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2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

TEACHING GUIDE
Home Economics Handicrafts I
General Standard: The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs), the environment and market, and the process/production and delivery of quality freestyle embroidery (basic stitches), appliqu, quilting, smocking, crocheting, tatting, knitting, and macram products.

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Quarter 1 : Free-Style Embroidery

Topic: Personal Entrepreneurial Competencies (PECs)

Time Frame: 2 days

Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of Personal The learner prepares, based on PECs, a plan of action that Entrepreneurial Competencies (PECs) such as characteristics, addresses his/her areas of development and areas of strength in attributes, lifestyles, skills, traits, etc. in embroidery. free-style embroidery business. Analysis and interpretation of PECs by achievement, planning and power clusters. Essential Understanding(s): Successful entrepreneurs like those engaged in free-style embroidery business continuously develop and improve their PECs. Learners will know: Personal competencies - Characteristics - Attributes - Lifestyles - Skills - Traits Cluster of PECs - Achievement - Planning - Power Essential Question(s): How does one ensure success in a chosen entrepreneurial career, like free-style embroidery? Learners will be able to: Analyze the competencies of PECs Formulate the clusters of PECs such as achievement, planning and power Prepare a plan of action Improve areas of strength

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Product or Performance Task: Plan of action, based on PECs, addressing ones areas of development and areas of strength.

Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Describe their PECs focusing on strengths and development areas. Criteria: a. Clear b. Comprehensive c. Concise Interpretation: Compare their PECs with those of a successful practitioner. Criteria: a. Objective b. Focused c. Conclusive Application: Apply their PECs in pursuing a chosen entrepreneurial activity. Criteria: a. Appropriate b. Effective c. Practical Perspective: Express their thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur. Criteria: a. Valid b. Relevant c. Plausible d. Sensitive

Evidence at the level of performance Assessment of the plan of action based on the following criteria: Comprehensiveness Appropriateness of strategies in terms of addressing personal areas of development and improving ones areas of strength Doability

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Empathy: Express the feelings of an entrepreneur who finds difficulty in coping with the PECs of a chosen career. Criteria: a. Open-minded b. Objective c. Sensitive Self-knowledge: Assess, based on the results of PECs, their level of confidence as a prospective entrepreneur in free-style embroidery. Criteria: a. Reflective b. Insightful c. Objective

Stage 3 4

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Teaching-Learning Sequence: 1. EXPLORE Ask learners to name people in the community who are successful in embroidery business Why are they successful? Do you wish to be like them? Explain to learners the importance of assessing their PECs Guide learners in assessing their PECs on the following: Character Attribute Lifestyle Skills Traits
(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class)

Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how to interpret the results of PECs. Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the wall and revisited during the FIRMING UP. FIRM UP In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information about how entrepreneurs engaged in embroidery succeed. Some suggested activities: interview with successful entrepreneurs in embroidery, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc. Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs engaged in embroidery, using the following aspects: characteristics, traits, attributes, lifestyles, skills Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in embroidery succeed in their chosen field. Refer students to their answers posted on the wall. Process learners learning and check it against EU. Check learners understanding against the content standard.

2.

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

3. DEEPEN Have learners align their PECs with those of a successful entrepreneur of their choice. Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them. Ask learners to express the EU. Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs) 4. TRANSFER Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs. Assess learners plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance). Resources/Materials/Equipment Needed Textbooks/KAB Modules Scripts Graphic organizers Charts/Pictures/Video/Multimedia Questionnaires/Checklists/Handouts/Survey Forms, etc. Profile of entrepreneurs

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Quarter 1 : Free-Style Embroidery

Topic: Environment and Market

Time Frame: 6 days

Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of the environment The learner formulates a business idea based on the analysis of and market for embroidery as an entrepreneurial career. the immediate environment and market for embroidery Key Ideas - Consumer needs and wants - Existing industry related to free-style embroidery - Products/services that satisfy the needs and wants of target customers Key Processes - SWOT analysis - Formulation of business ideas - Opportunity seeking and seizing Essential Understanding(s): Essential Question(s): The needs and wants of the target market and industry help How does one determine the needs and wants of the target determine the product to be produced and/or service to be market and industry in the immediate community? offered. Ones choice of entrepreneurial activity is influenced by the needs and wants of consumers. Seeking and responding effectively to a business opportunity are the bases for starting and maintaining a successful business venture. Learners will know: Consumer needs and wants Existing industry related to embroidery Products/services that satisfy the needs and wants of target consumers SWOT analysis Formulation of business idea Opportunity seeking and seizing How does one select an entrepreneurial activity to be pursued? How can one respond effectively to a business opportunity? Learners will be able to: Prepare a SWOT analysis Formulate an action plan on business opportunity Formulate a business idea from data analysis

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Product or Performance Task: Formulation of a business idea based on the analysis of the immediate environment and market.

Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Explain the importance of the immediate environment and market in identifying business opportunities in embroidery. Criteria: a. Clear b. Comprehensive c. Concise d. Coherent Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in embroidery. Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid Application: Generate business ideas from data analysis of existing industry related to embroidery. Criteria: a. Appropriate b. Innovative c. Practical

Evidence at the level of performance Assessment of formulated business idea based on the following criteria: Profitable Feasible Practical Responsive to consumer needs and wants Innovative

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Perspective: Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas from existing industries related to embroidery. Criteria: a. Valid b. Relevant c. Insightful Empathy: Express their feelings when entrepreneurs offer the same type of business in a community. Criteria: a. Objective b. Persuasive c. Sensitive d. Open-minded Self-knowledge: Self-assess their level of confidence in formulating business ideas related to embroidery. Criteria: a. Reflective b. Insightful c. Objective

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Stage 3 Teaching-Learning Sequence: Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity. 1. EXPLORE Guide earners in assessing their prior knowledge on environment and market for free-style embroidery as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools. Have the learner assess his/her immediate environment and market for free-style embroidery to determine the existing industries, needs and wants of target market with the use of the following: Survey questionnaire; Interview guide; Checklist, etc. SWOT analysis Ask EQs to draw out learners understanding of environment and market in generating business ideas related to embroidery. 2. FIRM UP Lead learners in analyzing the assessment conducted on the environment and market from the existing embroidery business in the immediate locality. Assist learners in conducting a community mapping to identify business establishments or industries related to free-style embroidery in the immediate locality. Guide learners in making a graphical presentation of the information on free-style embroidery as a result of the datagathering activity such as: interview, survey, community mapping, etc., Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for embroidery. Ask the learner to do supplementary reading and other compensatory activity to support the information presented. 3. DEEPEN Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner he/she was able to seize a business opportunity relative to free-style embroidery. 10

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Compare whether the information derived from the interview will complement/harmonize with their skills in formulating business ideas. Assess learners level of understanding. (Refer to the Assessment in Stage 2).

