MINISTRY OF EDUCATION - nied.edu.na syllabus is designed to meet the requirements of the Curriculum ... and at equivalent stages of non-formal education, ... MINISTRY OF EDUCATION

Republic of Namibia

MINISTRY OF EDUCATION

NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)

FOR IMPLEMENTATION IN 2006 FOR FIRST EXAMINATION IN 2007

DEVELOPED IN COLLABORATION WITH UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

FASHION AND FABRICS SYLLABUS

ORDINARY LEVEL

SYLLABUS CODE: 4342

GRADES 11 - 12

Republic of Namibia

MINISTRY OF EDUCATION

NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)

FASHION AND FABRICS SYLLABUS

ORDINARY LEVEL

SYLLABUS CODE: 4342

GRADES 11 - 12

Ministry of Education National Institute for Educational Development (NIED) Private Bag 2034 Okahandja Namibia © Copyright NIED, Ministry of Education, 2005 NSSCO Fashion and Fabrics Syllabus Ordinary Level Grades 11 - 12 ISBN: 99916-69-24-8 Printed by NIED Publication date: December 2005

TABLE OF CONTENT

1. Introduction................................................................................................................................ 1

2. Rationale .................................................................................................................................... 1

3. Aims........................................................................................................................................... 2

4 Learning Content ....................................................................................................................... 2

5. Assessment Objectives .............................................................................................................. 13

6. Scheme Of Assessment.............................................................................................................. 14

7. Specification Grid ...................................................................................................................... 16

8. Explanatory Notes To Teachers................................................................................................. 17

9. Grade Descriptions .................................................................................................................... 18

10. Annexures .................................................................................................................................. 19

10.1. Career Opportunities ...................................................................................................... 19

10.2. Assessment Criteria For Coursework (School-Based Assessment) .............................. 20

11. Glossary Of Terms..................................................................................................................... 25

Note: Listed under general objectives various references are made to websites to assist teachers with information listed under specific objectives. It is however important to note that websites may discontinue or change.

NSSCO Fashion and Fabrics Syllabus NIED 2005 1

1. INTRODUCTION

The Namibia Senior Secondary Certificate for Ordinary Level (NSSCO) for Fashion and Fabrics is designed as a two year course for examination after completion of the Junior Secondary Certificate. The syllabus is designed to meet the requirements of the Curriculum Guide for Formal Senior Secondary Education for Namibia and has been approved by the National Examinations, Assessment and Certification Board (NEACB). The National Curriculum Guidelines, applicable at the stage of senior secondary education (Grades 11 and 12) and at equivalent stages of non-formal education, as a part of life-long learning, recognise the uniqueness of the learner and adhere to the philosophy of learner-centred education. The Namibia National Curriculum Guidelines: • recognise that learning involves developing values and attitudes as well as knowledge

and skills; • promote self-awareness and an understanding of the attitudes, values and beliefs of

others in a multilingual and a multicultural society; • encourage respect for human rights and freedom of speech; • provide insight and understanding of crucial “global” issues in a rapidly changing world

which affect quality of life: the AIDS pandemic, global warming, environmental degradation, unequal distribution of wealth, expanding and increasing conflicts, the technological explosion and increased connectivity;

• recognise that as information in its various forms becomes more accessible, learners need to develop higher cognitive skills of analysis, interpretation and evaluation to use information effectively;

• seek to challenge and to motivate learners to reach their full potential and to contribute positively to the environment, economy and society.

Thus the Namibian National Syllabi provide opportunities for developing essential key skills across the various fields of study. Such skills cannot be developed in isolation and may differ from context to context according to the field of study. The key/essential skills are: • communication skills • information skills • numeracy skills • self-management and competitive skills • problem solving skills • social and co-operative skills • physical skills • work and study skills.

2. RATIONALE

Fashion and Fabrics provides the opportunity to develop awareness of the nature and use of textiles and to extend the learners’ knowledge and skills by combining theory and practice. Fashion and Fabrics combines knowledge from various fields of study to help individuals and families. In developing the capabilities and skills of people, it enables them to make their own contribution to the improvement of their quality of life. Fashion and Fabrics strives for a higher standard of living, and promotes self-reliance.


3. AIMS

The aims of the syllabus are the same for all learners. These are set out below and describe the educational purpose of a course in Fashion and Fabrics for the NSSCO examinations. They are not listed in order of priority. The aims are to: • encourage creative and aesthetic awareness • develop qualities of organisation of self and resources • develop skills useful for further study and for the creative use of leisure time • encourage an appreciation of and an enquiring approach to Textiles in everyday life • encourage a discriminating and informed approach to the consumer society through the

consideration of choice, suitability, cost and recognition of quality in the context of fashion and textiles

• stimulate and sustain an enjoyment of the creative use of textiles • promote self-reliance and develop entrepreneurial skills.

