal amounts of primary and secondary
colors. Example, if you mix equal parts of yellow (primary color) and green (secondary color) you will
have yellow-green. Noticed that yellow-green is found between yellow and green on the color wheel.
THE INTERMEDIATE COLORS ARE:
Yellow + green = yellow-green
Red + violet = red-violet
Blue + green = blue-green
Red + orange = red-orange
Blue + violet = blue-violet
Blue + orange = blue-orange
PURE COLORS – are the primary, secondary and intermediate colors because they have no white,
black and gray in them. Pure colors are also called ―normal, true and basic colors.
TINTS – when pure colors are mixed with white, they are made lighter. Example, when white is added
to red you have pink. In other words pink is a tint of red. The whiter you add, the lighter the pink will
be. Tints are also called ―pastels.
SHADES – when pure colors are mixed with black, they are made darker. Example, when black is
added to red you have maroon, a shade of red. The blacker you add, the darker you have.
GRAYED COLORS – most colors we used in clothes are grayed colors rather than bright, pure colors
you see on the color wheel. Grayed colors are also referred to as soft colors or dull colors. The grayer
you add, the duller the color will be.
NEUTRALS – are white, black and gray. They look well with another and with all other colors. The
more grayed colors become, the more different colors it will harmonize with.
WARM AND COOL COLORS
COOL COLORS – are green, blue-green, blue, blue-violet, and violet. Blue is the coolest color. They
are adjacent to one another in the color wheel.
WARM COLORS – are red, red-orange, orange, yellow-orange, and orange. Red is the warmest color.
They are also adjacent in the color wheel.
QUALITIES OF COLORS
HUE – is the family group name of a color. It is the name of a color. Once they are combined differently
and given new names.
VALUE – refers to the lightness or the tint or the darkness of the shade. The scale of the value colors
are from the very lightest tint to the very darkest of the shade.
INTENSITY – means the brightness or dullness of a color. When you refer to a color as bright or very
bright or dull or very dull you are describing its intensity. Example, green peppers are bright yellow-
green, while olives are dull yellow green
COLOR SCHEMES
The beauty of any color scheme depends upon how well the colors harmonize. To harmonize, colors
must appear to belong together.
24
1. ONE-COLOR HARMONY (MONOCHROMATIC COLOR) – the easiest color scheme to follow
is one that uses the same color in different values and intensity. Example, dark blue suit with very dark
blue accessories and a light blue blouse.
2. ADJACENT COLOR HARMONY – or analogous color harmony. Since they are near each other
on the color wheel neighbor color harmony. Example, yellow-orange, orange, and yellow green are next
to each other on the color wheel; therefore, a pleasing adjacent color harmony may be made from them.
3. COMPLEMENTARY
COLOR HARMONY – these are colors that are opposite in the color wheel. Using these colors may be
a. COMPLEMENTARY COLORS – directly opposite in the color wheel. Example red and
green, blue and orange, yellow and violet.
b. SPLIT COMPLEMENTARY COLORS – a variation of the complementary color scheme.

In addition to the base color, it uses the two colors adjacent to its complement.
c. TRIAD - A triadic color scheme uses colors that are evenly spaced around the color wheel. Triadic
color harmonies tend to be quite vibrant, even if you use pale or unsaturated versions.
4. ACCENTED NEUTRAL-This
consists of the neutral colors such as gray, white, black, brown, and cream, plus a color to accent it.
Self-Check: Identify what is being asked. Write your answer on the blank provided before the
number.
___________________ 1. What line do you25
think would make you look taller?
___________________ 2. What do you think would increase the width of a figure?
___________________ 3. What is the first thing that you would notice in an outfit?
1. What is the purpose of the elements and principles of design?
 The elements and principles of design are the building blocks used to create a work of art. The
elements of design can be thought of as the things that make up a painting, drawing, design, etc.
Good or bad, all paintings will contain most of if not all.
2.Why is it necessary to know the appropriateness of designs?
 Any design needs to be appropriate for he, she or they for whom it is intended and for the
purpose it is to serve. It should also be appropriate, or suitable to its environment. This is true for
all the arts and can be verified in all aspects of life.
Making attractive and functional clothing is easy if one knows the

essential skills in creating a design for a simple project. To create a beautiful
product, one must know the elements (line, shape, form, and color) and
understand the principles of design: balance, proportion, rhythm, emphasis, and
unity. The principles of designs are concepts used to organize or arrange the
structural elements of design. These the ways in which these principles are
applied the affects the expressive content, or the message of the work. The first
thing you usually notice about clothes or anything is their color. Before you start
studying which colors look best together, you should learn the meaning of color
terms and the rules that apply to colors, which includes the different color
schemes, complementary color scheme, split-complementary color scheme,
triadic color scheme, analogous color scheme, monochromatic color scheme, and
accented neutral.
___________________________________________
26
Name of School
ACTIVITY SHEET
TEACHER:
Name of Learner : ____________________________________________________

Grade Level: _______________________________________ Inclusive Dates:
Week No.: 4 Score : _______________
A. Written Work/s:
Activity 1: Identify what is being asked. Write your answer on the blank provided before
the number.
___________________ 1. It is the pleasing relationship of all parts of the object with one another.
___________________ 2. It can be described as having equal "weight" on equal sides of a centrally
placed like a see saw.
___________________ 3. When the structure decoration and accessories are different both sides from
the center of the design.
___________________ 4. It refers to the relative size and scale of the various elements in a design. The
issue is the relationship between objects, or parts, of a whole.
___________________ 5. This is an easy way of balancing but such balance lends monotony to the
dress.
___________________ 6. It is the center of interest.
___________________ 7. These are smooth movement repeated again and again
___________________ 8. A kind of rhythm can also be created by the use of radiated lines.
___________________ 9. It means a relationship of different portion of a design.
___________________ 10. Eyes can move easily from one part to the other on the small lines created by
gathers.
Mini-task:
Activity 2. Create a design of your dream dress or gown by applying the different
principles and elements of design.
Scoring Rubric:
Criteria 3 2 1 Score
Content The design is very The design is clearly The design is not
clearly and accurately presented clearly presented.
27
presented.
Craftsmanship Design is neat and Design is neat shows Design is messy
shows no evidence of very little evidence of and shows smudge
smudge marks, rips, smudge marks, rips, marks, tears or
tears or folds. No tears, or folds. A few folds. Erasure lines
erasures of lines erasure lines showing. showing.
showing.
Relevance The design shows clear The design shows some The design shows
connection to real life connections to real life no connection to
situation. situation. real life situation.
TOTAL
WEEK 5 & 6: PROJECT MAKING: MAKING AN APRON WITH PATCH POCKET

The learner demonstrates understanding on the principles of design and basic
Content Standard
hand stitches.
Performance Standard The learner will make an apron by applying the principles of design and basic
28
hand stitches.
Most Essential Learning Apply the principles of design and basic hand stitches in making an apron
Competencies (MELCs) with patch pocket.
Reliance
Core Values
A. Printed:
 Useful for Life: Dressmaking; Kenneth Dion Roque Crisostomo, Marie Grace
Molina Godoy, (pp. 42-49)
 K-12 Learning Module (pp. 65-73)
B. Online:
 Sewing and attaching patch pocket/s on the Hepworth Apron:
https://www.youtube.com/watch?v=exTG_EfbUcc
 Buttonhole Stitch: https://www.google.com/search?
q=buttonhole+stitch&source=lnms&tbm=isch&sa=X&ved=2ahUKEwifucmjnIX
yAhVQdXAKHaqLD4YQ_AUoAXoECAEQAw&biw=1024&bih=657
TOPIC: PROJECT MAKING: MAKING AN APRON WITH PATCH POCKET
INTRODUCTION:
Sewing techniques is a must in dressmaking. Doing the kinds of hand stitches is a preparation for
permanent stitching. Hand stitches are also used to finish a garment and attaching fasteners. Some
stitches are for decorative purposes.
your life, but also help you internalize the significance of learning the different basic hand stitches in
order for you to produce any garment product. Be reminded of these expectations as you work on the
following phases of this lesson.
the performance task. Doubtlessly, you know that appreciating the connection of the topic basic hand
stitches.
Demonstrate an understanding in basic hand stitches paves the way to make life meaningful. It
allows you to share certain experiences. Oftentimes, you find you share something in common with that
experience that makes the performance task meaningful. This is when you think back and recall a time
when you have much in common with the same experience than what you originally thought. Good
luck!

