Name: Kimberly S.

Halcon BTLED-HELE3A

SESSION PLAN

Sector : Garments Sector

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

Learning Outcomes:

a. Lay-out and Mark Pattern on Material

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

B. LEARNING ACTIVITIES

LO1: Lay-out and Mark Pattern on Material

Learning Methods Presentation Practice Feedback Resources Time

content

● Procedur Demonstr Reading and Cutting the Checking Workbook 2

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

● Preparati Demonstr Reading and Performing Monitorin Workbook 2

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

● Fabric Film Watching the Answer Checking Video file 2

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

C. ASSESSMENT PLAN

● Performance Test
● Written Test

D. TEACHERS SELF-REFLECTION OF THE SESSION :

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

PERFORMANCE CRITERIA CHECKLIST 5

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

CRITERIA YES NO

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

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

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

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

module ?

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

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

current module the learners should learn?

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

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

complex?

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

characteristics?

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

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

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

performance?

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

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

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

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

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

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

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

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