4. TRANSFER Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market for free-style embroidery. Assess the learners business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance). Resources/Materials/Equipment Needed: Textbooks KAB Modules Magazines/Journals/Articles on supply and demand and existing industry

11

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Quarter 1 : Free-Style Embroidery

Topic: Basic Embroidery Stitches Time Frame: 35 days

Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of the basic concepts The learner produces marketable original/new products following and principles underlying the process and delivery in freestyle the basic concepts and principles underlying the process and embroidery. delivery in free-style embroidery. Introduction/history of embroidery process flow and related activities on the different basic The learner adopts the appropriate strategies in marketing embroidery products. stitches project plan four (4) Ms (manpower, materials, machine, methods) of production in embroidery evaluation of embroidered products cost of production pricing of products packaging and marketing of products Essential Understanding(s): Applying the basic concepts and principles underlying the process and delivery in free-style embroidery is essential in producing marketable embroidered products. Learners will know: History of embroidery Basic embroidery stitches Principles of design and color Enlarging/reducing design Tools and materials used in embroidery Project plan 4 Ms of production Application of embroidery stitches Essential Question(s): Why do we need to understand the basic concepts and principles underlying the process and delivery in free-style embroidery? Learners will be able to: Describe the basic embroidery stitches. Identify the different tools and materials used in free-style embroidery Make a project plan Produce an embroidery product following the step-by-step procedure in free-style embroidery using the 4Ms of production Assess the finished products using rubrics and other tools 12

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Evaluation of products Cost of production Pricing of products Packaging and Marketing Strategies Advertisement

for evaluation Compute for the cost of production and pricing of products Adopt the appropriate marketing strategies Exhibit the finished products

Product or Performance Task: Marketable original/new embroidered products following the basic concepts and principles underlying the process and delivery in free-style embroidery Demonstration of the process in the preparation of marketable embroidered products

Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Explain the basic concepts and principles underlying the process and delivery in free-style embroidery. Criteria: a. Clear b. Comprehensive c. Scientific basis Interpretation: Show the significance of the process and delivery of free-style embroidery in producing new products. Criteria: a. Original b. Creative Application: Exhibit marketable embroidered products following the process and delivery in embroidery. Criteria: a. Original b. Creative

Evidence at the level of performance Assessment of embroidered products based on marketability (quality, appearance, price) and originality (valueadded, uniqueness) Assessment of performance Compliance with standards (tools, equipment, materials) Application of procedure Observance of work habits Speed/Time

13

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

c. Cost-beneficial Perspective: Compare and contrast the different kinds of stitches in embroidered products. Criteria: a. Clear b. Concise c. Appropriate Empathy: Share their thoughts on how it feels to have gainful returns in free-style embroidery. Criteria: a.Profitable b.Quality Self-knowledge: Self-assess their knowledge in producing marketable embroidered products. Criteria: a. Clear b. Self-confidence

14

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Stage 3 Teaching-Learning Sequence: 1. EXPLORE: Guide learners in assessing their prior knowledge and understanding on free-style embroidery through paper and pencil, performance test and other diagnostic assessment tools. Help learners in understanding the curriculum framework CP-TLE HE Handicrafts I, learning standards (content and performance standards), assessment tools and criteria. Guide learners survey a nearby shop or sub contractors making free-style embroidery. Let learners prepare survey questionnaire checklist which will focus on: - types of embroidery produced - designs of embroidery - materials used for a particular item - demands for a particular product Provide learners pictures/video clips on free-style embroidery. Process learners understanding of the pictures and video clip presentation by asking probing questions. Draw learners initial understanding on the basic concepts and principles in free-style embroidery. 2. FIRM UP: Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in free-style embroidery. Encourage learners to gather essential information related to free-style embroidery. Learners can use any of the following: - interview with a successful handicraftsman - web-based resources - reading materials (books, bulletins and others) Guide learners in preparing a project plan on free-style embroidery. Have learners familiarize themselves with the different processes involved in free-style embroidery. Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes, information/learning in free-style embroidery. Have learners assess themselves on their understanding of the concepts of free-style embroidery. Check against the content standard. 15

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

3. DEEPEN: Have learners translate the project plan into quality embroidered products based on the given standard procedure. Assist learners in computing for the cost of production and selling price of the product. Encourage learners to reflect on and revise their project plan. Guide learners in expressing their understanding. Check this against the Essential Understanding (EU) and content standard Have learners assess their level of understanding. (Refer to Stage 2, Assessment at the Level of Understanding) 4. TRANSFER: Have learners produce marketable original/new product/s following the basic concepts and principles in free-style embroidery. Encourage learners to exhibit their finished product/s through bazaar, fair, etc. Assess learners level of performance. (Refer to Stage 2, Assessment at the Level of Performance) Resources/Materials/Equipment Needed: Library books and magazines for embroidery Lectures and demonstration by teachers and / or invited guests Samples of embroidered products Samples of embroidery stitches Embroidery clippings from newspapers and magazines

16

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Quarter 2 : Smocking, Quilting, and Appliqu

Topic: Personal Entrepreneurial Competencies (PECs)