1. Identify the different basic hand stitches.
2. Plan a design of an apron with patch pocket.
3. Sew an apron with patch pocket by applying the basic hand stitches and principles of design.
29
Directions: Fill in the K-W-H-L Chart below to assess your prior knowledge and understanding
of the topic, perform basic maintenance.
Out More
PROCESS QUESTIONS/FOCUS QUESTIONS:
1. What are the different basic hand stitches?
2. How to sew an apron with a creative patch pocket?
Direction: Identify the following basic hand stitches in Column A. Write your answer on the Column B.
A B
CONTENT DISCUSSION:
In this lesson, you are going to identify the different basic hand stitches and sew an apron by applying the
principles of design and basic hand stitches.
You will be given an opportunity to learn the significance of Basic hand stitches and importance of
sewing.
Sewing techniques is a must in dressmaking. Doing the kinds of hand stitches is a preparation for
permanent stitching. Hand stitches are also used to finish a garment and attaching fasteners. Some
stitches are for decorative purposes.
Sewing the basic hand stitches are very easy if you learn each step thoroughly before you start
practicing the next step. Sewing by hand is a skill that most, if not all, people should probably attempt to
master at some point.
STITCHES FOR HAND SEWING
30
KINDS OF BASIC STITCHES
1. RUNNING STITCH is a series of short even stitches with small even
spaces. It is done by running the needle in and out of the fabric. It is used to
gather, mend, or sew seams. It is also used for basting.
2. BASTING STITCH is a series of straight stitches. It is used to hold two

or more fabric together temporarily. It is similar to running stitch but with
wider stitches and space between them.
3. BACKSTITCH is a stitch sewn one stitch backward on the front side and two
stitch length forward on the reverse side of the fabric to form one solid stitch. It
is used in making tight seams. It is formed by inserting needle behind point
where the thread emerges from the previous stitch.
4. BLANKET STITCH is a button hole stitch but with stitch far apart. It is used to
finish or reinforce edges of thick material like blanket.
5. BUTTONHOLE STITCH is a looped stitch used to reinforce edge of

material and keep it from raveling. It is similar to blanket stitch but with
stitches close to each other. It is used in making and finishing a buttonhole.
6. BLIND HEMSTITCH is a stitch between the hem and the garment. No stitches
are visible on the outside of the fabric.
7. CHAIN STITCH is a series of looped stitches that form a chain-like pattern.
8. CROSS STITCH is a stitch that forms an X or a cross. It is used to tack folds in place like
that of a coating.
9. PRICK STITCH is a kind of backstitch that is used for facings and linings.
10. SLIP STITCH is used to join two pieces of fabric together.
31
11. OUTLINE STITCH This stitch is similar to the back stitch but it is slanted.
Make one slanted backstitch in front of another letting each one overlap the one
before it just a little bit, until the design is filled.
12. CATCH STITCH-This is used for a flat finish next to fabric, such as seam
binding on a hem. Hold open hem edge away from you, work from left to right. Take
a stitch in the hem, then a tiny stitch to the right just beyond edge of hem with the
point of needle to the left. This makes diagonal lined that cross each other.
Basic Hand Stitches: Texas4h-

tama.edufiles/2014/08/22/40handstitches
MAKING AN APRON WITH PATCH POCKET

1. Place the apron pattern on to fabric folded lengthwise. Pin the pattern to the fabric and cut with
an allowance of about 1 inch.
2. Use the double fold hem for the sides and bottom edge of the apron. Fold one side of the apron in
by ½ inch to the wrong side and press. Fold ½ inch again, press and stitch in place.
3. Repeat the procedure on the other side and the bottom edge.
4. Use also the double fold hem for the curved sides of the apron. Remember to clip the curved part
to give shape. After clipping, fold again, pin, and stitch.
5. For the top edge of the apron, fold ½ inch, pin and press. Then fold 1 inch, pin, press, and stitch.
6. Make two ties.
Cut the fabric which measures around 20 inches by ½ inch. Match the wrong sides of the fabric.
Sew ¼ inch on the sides. Invert to show the right sides of the fabric. Press and topstitch both
ends and the sides. Attach the ties to the sides of the apron. To finish raw edges of the ties, fold
over twice and stitch.
7. Make another tie measuring 24 inches by ½ inch for the neck
strap. Use the same procedure stated in #6. Attach tie to the top
side of the apron.
8. Make the patch pocket.
a. Cut a piece of fabric for the patch pocket.
b. Fold the three sides of the pocket using a ½ inch seam
allowance. Pin and press.
c. For the top edge of the pocket, make a ¼ inch fold followed by
an inch fold. Make topstitch along the fold.
9. Measure about 10 inches from the top. Place and pin the pocket at
the center of the apron. Stitch the sides and bottom edge of the
pocket to sew it onto the apron. https://www.google.com/search?
q=steps+in+making+an+apron+with+patch+po
cket&tbm=isch&chips=q:steps+in+making+an
+apron+with+patch+pocket,online_chips:chef+
apron:1iaJz8Mft_Q
%3D&rlz=1C1ASUC_enPH964PH964&hl=en
US&sa=X&ved=2ahUKEwjqu6SJmJHyAhUD
6pQKHV_pBgQQ4lYoBnoECAEQHQ&biw=
1007&bih=607#imgrc=0l9ZApM1f6JmyM
32
https://www.slideshare.net/
salmanranaw/k-to-12-
dressmaking-and-tailoring-
learning-modules
REVISED KNOWLEDGE: Actual answer to the process questions/ focus questions.

1. What are the different basic hand stitches?
The different basic hand stitches are the following:
 RUNNING STITCH is a series of short even stitches with small even spaces. It is
done by running the needle in and out of the fabric. It is used to gather, mend, or
sew seams. It is also used for basting.
 BASTING STITCH is a series of straight stitches. It is used to hold two or more
fabric together temporarily. It is similar to running stitch but with wider stitches
and space between them.
 BACKSTITCH is a stitch sewn one stitch backward on the front side and two
stitch length forward on the reverse side of the fabric to form one solid stitch. It is
used in making tight seams. It is formed by inserting needle behind point where the
thread emerges from the previous stitch.
 BLANKET STITCH is a button hole stitch but with stitch far apart. It is used to
finish or reinforce edges of thick material like blanket.
 BLIND HEMSTITCH is stitch between the hem and the garment. No stitches are
visible on the outside of the fabric.
 CHAIN STITCH is a series of looped stitches that form a chain-like pattern.
 CROSS STITCH is a stitch that forms an X or a cross. It is used to tack folds in
place like that of a coating.
 PRICK STITCH is a kind of backstitch that is used for facings and linings.
 SLIP STITCH is used to join two pieces of fabric together.
 OUTLINE STITCH This stitch is similar to the back stitch but it is slanted. Make
one slanted backstitch in front of another letting each one overlap the one before it
just a little bit, until the design is filled
 CATCH STITCH-This is used for a flat finish next to fabric, such as seam binding
on a hem. Hold open hem edge away from you, work from left to right. Take a
stitch in the hem, then a tiny stitch to the right just beyond edge of hem with the
point of needle to the left. This makes diagonal lined that cross each other.
2. How to sew an apron with a creative patch pocket?

 Place the apron pattern on to fabric folded lengthwise. Pin the pattern to the fabric
and cut with an allowance of about 1 inch.
 Use the double fold hem for the sides and bottom edge of the apron. Fold one side
of the apron in by ½ inch to the wrong side and press. Fold ½ inch again, press and
stitch in place.
 Repeat the procedure on the other side and the bottom edge.
33
 Use also the double fold hem for the curved sides of the apron. Remember to clip
the curved part to give shape. After clipping, fold again, pin, and stitch.
 For the top edge of the apron, fold ½ inch, pin and press. Then fold 1 inch, pin,
press and stitch.
 Make two ties. Cut a fabric which measures around 20 inches by ½ inch. Match
the wrong sides of the fabric. Sew ¼ inch on the sides. Invert to show the right
sides of the fabric. Press and topstitch both ends and the sides. Attach the ties to
the sides of the apron. To finish raw edges of the ties, fold over twice and stitch.
 Make another tie measuring 24 inches by ½ inch for the neck strap. Use the same
procedure stated on the previous one. Attach the tie to the top side of the apron.
 Make the patch pocket. Cut a piece of fabric for the patch pocket (8 inches by 9
inches). Fold the three sides of the pocket using a ½ inch seam allowance, pin and
press. For the top edge of the pocket, make a ¼ inch fold followed by an inch fold.
Make topstitch along the fold.
 Measure about 10 inches from the top. Place and pin the pocket at the center of the
apron. Stitch the sides and bottom edge of the pocket to sew it onto the apron.
Hand sewing is an art form that can satisfy your creative side. If you learn some
of these basic stitches, you will be able to do embroidery, seams and hems. You can
make clothing articles and decorative items for your home once you have mastered these
stitches. Basic Hand Stitches are used to hold fabric temporarily in place, until
permanently stitched. There are four types of basting: hand basting, machine basting,
and pin basting, and basting edges with an iron. The different basic hand stitches are
running stitch, basting stitch, backstitch, and blanket stitch, and buttonhole stitch, blind
hem stitch, chain stitch, cross stitch, prick stitch, and slip stitch. Using these different
basic hand stitches, you can sew anything you want, including an apron with patch
pocket.
___________________________________________
Name of School
34
ACTIVITY SHEET
TEACHER:
Name of Learner : ____________________________________________________

