Department of Education Region

IV-A - CALABARZON Schools

Division of Calamba City

SELF-LEARNING MODULE

GRADE 9

TLE-DRESSMAKING 9
Quarter 3 – Module 1

Module Development Team

Writer: Marita S. Gonzales

Reviewer: Mary Grace A. Dumanig
Approved : William B. bartolome

For Punta Integrated School Use Only

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 Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary
for exploitation of such work for profit. Such agency or office may, among other
things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this book are owned by their respective
copyright holders. Every effort has been exerted to locate and seek
permission to use these materials from their respective copyright owners.
The publisher and authors do not represent nor claim ownership over them.

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Dear Parents,
The Schools Division of Calamba City is one with every Filipino family in coping with the
demands of our modern times amidst Covid–19 Pandemic.
The Division initiated Self Learning Module (SLM) aims to meet the most essential learning
competencies required to be learned by your child whether your child opts for online, modular or
blended learning modality. The learning activities in this SLM are arranged chronologically from simple
to complex to lead your child to think critically, act skillfully, and reflect deeply on each lesson and
practice into real life skills. Most importantly, this SLM promotes self-paced learning as your child can
always review the least understood lessons as often as he/she pleases.
Thank you in advance for being one with us! Together, let us envision that, by the end of this
school year, we will see your child as one responsible young person with a heart and mind for humanity,
for nature, for the country, and for God.

Dear Learner,
Welcome to a brand-new year of learning!
This is our gift to you: The Division initiated Self Learning Module (SLM) that will help you
acquire the most essential learning competencies you needed as 21st Century Learner through the Pivot
4 A IDEA Model which compose of 10parts.

Parts of the LM Description

Introduction

The teacher utilizes appropriate strategies in presenting the MELC and

WhatIneedto know
desired learning outcomes for the day or week, purpose of the lesson,
core content and relevant samples. This allows teachers to maximize
What is new learner awareness of their own knowledge as regards content and skills
required for the lesson
Development

The teacher presents activities, tasks, contents of value and interest to the
What I know
learners. This shall expose the learners on what he/she knew, what he /she
What is in does not know and what she/he wanted to know and learn. Most of the
activities and tasks must simply and directly revolved around the
What is it concepts to develop and master the skills or the MELC.
The teacher allows the learners to be engaged in various tasks and
Engagement

What is more opportunities in building their KSA’s to meaningfully connect their

learnings after doing the tasks in the D. This part exposes the learner
to real life situations /tasks that shall ignite his/ her interests to meet
What I can do
the expectation, make their performance satisfactory or produce a
What else I can do product or performance which lead him/ her to understand fully the
skills and concepts .
The teacher brings the learners to a process where they shall
Assimilation

What I have learned demonstrate ideas, interpretation , mindset or values and create
pieces of information that will form part of their knowledge in
What I can achieve reflecting, relating or using it effectively in any situation or context.
This partencourages learners increating conceptualstructures giving
them the avenue to integrate new and old learnings.

Please take time to read and do the activities in these SLM as if you are reporting in school.
Set a regular study schedule for you as much as possible, but keep in mind that these SLM will enable
you to learn at your own pace. If you do not understand a lesson, the SLM would not mind you flipping
back the pages repeatedly for review. Also, remember to keep in touch with your teachers. Send them
a message through your online sessions or write them a note as you do your modular activities.

We wish you good luck in your studies, and we hope that you will remain happy and enthusiastic in
learning!

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WEEK
WEEK

1-2 PRODUCE CHILDREN’S WEAR

DRAFT AND CUT PATTERN FOR CHILDREN’S WEAR
I PLAN A GARMENT DESIGN

Clothing is one among the most important three basic needs in every human life. It
protects our body from various climates and gives us a good appearance. In this
youthful world, children are given more care for the selection of their garments.
Today children are largely exposed through various media. They themselves have
become the customers in their own rights. They also have their own definite opinions
about the clothes they wear. While developing their own styles children reveal their
own creative streaks.

The designers concentrate on simplicity, comfort and new look in designing the
children's garment.

Study the following pictures:

A. B. C.

1. How do you classified them according to their age group?

2. What do you think is the age group of picture A? B and C?

Children classification

Generally kids are grouped according to their age.

 Infant or babies
 Toddlers
 Cildren

Infant

 Babies up to two years come under this classification.

Infant's clothing is sized according their age: 3, 6, 12, 18,
24 months. During this age, the head does not correctly
stand on their neck. So, garments should be selected with
full opening. According to the seasons, the material should
be selected, ie, thick or thin. Normally soft materials with
lightweight should be selected.

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 Toddlers

 Children from the age of two to eight are called as toddlers.

From the age of two, the average child loses fat until about
the age of eight. This slimming down process is very
apparent. Toddlers have very little waist shaping and
protruding stomach. These features decrease as the child
grows and loses fat.

Children

 Age groups above seven to twelve are normally said as

children. Manufactures decided to accept a 6 cm height
interval as a base for coding scheme as this approximates
to the average growth per year over this period. It is to be
noted that the range of heights for any particular age group
is larger than the amount of growth that occurs in any one
year. It is better to link other body measurements to height
rather than age.

Requirements of children's clothing

The ideal baby clothing should be:

 Soft, comfortable, easy to put on and take off and comparatively loose.
 Easy access to his/her nappy because it requires frequent changing.
 Non-flammable.
 Lightweight.
 Non-irritating.
 Underclothes should be essentially made of organic fibres.
 Allow quick transmission of sweat from skin to environment.

Characteristics of a Well-fitted Children’s Wear

Selection

When selecting clothing for young children, toddlers’ and

preschoolers’ always consider the physical characteristics and the
comfort they give to the children.

A. Toddlers
1. Look for soft, unstructured styles that allow maximum freedom of
movement, such as one-piece garments that fall from the shoulder.
These are also practical because toddlers wear diapers and have not
developed a waistline.
2. Leg openings with snaps on toddlers’ pants help make changing
diapers

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 easier.
3. For necklines, select collarless styles or flat collars, such as Peter pan
and convertible collars.
4. Avoid collars that may bind or restrict movement, such as a high
button collar.
5. When toddlers are first learning to dress, pull-on garments with large
neck and armhole openings are the easiest to manipulate. Because
the toddler is always on the move.
6. Design features should be functional as well as decorative. For
example, shoulder straps should crisscross in the back to prevent
them from sliding off shoulders.
7. Shoulder tabs on shirts are another way to secure straps.