Time Frame: 2 days

Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of Personal The learner prepares, based on PECs, a plan of action that Entrepreneurial Competencies (PECs) such as characteristics, addresses his/her areas of development and areas of strength in attributes, lifestyles, skills, traits, etc. in smocking, quilting and smocking, quilting and appliqu business. appliqu. Analysis and interpretation of PECs by achievement, planning and power clusters Essential Understanding(s): Successful entrepreneurs like those engaged in smocking, quilting and appliqu business continuously develop and improve their PECs Learners will know: Personal competencies - Characteristics - Attributes - Lifestyles - Skills - Traits Cluster of PECs - Achievement - Planning - Power Essential Question(s): How does one ensure success in a chosen entrepreneurial career, like smocking, quilting and appliqu? Learners will be able to: Analyze the competencies of PECs Interpret the clusters of PECs such as achievement, planning and power Prepare a plan of action Improve areas of strength

17

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Product or Performance Task: Plan of action, based on PECs, addressing ones areas of development and areas of strength

Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Describe their PECs focusing on strengths and development areas. Criteria: a. Clear b. Comprehensive c. Concise Interpretation: Compare their PECs with those of a successful practitioner. Criteria: a. Objective b. Focused c. Conclusive Application: Apply their PECs in pursuing a chosen entrepreneurial activity. Criteria: a. Appropriate b. Effective c. Practical Perspective: Express their thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur. Criteria: a. Valid b. Relevant c. Plausible

Evidence at the level of performance Assessment of the plan of action based on the following criteria: Comprehensiveness Appropriateness of strategies in terms of addressing personal areas of development and improving ones areas of strength Doability

18

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

d. Sensitive Empathy: Express the feelings of an entrepreneur who finds difficulty in coping with the PECs of a chosen career. Criteria: a. Open-minded b. Objective c. Sensitive Self-knowledge: Assess, based on the results of PECs, their level of confidence as a prospective entrepreneur in smocking, quilting and appliqu embroidery. Criteria: a. Reflective b. Insightful c. Objective

19

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Stage 3 Teaching-Learning Sequence: 1. EXPLORE Ask learners to name people in the community who are successful in smocking, quilting and appliqu business Why are they successful? Do you wish to be like them? Explain to learners the importance of assessing their PECs Guide learners in assessing their PECs on the following: Character Attribute Lifestyle Skills Traits
(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class)

Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how to interpret the results of PECs. Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the wall and revisited during the FIRMING UP. FIRM UP In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information about how entrepreneurs engaged in smocking, quilting and appliqu succeed. Some suggested activities: interview with successful entrepreneurs in smocking, quilting and appliqu, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc. Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs engaged in smocking, quilting and appliqu, using the following aspects: characteristics, traits, attributes, lifestyles and skills. Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in smocking, quilting and appliqu succeed in their chosen field. Refer students to their answers posted on the wall. Process learners learning and check it against EU. Check learners understanding against the content standard. 20

3.

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

3. DEEPEN Have learners align their PECs with those of a successful entrepreneur of their choice. Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them. Ask learners to express the EU. Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs) 4. TRANSFER Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs. Assess learners plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance). Resources/Materials/Equipment Needed Textbooks/KAB Modules Scripts Graphic organizers Charts/Pictures/Video/Multimedia Questionnaires/Checklists/Handouts/Survey Forms, etc. Profile of entrepreneurs

21

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Quarter 2 : Smocking, Quilting, and Appliqu

Topic: Environment and Market

Time Frame: 6 days

Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of the environment The learner formulates a business idea based on the analysis of and market for embroidery as an entrepreneurial career. the immediate environment and market for target customers in Key Ideas smocking, quilting and appliqu business - Consumer needs and wants - Existing industry related to free-style embroidery - Products/services that satisfy the needs and wants of target customers Key Processes - SWOT analysis - Formulation of business ideas - Opportunity seeking and seizing Essential Understanding(s): Essential Question(s): The needs and wants of the target market and industry help How does one determine the needs and wants of the target determine the product to be produced and/or service to be market and industry in the immediate community? offered. Ones choice of entrepreneurial activity is influenced by the needs and wants of consumers. Seeking and responding effectively to a business opportunity are the bases for starting and maintaining a successful business venture. Learners will know: Consumer needs and wants Existing industry related to embroidery Products/services that satisfy the needs and wants of target consumers SWOT analysis Formulation of business idea Opportunity seeking and seizing How does one select an entrepreneurial activity to be pursued? How can one respond effectively to a business opportunity? Learners will be able to: Prepare a SWOT analysis Formulate an action plan on business opportunity Formulate a business idea from data analysis

22

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Stage 2 Product or Performance Task: Evidence at the level of understanding Formulation of a business idea based on Learners should be able to demonstrate the analysis of the immediate environment understanding by covering the six (6) and market facets of understanding: Explanation: Explain the importance of the immediate environment and market in identifying business opportunities in smocking, quilting and appliqu. Criteria: a. Clear b. Comprehensive c. Concise d. Coherent Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in smocking, quilting and appliqu. Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid Application: Generate business ideas from data analysis of industries related to smocking, quilting and appliqu. Criteria: a. Appropriate b. Innovative c. Practical

Evidence at the level of performance Assessment of formulated business idea based on the following criteria: Profitable Feasible Practical Responsive to consumer needs and wants Innovative

23

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Perspective: Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas for target clientele. Criteria: a. Valid b. Relevant c. Insightful Empathy: Express their feelings when entrepreneurs offer the same type of business in a community. Criteria: a. Objective b. Persuasive c. Sensitive d. Open-minded Self-knowledge: Self-assess their level of confidence in formulating business ideas related to smocking, quilting and appliqu business. Criteria: a. Reflective b. Insightful c. Objective

24

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Stage 3 Teaching-Learning Sequence: Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills and appropriate technology can help a new entrepreneur in seizing a business opportunity. 1. EXPLORE Guide learners in assessing their prior knowledge on environment and market for smocking, quilting and appliqu as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools. Have learners assess their immediate environment and market for business opportunities to determine the existing industries, needs and wants of target market with the use of the following: Survey questionnaire; Interview guide; Checklist, etc. SWOT analysis Ask EQs to draw out learners understanding of environment and market in generating business ideas related to smocking, quilting and appliqu. 2. FIRM UP Lead learners in analyzing the assessment conducted on the environment and market for smocking, quilting and appliqu products in the immediate locality. Assist learners in conducting a community mapping to identify business establishments or industries related to smocking, quilting and appliqu in the immediate locality. Guide learners in making a graphical presentation of the information on the needs and wants of target market as a result of the data-gathering activity such as: interview, survey, community mapping, etc., Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market. Ask learners to do supplementary reading and other compensatory activity to support the information presented. 3. DEEPEN Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner he/she was able to seize a business opportunity relative to smocking, quilting and appliqu. 25

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Compare whether the information derived from the interview will complement/harmonize with their skills in formulating business ideas. Assess learners level of understanding. (Refer to the Assessment in Stage 2).