Grade Level: _______________________________________ Inclusive Dates:
Week No.: 5 & 6 Score : _______________
A. Written Work/s:
Activity 1: Identify what is being asked. Write your answer on the blank provided before
the number.
______________1. Used to finish a garment, attaching fasteners and for decorative purposes.
______________2. A looped stitch used to reinforce edge of material and keep it from raveling.
______________3. A kind of backstitch that is used for facings and linings.
______________4. Used to join two pieces of fabric together.
______________5. A series of looped stitches that form a chain-like pattern.
______________6. It is used to tack folds in place like that of a coat lining.
______________7. It is used to finish or reinforce edges of thick material like blanket.
______________8. It is used in making tight seams.
_______________9. It is formed by inserting needle behind point where the thread emerges from the previous
stitch.
______________10. It is used to hold two or more fabric together temporarily.
B. Mini-task:
Activity 2. Plan a design of your apron with patch pocket by applying the different
principles and elements of design.
Scoring Rubric:
Criteria 3 2 1
Content The design is very clearly The design is clearly The design is not clearly
and accurately presented. presented presented.
35
Craftsmanship Design is neat and shows Design is neat shows very Design is messy and shows
no evidence of smudge little evidence of smudge smudge marks, tears or
marks, rips, tears or folds. marks, rips, tears, or folds. folds. Erasure lines
No erasures of lines A few erasure lines showing.
showing. showing.
Relevance The design shows clear The design shows some The design shows no
connection to real life connections to real life connection to real life
situation. situation. situation.
C. Performance Task: Project Making: Making an Apron with Patch Pocket
You are a dressmaker/tailor and your school will conduct a TLE Culminating Activity. You will
be representing your class for the Creative Apron Making Contest with Patch Pocket. You will going to
sew an apron with patch pocket using the design you planned on Activity B. s
Materials needed:
Pins
Pencil
Tailor’s chalk
1 yard of any fabric available at home
A piece of designed fabric for patch
Apron pattern
Procedure:
1. Place the apron pattern on to fabric folded length wise. Pin the pattern to the
fabric and cut with an allowance of about 1 inch.
2. Use the double fold hem for the sides and bottom edge of the apron. Fold one
side of the apron in by ½ inch to the wrong side and press. Fold 1/2 inches
again, press and stitch in place.
3. Repeat the procedure on the other side and the bottom edge.
4. Use also the double fold hem for the curved sides of the apron. Remember to
clip the curved part to give shape. After clipping, fold again, pin, and stitch.
5. For the top edge of the apron, fold ½ inch, pin and press. Then fold 1 inch,
pin, press, and stitch.
6. Make two ties.

Cut the fabric which measures around 20 inches by ½ inch. Match the wrong
sides of the fabric. Sew ¼ inch on the sides. Invert to show the right sides of the
fabric. Press and topstitch both ends and the sides. Attach the ties to the sides of
the apron. To finish raw edges of the ties, fold over twice and stitch.
7. Make another tie measuring 24 inches by ½ inch for the neck strap. Use the
same procedure stated in #6. Attach tie to the top side of the apron
36
8. Make the patch pocket.
a. Cut a piece of fabric for the patch pocket.
b. Fold the three sides of the pocket using a ½ inch seam allowance. Pin and press.
c. For the top edge of the pocket, make a ¼ inch fold followed by an inch fold. Make topstitch along the
fold.
s
9. Measure about 10 inches from the top. Place and pin the pocket at the
center of the apron. Stitch the sides and bottom edge of the pocket to sew it
onto the apron.
RUBRIC FOR EVALUATING THE PATCH POCKET APRON

Criteria Outstanding (5) Very good (4) Good (3) Score
Construction All steps were Most of the steps Some of the steps
process stitchingfollowed in correct were followed were followed
sequence. The edges correctly. The correctly. The edges
are evenly stitched edges are evenly of the apron are
and neatly done. stitched. stitched and done.
Use of tools and Observes the correct Sometimes Rarely observes the
equipment use of the tools most observes the correct correct use of the
of the time. use of the tools. tools.
The making of The pocket is cut and The pocket is cut The pocket is cut and
the patch pocket sewn properly. It is and sewn properly. sewn properly.
neatly placed on the It is neatly placed Needs to improve the
apron body. It onto the apron. placement of the
complements the pocket.
apron.
Work habit speed Completes the task on Late by a day in Late by 2 days in
time. completing one’s completing one’s
work. work.
TOTAL
WEEK 7: PERFORM BASIC MAINTENANCE

The learner demonstrates understanding in performing basic maintenance
Content Standard
of sewing machine in dressmaking/tailoring.
The learner consistently performs basic maintenance of sewing machine
in dressmaking/tailoring.
Most Essential Learning LO 2. Clean and lubricate machine
Competencies (MELCs)  Observe proper handling and cleaning of the machine;
37
 Resolve common machine troubles;
 Follow the safety procedures in machine cleaning;
 Perform regular maintenance schedules.
Reliance
Core Values
Printed:
C. Useful for Life: Dressmaking; Kenneth Dion Roque Crisostomo, Marie Grace Molina
Godoy, (pp. 53-57)
D. K-12 Learning Module (pp. 95-102)
Online: https://textilelearner.blogspot.com/2014/11/sewing-machine-maintenance-schedule.html
TOPIC: PERFORM BASIC MAINTENANCE
INTRODUCTION:
your life, but also help you internalize the significance of learning the care and maintenance of a sewing
machine. Be reminded of these expectations as you work on the following phases of this lesson.
The care and maintenance of a sewing machine helps to improve its working. This consists
mainly of cleaning, oiling, and right handling, which contributes to good output, quality production and
safety of the workers. Care and maintenance is also necessary in order to operate the machine smoothly
and for its long term use. It is very important to identify the sewing defects such as upper thread break,
bobbin (lower) thread break, bunching of threads, skipped stitches, irregular stitches and stitches that are
not formed properly, etc., for proper working of sewing machine and good quality production. This Unit
discusses the cause and different defects and the corrective action to be taken.
Demonstrate understanding on Sewing Machine care and maintenance that paves the way to
make your life meaningful. It allows you to share certain experiences. Oftentimes, you find you share
1. Observe proper handling and cleaning of the machine.

2. Resolve common machine troubles.
3. Perform regular maintenance schedules.
understanding of the topic, perform basic maintenance.
What I Want to How I Can Learn
Find Out More
38
1. Why is it necessary to keep the machine clean and lubricated?
2. What is the importance of removing the needle before attempting to clean the machine?
3. What parts of the machine are to be cleaned and lubricated?
Directions: Identify five parts of the sewing machine and the use of each.
Part Use
1.
1.
2.
2.
3.
3.
4.
4.
5. 5.
CONTENT DISCUSSION:
In this lesson, you are going to identify ways on how to clean and oil the sewing machine, and
perform basic maintenance in using the sewing machine.
You will be given an opportunity to learn the significance of Perform basic maintenance in
CARE OF SEWING MACHINE
How to Clean and Oil Your Sewing Machine?