B. Preschoolers
1. Look for styles that allow preschoolers to move and jump about freely.
2. Pockets are important features because preschoolers need places for
the treasures they collect.
3. Shoulder tabs on shirts are still valuable.
4. When selecting a garment with long sleeves, avoid buttoned cuffs that
restrict movement.
5. Jumpsuits are practical garments for preschoolers because they allow
for mobility and will maintain a neat appearance.
6. Preschoolers can also wear pants and skirts with elasticized waists
because their waistlines have become more defined.

Garment classifications

Children garments are generally classified into many

categories. They are as follows:

Casuals

 Garments designed for informal occasions are termed as

casuals: They are T-shirts, knitted garments, etc. Knitted
fabrics give more freedom of movement than woven
fabrics and are ideal for casual wear. During the
movement these knitted loops helps in pumping air
through close-fitting garments, thus removing body heat
during summer. It gives pleasing appearance, loose
elastic structure, comfort and softness.

Daywear

 The fabric's selected to wore as daytime wear are cotton,

gingham, gabardine and sail doth during summer
season.
 Double knits velveteen and corduroys are selected during
winter season. Children's day garment has to be made up
with a fabric that will stand for repeated laundering, the
seams should be strong and fastenings should be
secure.

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 Nightwear

 While selecting the garment it should not possess any

harmful ingredient and
 accessories, as the skin of children is very tender and
smooth. The garment selected should have good drape
and it should serve the purpose.

Partywear

 Industries focus on manufacturing luxurious garments for

children in various styles and prevailing trends. These
are also called as special
 occasion garment. Fabrics like velvet, denim, satin, etc,
are used in party wears with different styles.

Uniforms

 The uniform worn by children should be subjected to

certain treatments like antibacterial finish, etc, and it
should be free from odour.

Sportswear

 It should have freedom of movements. Knitted garments

have higher extensibility in both length and widthwise
directions. Hence, knitted materials are mostly selected as
sports wear for children. Active sports wear can be
classified as summer sports wear and winter sports wear.

High fashionwear

 Fashion in clothing has always been a reflector of change

in life style of people. A complete range with the most
luxurious look and superior comfort is an absolute must.
Greater spectrums of bright, vivid colours and designs
have become the key for the purchase of high fashioned
wear. They look only for latest fashions and these can be
worn during special occasion like parties.

Types of Fabrics Suited for Children’s Dress

Children’s safety and comfort is best considered when buying and

choosing the clothes they wear. Some people, especially mothers prefer
to buy fabrics for their children because they think it is cheaper and they
can choose the best quality fabric for them. There are varieties of fabrics
to choose from.

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1. Seersucker
A thin, all-cotton fabric, commonly striped, used
to make clothing for spring and summer wear,
suits, slacks and children’s clothing.

2. Cotton
A soft, staple fiber and brings comfort to children
because it is breathable.

3.Rayon
Usually colorful and easy to washed, e.g. blouses,
dresses, jackets, lingerie, linings, scarves, suits,
ties, hats, socks),

4. Pique
A medium weight, cotton-blend fabric which is
characterized by raised parallel cords or fine ribbing
that resembles a check. It is used to make vests,
coats, the collars of polo shirts, fitted blouses and
children’s clothes.

5. Linen
A textile made from the fibers of the flax plant. It is
labor-intensive to make, but its garments are valued
for exceptional coolness and freshness in hot
weather. It is also very absorbent, but wrinkles easily
unless blended with manufactured fibers

6. Organza
A thin, plain-weave, sheer fabric is traditionally made
from silk, the continuous filament of silkworms.
Nowadays, though many organza’s are woven with
synthetic filament fibers such as polyester or nylon,
the most luxurious organza’s are still woven in silk.

7. Silk
A natural protein fiber, some forms of which can be woven
into textiles. Silk is smooth, glossy and beautiful. It is also
strong and vulnerable to fading and stains.

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8. Tulle and Netting
A lightweight, very fine netting, which is often
starched. It can be made of various fibers, including
silk, nylon and rayon. Tulle is most commonly used for
veils, gowns (particularly)

9. Challis
A type of plain-weave fabric, usually made from
cotton, wool or rayon, often printed with a design,
often floral. Used to make dresses, skirts and other
articles of clothing.

10. Chiffon
A lightweight, plain-woven, sheer fabric. Chiffon can
be dyed to almost any shade desired; however, if
made from polyester, it is difficult to dye. Chiffon is
most commonly used in evening wear, especially as
an overlay, giving an elegant and floating appearance
to the gown. It is also a popular fabric used in
blouses, ribbons, scarves and lingerie. Like other
crepe fabrics, chiffon can be difficult to work with
because of its light and slippery textures. It should
only be hand-washed.

Accessories and Accents for Children’s Wear

Accessories are articles that make the outfit perfect and beautiful. In
putting or choosing accessories for dresses, always consider the art
principles and elements of design. Choose accessories that will equate and go
with the age of children.

The following are the accessories used in dresses:

1. Bands – strips of fabric, ribbon or bias applied to edges or set into

garments to finish or decorate
2. Bracelet – ornamental chain for wrist and arm
3. Brooch - a large ornamental pin placed in front or shoulder arm
6. Fan – a flat device mounted on frame permanently
7. Handkerchief – a piece of cloth, cotton, linen or silk, usually square and
decorated with lace and embroidery.
8. Hat – a shaped head covering, having crown and brim
9. Hosiery – consists of hose and stockings.
10. Shoes – high-heeled or flat-closed footwear fitted for comfort, freedom
and style
Trimmings are the ornamental addition to the bare fabrics or a finished
garment. This is also used to enhance or emphasize the beauty of the
apparel.