4. TRANSFER Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market for smocking, quilting and appliqu. Assess learners business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance). Resources/Materials/Equipment Needed: Textbooks KAB Modules Magazines/Journals/Articles on supply and demand and existing industry

26

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Quarter 2 : Smocking, Quilting, and Appliqu

Topic: Production of Articles in Time Frame: 35 days Smocking, Quilting, and Appliqu Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of basic concepts and The learner produces marketable original/new products following principles underlying the process and delivery in traditional the basic concepts and principles underlying the process and embroidery delivery in traditional embroidery process flow in making appliqu, cut-work, callado, quilting, and smocking embroidery: project plan four (4) Ms (manpower, materials, machine, methods) of production evaluation of embroidered products cost of production pricing of products Essential Understanding(s): Applying the basic concepts and principles underlying the process and delivery in traditional embroidery is essential to producing marketable embroidered products. Learners will know: Smocking History of smocking Kinds of smocking Tools and materials in smocking Project plan 4 Ms of production Evaluation of products Cost of production Packaging and marketing Essential Question(s): Why do we need to understand the basic concepts and principles underlying the process and delivery in smocking, quilting and appliqu? Learners will be able to: Describe the kinds of smocking, quilting and appliqu Identify the different tools and materials used in smocking, quilting and appliqu Make a project plan Produce smocking, quilting and appliqu products following the step-by-step procedure in smocking/ quilting/ appliqu using the 4Ms of production Assess the finished products using rubrics and other tools 27

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

strategies advertisement

Quilting History of quilting Tools and materials Project plan 4 Ms of production Evaluation of products Packaging and marketing - strategies - advertisement Applique History of appliqu Tools and materials Project plan 4 Ms of production Evaluation of products Cost of production Packaging and marketing - strategies - advertisement Product or Performance Task: Marketable original/new embroidered products using the appropriate method Demonstration of the process in the preparation of marketable embroidered products

for evaluation Compute for the cost of production and pricing of products Adopt the appropriate marketing strategies Exhibit the finished products

Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Explain the basic concepts and principles underlying the process and delivery in smocking, quilting and appliqu embroidery. Criteria: Clear

Evidence at the level of performance Assessment of embroidered products based on marketability (quality, appearance, price) and originality (valueadded, uniqueness) Assessment of performance Compliance with standards (tools, equipment, materials) Application of procedure Observance of work habits Speed/Time 28

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Comprehensive

Interpretation: Show the significance of the process and delivery of smocking, quilting and appliqu embroidery in producing new products. Criteria Original Creative Application: Adopt marketable embroidered products following the process and delivery in embroidery. Criteria Original Creative Cost-beneficial Perspective: Compare and contrast the process and delivery of the different embroidered products Criteria: Clear Concise Appropriate Empathy: Share their thoughts on how it feels to have gainful returns in smocking, quilting and appliqu embroidery. Criteria: Profitable Quality 29

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Self-Knowledge: Self-assess their knowledge in producing marketable embroidered products. Clear Self - confidence

Stage 3 Teaching-Learning Sequence: 1. EXPLORE: Guide learners in assessing their prior knowledge and understanding on smocking, quilting and appliqu embroidery through paper and pencil, performance test and other diagnostic assessment tools. Help learners in understanding the learning standards (content and performance standards), assessment tools and criteria. Introduce learners to opportunities of viewing embroidered products in commercial display for home furnishings in department stores. - smock cushions and throw pillows - quilted bed spreads and bed covers - appliqu embroidery in cushions and throw pillows - smocking in negligees and childrens clothes - appliqu in blouses and childrens clothes Provide learners pictures/video clips on smocking, quilting and appliqu embroidery. Process learners understanding of the pictures and video clip presentation by asking probing questions. Draw learners initial understanding of the basic concepts and principles in smocking, quilting and appliqu embroidery. 2. FIRM UP: Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in smocking, quilting and appliqu embroidery. Encourage learners to gather essential information related to smocking, quilting and appliqu embroidery. Learners can 30

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

use any of the following: - interview with a successful handicraftsman - web-based resources - reading materials (books, bulletins and others) Guide learners in preparing a project plan on smocking, quilting and appliqu embroidery. Have learners familiarize themselves with the different processes involved in smocking, quilting and appliqu embroidery. Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes, information/learning in smocking, quilting and appliqu embroidery. Have learners assess themselves on their understanding of the concepts of smocking, quilting and appliqu embroidery. Check this against the content standard.