Cleaning and oiling your sewing machine is basic maintenance that bits of lint, thread, dust and
even fabric can get stuck in your machine. These make work harder and can even jam your sewing
machine. Clean your machine to fix these help the machine to last longer and perform more smoothly.
If you sew regularly, problems and use sewing machine oil to help the moving parts function smoothly.
You should clean and oil your machine after finishing any large project as well as any time you suspect
it is having a problem.
INSTRUCTIONS:
1. Prepare the needed tools and supplies in cleaning the sewing machine.
2. Remove the needle if there is any. This will prevent the cleaner from pricking fingers during the
cleaning process.
Face Plate (presser bar, needle bar, thread take up lever, lifter).
 Unscrew face plate and keep it in the drawer while cleaning.
 Brush dust away then put a little amount of oil while rotating the balance wheel to inner parts
can be accessed.
 Put back the Face Plate in place.
Cleaning and oiling your sewing machine is basic maintenance that can help the machine to last
longer and perform more smoothly. If you sew regularly, bits of lint, thread, dust and even fabric can get
39
stuck in your machine. These make work harder and can even jam your sewing machine. Clean your
machine to fix these problems and use sewing machine oil to help the moving parts function smoothly.
You should clean and oil your machine after finishing any large project as well as any time you suspect
it is having a problem
UPPER TENSION (DISC SPRING AND DIAL)

Remove outer bolt, tension dial, discs and disc spring.
Lay each part in your front table following its disassembling for easier assembling.
Brush dust and wipe with absorbent cloth with oil.
Assemble by following the laid parts in your table.
LOWER MECHANISM (ROTARY OSCILLATING HOOK)

Remove bobbin case.
Fasten sides of oscillating hook.
Remove dust with lint brush.
Put a little amount of machine oil on moving parts.
Return spare parts in place.
OTHER MINOR PARTS

Remove entangled threads between head and balance wheel.
Brush accumulated dust in the treadle joints connecting the band wheel.
Clean gummy dust on the band wheel.
After all parts were dusted, lubricate all joints and oil slots with good quality oil.
Wipe off all surplus oil then put a piece of absorbent cloth under the presser foot for dripping oil.
Note: When the machine has thoroughly cleaned and oiled, run it slowly for several minutes to allow
the oil to work on its moving parts. Place a scrap of fabric under the presser foot and lower the needle to
absorb excess oil.
Resolve common machine problems
Below are some machine troubles, their causes, and possible remedies.
Machine troubles Causes Solutions
Breaking needles. Needles break due to Replace bent or blunt needles.
prolonged use. Let the feed dog move the
Needles break if you force the fabric.
fabric though the feed. Adjust size of needle to the
The wrong needle size is also thread and fabric to be sewn.
the cause of a broken needle.
Skipping stitches The wrong size of needle is Use the appropriate needle
used. size for the fabric.
The pressure may be too tight. Adjust tension.
The upper and lower thread Use the correct thread for
may be different in size or lower and upper threading.
type.
Thread breaking Improper threading of the See to it that the machine is
machine. properly threaded.
Needle may be bent or blunt. Replace needle.
Threads not properly pulled Check the probable cause and
back when starting to sew. do the necessary action to
Lint or dirt around the bobbin remedy the problem.
case. Check the bobbin area for
dirt, lint, or knots of thread.
Looped stitches Small loops indicate tension Check the tension control and
may be unbalanced. threading.
Big loops occur due to Replace needle.
improper threading. Check bobbin/case and
Wrong needle is used. rethread if needed.
Bobbin may be wound Clean the machine regularly.
improperly.
40
Lint, dirt, jammed thread
between the tension disc.
Fabric puckered when Stitch tension may be Check tension control.
stretched. unbalanced. Adjust stitch length to the
Stitch too long for the fabric texture and types of fabric
used. Use thread suited to the
Thread may be too thick for fabric.
the fabric. Use needle suited to the thick
Needle may be too coarse for fabric
the fabric.
Machine runs noisily Machine may be in need of Have a regular cleaning and
cleaning or oiling. oiling of the machine.
There may be lint, dirt, or bits Clean the bobbin area.
of thread in the bobbin area.
OCCUPATIONAL HEALTH AND SAFETY PROCEDURE IN SEWING MACHINE

MAINTENANCE
Cleaning and lubricating a sewing machine is quite a messy task. Personal care should be observed
during this activity. The following health and safety precautions should be practiced at the shop or at
home.
1. Wear personal protective equipment. This prevents your clothing from being tarnished by oil and dirt.
Be sure to wear gloves to avoid accumulation of oil and dirt in your nails and palms. (Wearing of
protective eye glasses is optional).
2. Remove the upper belt or turn power off before oiling the sewing machine.
3. When a chemical or small spare part get into your eyes, call the attention of your teacher at once.
4. Do not remove any safety device from any machine.
5. Be sure that all screws are well-lightened before starting the machine.
6. Make sure that no screws or tools are left on the floor to avoid slipping
7. Wipe dry spilled oils on the floor to avoid accidents.
8. Assign colored tags for a newly maintained sewing machine
9. Provide a small bin for your garbage when performing this job.
10. Have a separate cabinet or storage for tools and supplies for sewing machine maintenance.
11. Always refer to the sewing machine service manual for accurate application of procedure.
Note: A sewing machine is an equipment that needs care and cleaning. Keep it dusted and lubricated at
least once a week or more often if the machine is in constant use.
OPERATING SAFETY PROCEDURES:
1. Only one person is to operate a sewing machine at any time.
2. Do not touch a sewing machine while another person is sewing.
3. Do not wear loose clothing, especially long sleeves and neck ties.
4. Turn the power off when making adjustments to the sewing machine such as changing the presser foot
and needle.
5. Start and run the sewing machine slowly and evenly.
6. Take care not to sew over pins. Remove the pin before it is pulled under the presser foot.
7. Make sure the take-up lever is raised before pulling out the fabric and cutting threads.
8. It is important to keep the machine free of lint as possible. Use a lint brush to clean the bobbin area.
41
9. Do not push or pull the fabric while sewing. Let the machine do the work-your hands should guide the
fabric without forcing it.
10. When you are done stitching, turn the hand wheel away from you until the take up lever is at its top
position, raise the presser foot and pull the fabric away.
11. When the machine is operating, keep your fingers at the side of the presser foot not in front of it.
12. When you are done with your sewing task, clean the work place.
Perform regular maintenance schedule
Sewing machines, like every tool in a shop, work wonderfully when they are maintained and cleaned on
a regular basis. Although all sewing machines are set up a little differently, the basic elements are pretty
much the same.
First, remove the bobbin cover.
Be sure your presser foot and needle are raised as high as possible so you don't damage them. You
could also choose to remove them completely if your presser foot or needle don't lift out enough for you
to reach all the parts you need.
Next, unscrew and remove the needle plate. Your needle plate may have more screws, so make sure you
get them all before trying to lift it
Next, Remove the bobbin (if it is still in your machine) and the bobbin holder. Make note of which
direction it sits in your machine; you will have to put it back in at the end
Clean off the lint from the bobbin holder as well as the hook race and off of the feed dogs.
Lint is your machine's worst enemy and plays a big part in any sewing machine's malfunctioning.
You can use either a soft bristled brush, a soft cleaning cloth, or compressed air to get all the lint out
Oiling your machine regularly will keep it in excellent condition for years.
When you look into the center of the bobbin raceway, you can see a series of metal circles which are the
bobbin's bearings. In the middle of these bearings is usually a small sponge.
Place a few drops of sewing machine oil on this center sponge. You want to make sure you get enough
in there to oil the machine, but don't overfill it to the point where oil is pooling out of the center circle.
42
Now Reassemble your machine.
1) Replace the bobbin holder
2) Reattach the needle plate

3) Insert bobbin and bobbin cover
Finally, test your machine to make sure everything was reassembled correctly by running the hand
wheel on the side a few times.
This simple maintenance done once a month should keep your machine working for years.
Self-Check: Directions: Arrange the steps in occupational health and safety procedure in sewing
machine maintenance Write number 1 for the first step, 2 for the second step, and so on. Write your
answer in your quiz notebook.
_____When a chemical or small spare part get into your eyes, call the attention of your teacher at once.
_____Wipe dry spilled oils on the floor to avoid accidents.
_____ Provide a small bin for your garbage when performing this job.
_____Wear personal protective equipment. This prevents your clothing from being tarnished by oil and
dirt. Be sure to wear gloves to avoid accumulation of oil and dirt in your nails and palms. (Wearing of
protective eye glasses is optional).
_____Do not remove any safety device from any machine.
_____ Have a separate cabinet or storage for tools and supplies for sewing machine maintenance.
_____Remove the upper belt or turn power off before oiling the sewing machine.
_____ Assign colored tags for a newly maintained sewing machine.
_____ Be sure that all screws are well-lightened before starting the machine.
_____ Make sure that no screws or tools are left on the floor to avoid slipping.
1. Why is it necessary to keep the machine clean and lubricated?