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 Common Trimmings Used in Dresses

1. Appliqué – a separate design for petals, leaves or figures which is cut and
applied to another surface
2. Binding – a bias strip used to decorate an edge
3. Buttons – pieces of bones, metals, glasses of various shapes having
shank or holes
4. Collar – bands attached over necklines, sometimes they are cut as part of
the front bodice
5. Embroidery – an ornamental needlework consisting of designs, worked
on fabric by hand or machine
6. Frog - loop fastening made of braid or cording
7. Gathers – fullness shirring consists of three or more rows of gathers.
8. Lace – open work fabric made with bobbins, needles or hook and can be
hand or machine made
9. Loop – a fastening which extends beyond the finish edges used on
closings with no lap
10. Pocket – a piece of fabric applied to a garment to form a container
11. Ribbons – a narrow fabric of silk or velvet used for trimming
12. Rickrack – a flat woven zigzag braid in mercerized cotton or rayon
13. Ruffles –strips of cloth gathered together or pleated as a trimming to
finish edges
14. Scallop – an edge finish made up of a series of semi-circles

Sleeves

Sleeves are parts of the garments that cover the arm. It may be worn short or
long. Sleeves maybe cut together with the bodice or cut separately. The
pattern and design of the sleeve connotes fashion in dress.
Sleeves constructed for adults can also be applied in children’s wear
depending on the type and kind of weather a particular dress is put on.

Kinds OF Sleeves

Kimono sleeves
is a type of
sleeves cut
together with the
bodice. There is
no seam joining at
the armhole.

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Raglan Sleeves
are patterned and
cut that extend to
the shoulder neck
junctions and
cancel the
armhole seams.

Set-in Sleeves
are the foundation
of all types of
sleeves and
usually cut to fit
the armhole to the
desired length.

Puff Sleeves
come in three
variations: a) full
at the top and
bottom, b) full at
the top fitted at the
bottom, and c)
fitted at the top full
at the bottom.

Butterfly sleeves
is a type of sleeve
that flares out over
shoulder
resembling like
wings of the
butterfly

Angel sleeves
either gathered or
plain at the
shoulder tip and
taper down to the
arm.

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 Bell sleeves are
usually fitted at the
shoulder and
slightly taper out
like a bell at the
bottom. Can be
worn short or long
in length.

Collars

Collar is a part of a shirt, dress, coat or blouse that fastens around

or frames the neck. Among clothing construction professionals, a collar is
differentiated from other necklines such as revers and lapels. It is being
made from a separate piece of fabric, rather than a folded or cut part of the
same piece of fabric used for the main body of the garment. A revers or
rever is a garment or part of a garment that is reversed to display the lining
or facing outside.

A collar may be permanently attached to the main body of the garment

Types of Collars
 Standing or stand-up, fitting up around the neck and not lying on the shoulders.
 Turnover, standing around the neck and then folded or rolled over.
 Flat or falling, lying flat on the shoulders.

Types of Collars

Sailor collar (from midshipman), a flat

collar that comes in several shapes
in front and almost covering the
back of the wearer.

Peter Pan Collar - A flat, round-

cornered collar, named after the
collar of the costume worn in 1905
by actress Maude Adams in her
role as Peter Pan and particularly
associated with little girls' dresses.

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 Convertible Collar - A collar designed
to be worn with the neck button
either fastened or unfastened.

Flat collar – is sewn on the neckline

either for front only or front and
back of the neckline.

Bertha Collar - A wide, flat, round

collar, often of lace or sheer fabric,
worn with a low neckline in the
Victorian era and resurrected in the
1940s

Mandarin collar - is a short unfolded

stand-up collar style on a shirt or
jacket. Mandarin collars start at the
neckline and typically rise vertically
two to five centimeters. The style
originated from Western
interpretation of dresses worn
by Mandarins in Imperial China,
especially in Qing Dynasty, as part
of the traditional garment
of Manchu

Skirts

Skirt is a part of the garments worn around the waist. Skirts have been
in fashion for centuries, though their styles and patterns have evolved with the
time. And the best part about skirts is you can wear them at any occasion,
whether you have to dress formally or simply in casuals. Straight and pleated
skirts impart a sophisticated look to the women.

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Bubble Skirt is gathered at the waist and
provided with lining to hold the hem and
gather inward the hem ends to have a full
effect.

A-line skirts
This is the basic skirt that has been
customized to a great extent. With slight
flare having rough shape of capital letter ‘A’,
it fits at the waist while slightly touching hips
and thighs; it is broader at the hem.

Flared /Balloon or Semi-

Balloon Skirts
Actually Flared skirts are A-line
skirts, but they have extra flare
which beautifully covers the fat
over hips and thighs. Women
who are thin can also try this
out in large prints as it will give
a voluptuous appearance.

Pleated Skirts
Pleated skirts appear best in
short length, just above the
knees. The flare of this skirt
is reduced by pleates and
it fits the waist. It looks nice
on both, slim and a little
plump figures.

Sheered or gathered skirt

cuts straight fabric gathered to
fit the waistline of the wearer.

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 Collots it is a combination of
shorts and skirts usually loose
at the bottom

Tiered skirt Tailored with two

or three layers of gathers of
graduated width

Facings and interfacings

Facings are pieces of cloth attached at the edge of the garment to

prevent from raveling, for reinforcement, for decoration, and for special
purposes.

Your guide probably tells you how to lay these pattern pieces out on the
interfacing.
 Lay the fabric pieces out on your interfacing. The wrong side of the fabric
should be against the interfacing. If you are using fusible interfacing, have
the fusible side up, toward the fabric.
 Pin the facing pieces down, and cut out the interfacing. Your facing pieces
are ready for the next step. For fusible interfacing, trim about ½″ of the
interfacing away from around the edges, then follow the manufacturer's
directions to attach the interfacing.
 For non-fusible interfacing, stitch ½″ from all the edges. Trim the interfacing
¼″ from the outside edge and close to the stitching the rest of the way
around each piece.
 If your fabric is very flimsy, and you are not sure you are laying the pieces
out flat, use the pattern pieces to cut the interfacing, then pin the interfacing
to the wrong side of the fabric pieces.

Types of Facings
 Bias facing is a piece of cloth cut 45 degrees angle and attached at the
edge of the garment especially in the curve parts like necklines and
armholes. This can be used in straight edges for decorative purposes and
reinforcement of fabric edge.
 Fitted facing is cut in the same shape as the part to be used. Either worn
inside or outside of the garment
 Straight facing is specifically cut for straight edges for smoother result.