3. DEEPEN: Have learners translate the project plan into quality embroidered products based on the given standard procedure. Assist learners in computing for the cost of production and selling price of the product. Encourage learners to reflect on and revise their project plan. Guide learners in expressing their understanding and check against the Essential Understanding (EU) and content standard Have learners assess their level of understanding. (Refer to Stage 2, Assessment at the Level of Understanding) 4. TRANSFER: Have learners produce marketable original/new product/s following the basic concepts and principles in smocking, quilting and appliqu embroidery. Encourage learners to exhibit their finished product/s through bazaar, fair, etc. Assess learners level of performance. (Refer to Stage 2, Assessment at the Level of Performance)

Resources/Materials/Equipment Needed: Library books and magazines for embroidery Lectures and demonstration by teachers and / or invited guests Samples of embroidered products Samples of embroidery stitches Embroidery clippings from newspapers and magazines 31

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Quarter 3 : Crocheting and Tatting

Topic: Personal Entrepreneurial Competencies (PECs)

Time Frame: 2 days

Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of Personal The learner prepares, based on PECs, a plan of action that Entrepreneurial Competencies (PECs) such as characteristics, addresses his/her areas of development and areas of strength in attributes, lifestyles, skills, traits, etc. in crocheting and tatting crocheting and tatting business. Analysis and interpretation of PECs by achievement, planning and power clusters. Essential Understanding(s): Successful entrepreneurs like those engaged in free-style embroidery business continuously develop and improve their PECs. Learners will know: Personal competencies - Characteristics - Attributes - Lifestyles - Skills - Traits Cluster of PECs - Achievement - Planning - Power Essential Question(s): How does one ensure success in a chosen entrepreneurial career, like crocheting and tatting embroidery? Learners will be able to: Analyze the competencies of PECs Interpret the clusters of PECs such as achievement, planning and power Prepare a plan of action Improve areas of strength

32

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Product or Performance Task: Plan of action, based on PECs, addressing ones areas of development and areas of strength.

Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Describe their PECs focusing on strengths and development areas. Criteria: a. Clear b. Comprehensive c. Concise Interpretation: Compare their PECs with those of a successful practitioner. Criteria: a. Objective b. Focused c. Conclusive Application: Apply their PECs in pursuing a chosen entrepreneurial activity. Criteria: a. Appropriate b. Effective c. Practical Perspective: Express their thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur. Criteria: a. Valid b. Relevant c. Plausible

Evidence at the level of performance Assessment of the plan of action based on the following criteria: Comprehensiveness Appropriateness of strategies in terms of addressing personal areas of development and improving ones areas of strength Doability

33

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

d. Sensitive Empathy: Express the feelings of an entrepreneur who finds difficulty in coping with the PECs of a chosen career. Criteria: a. Open-minded b. Objective c. Sensitive Self-knowledge: Assess, based on the results of PECs, their level of confidence as a prospective entrepreneur in crocheting and tatting embroidery. Criteria: a. Reflective b. Insightful c. Objective

34

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Stage 3 Teaching-Learning Sequence: 1. EXPLORE Ask learners to name people in the community who are successful in crocheting and tatting business Why are they successful? Do you wish to be like them? Explain to learners the importance of assessing their PECs Guide learners in assessing their PECs on the following: Character Attribute Lifestyle Skills Traits
(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class)

Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how to interpret the results of PECs. Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the wall and revisited during the FIRMING-UP. FIRM-UP In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information about how entrepreneurs engaged in crocheting and tatting succeed. Some suggested activities: interview with successful entrepreneurs in crocheting and tatting, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc. Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs engaged in crocheting and tatting, using the following aspects: characteristics, traits, attributes, lifestyles, skills Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in crocheting and tatting succeed in their chosen field. Refer students to their answers posted on the wall. Process learners learning and check it against EU. Check learners understanding against the content standard. 35

4.

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

3. DEEPEN Have learners align their PECs with those of a successful entrepreneur of their choice. Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them. Ask learners to express the EU. Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs) 4. TRANSFER Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs. Assess learners plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance). Resources/Materials/Equipment Needed Textbooks/KAB Modules Scripts Graphic organizers Charts/Pictures/Video/Multimedia Questionnaires/Checklists/Handouts/Survey Forms, etc. Profile of entrepreneurs

36

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Quarter 3 : Crocheting and Tatting

Topic: Environment and Market

Time Frame: 6 days

Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of the environment The learner formulates a business idea based on the analysis of and market for crocheting and tatting embroidery as an the immediate environment and market for crocheting and tatting entrepreneurial career. Key Ideas - Consumer needs and wants - Existing industry related to free-style embroidery - Products/services that satisfy the needs and wants of target customers Key Processes - SWOT analysis - Formulation of business ideas - Opportunity seeking and seizing Essential Understanding(s): Essential Question(s): The needs and wants of the target market and industry help How does one determine the needs and wants of the target determine the product to be produced and/or service to be market and industry in the immediate community? offered. Ones choice of entrepreneurial activity is influenced by the needs and wants of consumers. Seeking and responding effectively to a business opportunity are the bases for starting and maintaining a successful business venture. Learners will know: Consumer needs and wants Existing industry related to embroidery Products/services that satisfy the needs and wants of target consumers SWOT analysis Formulation of business idea How does one select an entrepreneurial activity to be pursued? How can one respond effectively to a business opportunity? Learners will be able to: Prepare a SWOT analysis Formulate an action plan on business opportunity Formulate a business idea from data analysis

37

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Opportunity seeking and seizing Evidence at the level of performance Assessment of formulated business idea based on the following criteria: Profitable Feasible Practical Responsive to consumer needs and wants Innovative

Stage 2 Product or Performance Task: Evidence at the level of understanding Formulation of a business idea based on Learners should be able to demonstrate the analysis of the immediate environment understanding by covering the six (6) and market. facets of understanding: Explanation: Explain the importance of the immediate environment and market in identifying business opportunities in crocheting and tatting. Criteria: a. Clear b. Comprehensive c. Concise d. Coherent Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in crocheting and tatting. Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid Application: Generate business ideas from data analysis of industries related to crocheting and tatting. Criteria: a. Appropriate b. Innovative c. Practical

38

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Perspective: Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas for industries related to crocheting and tatting. Criteria: a. Valid b. Relevant c. Insightful Empathy: Express their feelings when entrepreneurs offer the same type of business in a community. Criteria: a. Objective b. Persuasive c. Sensitive d. Open-minded Self-knowledge: Self-assess their level of confidence in formulating business ideas related to crocheting and tatting products. Criteria: a. Reflective b. Insightful c. Objective