 Most people believe that lubrication is only important because it makes the parts 'slippery'. In
reality, lubricants are substances, which play a major role in bearing and machinery function
and longevity by reducing wear of moving parts. Reducing friction between rotating parts and
stationery ones.
Bits of dust, lint, thread, and even fabric can get stuck in the machine during the process of
sewing. These make work harder and can even jam the sewing machine. The machine has to be
cleaned and any problem should be fixed as soon as possible. Oiling it regularly helps the
moving parts work smoothly. A clean and well-oiled sewing machine will always perform
satisfactorily. Cleaning and oiling a sewing machine help the machine to last longer and
perform more smoothly. It is a good practice to oil the machine after each day’s work or after 8
to 10 hours of use. Even if the machine is not used often, it should still be oiled occasionally to
keep the oil from drying and gumming (to become sticky or clogged).
43
2. What is the importance of removing the needle before attempting to clean the machine?
 The machine should always be kept covered when not in use to protect from dirt and dust.
Before attempting to clean the machine, it is wise to remove the needle to avoid the danger of
sewing into the finger during the cleaning process.
3. What parts of the machine are to be cleaned and lubricated?
 The needle, presser foot, and bobbin area are the main parts of your sewing machine that need
to be routinely cleaned.
Most sewing machines encounter problems that can be traced to poor general
maintenance or neglect. But with some simple tools and just a few minutes daily, weekly, or
monthly, depending on how much our sewing machine is used, we can help keep our machine
running smoothly. It is very important for one who sews to know how to operate the sewing
machine correctly and to determine whether or not the machine is functioning well. A sewing
machine needs to be cleaned and oiled regularly in order for it to perform satisfactorily.
Sewing machine should have two knobs, one for the stitch length and the other for the
tension. These two settings should be adjusted right after threading a sewing machine and
whenever you change the fabric or thread type. There should be a testing operation with a scrap
of fabric to make sure that both are moving correctly.
Regular sewing machine maintenance is a must in order to keep the machine in good
working condition, and to run it smoothly and to last long, proper care is part of its operation.
___________________________________________
Name of School

ACTIVITY SHEET
TEACHER:
Name of Learner: ____________________________________________________

Grade Level: _______________________________________ Inclusive Dates: _______________
44
Week No.: 7 Score : _______________
Written Work/s:
A. Activity 1: Answer the question briefly.

 Scheduled maintenance of a sewing machine must be done regularly. As a tailor, how would
you take care of your sewing machine?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
B. Fill in the columns with the required information about the common troubles of sewing
machine.
PROBLEM IN SEWING CAUSE REMEDY/SOLUTIONS
Activity 2: Mini Tasks: Differentiated Activities. Choose one (1) among the given options
below which you are most comfortable to do.
 Draw at least five (5) steps in cleaning and lubricating the sewing machine.
 Make a slogan about cleaning and lubricating the sewing machine.
 Make your own hashtag about performing basic maintenance.
Follow the rubric as your guide.
Scoring rubric for poster:

Criteria 5 4 3
Content The poster is very clearly and The drawing is clearly presented The drawing is not clearly
accurately presented the the proper use of sewing presented the proper use of
proper use of sewing machine machine and its basic sewing machine and its basic
and its basic maintenance. maintenance. maintenance.
Craftsmanship Poster is neat and shows no Poster is neat shows very little Poster is messy and shows
evidence of smudge marks, evidence of smudge marks, rips, smudge marks, tears or folds.
rips, tears or folds. No tears, or folds. A few erasure Erasure lines showing.
erasures of lines showing. lines showing.
Relevance The poster shows clear The poster shows some The poster shows no connection
connection to real life connections to real life situation. to real life situation.
situation.
Scoring Rubrics for slogan:
45
Criteria 5 4 3
Content The slogan is very clearly and The slogan is clearly presented The slogan is not clearly
accurately presented the proper the proper use of sewing presented the proper use of
use of sewing machine and its machine and its basic sewing machine and its basic
basic maintenance. maintenance. maintenance.
Craftsmanship Slogan is neat and shows no Slogan is neat shows very little Slogan is messy and shows
evidence of smudge marks, evidence of smudge marks, rips, smudge marks, tears or folds.
rips, tears or folds. No erasures tears, or folds. A few erasure Erasure lines showing.
of lines showing. lines showing.
Relevance The slogan shows clear The slogan shows some The slogan shows no connection
connection to real life situation. connections to real life situation. to real life situation.
Scoring Rubrics for hashtag:

Criteria 5 4 3 2 1
Organization Ideas are well- Ideas are almost Ideas are not Ideas are not Ideas presented
organized. Unity sufficient but unity and sufficient but unity logically are very far from
and coherence are coherence are evident and coherence are presented the expected
observed. evident answers.
WEEK 8: OCCUPATIONAL SAFETY and HEALTH PROCEDURES IN SEWING

The learner demonstrates understanding in practicing occupational safety and
Content Standard
health in dressmaking/tailoring.
The learner consistently practices occupational safety and health in
dressmaking/tailoring.
LO 1. Identify and evaluate hazards and risks
Most Essential Learning  Explain workplace hazards and risks;
Competencies (MELCs)  Identify hazards and risks in the workplace;
 Explain the causes of hazards and risks.
Reliance
Core Values
46
Printed:
E. Useful for Life: Dressmaking; Kenneth Dion Roque Crisostomo, Marie Grace Molina
Godoy, (pp. 50-56)
F. K-12 Learning Module (pp. 103-120)
Online:
 http://www.youtube.com/watch?v=aB2H3qmO1YQ
 http://www.youtube.com/watch?v=jmaZBTMzkoY
 http://www.youtube.com/watch?v=Vy5oe-CLvmk
 http://www.youtube.com/watch?v=HSa71gZbTgQ
5 TOPIC: OCCUPATIONAL SAFETY and HEALTH PROCEDURES IN SEWING
INTRODUCTION:
the performance task. Doubtlessly, you know that appreciating the connection of Occupational Safety
and Health Procedures in Sewing to real life context is like appreciating the beauty of life through a
collage, reflection paper, photo, picture, illustration and drawing.
The care and maintenance of a sewing machine helps to improve its working. This consists
mainly of cleaning, oiling, and right handling, which contributes to good output, quality production and
safety of the workers. Care and maintenance is also necessary in order to operate the machine smoothly
and for its long term use. It is very important to identify the sewing defects such as upper thread break,
bobbin (lower) thread break, bunching of threads, skipped stitches, irregular stitches and stitches that are
not formed properly, etc., for proper working of sewing machine and good quality production. This Unit
discusses the cause and different defects and the corrective action to be taken.
Demonstrate an understanding in Occupational Safety and Health Procedures in Sewing paves

the way to make life meaningful. It allows you to share certain experiences. Oftentimes, you find you
share something in common with that experience that makes the performance task meaningful. This is
when you think back and recall a time when you have much in common with the same experience than
what you originally thought. Good luck!
1. Observe proper handling and cleaning of the machine.

2. Resolve common machine troubles.
3. Perform regular maintenance schedules.
understanding of the topic, perform basic maintenance.

Out More

47
1. What is a hazard?
2. What is Risk?
3. How to avoid workplace hazards and risks in sewing?
4. What are the legal requirements for personal protective equipment (PPE)?
Directions: Tell whether the following are hazards and risks. In the blank before each number, write H
if it is a hazard and R if it is a risk.
________1. finger injuries ________6. sliding

________2. slipping ________7. fire
________3. electrical equipment ________8. scissors
________4. flat iron ________9. machine oil spillage
________5. burns ________10. pins and needles
CONTENT DISCUSSION:
In this lesson, you are going to define hazard and risk, identify the different hazards at workplace
and perform basic maintenance in sewing.
You will be given an opportunity to learn the significance of Perform basic maintenance in
Technical Term
Biological - bacteria, viruses, insects, plants, birds, animals, and humans, etc.
Chemical - depends on the physical, chemical and toxic properties of the chemical.
Environment – The circumstances or conditions that surround one
Ergonomic - repetitive movements, improper set up of workstation, etc., Exposure – the condition of
being exposed, especially to severe weather or other forces of nature
Health - The overall condition of an organism at a given time.
Industry – a specific branch of manufacture and trade.
Injury - Damage or harm done to or suffered by a person or thing
Harmful – Causing or capable of causing harm
Obligations – The act of binding oneself by a social, legal, or moral tie
Physical - radiation, magnetic fields, pressure extremes (high pressure or vacuum), noise, etc,
Protective – giving or capable of giving protection
Psychosocial - stress, violence, etc.,
Responsibility – the ability or authority to act or decide on one's own, without supervision
Safety – Freedom from danger or risk of injury
Textile - A cloth, especially one manufactured by weaving or knitting; a fabric.
Workplace - A place, such as an office or factory, where people are employed
PPE – Personal Protective Equipment
OSH – Occupational Safety and Healthy
RADHAZ - Radiation Hazard
HERP - Hazards of Electromagnetic Radiation to Personnel
HERO - Hazards of Electromagnetic Radiation to Ordnance
HERF - Hazards of Electromagnetic Radiation to Fuel
OCCUPATIONAL SAFETY AND HEALTH (OSH)