4 LEARNING CONTENT

The content is divided into 10 themes 1. Fibres, yarns and fabrics 2. Style 3. Personal Wardrobe 4. Sewing Equipment and Notions 5. Patterns 6. Fitting and Sequence of Processes 7. Processes 8. Decoration of Garments 9. Pressing 10. Care of Clothing


TOPIC GENERAL OBJECTIVES

Learners will: SPECIFIC OBJECTIVES Learners should be able to:

THEME 1: Fibres, yarn and fabrics 1.1 Origin, appearance and properties of natural

fibres • develop knowledge and understanding of fibres

and yarns http://www.fabrics.net/natural.asp

• list the origin of: - cotton - flax - wool - silk

• describe the appearance of: - cotton - flax - wool - silk

• describe the properties of: - cotton - flax - wool - silk

• discuss the production of: - cotton - flax - wool - silk

• list the origin of: Regenerated Fibres - viscose - rayon - acetate - triacetate Synthetic Fibres - nylon - polyester - acrylic


TOPIC GENERAL OBJECTIVES Learners will:

SPECIFIC OBJECTIVES Learners should be able to:

1.1 Origin, appearance and properties of regenerated and synthetic fibres

• describe the appearance of: Regenerated Fibres - viscose - rayon - acetate - triacetate Synthetic Fibres - nylon - polyester - acrylic

• describe the properties of: Regenerated Fibres - viscose - ryon - acetate - triacetate Synthetic Fibres - nylon - polyester - acrylic

1.2 Fibres to yarns • acquire knowledge in making fibres into yarn • describe the basic processes in making fibres to yarn - blending - carding - combing - spinning

1.3 Fabric construction • understand fabric construction techniques • describe the construction of fabrics by: - weaving: plain, satin, twill, basket - knitting: weft and warp knitting

• list examples of bonded fibres • list and compare the following properties of

woven and knitted fabrics: - comfort - durability - care - safety




1.4 Colour in textiles • understand elements and principles in textiles • describe the techniques of dyeing fibres, yarns and fabrics and the printing of fabrics: - block - stencil - lino - tie-dye

• apply at least one of these techniques on a sampler/garment

1.5 Fabric finishes • understand and apply skills in the use of fabric finishes

• describe the following fabric finishes as they relate to improving fabrics for clothing: - antistatic - bleaching - crease resistant - easy care/wash and wear - flame proof - durable press finish - water repellent - sanforizing - weighting and sizing




1.6 Properties, appearance and handling of fabrics • understand and apply skills in the care and handling of fabrics

• list the properties of the following fabrics: - Cotton: calico, denim, toweling, velvet,

gabardine, gingham, poplin, muslin, lawn, organdie

- Wool: tweed, flannel - Linen: Irish-linen, damask - Silk: chiffon, satin, shantung, organza - Blends and Mixtures: polyester cotton, wool

and silk, cotton and flax - Regenerated: viscose, rayon - Synthetic: nylon, terylene, lycra

• compare the handling of fibres: - cotton - wool - linen - silk - blends and mixtures - regenerated - synthetic

THEME 2: Style 2.1 Clothing choice • acquire knowledge and understanding in the

choice of clothing http://www.pbs.org/newshour/on2/fashion.html

• list the factors that influence changes in fashion • define:

- fashion fad - fashion trend




• evaluate the choice of clothes for: - children - young people - adults relating to style fashion - figure type - occasion - fabric - colour

• give guidelines for the choice of clothing for: - young people - adults relating to style fashion - figure type - occasion - fabric - colour

THEME 3: Personal wardrobe 3.1 Wardrobe budget • acquire knowledge, understanding and develop

skills in budgeting for a wardrobe http://www.flare.com/

• state the importance of budgeting • explain the factors to consider when budgeting • draw up a budget • list and describe factors to be considered when

planning a wardrobe • state guidelines when buying readymade clothes,

purchasing fabrics and accessories • explain how to select accessories




THEME 4: Sewing equipment and notions 4.1 Equipment and tools • explore different choices in purchasing sewing

equipment • discuss the selection of needlework equipment

and tools: - sewing machine - overlocker - cutting tools - measuring tools - sewing tools - ironing equipment

• compare and choose between brand names and types and motivate the choice: - sewing machine - overlocker - cutting tools - measuring tools - sewing tools - ironing equipment

• describe how to care for needlework equipment: - sewing machine - overlocker - cutting tools - measuring tools - sewing tools - ironing equipment