39

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Stage 3 Teaching-Learning Sequence: Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills and appropriate technology can help a new entrepreneur in seizing a business opportunity. 1. EXPLORE Guide learners in assessing their prior knowledge on environment and market for crocheting and tatting as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools. Have learners assess his/her immediate environment and market for crocheting and tatting to determine the existing industries, needs and wants of target market with the use of the following: Survey questionnaire; Interview guide; Checklist, etc. SWOT analysis Ask EQs to draw out learners understanding of environment and market in generating business ideas related to crocheting and tatting 2. FIRM UP Lead learners in analyzing the assessment conducted on the environment and market for crocheting and tatting products in the immediate locality. Assist learners in conducting a community mapping to identify business establishments or industries related to crocheting and tatting in the immediate locality. Guide learners in making a graphical presentation of the information on the needs and wants of target market as a result of the data-gathering activity such as: interview, survey, community mapping, etc., Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for crocheting and tatting. Ask learners to do supplementary reading and other compensatory activity to support the information presented. 3. DEEPEN Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner 40

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

he/she was able to seize a business opportunity relative to crocheting and tatting. Compare whether the information derived from the interview will complement/harmonize with their skills in formulating business ideas. Assess learners level of understanding. (Refer to the Assessment in Stage 2).

4. TRANSFER Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market for crocheting and tatting. Assess learners business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance). Resources/Materials/Equipment Needed: Textbooks KAB Modules Magazines/Journals/Articles on supply and demand and existing industry

41

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Quarter 3 : Crocheting and Tatting

Topic: Production of Handicrafts Products by Crocheting and Tatting

Time Frame: 35 days

Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of basic concepts and The learner produces marketable original/new products following principles underlying the process and delivery in tatting and the basic concepts and principles underlying the process and crocheting delivery in tatting and crocheting process flow in tatting and crocheting project plan four (4) Ms (manpower, materials, machine, methods) of production evaluation of products cost of production pricing of products packaging and marketing of products Essential Understanding(s): Applying the basic concepts and principles underlying the process and delivery in tatting and crocheting is essential to producing marketable embroidered products. Learners will know: Crocheting History of crocheting Basic stitches Tools/materials needed Project plan 4 Ms of production Evaluation of products Cost of production Pricing of products Essential Question(s): Why do we need to understand the basic concepts and principles underlying the process and delivery in tatting and crocheting? Learners will be able to: Describe the kinds of crocheting and tatting Enumerate the different tools and materials used in crocheting and tatting Make a project plan Produce crocheting and tatting products following the stepby-step procedure in crocheting and tatting using the 4Ms of production Assess the finished products using rubrics and other tools 42

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Packaging and marketing - strategies - advertisement Tatting History of crocheting Basic stitches Tools/materials needed Project plan 4 Ms of production Evaluation of products Cost of production Pricing of products Packaging and marketing - strategies - advertisement Product or Performance Task: Marketable original/new embroidered products using the appropriate method Demonstration of the process in the preparation of marketable embroidered products

for evaluation Compute for the cost of production and pricing of products Adopt the appropriate marketing strategies Exhibit the finished products

Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Explain the basic concepts and principles underlying the process and delivery in tatting and crocheting Criteria: Clear Comprehensive Scientific basis Interpretation: Show the significance of the process and delivery of tatting and crocheting in producing new products.

Evidence at the level of performance Assessment of embroidered products based on marketability (quality, appearance, price) and originality (valueadded, uniqueness) Assessment of performance Compliance with standards (tools, equipment, materials) Application of procedure Observance of work habits Speed/Time

43

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Criteria: Original Creative Application: Adopt marketable products following the process and delivery in tatting and crocheting. Criteria Original Creative Cost-beneficial Perspective: Compare and contrast the process and delivery of the different tatting and crocheting. Criteria: Clear Concise Appropriate Empathy: Share their thoughts on how it feels to have gainful returns in tatting and crocheting. Criteria: Profitable Quality Self-Knowledge: Self-assess their knowledge in producing marketable embroidered products. Clear Self-Confidence 44

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Stage 3 Teaching-Learning Sequence: Crocheting and tatting are among the oldest handicrafts used for decorating clothes and home furnishings. Their uniqueness lies in the use of very simple tools which can even be fabricated. With the use of such simple tools, crocheting and tatting activities can be done anywhere light is favorable. These two needle crafts have also the added feature of requiring/needing very few construction techniques. Above all the products can be very dainty or coarse depending on the design concept of the end product. 1. EXPLORE Guide learners in assessing their prior knowledge and understanding on crocheting and tatting embroidery through paper and pencil, performance test and other diagnostic assessment tools. Help learners in understanding the learning standards (content and performance standards), assessment tools and criteria. Provide learners the opportunity to view works in crocheting and tatting as applied to clothing decorations and home furnishings i.e. some vintage crocheting and tatting products Provide learners pictures/video clips on crocheting and tatting embroidery. Process learners understanding of the pictures and video clip presentation by asking probing questions. Draw learners initial understanding of the basic concepts and principles in crocheting and tatting embroidery. 2. FIRM UP Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in crocheting and tatting embroidery. Encourage learners to gather essential information related to crocheting and tatting embroidery. Learners can use any of the following: - interview with a successful handicraftsman - web-based resources - reading materials (books, bulletins and others) Guide learners in preparing a project plan on crocheting and tatting embroidery. Have learners familiarize themselves with the different processes involved in crocheting and tatting embroidery. Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes, information/learning in crocheting and tatting embroidery. Have learners assess themselves on their understanding of the concepts of crocheting and tatting embroidery. Check this against the content standard. 45

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

3. DEEPEN Have learners translate the project plan into quality embroidered products based on the given standard procedure. Assist learners in computing for the cost of production and selling price of the product. Encourage learners to reflect on and revise their project plan. Guide learners in expressing their understanding. Check this against the Essential Understanding (EU) and content standard Have learners assess their level of understanding. (Refer to Stage 2, Assessment at the Level of Understanding) 4. TRANSFER Have learners produce marketable original/new product/s following the basic concepts and principles in crocheting and tatting embroidery. Encourage learners to exhibit their finished product/s through bazaar, fair, etc. Assess learners level of performance. (Refer to Stage 2, Assessment at the Level of Performance) Resources/Materials/Equipment Needed: Library books and magazines for embroidery Lectures and demonstration by teachers and / or invited guests Samples of embroidered products Samples of embroidery stitches Embroidery clippings from newspapers and magazines