OSH is the promotion and maintenance of the highest degree of physical, mental, and social
well-being of workers in all occupations. It deals with the elimination of factors and conditions
hazardous to health and safety at work.
48
The Department of Labor and Employment (DOLE) is the leading agency in the enforcement,
monitoring, and evaluation of OHS standards, policies, law, and programs.
To safeguard the health and safety of the workers, guidelines are set for different work settings in
the eliminations of hazards and risks in the workplace. Workers should be aware of the hazards and risk
in his or her work place.
What is a hazard?
A hazard is any source of potential damage, harm or adverse health effects on something or
someone under certain conditions at work.
Basically, a hazard can cause harm or adverse effects (to individuals as health effects or to
organizations as property or equipment losses).
Sometimes a hazard is referred to as being the actual harm or the health effect it caused rather
than the hazard. For example, the disease tuberculosis (TB) might be called a hazard by some but in
general the TB-causing bacteria would be considered the "hazard" or "hazardous biological agent
What are examples of a Hazard?
Workplace hazards can come from a wide range of sources. General examples include any
substance, material, process, practice, etc. that has the ability to cause harm or adverse health effect to a
person under certain conditions.
Example of hazards and their effects
Workplace hazard Example of hazard Example of harm caused
Thing Knife Cut
Substance Benzene Leukemia
Material Asbestos Mesothelioma
Source of Energy Electricity Shock, electrocution
Condition Wet floor Slips, falls
Process Welding Metal fume fever
Practice Hard rock mining Silicosis
An object that could fall from a height (potential or gravitational energy)

A run-away chemical reaction (chemical energy)
The release of compressed gas or steam (pressure; high temperature)
Entanglement of hair or clothing in rotating equipment (kinetic energy)
Contact with electrodes of a battery or capacitor (electrical energy)
What is Risk?
Risk is the chance or probability that a person will be harmed or experience an adverse health
effect if exposed to a hazard. It may also apply to situations with property or equipment loss.
For example: The risk of developing cancer from smoking cigarettes could be expressed as
"cigarette smokers are 12 times (for example) more likely to die of lung cancer than nonsmokers".
Another way of reporting risk is "a certain number, "Y", of smokers per 100,000 smokers will likely
develop lung cancer" (depending on their age and how many years they have been smoking). These risks
are expressed as a probability or likelihood of developing a disease or getting injured, whereas hazards
refer to the possible consequences (e.g., lung cancer, emphysema and heart disease from cigarette
smoking).
Factors that influence the degree of risk include:
 How much a person is exposed to a hazardous thing or condition
 How the person is exposed (e.g., breathing in a vapor, skin contact)
 How severe are the effects under the conditions of exposure.
What is a risk assessment?
Risk assessment is the process where you:
49
 Identify hazards
 Analyze or evaluate the risk associated with that hazard
 Determine appropriate ways to eliminate or control the hazard.
The OSH Answers Risk Assessment has details on how to conduct an assessment and establish
priorities.
What is an adverse health effect?
A general definition of adverse health effect is "any change in body function or the structures of cells
that can lead to disease or health problems".
Adverse health effects include:
 Bodily injury
 Disease
 Change in the way the body functions, grows, or develop
 Effects on a developing fetus (teratogenic effects, fetotoxic effects)
 Effects on children, grandchildren, etc. (inheritable genetic effects)
 Decrease in life span
 Change in mental condition resulting from stress, traumatic experiences, exposure to solvents,
and so on
 Effects on the ability to accommodate additional stress.
Will exposure to hazards in the workplace always cause injury, illness or other adverse health effects?
Not necessarily. To answer this question, you need to know:
What hazards are present
How a person is exposed (route of exposure, as well as how often and how much exposure
occurred)
What kind of effect could result from the specific exposure a person experienced
The risk (or likelihood) that exposure to a hazardous thing or condition would cause an injury, or
disease or some incidence causing damage
How severe would the damage, injury or harm (adverse health effect) be from the exposure.
The effects can be acute, meaning that the injury or harm can occur or be felt as soon as a person
comes in contact with the hazardous agent (e.g., a splash of acid in a person's eyes). Some responses to
may be chronic (delayed). For example, exposure to poison ivy may cause red swelling on the skin two
to six hours after contact with the plant. On the other hand, longer delays are possible: mesothelioma, a
kind of cancer in the lining in the lung cavity, can develop over 20 years or more after exposure to
asbestos.
Once the hazard is removed or eliminated, the effects may be reversible or irreversible. For example,
a hazard may cause an injury that can heal completely (reversible) or result in an untreatable disease
(irreversible).
To safeguard our health and safety at home and in the workplace, let us know the different types of
hazards.
Types of Hazard
1. Chemical - A chemical hazard is any substance that can cause harm, primarily to people. Chemicals
of all kinds are stored in our homes and can result in serious injuries if not properly handled. Household
items such as bleach can result in harmful chlorine gas or hydrochloric acid if carelessly used. Gasoline
fumes from containers for lawnmowers or boats can result in major health hazards if inhaled.
2. Electrical - An electrical hazard can be defined as a dangerous condition where a worker could make
electrical contact with energized equipment or a conductor, and from which the person may sustain an
injury from shock; and/or, there is potential for the worker to receive an arc flash burn, thermal burn, or
blast injury. Working near an electrical hazard is dangerous and can be fatal. Any work on or near
energized equipment must be done only when measures are in place to provide protection from electric
50
shock and burn. With adequate safety measures in place, every electrical injury and fatality can be
prevented. An electric hazard is considered to be removed when protective measures are put in place at
the source (remove hazard or de energize), or along the path (place electrical insulation/barrier between
the worker and the electrical hazard). Where PPE is relied upon for worker protection, an electrical
hazard is considered to remain and it is still necessary to address safety requirements for other workers
in the area.
3. Ergonomic - Ergonomic hazards impact employers and workers and their families. Poor workplace
design, awkward body mechanics or postures, repetitive movements, and other ergonomic hazards
induce or contribute to a staggering number of cumulative trauma disorders
Cumulative trauma disorders (CTD) affect hands, wrists, elbows, arms, shoulders, the lower back, and
the cervical spine area. Structures involved include tendons, muscles, bones, nerves, and blood vessels.
One can plan strategies for abatement by learning to recognize the hazards that contribute to CTD
OSHA has published the Ergonomic Program Management Guidelines. OSHA has also given Advance
Notice of Proposed Rulemaking for an Ergonomic Standard that will affect all industries.
A companywide ergonomic assessment should be developed, followed by a well written ergonomic
plan. Ergonomic abatement will decrease the costs associated with CTD and ultimately impact the
corporate "bottom line."
4. Psychological - The psychosocial hazard has recently been acknowledged in legislation as a
workplace hazard. This type of hazard relates to mental health and behavioral disorders.
5. Radiation - Radiation Hazard (RADHAZ) describes the hazards of electromagnetic radiation to fuels,
electronic hardware, ordinance, and personnel. In the military these hazards are segregated as follows:
 Hazards of Electromagnetic Radiation to Personnel (HERP)
 Hazards of Electromagnetic Radiation to Ordnance (HERO)
 Hazards of Electromagnetic Radiation to Fuel (HERF)
6. Biological - A biological hazard, or biohazard, is anything coming from living organisms (i.e. pollen,
fungi, animals, insects, bacteria and viruses) that could be a threat to someone's health. It is represented
by ☣, the biohazard symbol, which is used everywhere in the world. When people see this sign they
know to take precautions, and to follow proper conduct for science labs.
7. Physical - Physical hazards are those substances which threaten your physical safety. The most
common types of physical hazards are:
Fire
Explosion
Chemical Reactivity
Hazards may be encountered when using the sewing machine include:
 Cuts and injuries from sharp edges, knife blades, scissors and pins - Finger injuries while sewing
 Back injury from poor posture and improper lifting procedures - Eye strain from poor lighting
SEWING SAFETY RULES AND GUIDELINES