• list the use of notions (haberdashery) in dressmaking

• describe factors influencing the selection of notions




THEME 5: Patterns • acquire knowledge, understanding and skills in

the use of patterns • interpret and describe information on commercial

patterns: - envelope - instruction sheet

• describe and apply simple alterations: - wide hips - large bust - lengthening and shortening

• list and describe steps in the preparing of fabric before cutting out the garment

• explain different methods of transferring pattern markings: - carbon paper and tracing wheel - tailor’s chalk - dressmakers’ pencils and pins - tailor’s tacking

THEME 6: Fitting and sequence of processes • recognise good fit in apparel

http://www.simplicity.com/

• state the requirements for fitting garments at various stages of construction

• list and describe the sequence of processes in assembling garments

THEME 7: Processes 7.1 Stitches • acquire knowledge and skills in the construction

of stitches • develop a workable knowledge of the following

processes: - tailor tacking - tacking - running stitch - hemming - slip hemming - blanket stitch - buttonhole stitch - top stitching - overcasting - herring-bone




7.2 Seams • acquire knowledge and skills of advanced sewing techniques

• make single/closed seams (to include various methods of neatening): - French - run and fell - overlaid

7.3 Control of fullness • acquire knowledge and skills of advanced sewing techniques

• make: - darts - easing - pleats - tucks - gathers

7.4 Openings • acquire knowledge and skills of advanced sewing techniques

• make: - continuous wrap opening - bound opening - faced opening

7.5 Collars • acquire the knowledge and skills of advanced sewing techniques

• make: - flat (Peter Pan) - roll (collar with revers, shawl) - stand (mandarin) - shirt collar

7.6 Sleeves • acquire knowledge and skills of advanced sewing techniques

• make: - set in/shirt sleeve (plain sleeve) - raglan - magyar - gathered (puff) sleeve

7.7 Cuffs • acquire knowledge and skills of advanced sewing techniques

• make: - straight buttoned cuffs

7.8 Waist finishes • acquire knowledge and skills of advanced sewing techniques

• make: - stiffened waistband

7.9 Pockets • acquire knowledge and skills of advanced sewing techniques

• make: - patch pockets - seam pockets




7.10 Edge finishes • acquire knowledge and skills of advanced sewing techniques

• make: - hems (various widths and methods of

neatening suitable for different fabrics and positions on garments)

- bindings (crossway strips and commercial bindings on samplers)

- show knowledge of cutting and joining crossway strips

7.11 Yokes • acquire knowledge and skills of advanced sewing techniques

• make: - shoulder yoke

7.12 Casings • acquire knowledge and skills of advanced sewing techniques

• control fullness and finish edges

7.13 Interfacing (Facings) • acquire knowledge and skills of advanced sewing techniques

• make use of different interfacings - sew-in and - iron-on types

7.14 Fastenings • acquire knowledge and skills of advanced sewing techniques

• insert a zip • sew on buttons and make buttonholes (hand and

machine worked) • sew on:

- thread loops - press studs - hooks and eyes

THEME 8: Decoration of garments • be aware of the wide variety of surface designs

available for embellishing sewing projects • make use of traditional original designs for the

decoration of garments • apply the following decorative stitches:

- satin stitch - stem stitch - cross stitch - fly stitch - detached chain




THEME 9: Pressing • identify pressing equipment and its use when

sewing • state the reasons for the purchasing of pressing

equipment used in dress making • describe the care of pressing equipment used in

dressmaking • apply pressing of garment during and after

construction THEME 10: Care of clothing • apply the principles of clothing care • discuss the importance of careful labeling of

garments • identify and illustrate international care symbols • design a label for any type of fabric • discuss the care of personal clothing • explain how to remove common stains • describe the care of different fabrics • describe and apply repairs and renovations to

clothes

NSSCO Fashion and Fabrics Syllabus, NIED 2005 13

5. ASSESSMENT OBJECTIVES

The three assessment objectives in Fashion and Fabrics are: A Knowledge with understanding B Handling information and solving problems C Practical skills and their application A description of each assessment objective follows: A KNOWLEDGE WITH UNDERSTANDING

Learners should be able to demonstrate their knowledge and understanding in relation to: 1. social, economic and environmental needs; 2. scientific and technical vocabulary and terminology; 3. definitions, principles and theories; 4. the correct use of equipment and tools and their suitability for use; 5. techniques and methods and an appreciation of the need for accuracy; 6. artistic and creative considerations.