46

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Quarter 4 : Knitting and Macram

Topic: Personal Entrepreneurial Competencies (PECs)

Time Frame: 2 days

Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of Personal The learner prepares, based on PECs, a plan of action that Entrepreneurial Competencies (PECs) such as characteristics, addresses his/her areas of development and areas of strength in attributes, lifestyles, skills, traits, etc. in knitting and macram knitting and macram. Analysis and interpretation of PECs by achievement, planning and power clusters. Essential Understanding(s): Successful entrepreneurs like those engaged in knitting and macram embroidery business continuously develop and improve their PECs. Learners will know: Personal competencies - Characteristics - Attributes - Lifestyles - Skills - Traits Cluster of PECs - Achievement - Planning - Power Essential Question(s): How does one ensure success in a chosen entrepreneurial career, like knitting and macram embroidery? Learners will be able to: Analyze the competencies of PECs Interpret the clusters of PECs such as achievement, planning and power Prepare a plan of action Improve areas of strength

47

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Product or Performance Task: Plan of action, based on PECs, addressing ones areas of development and areas of strength.

Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Describe their PECs focusing on strengths and development areas. Criteria: a. Clear b. Comprehensive c. Concise Interpretation: Compare their PECs with those of a successful practitioner. Criteria: a. Objective b. Focused c. Conclusive Application: Apply their PECs in pursuing a chosen entrepreneurial activity. Criteria: a. Appropriate b. Effective c. Practical Perspective: Express their thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur. Criteria: a. Valid b. Relevant

Evidence at the level of performance Assessment of the plan of action based on the following criteria: Comprehensiveness Appropriateness of strategies in terms of addressing personal areas of development and improving ones areas of strength Doability

48

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

c. Plausible d. Sensitive Empathy: Express the feelings of an entrepreneur who finds difficulty in coping with the PECs of a chosen career. Criteria: a. Open-minded b. Objective c. Sensitive Self-knowledge: Assess, based on the results of PECs, their level of confidence as a prospective entrepreneur in knitting and macram embroidery. Criteria: a. Reflective b. Insightful c. Objective

49

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Stage 3 Teaching-Learning Sequence: 1. EXPLORE Ask learners to name people in the community who are successful in knitting and macram business Why are they successful? Do you wish to be like them? Explain to learners the importance of assessing their PECs Guide learners in assessing their PECs on the following: Character Attribute Lifestyle Skills Traits
(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class)

Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how to interpret the results of PECs. Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the wall and revisited during the FIRMING UP. FIRM UP In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information about how entrepreneurs engaged in knitting and macram succeed. Some suggested activities: interview with successful entrepreneurs in knitting and macram, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc. Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs engaged in knitting and macram, using the following aspects: characteristics, traits, attributes, lifestyles, skills Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in knitting and macram succeed in their chosen field. Refer students to their answers posted on the wall. Process learners learning and check it against EU. Check learners understanding against the content standard. 50

2.

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

3. DEEPEN Have learners align their PECs with those of a successful entrepreneur of their choice. Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them. Ask learners to express the EU. Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs) 4. TRANSFER Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs. Assess learners plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance). Resources/Materials/Equipment Needed Textbooks/KAB Modules Scripts Graphic organizers Charts/Pictures/Video/Multimedia Questionnaires/Checklists/Handouts/Survey Forms, etc. Profile of entrepreneurs

51

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Quarter 4 : Knitting and Macram

Topic: Environment and Market

Time Frame: 6 days

Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of the environment The learner formulates a business idea based on the analysis of and market for embroidery as an entrepreneurial career. the immediate environment and market for knitting and macram Key Ideas products - Consumer needs and wants - Existing industry related to knitting and macram embroidery - Products/services that satisfy the needs and wants of target customers Key Processes - SWOT analysis - Formulation of business ideas - Opportunity seeking and seizing Essential Understanding(s): Essential Question(s): The needs and wants of the target market and industry help How does one determine the needs and wants of the target determine the product to be produced and/or service to be market and industry in the immediate community? offered. Ones choice of entrepreneurial activity is influenced by the needs and wants of consumers. Seeking and responding effectively to a business opportunity are the bases for starting and maintaining a successful business venture. Learners will know: Consumer needs and wants Existing industry related to embroidery Products/services that satisfy the needs and wants of target consumers SWOT analysis How does one select an entrepreneurial activity to be pursued? How can one respond effectively to a business opportunity? Learners will be able to: Prepare a SWOT analysis Formulate an action plan on business opportunity Formulate a business idea from data analysis

52

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Formulation of business idea Opportunity seeking and seizing Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Explain the importance of the immediate environment and market in identifying business opportunities in knitting and macram. Criteria: a. Clear b. Comprehensive c. Concise d. Coherent Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in knitting and macram. Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid Application: Generate business ideas from data analysis of existing knitting and macram industries. Criteria: a. Appropriate b. Innovative c. Practical 53 Evidence at the level of performance Assessment of formulated business idea based on the following criteria: Profitable Feasible Practical Responsive to consumer needs and wants Innovative

Product or Performance Task: Formulation of a business idea based on the analysis of the immediate environment and market.

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Perspective: Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas for knitting and macram products. Criteria: a. Valid b. Relevant c. Insightful Empathy: Express their feelings when entrepreneurs offer the same type of business in a community. Criteria: a. Objective b. Persuasive c. Sensitive d. Open-minded Self-knowledge: Self-assess their level of confidence in formulating business ideas related to knitting and macram. Criteria: a. Reflective b. Insightful c. Objective

54

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Stage 3 Teaching-Learning Sequence: Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills and appropriate technology can help a new entrepreneur in seizing a business opportunity. 1. EXPLORE Guide learners in assessing their prior knowledge on environment and market for knitting and macram products as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools. Have learners assess his/her immediate environment and market for knitting and macram products to determine the existing industries, needs and wants of target market with the use of the following: Survey questionnaire; Interview guide; Checklist, etc. SWOT analysis Ask EQs to draw out learners understanding of environment and market in generating business ideas related to knitting and macram. 2. FIRM UP Lead learners in analyzing the assessment conducted on the environment and market for knitting and macram products in the immediate locality. Assist learners in conducting a community mapping to identify business establishments or industries related to knitting and macram in the immediate locality. Guide learners in making a graphical presentation of the information on needs and wants of target consumers as a result of the data-gathering activity such as: interview, survey, community mapping, etc., Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for knitting and macram. Ask learners to do supplementary reading and other compensatory activities to support the information presented. 3. DEEPEN 55

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner he/she was able to seize a business opportunity relative to knitting and macramderiv. Compare whether the information derived from the interview will complement/harmonize with their skills in formulating business ideas. Assess learners level of understanding. (Refer to the Assessment in Stage 2).

4. TRANSFER Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market for knitting and macram. Assess learners business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance). Resources/Materials/Equipment Needed: Textbooks KAB Modules Magazines/Journals/Articles on supply and demand and existing industry

56

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Quarter 4 : Knitting and Macram

Topic: Production of Handicrafts Time Frame: 35 days Products in Knitting and Macram Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of the basic concepts The learner produces marketable original/new products following and principles underlying the process and delivery in knitting the basic concepts and principles underlying the process and and macram delivery in knitting and macram process flow in knitting and macram project plan four (4) Ms (manpower, materials, machine, methods) of production evaluation of products cost of production pricing of products packaging and marketing of products Essential Understanding(s): Applying the basic concepts and principles underlying the process and delivery in knitting and macram is essential to producing marketable embroidered products. Essential Question(s): Why do we need to understand the basic concepts and principles underlying the process and delivery in knitting and macram? How do materials influence the finished products in knitting and tatting? Learners will know: Knitting History of knitting Basic stitches Tools/materials needed Project plan 4 Ms of production Evaluation of products Learners will be able to: Describe the kinds of knitting/macram Identify the different tools and materials used in knitting/macram Make a project plan Produce knitting and macram products following the stepby-step procedure in knitting and macram using the 4Ms 57

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Cost of production Pricing of products Packaging and marketing - strategies - advertisement Macram History of macram Basic stitches Tools/materials needed Project plan 4 Ms of production Evaluation of products Cost of production Pricing of products Packaging and marketing - strategies - advertisement Product or Performance Task: Marketable original/new embroidered products using the appropriate method Demonstration of the process in the preparation of marketable embroidered products

of production Assess the finished products using rubrics and other tools for evaluation Compute for the cost of production and pricing of products Adopt the appropriate marketing strategies Exhibit the finished products

Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Explain the basic concepts and principles underlying the process and delivery in knitting and macram Criteria: Clear Comprehensive Interpretation: Show the significance of the process and delivery of knitting and macram in producing new products.

Evidence at the level of performance Assessment of embroidered products based on marketability (quality, appearance, price) and originality (valueadded, uniqueness) Assessment of performance Compliance with standards (tools, equipment, materials) Application of procedure Observance of work habits Speed/Time

58

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Criteria: Original Creative Application: Adapt marketable products following the process and delivery in knitting and macram embroidery. Criteria: Original Creative Cost-beneficial Perspective: Compare and contrast the process and delivery of the different knitting and macram products. Criteria: Clear Concise Appropriate Empathy: Share their thoughts on how it feels to have gainful returns in knitting and macram embroidery. Criteria: Profitable Quality Self-Knowledge: Self-assess their knowledge in producing marketable embroidered (knitting and macram) products. Clear 59

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Self-Confidence Stage 3

Teaching-Learning Sequence: Knitting and macram are both fabric forming handicrafts technique. The fabrics produced however are unstable and very stretchable especially along the width or horizontal grain of the fabric. As compared with fabric, the woven knits are easier and cheaper to produce. The nature of fabric construction of knits makes the products resistant to wrinkles because the yarns forming the fabrics form loops running horizontally from side to side. Both needlecrafts are interesting to learn. Like crocheting and tatting, the tools are simple and can easily be fabricated. Also, on going projects can be easily carried around and work out where light is favorable. 1. EXPLORE Guide learners in assessing their prior knowledge and understanding on knitting and macram embroidery through paper and pencil, performance test and other diagnostic assessment tools. Help learners in understanding the learning standards (content and performance standards), assessment tools and criteria. Provide learners the opportunity to view works on knitting and macram as applied to clothing decorations and home furnishings i.e. some vintage knitting and macram products Provide learners pictures/video clips on knitting and macram embroidery. Process learners understanding of the pictures and video clip presentation by asking probing questions. Draw learners initial understanding of the basic concepts and principles in knitting and macram embroidery. 2. FIRM UP Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in knitting and macram embroidery. Encourage learners to gather essential information related to knitting and macram embroidery. Learners can use any of the following: - interview with a successful handicraftsman - web-based resources - reading materials (books, bulletins and others) Guide learners in preparing a project plan on knitting and macram embroidery. Have learners familiarize themselves with the different processes involved in knitting and macram embroidery. Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes, information/learning in knitting and macram embroidery. 60

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Have learners assess themselves on their understanding of the concepts of knitting and macram embroidery. Check this against the content standard.

3. DEEPEN Have learners translate the project plan into quality embroidered products based on the given standard procedure. Assist learners in computing for the cost of production and selling price of the product. Encourage learners to reflect on and revise their project plan. Guide learners in expressing their understanding. Check against the Essential Understanding (EU) and content standard Have learners assess their level of understanding. (Refer to Stage 2, Assessment at the Level of Understanding) 4. TRANSFER Have learners produce marketable original/new product/s following the basic concepts and principles in knitting and macram embroidery. Encourage learners to exhibit their finished product/s through bazaar, fair, etc. Assess learners level of performance. (Refer to Stage 2, Assessment at the Level of Performance)

Resources/Materials/Equipment Needed: Library books and magazines for embroidery Lectures and demonstration by teachers and / or invited guests Samples of embroidered products Samples of embroidery stitches Embroidery clippings from newspapers and magazines

61