Pre-operational Safety:
1. Check the sewing machine and its cord are in good working order.
2. Check all adjustments and settings carefully before commencing any sewing operation.
3. The workplace should be clean and free from rubbish and other obstacles.
4. Evaluate the ergonomics of your workplace. Is your chair ergonomically correct in terms of height,
tilt, and back support?
5. The sewing are should be well-lighted. Eyestrain is a common injury for anyone performing the fine
detail work of sewing. Good lighting also helps reduce the chance of unwanted material being drawn
into the machine.
51
6. Follow the instructions. Take some time to familiarize yourself with the sewing machine, as well as
the manufacturer’s recommended best practices.
7. Be sure to use the correct type and size of needle for thr fabric being sewn. Change needle frequently
when using synthetic fabrics.
8. If you have a long hair, do not let your hair hang loose while sewing.
9. The thread in the bobbin should be the same as that on the spool.
Operating Safety Precautions:
Make sure all other students keep away from the workplace at all times.
One person only is to operate a sewing machine at any time.
Do not touch a sewing machine while another person is sewing.
Do not wear loose clothing, especially long sleeves and neck ties.
Turn the power off when making adjustments to the sewing machine such as changing the
presser foot and needle.
Never race the sewing machine at high speed.
Take care not to machine over pin.
Make sure the take- up lever is in the upper position before pulling out the fabric and cutting
threads
It is important to keep the machine as free of lint as possible.
Do not push or pull the fabric while sewing. Let the machine do the work –your hands should
guide the fabric without forcing it.
Lesson 3. Control hazards and risks
Hazard Management
One of the most important duties required by OHS law of all workers, including volunteers, is to keep
the workplace as safe as possible. A good way to do this is to use the 4 SAFE’ steps:
SPOT THE HAZARD
ASSESS THE HAZARD
FIX THE HAZARD
EVALUATE THE RESULT
CONTINGENCY MEASURES AND PROCEDURES

Safety in the Sewing Room
This is an excellent article on sewing room and craft room safety with some wonderful ideas for
safe storage along with guidelines on how to use common tools and items found in your sewing and
craft room.
When my mother first started teaching me to sew, she told me about one of her earliest sewing
mishaps. She was about five years old, and was playing with her mother's treadle machine (even though
she knew she wasn't allowed to). Sure enough, she turned the flywheel while her finger was under the
needle. But she knew if she cried out, she would be punished for playing with the machine, so she had to
back the needle out and bandage the wound herself. Her mother never found out about the accident, and
my mother never had another machine mishap again.
52
Mom's story made a big impression on me; I have always been a cautious sewer. So far (knock
wood!) I have avoided any serious sewing injury, but thousands of other sewing enthusiasts every year
are not as fortunate.
Sewing involves lots of opportunities for injury. Some of these are obvious, but some are less so.
Sewers can injure their bodies in almost imperceptible ways.
The most obvious injuries are those caused by sharp implements, such as needles and cutting
tools. In addition to puncture wounds, sewers are at risk for slicing wounds (from scissors and rotary
cutters) and burns (from irons). Taking basic precautions will reduce the risk of injury in the sewing
room.
How to Avoid Injury Using a Sewing Machine
Sewing machines make quick work out of piles of mending, but many people take for granted
that a sewing machine is a potentially harmful instrument! Each year people accidentally harm
themselves at home or at work while sewing on a machine. Here are a few guidelines to minimize your
chance of injury.
1. Examine the sewing machine to make sure that it is fully assembled and well maintained. Depending
on your model of sewing machine or server, the manufacturer has guards on various parts of the
machine. Make sure that these guards are fully in place before using the machine.
2. Evaluate the ergonomics of your workspace. Is your chair ergonomically correct in terms of height,
tilt, back support, etc.? Do you need a footrest? Does your chair or stool adjust? Proper furniture can go
a long way in combating repetitive stress disorders such as carpal tunnel syndrome.
3. Clear your surroundings of clutter and debris. Besides the psychological stress of a cluttered
workspace, sewing machines can overheat. Extra flammable materials in your work area increase the
danger. Also, extra threads, scraps, etc., can become lodged in moving parts, causing jams or
unpredictable operation.
4. Turn on a light. Eyestrain is a common injury for anyone performing the fine detail work of sewing.
Good lighting also helps reduce the chance of unwanted material being drawn into the machine.
5. Follow the instructions! Take some time to familiarize yourself with the sewing machine, as well as
the manufacturer's recommended best practices.
6. Wear protective eyewear. You could accidentally sew over a pin or break a needle. Why take the
chance of an eye injury?
7. Learn how to sew correctly. Improper habits such as sewing over the same area repeatedly can lead
to needle breakage or trip other hazards.
8. Avoid using fingers to feed fabric into the machine. Develop healthy habits of keeping fingers away
from the feeder, as well as using chopsticks to hold fabric up close.
Employer OHS obligations
Employers and management have responsibilities to:
• Provide a safe environment to work in, for example, safe equipment, Materials and safe ways to work
• Provide information, instruction, training and supervision to employees as needed to ensure they can
work as safely as possible
• Identify unsafe situations before problems arise, and take corrective action to make them as safe as
possible
• Take action to investigate any accidents, and to prevent them from happening again
• Ensure that the work done does not cause harm to any person
Your OHS obligations
53
Employees have duties that support the employer, and provide responsibility for things they have control
over. Employees have responsibility to: • obey all reasonable safety instructions
• Take reasonable care of their own health and safety, and for the safety of others in the workplace
• Report any dangerous situation
• Work with the employer to improve safety at the workplace.
Safety Groups
Most workplaces have people or groups of people with specific roles relating to Workplace Health and
Safety. For example there may be:
• Health and safety representatives
• Supervisors
• Safety Officers
• Health and Safety Committees
1. Health and safety representatives
Health and safety representatives are the important links between employees and employers. Health and
safety representatives are people elected by co-workers to act on their behalf, telling employers about
safety and health concerns and cooperating with employers to implement and maintain workplace health
and safety.
2. Supervisors need to make sure that the people they are looking after are given the safety instructions
they need, and are able to perform their jobs safely. Portfolio record - OHS organizations, if you are
planning to apply for RCC you need the information gained from the learning activities you undertake.
Wherever you see this icon there will be an action needed in the Work Record Portfolio. Complete OHS
organizations in the Work Record Portfolio.
3. Safety Officers Safety officers are trained people who are hired by the employer to help with the
management of health and safety at the workplace. Some of the tasks Safety Officers may do are:
• Organize OHS trainings
• Investigate accidents
• Provide first aid
• Do risk assessments at the workplace.
4. Health and Safety Committees Health and safety committees bring together workers, managers and
representatives of other important groups to help improve safety at the workplace. Health and Safety
Committees can assist with health and safety planning, and in the development of safety plans,
procedures and documentation. They can also serve as a good place for discussion, and can recommend
solutions to more complex OHS problems. Safety committees can be formed at the request of the
employees at the workplace, or an employer can organize to help form one.
What are the legal requirements for personal protective equipment (PPE)?
PPE should be provided to workers wherever there are health (or safety) risks that cannot be
adequately controlled in other ways. PPE can reduce or prevent a worker's exposure to a health hazard in
the workplace and can include respirators, hearing protectors, protective clothing, footwear, face and eye
shields. PPE is also required in specific situations and dealt with in regulations made under OHSA.
How can the risks posed by health hazards be controlled?
The best methods of controlling exposure to a particular hazard will depend on what it is. In
general, methods of control can be placed in four categories:
54
Engineering controls are methods of designing or modifying plants, processes and equipment so as to
minimize workers' exposure to the hazard. They are preferred because they work independently of
workers.
 Work and hygiene practices are on-the-job activities that reduce the potential for exposure.
 Administrative controls are things like job rotation schedules, work-rest cycles and timing of
maintenance procedures, which can be used to limit the amount of time an individual is exposed
to a hazard.
 Personal protective equipment includes items like respirators, hearing protectors, safety clothing
and protective clothing. It can reduce a worker's exposure but must be used properly to be
effective.
Self-Check: A. Directions: Read the statements below. Write T if the statement is correct and F if the
statement is incorrect in each blank.
___________1. Before using the sewing machine, read the instructions from the natural or listen
to teacher’s instructions.
___________2. After doing the activities in sewing, clean your own area and let others do their
own.
___________3. Examine the sewing machine before using it.
___________4. Pull or push fabric while you are sewing in a machine.
___________5. The workplace for sewing should be clean and free of equipment, rubbish, and
other obstacles.
B. Directions: Read the statements. Determine the type of hazard shown by each situation.
Write your answer in the blank.
__________________1. People dumped their garbage and waste in the canal near the school.
The place became the breeding place for mosquitoes and flies.
__________________2. A worker in the textile factory develops an allergy to synthetic fabrics.
__________________3. A poultry farm is situated near a residential area in the town.
__________________4. The cables and electric wires are hanging loosely from the electric poles
due to strong winds.
__________________5. A student left the pins and needles scattered on the working table.