B HANDLING INFORMATION AND SOLVING PROBLEMS

Learners should be able to: 1. read and interpret information; 2. translate information from one form to another; 3. interpret information on which to base judgements and choices; 4. manipulate numerical and other data; 5. organise and manage time, money, fuel, energy, effort, materials, equipment and tools

according to stated criteria for a given situation; 6. estimate and measure accurately area, shape, size, width, quantity, amount, weight,

time. C PRACTICAL SKILLS AND THEIR APPLICATION

Learners should be able to: 1. follow given instructions; 2 test and compare techniques and methods, materials and equipment for practising

practical skills and making clothes; 2. identify priorities when solving problems; 3. assess and evaluate the effectiveness of the course of action; 4. propose further development.


6. SCHEME OF ASSESSMENT

Paper 1: Theory (written paper) 2 hours 40% Paper 2: Coursework 60% Assessment Objectives A Knowledge with understanding B Handling information and solving problems C Practical skills and their application

Paper

A Knowledge with understanding

B Handling

information and solving problems

C Practical skills and

their application

Total Marks

Total Weighting

weighting marks weighting marks weighting marks 200 100%

Theory paper (Written Paper)

40%

32

40%

32

20%

16

80

40%

Coursework:

(a) Practical file

(b) Garments

15%

15%

9

9

15%

15%

9

9

70%

70%

42

42

60

60

60%

Description of papers: PAPER 1 (Theory paper) will consist of two sections

Section A: Compulsory short answer questions to be answered on

the examination paper 26 marks

Section B: A choice of 5 (five) structured questions of which the learner will be required to answer 3 (three) 18 marks x 3

Total 80 marks PAPER 2 Coursework (School-based assessment) will consist of:

A. Practical File A file will be submitted with samples of practical work demonstrating all the processes, from each area described in the Curriculum Content Section 7. These will be assessed internally by the teacher at the end of the course according to the marking criteria on page 25

60 marks B. Making of two garments One garment will be completed by the end of year 1 (Grade 11) of the course and the other by the end of term 2 (August) in the year of examination. The second garment should weigh higher in marks than the first attempt:

First year garment Second year garment

The school must store all garments safely until the results are issued 2 photographs per candidate should be sent in with the garments.

20 marks 40 marks

Total 120 marks


The following practical processes should be completed in the first year of the course: A. Stitches Yokes

Seams Casings Control of fullness Facings Collars Fasteners: zips Edge finishes

B. Decorative stitches: satin, stem, cross, fly, detached chain.

The following practical processes should be completed in the second year of the course:

C. Openings Waist finishes Sleeves Pockets Cuffs Fasteners

MODERATION (a) Internal Moderation

When several teachers in a Centre are involved in internal assessments, arrangements must be made within the Centre for all learners to be assessed to a common standard. It is essential that, within each Centre, the marks for each skill assigned within different teaching groups (e.g., different classes) are moderated internally for the whole Centre entry. The Centre assessments will then be subject to external moderation.

(b) External Moderation

The DNEA will issue instructions to Centres concerning external moderation. Teachers should retain all Individual Candidate Record Cards and Coursework until the Grade 12 results are available.


7. SPECIFICATION GRID

ASSESSMENT OBJECTIVES THEORY COURSEWORK COURSEWORK

A Knowledge with understanding B Handling information and solving

problems C Practical skills and their application

Making of 2 garments with contrasting styles each of which fits the student

Application of practical processes as listed in section 7 of the Curriculum Content (File)

• Recall (A) • Identification of needs • Selection • Application • Justification

32 32

16

Garment 1 Garment 2 • Interpretation • Manipulative skills • Machine skills • Hand skills • Accuracy

3 3

14

6 6

28

• Planning, organisation and presentation of practical processes

• Accuracy • Machine skills • Hand skills

18

42

TOTAL MARKS 80 60 60

WEIGHTING (40%) (60%)


8. EXPLANATORY NOTES TO TEACHERS

The following notes are intended to provide teachers with information to help them do valid and reliable assessment of the skills and abilities of their learners. A detailed marking scheme with instructions is given at the back of the syllabus. The marks awarded to each candidate should be recorded and retained for moderation purposes. Teachers should use the assessment criteria for making of garment to assess both garments. The marks for garment one (1) will be converted to 20 marks and the marks for garment two (2) will be converted to 40 marks. These two marks will have a total of 60 marks. It is important to note that photographs of learners in their garments should accompany the final consignment sent for external moderation. Teachers should note that all learners’ individual garments and coursework, not sent for external moderation, should be retained at the school until the Grade 12 results are available. It must also be stressed that this NSSCO Fashion and Fabrics syllabus is designed for Namibian learners and as such the learning content should be taught in the Namibian context, thus explanations and examples must be responsive to Namibia. An annexure on career opportunities has been included. Although not part of the syllabus content, different career opportunities have been included as annexure which learners can explore, especially if they do have the skills and would like to make Fashion and Fabrics their career.


9. GRADE DESCRIPTIONS

Grade descriptions indicate the overall levels of achievement expected of candidates for award of particular grades. The grades awarded will depend upon the extent to which the candidate has met the Assessment Objectives overall. GRADE A Candidates should be able to: 1. apply technological vocabulary and terminology; 2. justify choice of textile equipment and use them correctly; 3. adapt and use patterns; 4. demonstrate the ability to convert units of measure; 5. identify, process and present relevant information logically and correctly according to the

given situation; 6. exhibit precision in executing tasks; 7. justify factors which influence consumer decision making. GRADE C Candidates should be able to: 1. use technological vocabulary and terminology; 2. make appropriate choice of textile equipment and use them correctly; 3. make simple alterations and use patterns; 4. some measurements are accurately; 5. identify and present some relevant information; 6. exhibit ability in executing some tasks. GRADE E Candidates should be able to: 1. state basic textile terms; 2. identify and use some basic equipment; 3. follow pattern instructions with some guidance; 4. take simple measurements; 5. carry out basic processes without guidance. GRADE G Candidates should be able to: 1. demonstrate limited use of terminology; 2. demonstrate practical skills although limited in using equipment; 3. follow pattern instructions with a lot of guidance; 4. demonstrate limited skills in taking measurements; 5. carry out practical tasks under supervision.


10. ANNEXURES

10.1. CAREER OPPORTUNITIES Note: This section is a guide for teachers and learners and can be helpful to explore different careers in Fashion and Fabrics. Websites can close without any notice and the curriculum developer cannot be held responsible. Objective: • To create an awareness of the careers and opportunities in the fields of clothing,

textiles and fashion industries. CAREERS INSTITUTIONS WHICH

OFFER COURSES WEB LINKS

1. Clothing Design and Manufacture

RMIT University www.rmit.edu.au

2. Clothing Industry Studies TAFE or on the job training www.tafevc.com.au 3. Fashion/Fashion

Merchandising TAFE or on the job training RMIT University

www.tafevc.com.au www.rmit.edu.au

4. Garment Construction

RMIT University www.rmit.edu.au

5. Merchandising and Marketing (Textiles, Clothing and Footwear)

RMIT University

6. Studio Textiles and Design TAFE or on the job training RMIT University

7. Textile Manufacturing RMIT University www.rmit.edu.au 8. Interior Decoration and

Design RMIT University TAFE or on the job training

www.rmit.edu.au www.tafevc.com.au


10.2. ASSESSMENT CRITERIA FOR COURSEWORK (SCHOOL-BASED ASSESSMENT)

ASSESSMENT CRITERIA APPLICATION FOR PRACTICAL PROCESSES

Planning, Organisation and Presentation Maximum Mark Available – 10

MARKS NOTES

9-10 The learner has produced a well-ordered folder. It has a clear index and samples are well mounted and labelled.

7-8 The learner has produced a neat labelled folder, although some of the mounting and labelling

could be of a higher standard. Some of the work is very good. 5-6 The learner has made some attempt to secure samples. Labelling may be poor or untidy.

There has been some attempt to put the work into order but there is no index. 3-4 Mounting and labelling below average. There is little attempt to put samples into order. The

folder may not be long lasting. 1-2 The learner has only produced a collection of samples. Mounting and labelling is poor or

absent. 0 No work submitted. Accuracy Maximum Mark Available – 20

MARKS NOTES

17-20 The learner has reached an excellent standard on a wide variety of processes. Measuring is accurate and even and the finished results show excellent workmanship.

13-16 Satisfactory to good work on most processes. Much of the measuring is accurate and results

are generally good. 9-12 Some of the work is of a good standard but other work is of a poorer quality. Measuring is

not always accurate. A limited range of processes is shown. 5-8 Some of the work is of a satisfactory standard but other work is of a poorer quality.

Measuring is not always accurate. A limited range of processes is shown. 1-4 The standard of workmanship is poor on most processes. Measuring has not been accurately

done. Only a few processes are shown. 0 No work submitted.


Machine Skills Maximum Mark Available – 15 MARKS NOTES

13-15 The learner has produced machining of an excellent standard. The stitch size and tension are suitable for the fabric used.

10-12 The workmanship on the sewing machine is of above average standard but there are

occasional examples of poor tension or inappropriate stitch size. 7-9 There is some quite good work shown but also some poorer work reducing its value. 4-6 Workmanship is below average but the learner has shown evidence of some control of the

sewing machine. 1-3 The standard of machining is very poor. Tension and stitch length are not suitable for the

fabric. The learner has demonstrated little control of the sewing machine. 0 No work submitted Hand Skills Maximum Mark Available - 15 MARKS NOTES

13-15 The learner has excellent hand-sewing skills and has demonstrated work appropriate to the task. The reverse of the work is very neat and threads are secure.

10-12 The standard of hand-sewing is above average but there are occasional examples of

inappropriate stitch size or incorrectly formed stitches. 7-9 There is some very good work shown but also some poorer work reducing its value. 4-6 Workmanship is below average but the learner has shown evidence of competence at hand

sewing. Stitches may be uneven or unsuitable for the process. 1-3 The learner shows little hand-sewing ability. Stitches are uneven, poorly formed, and ends of

threads are not secure. The back of the work may be untidy. 0 No work submitted.


MAKING OF TWO GARMENTS

Machine Skills Maximum Mark Available – 20 MARKS NOTES

17-20 The learner has produced machining of an excellent standard. The stitch size and tension are suitable for the fabrics used.

13-16 The workmanship on the sewing machine is of above average standard, but there are

occasional examples of poor tension or inappropriate stitch size. 9-12 There is some fairly good work but also some poorer work reducing its value. 5-8 Workmanship is below average but the learner shows evidence of ability to control the sewing

machine. 1-4 The standard of machining is very low. Tension and stitch length are not suitable for the

fabric. The learner has demonstrated little control of the sewing machine. 0 No work submitted. Hand Skills Maximum Mark Available – 10 MARKS NOTES

9-10 The learner has excellent hand-sewing skills and has demonstrated work which is appropriate to the task. The reverse of the work is very neat and threads are tidy.

7-8 The standard of the hand-sewing is above average but there are occasional examples of

inappropriate stitch size or incorrectly formed stitches. 5-6 There is some very good work shown but some poorer work has reduced its value. 3-4 Workmanship is below average but the learner has shown evidence of competence at hand-

sewing. Stitches may be uneven or unsuitable for the process. 1-2 The learner shows little hand-sewing ability. Stitches are uneven, poorly formed, and ends of

threads are not secure. The back of the work may be very untidy. 0 No work submitted.


Interpretation Maximum Mark Available – 10 MARKS NOTES

9-10 The learner has chosen material appropriate to the style. The garment fits well and the styles and colours are appropriate. Fastenings and decorations match the garment in colour and weight.

7-8 One of the garments shows a good combination of colour, fabric and style for the learner. It

fits well. The other garment may not fit so well or show the use of style; colour of fastenings and decorations may not be well co-ordinated.

5-6 One of the garments is incomplete. There is evidence of some good matching of style and

fabric to wearer but other co-ordination is poor. 3-4 Although complete the garments may not fit well. Fabrics and style may not be well suited, or

may not suit the learner. Threads, fastenings and decorations may not be well co-ordinated. 1-2 The garments are not completed. The garments may not fit well or the fabric any not be

suitable for the style, or the style may not suit the learner. Trimmings, threads and fastenings may not co-ordinate.

0 No work submitted. Manipulative Skills Maximum Mark Available -10 MARKS NOTES

9-10 The garment makes good use of fabric design and grain is straight. Edges are neat and crisp and well finished and the garments are well pressed or ironed.

7-8 The standard of ironing and pressing of garments is generally good but there are some edges

not well neatened. Some inside edges may not be well finished. Collars, cuffs or facings may be bulky. Pattern or fabric has been used well.

5-6 The design of the fabric may have been used well but some finishing processes have not been

well done. Edges and decorations could be treated with more care and pressing or ironing could be better.

3-4 The standard of pressing and ironing is below average; the pattern design may not match well.

The straight grain has not always been used as appropriate. 1-2 The garments may not be well pressed or ironed. The pattern on the fabric has not been

matched and edges are not neat and well finished. 0 No work submitted


Accuracy Maximum Mark Available -10 MARKS NOTES

9-10 The learner has reached an excellent standard on a wide variety of processes. Measuring is

accurate and even, and the finished results are of a high standard. 7-8 Satisfactory to good work on most processes. Much of the measuring is accurate and work is

generally good. 5-6 Some of the work is of a good standard but there is some poor work. Measuring is not always

accurate or even. The finished result is of an average standard. 3-4 Some of the work is of a satisfactory standard but other work is of a poorer quality.

Measurement is not always accurate. A limited range of processes is shown. 1-2 The standard of workmanship is poor on most processes. Measuring is not accurate or even.

Only a few processes are shown. 0 No work submitted.


11. GLOSSARY OF TERMS

Key verbs for assessment and evaluation Assessment is an integral part of the teaching profession for teachers to set better questions and assignments, and to interpret syllabuses. The understanding of the meaning of key verbs is important. Key verbs Meaning of key verbs

Analyse To separate into parts or elements and to describe in detail or to give your own opinion, judgement or interpretation of separate parts or elements presented

Apply To put subject matter/content to a practical use

Compile To collect or to put together facts and arguments in an orderly or organised way

Compare To point out or show similarities and differences between statements, ideas, etc. or to assess the relationship between subject matter

Demonstrate To describe and explain subject matter/content by experimental or practical use

Define To give the exact meaning of, or to state precisely and briefly the meaning of a term

Describe To list or state the characteristics of something in spoken or written words; it should be a logical, well-structured account of issues

Discuss To critically examine or investigate issues raised, and to introduce evidence wherever possible to support conclusions of arguments

Distinguish To point out or describe the differences amongst qualities or characteristics, or to discover by listening, looking, etc.

Explain To make clear or plain, or to make sure that the reader understands, by means of illustrations or description of the information presented

Evaluate To make a value judgement by judging, rating, determining or comparing facts, actions, etc.

Identify To give the essential characteristics of, or recognise certain characteristics of a term

Illustrate To give a clear example or a graphic representation of something

Label To attach names and information to illustrations, drawings and objects

List To present a list of names, facts, aspects of items in a certain order or specific category


Motivate To give reasons for certain judgements or value statements

Name or mention To give only the names, characteristics, items or facts

Plan To arrange subject matter content in a predetermined way to accomplish a certain action

Relate To bring subject matter/content into relation, or to relate your opinion to your own experiences

Report To repeat, recall and quote from memory, or to mention items or facts in a certain order, or to give a more personal opinion, but one related to the event or content of the subject matter

State or give To present information or details in words without discussion

Suggest To recommend valid arguments in an orderly fashion or make certain proposals based on facts and observations

Summarise or conclude To set out/draw together the main points of content, orally or in writing


The following words are used in the NSSCO Fashion and Fabrics syllabus which may present difficulties in understanding/applying blending – mixture made of various sorts

combing – toothed strip of rigid material for arranging cleaning

carding -to raise nap on cloth or disentangle fibres before spinning

spinning – draw out and twist e.g. wool into threads to make yarn

weaving – form fabric by interlacing long threads in two directions

knitting – interlocking loops of yarn or threads

properties – being owned/possessed by

budget – annual estimate of expenditure or money needed or available

accessories – additional/minor attachment onto the garment

fashion trend – have general and continued tendency

fashion fad – fashion which disappears gradually

haberdashery – small articles to complete a garment

alternative – available in place of something else

assembling – fit together e.g. parts of the garment

embellishing – beautify

apparel – clothing


MINISTRY OF EDUCATION NATIONAL EXAMINATIONS

FASHION AND FABRICS Individual Candidate Record CardNSSCO 200_

Please read the instructions printed overleaf and the General Coursework Regulations before completing the form

Centre Number Centre Name

Candidate Number Candidate Name

November Teaching group/Set

Practical Processes Section Marks to be transferred to

Summary Assessment Form Planning, Organisation Presentation

(max 10) Accuracy

(max 20) Machine Skills

(max 15) Hand Skills

(max 15) Total

(max 60)


INSTRUCTIONS FOR COMPLETING INDIVIDUAL CANDIDATE RECORD CARDS

6. Complete the information at the head of the form.

7. Mark the Coursework assignment for each candidate according to the criteria in the Syllabus.

8. Enter marks and total marks in the appropriate spaces. Complete any other sections of the form required.

9. Ensure that the addition of marks is independently checked.

10. It is essential that the marks of the candidate from different teaching groups within each Centre are moderated internally. This means that the marks awarded to all candidates within a Centre must be brought to a common standard by the teacher responsible for co-ordinating the internal assessment, and a single, valid and reliable set of marks should be produced which reflects the relative attainment of all the candidates in the Coursework component at the Centre.

11. Transfer the marks to the Coursework Assessment Summary Form in accordance with the instructions given on that document.

12. Retain all Individual Candidate Record Cards and Coursework which will be required for external moderation. Further detailed instructions about external moderation will be sent in August of the year of the examination. See also the instructions on the Coursework Assessment Summary Form.

This form is to be used for the Practical Processes part of the component only.








Making of Garment 1 Section Marks to be transferred to

Summary Assessment Form Machine Skills


(max 10) Interpretation

(max 10) Manipulative Skills

(max 10) Accuracy

(max 10) Total

(max 60) Total mark converted This mark must be transferred to the summary form 20


INSTRUCTIONS FOR COMPLETING INDIVIDUAL CANDIDATE RECORD CARDS.


2. Mark the Coursework assignment for each candidate according to the criteria in the Syllabus.





7. Retain all Individual Candidate Record Cards and Coursework which will be required for external moderation. Further detailed instructions about external moderation will be sent in August of the year of the examination. See also the instructions on the Coursework Assessment Summary Form. Coursework should be sent in for moderation and details will be given by DNEA.

8. Two individual photos of candidates in their garments should accompany their garments.

This form is to be used for the Making of Garments part of the component only.








Making of Garment 2 Section Marks to be transferred to

Summary Assessment Form Machine Skills


(max 10) Interpretation

(max 10) Manipulative Skills

(max 10) Accuracy

(max 10) Total

(max 60) Total mark converted This mark must be transferred to the summary form 40


INSTRUCTIONS FOR COMPLETING INDIVIDUAL CANDIDATE RECORD CARDS.


2. Mark the Coursework assignment for each candidate according tot the criteria in the Syllabus.





7. Retain all Individual Candidate Record Cards and Coursework which will be required for external moderation. Further detailed instructions about external moderation will be sent in August of the year of the examination. See also the instructions on the Coursework Assessment Summary Form. Coursework should be sent in for moderation and details will be given by DNEA.

8. Two individual photos of candidates in their garments should accompany their garments.

This form is to be used for the Making of Garments part of the component only.



FASHION AND FABRICS Coursework Assessment Summary Form NSSCO 200_

Please read the instructions printed overleaf and the General Coursework Regulations before completing this form

Centre Number November 2 0 0

Practical Processes Making of Garments Candidate Number

Candidate Name Teaching Group/ Set

Practical File (60 marks)

Garment 1 (20 marks)

Garment 2 (40 marks)

Total Mark (max 120)

Internally Moderated Mark (max 120)

Name of teacher completing this form

Signature Date

Name of internal Moderator Signature Date


INSTRUCTIONS FOR COMPLETING COURSEWORK ASSESSMENT SUMMARY FORMS

1. Complete the information at the head of the form

2. List the candidates in order which will allow ease of transfer of information to a computer-printed Coursework mark sheet MS1 at a later stage (i.e. in candidate index number order, where this is known, see item B1 below). Show the teaching group or set of each candidate. The initials of the teacher may be used to indicate group or set.

3. Transfer each candidate's marks from his or her Individual Candidate Record Card to this form as follows:

(a) Where there are columns for individual skills or assignments, enter the marks initially awarded (i.e. before internal moderation took place).

(b) In the column headed 'Total Mark', enter the total mark awarded before moderation took place.

(c) In the column headed 'Internally Moderated Mark', enter the total mark after internal moderation took place.

4. Both the teacher completing the form and the internal moderator (or moderators) should check the form and complete and sign the bottom portion.

B. PROCEDURES FOR EXTERNAL MODERATION

1. DNEA sends a computer-printed Coursework mark sheet MS1 to each Centre (in August for the November examination) showing the names and index numbers of each candidate. Transfer the total internally moderated mark for each candidate from the Coursework Assessment Summary Form to the computer-printed Coursework mark sheet MS1.

2. Despatch the top sheet of the computer-printed Coursework mark sheet MS1 (marked 'This copy is to be sent to the Syndicate'), to reach the DNEA on a date to be announced officially.

3. Send samples of the candidates' work covering the full ability range, with the corresponding Individual Candidate Record Cards, this Summary Form and the first copy of MS1 (marked 'This copy is to be sent to the Moderator') to reach the DNEA on a date to be announced officially.

4. If there are 10 or fewer candidates submitting Coursework, send all the Coursework that contributed to the final mark for every candidate.

5. If there are more than 10 candidates submitting Coursework, send all the Coursework that contributed to the final mark from 10 candidates. The marks of the candidates' work selected should cover the whole mark range, with marks spaced as evenly as possible from the top mark to the lowest mark. The rest of the Coursework material that were not selected should be packed separately and should also be send to the DNEA.

6. If different teachers have prepared classes, select examples from the classes of different teachers.

7. DNEA reserves the right to ask for further samples of Coursework.

8. Send with the sample work records of the Centre's criteria for the award of marks and information as to how internal moderation was carried out.

The National Institute for Educational Development P/Bag 2034 Okahandja NAMIBIA Telephone: +64 62 502446 Facsimile: + 64 62 502613 E-mail: [email protected] Website: http://www.nied.edu.na © NIED 2005

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