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 Pockets

How many times have we seen a pocket but did not think about its technical details. A fashion
designer and a pattern master have to keep in mind about different types of pockets for
different garments the requirement of pockets changes. It is important that pocket size, shape,
and placement should complement the design of the garment. Pocket is a pouch that has a
closed end and is usually stitched on a garment or even inside the garment. Pocket can be
both functional and decorative in purpose. Pocket helps in holding small articles temporarily.

Samples of Patch Pockets

Patch Pockets are flat pockets sewn to the exterior of a garment. They are typically
unfitted, and can come in a range of shapes and sizes. Many garments are made
with patch pockets, since they are cheap and relatively easy to install when
compared to other pocket designs. It is also possible to add patch pockets to an
existing garment, should the need arise. Since patch pockets are external, they are
also potentially endlessly configurable, which can be rather convenient.

Seam pocket is
sewn on the inside
of a garment with
its pocket opening
sewn outside of the
garments.

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 Welt Pocket is a
small, flat pocket
that is commonly
used on the exterior
and interior breast
on a man's suit
jacket and back of
men's trousers.

D
You are now ready for the different learning task involving planning childrens
garment design.

Learning Task 1:
List down the characteristics of dress suited for the following groups:
Write your answer in your papers.

Toddlers Pre schoolers

1. 1.
2. 2.
3. 3.
4. 4.
5 5

Learning task 2: “Name Me”

Name the following pictures or illustrations. Write your answer in your paper.

1. 2. 3. 4.

5. 6. 7.

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8. 9. 10.

Learning task 3: “Who am I”

Answer what is being described by the phrases. Write the word(s) in your answer sheet.

__________ 1. A loop fastening made of braid or cording

__________ 2. A piece of fabric applied to a garment to form a container
__________ 3. Ornamental chain for wrist and arm
__________ 4. Consist of hose and stockings
__________ 5. A large ornamental pin placed in front or shoulder arm
__________ 6. A shaped-head covering
__________ 7. A narrow fabric of silk or velvet
__________ 8. A flat device mounted on frame permanently
__________ 9. Pieces of bones, metals, glasses of various shapes and sizes
__________10. An edge finish made up of a series of semi-circle.

E
Learning task 4:
Collect at least ten (10) pictures of different children wear with different design then
described what type of collar, sleeve, skirt, pocket, accessories and accents for
children’s wear were used in the garments design. Paste them on an A4 size bond
paper.
Examples:
Garments Description
design
The garment design used peter pan collar
and semi balloon skirt as a design on
children’s wear garment. The little girl also
used ribbon in her hair as her accessories.

The garment design used an angel sleeve

with ribbon on waistline, lace on the sleeve
and beads on the blouse as trimmings on
their garments and shoes and ribbons as
her accessories.

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 The garment design used kimono sleeve,
ribbon on the waistline, beads on the blouse
and bands on the edge of the sleeve as
trimmings in the garment and a sheered or
gathered skirt.

RUBRICS
ADVANCED PROFICIENT IN PROGRESS
INDICATORS 5 4 3
How well directions Every direction is Many directions Directions have not
are followed followed to the are followed been followed
fullest extent
Neatness Completed artwork Complete d artwork Artwork is
is exceptionally is neat, with some incomplete
neat parts less neat
Work Habits Student worked for Student worked Student did not
entire period with most of the period work during the
superior focus and and needed few period even with
did not need reminders to stay several reminders
reminders to stay on task to stay on task
on task

A
Learning task 5:
Make a collage or photo gallery of children garments design from infants to
children stage. Clip pictures/print or draw different children garments design or even
children wearing different garment design with accessories and trimmings.

Example:

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Assessment:
Multiple Choice. Read the statements carefully. Write the letter that best
describes the statement. Write your answer in your paper.

1. The type of sleeve that flares out over shoulder resembling wings of butterfly.
A. Angel sleeve
B. Butterfly sleeve
C. Bell sleeve
D. Set-in sleeve
2. The skirt which is gathered at the waist and provided with lining to hold the
hem and gather inward the hem end.
A. Bubble skirt
B. Flared skirt
C. Pencil skirt
D. Tube skirt
3. The type of sleeve which is cut together with the bodice. There is no seam
joining at the armhole.
A. Angel sleeves
B. Kimono sleeves
C. Ragian sleeves
D. Raglan sleeves
4. A wide flat, round collar, often with lace or sheer fabric worn with a low
neckline in the Victorian Era.
A. Bertha collar
B. Convertible collar
C. Mandarin collar
D. Sailor’s collar
5. Buttons cannot be used as decorations.
A. True
B. False
C. Both are correct
D. None of the above
6. Collar is the part of the T-Shirt dress or coat fastened around the
A. Arm
B. Leg
C. Neck
D. Waist
7. A part of the garment around the waist.
A. Collar
B. Pocket
C. Sleeve
D. Skirt
8. The type of fabric suited for children’s wear.
A. Cotton
B. Nylon
C. Polyester
D. Silk

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 9. Which of the following is the foundation of all types of sleeves?
A. Angel sleeves
B. Butterfly Sleeves
C. Kimono Sleeves
D. Set-in sleeves
10. Colors which attract children in choosing their dress.
A. Bright Color
B. Dull color
C. Hot Color
D. Warm Color

REFLECTION

Write your personal insights about the lesson using

the prompts below.

I understand that__________________________________
I realized that_____________________________________
I need to learn more about __________________________

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 PRODUCE CHILDREN’S WEAR
WEEK

I
TAKE CLIENT’S BODY
MEASUREMENT 3
Children’s wear requires specific measurements that achieve the design identified
by the customers.
There is probably no sewing activity as immediately satisfying as sewing for
children. You get quick results for one thing, because the garments have smaller
dimensions. Also, more shortcuts can be taken in techniques. Children’s garments
should be constructed to survive vigorous activities and endless washings. Other
special considerations include providing room for sudden growth spurts, and
planning garments that are easy to put on.

Look at the picture below.

1. What are the different parts of the body that needs to be

measure in making children’s wear?
2. What are the 3 common ways of measuring our body parts?
3. What do you think are the parts of the body that measured
circumferentially? Horizontal and vertical measurement?

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Size range charts

BABIES’
Age Newborn (1-3 months) 6 months
Weight 3-6 kg 6-8 kg
Height 17-24 inches 24-26 ½ inches

TODDLERS’
Size 1/2 1 2 3 4
Breast or chest 19 “ 20” 21” 22” 23”
Waist 19” 19 ½” 20” 20 ½” 21”
Approx. height 28” 31” 34” 37” 40”
Finished dress 14” 15” 16” 17” 18”
length

CHILDREN
Size 1 2 3 4 5 6
Breast or chest 20” 21” 22” 23” 24” 25”
Waist 19 ½” 20” 20 ½” 21” 21 ½” 22”
Hip - - - 24” 25” 26”
Back waist length 8 ¼” 8½” 9” 9½“ 10” 10 ½ “
Approx. height 31” 34” 37” 40” 43” 46”
Finished length 17” 18” 19” 20” 22” 24”

GIRLS
Size 7 8 10 12 14
Breast 26” 27” 28 ½” 30” 32”
Waist 23” 23 ½ “ 24 ½ “ 25 ½ “ 26 ½”
Hip 27” 28” 30” 32” 34”
Back waist 50” 52” 56” 58 ½” 61”
length

CHUBBIE
Size 8½c 10 ½ c 12 ½ c 14 ½ c
Breast 30” 31” 33” 34 ½ “
Waist 28” 29” 30” 31”
Hip 33” 34 ½ “ 36” 37 ½”
Back waist length 12 ½ “ 13 ¼ “ 14” 14 ¾”
Approx. height 52” 56” 58 ½ “ 61”

23 | P a g e
 Body Measurements Needed in Sewing Children’s wear

Horizontal Vertical Circumferential

shoulder Back figure Bust
chest Bust height waist
Bust distance Blouse length hipline
Across back Sleeve length armhole
crotch Arm girth
Length of pants / skirt Bottom measurement
length

Body Measurement for Children’s Wear

Shoulder width. Measure

from the tip of the left
shoulder to the tip of right
shoulder with the tape
measure passing over the
prominent bone.

Back Across Width.

Measure from the left
shoulder arm joint to the
opposite side, approximately
4 to 5 inches down from the
tip of the shoulder.

Back Figure Length.

Measure from the nape to the
waistline on the cord. Allow
the tape measure to hang
freely.

Chest Width. Measure from

the left (front) armhole seam
to the right (front) armhole
seam.

24 | P a g e
 Bust Circumference. Measure around
the fullest portion of the bust with the
tape measure passing over the shoulder
blades running on the same level in
front.

Waist Circumference. Measure around

the smallest portion of the waist or torso.

Front Figure Length. Measure from the

shoulder neck junction with the tape
measure passing over the highest part
of the bust down to the waistline.

Armhole Circumference. Measure

around the base of the arm with the tape
measure closes at the tip of the
shoulder

Crotch/seat/rise. This measurement is

taken in two ways. For male customer
insert a ruler on the rise and measure
from the waistline to the upper edge of
the ruler.
For female customer allow the her to sit
on a flat chair, then measure at the side
from the waistline to the surface to the
chair.

Sleeve Length. Measure from the tip of the shoulder to the desired length of
the sleeve

25 | P a g e
Arm Circumference. This measurement is taken around the arm where the
sleeve length fall.
Hip Circumference. Measure around the
fullest part of the buttocks with the tape
measure closes at the side.

Thigh Circumference. Measure around the

fullest part of the thigh with the tape measure
closes at the side.

Leg Circumference. Measure around the

leg where the short/pants full length falls.

Dress Full length. Measure from the

shoulder neck joints to the desired length of
the dress

Skirt’s length. Measure from the waistline to

the desired length.

26 | P a g e
 Full length. Measure form the waistline
down to the desired length of the pants.

D
LEARNING TASK 1. FIND ME, GROUP ME. Below is
word grid, copy it in your paper then find the following words
listed below then group them accordingly.

BUST SHOULDER SLEEVE LENGTH ARMHOLE WAIST

FRONT FIGURE CHEST WIDTH
BUST HEIGHT BUST DISTANCE HIPS

27 | P a g e
 E
LEARNING TASK 2: Identify the parts of the body which is being measured in
making children’s wear.

1.

28 | P a g e
 A
LEARNING TASK 3: Using the Measurement Chart take body measurement
for Children (1 boy and 1 girl)
Note: consider the standard measurement chart given above.

Body Measurement
INDIVIDUAL MEASUREMENT CHART (IMC) for Children’s Wear
Parts of the body measured Girl Model Boy Model
Shoulder width
Back across width
Back figure length
Chest width
Bust circumference
Waist circumference
Front figure length
Armhole circumference
Sleeve length
Arm circumference
Hip1 circumference
Hip2 circumference
Lap circumference
Crotch/seat/rise
Full length
Bottom width
Skirts length

Assessment :

Matching type: Match column A with the correct answer in column B.

COLUMN A COLUMN B

1. Measure from the waistline to the A. BUST

desired length.
2. Measure around the base of the arm B. BACK FIGURE
with the tape measure closes at the tip of the shoulder
3. Measure from the tip of the left shoulder C. SKIRT LENGHT
to the tip of right shoulder with the tape measure
passing over the prominent bone. D. FRONT FIGURE
4. Measure around the fullest part of the
buttocks with the tape measure closes at the side
5. Measure from the shoulder neck junction E. SLEEVE LENGHT
with the tape measure passing over
the highest part of the bust down to the waistline.

29 | P a g e
 6. Measure around the smallest portion F. ARMHOLE CIRCUMFERENCE
of the waist or torso.
7. Measure around the fullest portion of G. WAIST CIRCUMFERENCE
of the waist or torso.
the bust with the tape measure passing over
the shoulder blades running on the same l H. HIPS CIRCUMFERENCE
of the waist or torso.
evel in front.
8. Measure from the nape to the waistline on I. DRESS FULL LENGHT
the cord. Allow the tape measure to hang freely.
9. Measure from the tip of the shoulder to
the desired length of the sleeve
10. Measure from the shoulder neck joints J.SHOULDER WIDTH
to the desired length of the dress.

REFLECTION

Write your personal insights about the lesson using the

prompts below.

I understand that__________________________________
I realized that_____________________________________
I need to learn more about __________________________

30 | P a g e
 WEEK

I
PRODUCE CHILDREN’S WEAR
DRAFT BASIC/BLOCK PATTERN 4
Pattern Drafting is an important part of fashion designing and requires
tremendous skills and practice. Pattern drafting is where pattern pieces are drawn
on paper according to body measurement which becomes the base for designers
to create garments.

Pattern drafting is the process of creating a pattern by taking measurements from

a person, form, or model, in order to then create a foundation, which is a pattern
used as the basis for the design.

A Block pattern also called a Sloper is the Master or Foundation Pattern that is
used to make other patterns and other blocks. A full set of basic Blocks usually
consists of: Bodice Front & Back, Sleeve and Skirt Front & Back.

Presented here are the different tools used in pattern drafting. Name each tools by
arranging the jumbled letters.

FTCAR RPAPER
L QSREAU
PIH URVEC
RYVA RMFO
RENCHF URVEC
NCILPE, CSSOIRS, RASERE
WLA
OTCNHRE
RATINGC EELWH
ASTPLCI RLERU

FUNCTION OF DIFFERENT DRAFTING TOOLS

31 | P a g e
6. Awl A handy tool and often overlooked, the awl will pierce a small hole in your
pattern to indicate the end of a dart, pocket, trim, or button hole. The awl is also
handy for scoring paper to fold, as well as “walking” your measuring tape around
curves for accurate measuring.
7. Notcher The pattern notcher will create flawless pattern markings. For example,
dart legs, seam allowance, center lines, ease, and to identify front from back
patterns.
8. Tracing wheel Pointed and very sharp wheel transfers marking onto a clean
sheet of paper. This tools is often used when retracing patterns or when transfer
draped muslin onto paper.
9. Clear Plastic Ruler Perfect for measuring seam allowances and drawing dart
legs.

Measurements Needed in Children’s Front Blouse Sloper

Parts of the Body Actual Body Measurement Computed

Measured Measurement Needed measurement
Shoulder width 13 ½ 6½
Chest width 11½ ½ 5¾
Front figure length 13 1 13
Bust circumference 28 ¼ 7
Waist Circumference 24 ¼ 6
Armhole circumference 12 ½ 6

Procedure in Drafting Patterns for Flared Skirt.

1. Draw a construction line by
tracing the outer edge of the L-
square Mark corner point A.

2. Of the waist circumference less 1

inch
3. A – C is ¼ of the waistline less 1
inch

4. Sway point B to point C using a

broken line with point A as
reference.

5. Check ¼ of the waist

measurement on the dotted lines
from point B to C.

32 | P a g e
 6. In case the measurement of
line B –C is not equal to ¼ of
the waist measurement,
adjust towards point A if
measurement is more than
what is needed.
Adjust far from A if
measurement is less than
what is needed
7. B – D is the skirt length

8.Sway point D to the opposite side of the construction line with point A as
reference
9. Connect dotted lines using the
free hand

Procedures in Drafting Peter Pan Collar

1. Trace the neckline of the

front blouse pattern with the
tip of the shoulder overlap
of 3/8 inches.

33 | P a g e
2. Smoothen the front and
back necklines and transfer
points B and F

3. Determine the collar width

from points B and F
outward. (3 inches for
children)

4. Mark collar width from the

center back of the pattern,
to the shoulder, to the front
opening using broken lines

5. Shape the front collar with a

French curve or a freehand

6. Cut Peter Pan collar on the

smoothened neckline and
on the collar width from
back to front part.

34 | P a g e
D
LEARNING TASK 1: Arrange the pictures of Drafting the Flared skirt by writing 1-6
base on their proper chronological order.

A. B. C.

D. E. F.

E
LEARNING TASK 2: Fill in the missing data to complete the procedure in drafting the
peter pan collar.

1. Trace the ___________of the front blouse pattern with the tip of the shoulder
overlap of 3/8 inches.
2. Smoothen the front and back necklines and transfer points ____________.
3. Determine the collar width from points B and F __________(3 inches for children)
4. Mark collar width from the center back of the pattern, to the shoulder, to the front
opening using ___________.
5. Shape the front collar with a ____________or a freehand
6. Cut ___________on the smoothened neckline and on the collar width from back to
front part.

A
LEARNING TASK 3: Draft pattern for flared skirt using the following measurement.
( follow the procedures given )

Waist - 24 inches /4=6 inches

6 inches -1 = 5 inches (Note: this will be the measurement use in the waist measurement)
Length of skirt- 12 inches

RUBRICS
Item 10 6 4 Score
Tools were Lack of one tool, Lack of two or
complete, some were more tools, some
Tools
appropriate and appropriate and were appropriate
correctly used. correctly used. and not correctly
used.
35 | P a g e
 WEEK

I
Used the correct Used the Failed to use the
5
method. correct correct method.
Procedures method. Procedures not
Procedure
correctly Procedures followed.
followed. partly
followed.
Pattern All pattern Some pattern All pattern details
details were details were were not drafted
correctly inaccurately correctly and
measured and drafted. accurately.
accurately
drafted.
Speed Finished the Finished the Finished the
pattern ahead of pattern on time. pattern more
time. than the allotted
time.
20 points perfect score

Assessment:
IDENTIFICATION
Identify the terms being described.

1. It is the process of creating a pattern by taking measurements from a

person, form, or model, in order to then create a foundation, which is a
pattern used as the basis for the design.
2. It is also called a Sloper or Foundation pattern.
3. It

create flawless pattern markings. For example, dart legs, seam

allowance, center lines, ease, and to identify front from back patterns.
7. It is perfect for measuring seam allowances and drawing dart legs.
8. It is a pierce a small hole in your pattern to indicate the end of a dart,
pocket, trim, or button hole.
9. This tool is often used when retracing patterns or when transfer draped
muslin onto paper.
10. It is the

REFLECTION

Write your personal insights about the

lesson using the prompts below.

I understand that___________________________
I realized that______________________________
I need to learn more about
____________________

36 | P a g e
WEEK
5-6 I
PRODUCE CHILDREN’S WEAR
CUT FINAL PATTERN

In cutting the final pattern, there are always standard procedures to be followed
to avoid mistakes in cutting the pattern which would affect the shape and style of the
blouse.
Cut pattern pieces just along the cutting lines. Use sharp shears and avoid
cutting the inside part of the cutting lines otherwise the actual measurements will be
affected.

Examine the drawing

1. How the patterns arranged to each other?

2. What are the different parts of the fabric?
3. Why back part of the garments places on the selvage part of the fabric? Why
front part places on the folded part of the fabric?

LAYING OUT PATTERN PIECES FOR LADIES BLOUSE

In laying out the pattern pieces onto the fabric, study the direction of the fibers
that are woven into the fabric. It is the grainline of the fabric. This is where the pattern
pieces are laid out.

Parts of the Woven Fabric

1. Selvage – This is the finished side edges of the fabric.
2. Lengthwise grain – This is known as the warp which runs parallel to the selvage
and the strongest grainline with least amount of stretch.
3. Crosswise grain – This is known as the weft. This runs from selvage to selvage.
4. Bias. This is the line that runs diagonally across the fabric. The true bias is always
at a 45-degree angle to the crosswise and lengthwise grains and is the fabric’s
stretchiest point.

37 | P a g e
General Layout of a Pattern
1. Follow the correct layout diagram; fold the fabric as directed and spread
squarely and smoothly on the cutting out table.
2. Lay out all the pattern pieces required to ensure that there is sufficient fabric.
3. Check the position of each piece; so that the necessary pieces are placed to
the fold and that the straight threads (or print) are parallel with the markings for
the straight thread.
4. Pin the pattern in place with the pins near the seam allowance and at the right
angles to the edges.

Laying Out Pattern Pieces for the Blouse

For One-way Fabrics
1. Lay the patterns in the same direction, main sections can be interlocked for
economy of fabric.
2. Fabric may be folded in half-lengthwise but should not be folded across the
width as this will reverse the pattern on pile.

For Checks and Striped Fabrics

1. The fabric should be folded correctly so that all lines are exactly in position one
over the other.
2. Place the pieces against the first fold and arrange the other pieces accordingly.
3. Place and join the balance marks, center and hem lines of the sections to be
identical position on the checks or stripes.

TRANSFERRING OF MARKS ONTO THE FABRIC

Before transferring the marks onto the fabric, check the correct measurements,
follow directions, and set sharp pins or make a chalk mark at the exact point indicated.
To mark cutting lines with chalk, lay your ruler or yardstick carefully on perfectly
smooth fabric, marking the line exactly from point to point. For circular cutting lines,
use tracing wheel to achieve greater accuracy in measurement.

The following markings should be carefully identified while transferring the marks onto
the fabric.
1. Notches – These are small triangular markings which are used to match fabric
pieces together.
2. Darts. Instead of drawing all the lines of a dart on your fabric, snip the ends into
the seam allowance of the fabric and mark the point with a pencil or water-or
air-soluble fabric marker.
3. Center points - This is the midpoint or center of a piece of garment, such as
collar or sleeve. Mark the fabric by snipping into the seam allowance at the
centers of your pieces.
4. Buttonhole lines. Marking buttonhole lines should be done during the sewing
stage. This is to customize button placement to get the right fit and to avoid
mistakes in marking the fabric when alteration should be done.
5. Circles, triangles, and dots. Transfer these markings wisely. Sometimes, a snip
on the notches will guide the sewer where to start the ease stitch.
6. Zipper placement. Zippers are marked on patterns with a cross-hatched line
that ends in a circle. There’s no need to transfer all the marks. Just mark the
end point or the bottom of the zipper.

38 | P a g e
WEEK

39 | P a g e
 Techniques in Cutting Final Pattern
FRONT BODICE

Cut the dotted lines of the front bodice final pattern

BACK BODICE

Fold at the center back

Cut at the dotted lines Open the pattern and cut excess
paper following the dotted lines on
center back.

40 | P a g e
 D
LEARNING TASK 1: Identify the different symbols found in the drawing.

E
LEARNING TASK 2: TRUE OR FALSE
Write True if the statement is True and False if not. Write your answer in your
answer sheet.
1. In cutting the final pattern putting seam allowance is very important.
2. Pattern symbol is used to guide the sewer put together and sew the pieces of
garment easily.
3. In cutting the front blouse pattern you need to fold 2 inches in line B and C
for buttonholing.
4. this symbol is used to indicate the folded part of the fabric.
5. Notches is used to match pieces of fabric easily.

41 | P a g e
 A
LEARNING TASK 3: Draw a front and back pattern of a blouse then
apply different pattern symbols and place it correctly on their respective place. Do
it in an A4 bond paper.
Attached here is the example of what you are going to do.

Note: This is only an example

RUBRICS

Item 10 7 3 Score
Uses 6-10 Uses 3-5 symbols Uses 1-2
Organization
symbols correctly correctly symbols
correctly
All Pattern Some pattern Only one or two
symbols were symbols were not symbols were
Accuracy correctly place in proper place interpreted and
and interpreted and labeled place correctly
on the pattern
Neatness Neatness is There are some Neatness is not
evident erasures evident

42 | P a g e
Assessment
Fill the box with the corresponding description and purpose of the different
pattern symbols.

REFLECTION

Write your personal insights about the

lesson using the prompts below.

I understand that___________________________
I realized that______________________________
I need to learn more about
____________________

43 | P a g e
 WEEKS
Prepare and cut materials for children’s dress 7-8
Lay out and Pin patterns on fabrics
I
Following the correct pattern layout will help ensure that your garment is cut
out on grain. Pinning and cutting your garment carefully will avoid wasting fabric.
This lesson will provide the information you need to lay out, pin, and cut out your
pattern pieces.

Analyze the illustration and answer the following questions:

1.Why is laying out the pattern before cutting important?
2. How do you lay out pattern pieces?
3. How should you place the pins when pinning the pattern to the fabric?

Fabric can be folded in a variety of ways before pattern pieces are positioned for cutting.
The type of fold used depends on
• the number of pattern pieces that must be placed on a folded edge
• the fold that results in the most economic use of the fabric
• the width of the fabric
• the pattern size
Laying out your pattern on the fabric to prepare for cutting is an important step
that must be done carefully and accurately for great-looking results.

A well-sewn garment starts at the cutting table. Laying out your pattern on the
fabric to prepare for cutting is an important step that must be done carefully and
accurately for great-looking results. Here are some tips on layout and some ideas
on pinning or using weights to anchor your pattern pieces in place.

Laying Out Pattern Pieces

Blouse

 Lay large pieces of pattern first on

the cloth
 Check that the center fold symbol fall
on the folded edge of the fabric.
 Lay out pattern for facing.

44 | P a g e
Flared Skirt
1.Fold the fabric in 45°, warp and
weft meeting
1.

2. Sleeve pattern may be laid open

or close to the fabric

3. Lay - out waistband pattern along

the woof

Preparing bias facing : Fold the fabric 45° . Determine the facing needed
and mark directly on the cloth

Note: Lay out the pattern pieces on the fabric assuring that the center fold
symbol is placed on the folded part of the fabric

Tips in Pinning the Pattern

a. Pointed end of pin should be placed under the fabric
b. Pins should be outside direction inside the stitching line
c. Use minimal number of pins, just placed on the corners of the pattern
Cutting fabrics

Back blouse

Cut back blouse from neckline,

shoulder to the hem.

Move around the table while cutting

the fabric
Front blouse

Lay your hands on the fabric while

cutting.

45 | P a g e
 Facing

Facing is cut where it is intended to

be used following the pattern
symbols provided.

Bias Facing

Bias Facing is cut 45° angle

Flared Skirt

Cut cloth following the final pattern

Puff sleeves

Cut fabric following the final pattern

Collar

Cut fabric following the final pattern

Waist Band

Cut skirt waist band along the

pattern

46 | P a g e
 Pocket

Patch pockets come in

several shapes and sizes.

Recheck the completeness of the garment parts after cutting the fabrics

CUTTING THE FABRIC

Tips in Cutting the Fabric

1. In cutting the fabric, it is best to use good shears with 7” or 8” blades.

2. Always cut with long even strokes, following exactly the cutting lines.
3. Use short strokes and the points of the shears when cutting short spaces
and in turning corners as shown by the pattern.
4. Cut the fabric flat on the cutting table which is free of any obstacles.
5. Use the other hand to hold the fabric in position while cutting some parts of
it.
6. In cutting folded fabric, place pins within to hold the two pieces firmly.
7. Do not place the pins on the cutting lines.

PINNING THE PATTERN PIECES

Use the following guidelines when pinning your pattern pieces to your fabric:
• Pin with care to prevent inaccurate cutting. A cutting error of ⅛ inch on each
side of a pattern piece can result in a ½ inch difference in the final garment.
• Use only enough pins to hold down the pattern securely. Depending on the
fabric and the size of the pattern piece, placing pins about six inches apart is
usually enough.
• Place pins completely inside the cutting line.
• Place pins diagonally in corners.
• Use pattern weights instead of pins to hold the pattern in position, if desired.
However, be sure to pin grainlines in place first. Position weights, inside the
cutting lines, on one pattern piece at a time.

47 | P a g e
LEARNING TASK 1: Read the statement carefully. Write T if the statement is
correct and F is it incorrect. Write your answer in your paper.
_ 1. Patterns must be checked well only after they are laid on
the cloth.
_ 2. Longest table is to be used when laying out pattern to
prevent fabric form hanging over the edge of the table.
_ 3. Lay out the smallest pattern pieces first on the wrong side
of the material.
_ 4. Lay pins along the crosswise grain.
_ 5. Lay and pin small pattern pieces in vacant places.

E
LEARNING TASK 2: Classify the following principles, write CT if it is principles of
cutting the fabric then write MK if it is principles in layout patterns on the
fabric and PF if it is principles of pinning the fabrics.
1. Place pins diagonally in corners.
2. Lay your hands on the fabric while cutting.
3. Lay large pieces of pattern first on the cloth
4. Bias Facing is cut 45° angle
5. Move around the table while cutting the fabric
6. Place pins completely inside the cutting line.
7. Use pattern weights instead of pins to hold the pattern in position, if desired.
However, be sure to pin grainlines in place first. Position weights, inside the
cutting lines, on one pattern piece at a time.
8. Lay out pattern for facing.
9. Check that the center fold symbol fall on the folded edge of the fabric.
10. Pointed end of pin should be placed under the fabric

A
LEARNING TASK 3: Apply cutting and laying out pattern by cutting the sample pattern
given then paste it in an A4 bond paper then label where is the selvage and the foldline of
the fabric. Given is the sample layout.

48 | P a g e
Assessment: Multiple choice
Choose the letter of the correct answer.
1. This means to arrange the pattern pieces on the fabric.
A. to cut B. to layout C. to mark D. to trace
2. During pattern lay out, on what side of the fabric is being folded?
A. Lower B. right C. upper D. wrong
3. What tool is used to transfer pattern markings to the wrong
side of thefabric? It is a saw-tooth with a sharp point.
A. Dressmaker’s carbon paper C. Tailor’s chalk
B. Tracing wheel D. Pencil
4. How are patterns arranged economically on fabrics?
A. Along the centerfold
B. Along the selvage
C. Apart from each other
D. Close to each other
5. Pattern layout is important in sewing a garment, what do
you think is the first step in pattern layout?
A. Choose the longest cutting table to prevent the fabric
from hanging over the edge of table.
B. Examine all the necessary pattern symbols before
laying them on the cloth.
C. Lay out the smallest pattern piece first on the wrong side of the
material.
D. Lay the small pattern pieces and pin them in vacant places.
6. What is the dressmaker’s guide in cutting fabrics?
A. pattern B. pins C. marks D. symbols
7. What tool is use when cutting the cloth in order to get clean and evenly cut
edges.
A. blade B. cutting shears C. embroidery scissors D.pinking shears
8. This is the line where the pattern is to be cut.
A. curve line B. cutting line C. seam allowance D. straight line
9. What is the best practice to observe during the cutting process?
A. Stop and recheck
B. Keep the material
C. Walk around the table
D. Let the material hang on the sides of the cutting table.
10. What is the best position of pins in the fabrics to avoid cutting and sewing?
A. Diagonal B. Perpendicular C. Straight D. Vertical

REFLECTION

Write your personal insights about the lesson

using the prompts below.

I understand that___________________________
I realized that______________________________
I need to learn more about ____________________
49 | P a g e