1. What is a hazard?
 A hazard is any source of potential damage, harm or adverse health effects on something or
someone under certain conditions at work. A hazard can cause harm or adverse effects (to
individuals as health effects or to organizations as property or equipment losses).
Sometimes a hazard is referred to as being the actual harm or the health effect it caused rather
than the hazard. For example, the disease tuberculosis (TB) might be called a hazard by some but
in general the TB-causing bacteria would be considered the "hazard" or "hazardous biological
agent
2. What is Risk?
 Risk is the chance or probability that a person will be harmed or experience an adverse health
effect if exposed to a hazard. It may also apply to situations with property or equipment loss.
For example: The risk of developing cancer from smoking cigarettes could be expressed as
"cigarette smokers are 12 times (for example) more likely to die of lung cancer than
nonsmokers". Another way of reporting risk is "a certain number, "Y", of smokers per 100,000
smokers will likely develop lung cancer" (depending on their age and how many years they have
been smoking). These risks are expressed as a probability or likelihood of developing a disease
or getting injured, whereas hazards refer to the possible consequences (e.g., lung cancer,
emphysema and heart disease from cigarette smoking).
3. How to avoid workplace hazards and risks in sewing?
55
 Hazards and risks associated with manual handling in the workplace Summary Manual handling
occurs in almost all working environments, though workers in construction, agriculture, hotels
and restaurants are most likely to be exposed to heavy loads. Manual handling of loads may
cause cumulative disorders due to gradual and cumulative deterioration of the musculoskeletal
system through continuous lifting / handling activities, e.g. low back pain. It can also cause acute
trauma such as cuts or fractures due to accidents. Work-related low back pain and injuries are the
most common musculoskeletal disorders caused by manual handling. About a fourth of
European workers suffer from back pain, which tops the list of all reported work-related
disorders. Factors that increase the risk of injury include the load being too heavy, large, difficult
to grasp or unstable, the task being too strenuous or involving awkward postures or movements,
and the working environment lacking sufficient space, having slippery, uneven or unstable
floors, having extreme temperatures or poor lighting. Individual factors also make some workers
especially vulnerable. Employers are required to carry out risk assessments, and take action to
protect workers from the risks of manual handling. Prevention measures include:
• Designing and organising tasks to avoid manual handling completely, or at least restrict it.
• Using automation and lifting equipment.
• Organising manual handling tasks in a safe way, with loads split into smaller ones, and proper
rest periods provided.
• Providing information and training to workers on tasks, and the use of equipment and correct
handling techniques. The Agency provides detailed information on correct handling techniques.
4. What are the legal requirements for personal protective equipment (PPE)?
 PPE should be provided to workers wherever there are health (or safety) risks that cannot be
adequately controlled in other ways. PPE can reduce or prevent a worker's exposure to a health
hazard in the workplace and can include respirators, hearing protectors, protective clothing,
footwear, face and eye shields. PPE is also required in specific situations and dealt with in
regulations made under OHSA.

Safety and health measures play an important role in any industry. It is essential that
the workers be aware of the various occupational hazards in the industry. At the same time, it
is necessary that the management take the necessary steps to protect workers from potential
hazardous situations.
Part of these precautionary measures is the Occupational safety and Health
procedures, wherein, it is the promotion and maintenance of the highest degree of mental,
physical, and social well-being of workers in all occupations. It helps us to eliminate or
prevent any hazardous accident to health and safety at work.
Sewing is an activity that needs focus. Many accidents can happen if the proper safety
precautions are not done. To secure the safety of the health of every worker, guidelines are set
for different work settings in the prevention of hazard and risks at workplace. workers should
always be aware of the hazards and risk in his or her work place.
___________________________________________
Name of School

ACTIVITY SHEET
TEACHER:
56
Name of Learner: ____________________________________________________
Grade Level: _______________________________________ Inclusive Dates: _______________
Week No.: 8 Score: _______________
Written Work/s:
A. Activity 1: List down things or situations that you consider are hazards in the following
places. Discuss how these hazards can possibly hurt you and other people.
1. Home
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
2. School
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
3. Market
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
B. Complete the table below by identifying the types of hazards (Column B), giving an example of
hazard (Column C), and precautionary measures (Column D).
Workplace hazard Types of hazard Example of hazard Precautionary measures
Substance
Things
Condition
Process
Practice
Criteria 3 2 1
Content The facts/information are The facts/information are The facts/information are not
very clearly and accurately clearly presented. clearly presented.
presented.
Organization The ideas are well The ideas are organized, The ideas are not organized
organized, logically however there are and not showing any evidence.
presented and easily inconsistencies in the
understood. information given.
57

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FIRST QUARTER MODULE

God bless and let’s get it on! 

WEEKS 1: SEWING TOOLS AND EQUIPMENT AND THEIR USES

TOPIC: SEWING TOOLS AND EQUIPMENT AND THEIR USES

Below are the Learning Targets/ Specific Objectives:

1. Identify sewing tools and equipment.

Exploration of Prior Knowledge

Skills I expect to use:

PROCESS QUESTIONS/ FOCUS QUESTIONS:

2. The mechanism that sets the sewing machine in motion.

4. The appropriate cutting tool used in cutting fabrics.

Sewing Tools and Equipment

SEWING TOOLS & USE

Yardstick A yardstick is made of smooth, shellacked

L-square The tailor square or "L" is used to transfer

It has two arms connected perpendicularly.

French Curve This is used to shape the depth of the neck

Cutting scissors a. Trimming scissor It is 3-4 inches long. It is

Seam Ripper Seam rippers are specifically designed for

Rotary Cutter and Mat It is an adaptation of the giant rotary cutter

Tracing Wheel There are two types of tracing wheels, those

Hand Needle It is used in making temporary stitches and

TYPES OF SEWING MACHINES

Hi-Speed Lockstitch This is sometimes called „straight stitching

Over Edging Machine Other companies call it small machine‖. It

Embroidery Machine This is used in making fancy stitches and in

Button Holer Machine This is used in making buttonholes on

Button Attachment This is used in attaching buttons to the

Double Needle This is used in the construction of the different

Bartacking Machine This is used in reinforcing the opening and

Two Major Parts of the Lockstitch Sewing Machine

The Upper Parts is composed of:

Parts of Sewing Machine under the Bed

REVISED KNOWLEDGE: Actual answer to the process questions/ focus questions

FINAL KNOWLEDGE: Generalization/ Synthesis/ Summary

Dressmaking is defined as an art of creating and customizing clothing like

DBES LEARNING ACTIVITY SHEET/GAWAING PAGKATUTO

Name of Learner : ____________________________________________________

Weeks 2 & 3: CARRY OUT MEASUREMENTS AND CALCULATIONS

Content Standard The learner demonstrates understanding in carrying out measurements

TOPIC: CARRY OUT MEASUREMENTS AND CALCULATIONS

Below are the Learning Targets/ Specific Objectives:

Exploration of Prior Knowledge

PROCESS QUESTIONS/ FOCUS QUESTIONS:

Directions: Label the body parts that are measured in sewing.

Parts of body to be measured can be taken in:

Read and record required measurements

System for Measuring Length

English System Metric System

Length and Width of Materials

English System to Metric System Metric to English

How to convert from English system to Metric system?

Given: 1 inch – 2.54 cm

Given: 250 centimeters of cloth

Simple calculation is an easy mathematical application used to determine the accurate

Step I – Convert the 60 inches length of fabric into centimeters.

Estimate appropriate quantities

Self-Check: Compute for the following:

FINAL KNOWLEDGE: Generalization/ Synthesis/ Summary

Name: ________ Date: