ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

TEXTILE TECHNOLOGY
AND DESIGN SYLLABUS
FORMS 5 - 6

2015 - 2022

Curriculum Development and Technical Services

P. O. Box MP 133
Mount Pleasant
Harare

© All Rrights Reserved

2015
Textile Technology and Design Syllabus Forms 5 - 6

ACKNOWLEDGEMENTS
The Ministry of Primary and Secondary Education would like to acknowledge the following for their valued
contribution:

• The National Textile Technology and Design Syllabus Panel

• Zimbabwe School Examinations Council (ZIMSEC)
• Representatives from colleges
• United Nations Children’s Fund(UNICEF) for funding the programme

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CONTENTS
ACKNOWLEDGEMENTS.....................................................................................................................i

CONTENTS...........................................................................................................................................ii

2.0 PRESENTATION OF THE SYLLABUS..........................................................................................2

3.0 AIMS................................................................................................................................................2

4.0 OBJECTIVES..................................................................................................................................2

5.0 METHODOLOGY AND TIME ALLOCATION..................................................................................2

6.0 TOPICS TO BE COVERED............................................................................................................3

7.0 SCOPE AND SEQUENCE..............................................................................................................4

8.0 COMPETENCY MATRIX.................................................................................................................7

8.1 FORM 5...........................................................................................................................................7

8.2 FORM 6...........................................................................................................................................14

9.0 ASSESSMENT................................................................................................................................19

ASSESMENT MODEL..........................................................................................................................19

APPENDIX 1......................................................................................................................................... 23

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1.0 PREAMBLE The two year learning phase seeks to develop the
following skills among others:
1.1 INTRODUCTION
- technical
- communication
The learning area covers both theoretical and practical
- problem solving
aspects of Textile Technology and Design. The syllabus
- critical thinking
recognises the use of Textile Technology and Design as
- evaluation and analysis
a tool for inclusivity that encourages learners to appreci-
- leadership
ate diversity and differences. The learning area intends
- learning and innovation
to develop learners of various social settings in the use
- enterprise
of locally available resources in order to develop patrio-
- creativity
tism. It is intended to empower the learner to function in
- interpersonal
the prevailing economy which is production oriented.
- decision making
- technological
The syllabus embraces the skills done in Textile Tech-
- self management
nology and Design in the quest for creating high level
of economic independence in Zimbabwe. Therefore,
practical work is an integral and expected part of the 1.4 ASSUMPTIONS
learning area requiring scientific and investigative work.
It is assumed that learners have:
To gain entry, the learner must have obtained at least an
‘O’ Level pass in Textile Technology and Design and two - a basic knowledge of textile fibres
of the following: either one science and one business - the basic knowledge of designing and garment
subject or all science subjects. Industrial attachment is construction
highly recommended throughout the learning period. - knowledge about the use of some basic sewing
Teachers are therefore advised to ensure that learners equipment such as sewing machine, irons and
undertake experimental work in an appropriate and safe scissors
environment. - basic enterprise skills

1.2 RATIONALE 1.5 CROSS- CUTTING THEMES

The Textile Technology and Design syllabus brings out • Gender equity
the important roles that the learning area plays in society
such as self-sufficiency, enterprising and patriotism in • Sexuality, HIV and AIDS
preserving norms and values (Unhu/Ubuntu/Vumunhu).
The learning area creates life-long skills which include • Heritage studies.
creative thinking and problem solving. The Textile Tech-
nology and Design syllabus intends to achieve balanced • Financial literacy
knowledge, understanding and skills acquisition which
enable learners to become independent in aspects of • Disaster risk management
life such as self-employment, employment and further
education. • Human rights

• Children’s rights and responsibilities

1.3 SUMMARY OF CONTENT
• Environmental issues
Textile Technology and Design will cover theory and
practical activities in the following areas:
• Guidance and counseling

- Textile technology
• Collaboration
- Textile design
- Garment design and construction
• ICT
- Business and enterprising studies

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2.0 PRESENTATION OF THE 4.5 acquire competences in using textile technolo-

gy
SYLLABUS 4.6 evaluate acquired knowledge and understand-
ing useful in decision making
The Form 5 - 6 Textile Technology and Design syllabus 4.7 identify cultural artefacts and designs and use
is one document which consists of the preamble, aims, them to create textile products
objectives, topics, methodology and time allocation, 4.8 design styles draft and make patterns for dif-
scope and sequence and content matrix. Assessment is ferent functions and figure types
in both theory and practical activities. 4.9 apply quality assurance skills in textile produc-
tion processes
3.0 AIMS
5.0 METHODOLOGY AND TIME
The syllabus aims are to: ALLOCATION
3.1 encourage learners to have an investigative
5.1 METHODOLOGY
approach to the study of Textile Technology
and Design which includes problem solving,
The stipulated objectives will be achieved by using the
scientific, technical and creative skills
following methods:
3.2 expose learners to the historical, cultural,
functional, economical, managerial, enterpris-
• Field trips
ing and aesthetic aspects of Textile
• Experimental work
Technology and Design
• Research
3.3 develop awareness of how textile
• Practical assignments/Projects
manufacturers and consumers interrelate in
• Demonstrations
a changing multicultural and technological
• Group discussions and presentations
society
• Debate
3.4 foster in learners the ability to make informed
• Short lectures
decisions and communicate ideas through
• Attachments
appropriate terminology and media
3.5 nurture an informed awareness and appreci-
NB:
ation of design and textiles as an applied field
-Students can be attached to textile and clothing
of study leading to higher education and a
industries, colleges and research centres during the
range of career options
holidays or weekends at least four weeks for the two
year learning period.
4.0 OBJECTIVES -Teachers are encouraged to apply orthodidactic princi-
ples where possible. These include;
By the end of the 2 year learning period, learners should
be able to: • visual tactile,
• simulation,
4.1 explore creative use of materials, techniques • concreteness
and technologies in Textile Technology and
Design 5.2 TIME ALLOCATION
4.2 formulate solutions with the application of
components in textile technology and design, To achieve the stated objectives for this syllabus, it is
garment construction, household goods and recommended to allocate 8– 10 periods per week of
business studies 35 - 40 minutes.
4.3 generate historical, cultural, functional,
economical, managerial, enterprising and aes- Two blocks of four periods for practical and one double
thetic ideas in Textile Technology and Design period for theory per week should be allocated
4.4 analyse and apply relevant knowledge by
organising and presenting information clearly
and logically.

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6.0 TOPICS TO BE COVERED 6.4 BUSINESS AND ENTERPRISING

STUDIES
6.1 TEXTILE TECHNOLOGY
6.4.1 Types of business such as: sole trader,
partnership, cooperative
6.1.1 Textile science
- Business Finance
- Sources of capital
6.1.2 Yarns
- Book keeping
- Yarn production
- Yarn properties
- Yarn count
6.4.2 Management
- Functions of management:
planning, leading, controlling
6.2 TEXTILE DESIGN
and organizing

6.2.1 Fabric construction

6.4.3 Business Planning
- Weaving – (complex weaves)
- Business proposal
- Knitting – warp and weft
- Non-woven methods
6.4.4 Marketing
- Fabric properties
- Marketing research
6.2.2 Fabric Finishes
- Product development
- Functional
- Advertising
- Special
6.4.5 Production
- Production system
6.2.3 Colour application
- Dyeing
- Printing
- Indigenous techniques

6.2.4 Care of fabrics

- Care labeling

6.2.5 Textile enhancement processes and

related crafts

6.3 GARMENT DESIGN AND

CONSTRUCTION

6.3.1 Garment Design

- Elements and principles of designing
- Designing equipment
- Design illustration
- Design process
- Pattern making
- Computer Aided Design
- Design Costing

6.3.2 Garment Construction

- Manufacturing processes
- Use of specialised equipment in cutting
and garment production
- Computer Aided Manufacturing

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7.0 SCOPE AND SEQUENCE

FORM 5 FORM 6
TOPIC

7.1 TEXTILE TECHNOLOGY

 Molecular structure and formulae

7.1.1 Textile Science  Polymerisaton and their types
 Forces of attraction
- intramolecular
- inter-molecular
 Fibres
requirements of fibre forming polymers
- polymer system
- microscopic, biological, thermal, physical and
chemical properties
- fibre processing
- fibre swatches
 Spinning system methods
7.1.2 Yarns  Types of yarns
 Properties and uses of yarns
 Yarn count

7.2 TEXTILE DESIGN

7.2.1 Fabric construction  Weaving process

- Weaving  Complex weaves
 Structure of weaves
Properties of complex woven fabrics

- Knitting  Structure of knitted fabrics

 Properties of knitted fabrics

 Nonwoven fabrics
- Other methods of fabric --- -----
-Construction - non-woven fabrics

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FORM 5 FORM 6
TOPIC

- Fabric finishes  Mechanical /physical

 Chemical

- Colour application  Dyeing and Printing techniques

 Indigenous techniques

- Textile enhancement  Decorative processes such as :

processes and related crafts - embroidery
- patchwork
- beadwork
- basketry

7.3 GARMENT DESIGN AND

CONSTRUCTION

7.3.1 Garment Design

- Design elements  Elements of design

 Principles of design
 Design equipment
 Design Illustrations
 Design process
 Design costing
 Sizing system
- Pattern making  Basic blocks
 Block styling

- Computer Aided Design (CAD)  CAD and software

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FORM 5 FORM 6
TOPIC

- Production  Production systems

 Production function models
 Quality control

- Equipment  Specialized equipment in garment construction

- Computer Aided Manufacturing  Computer Aided Manufacturing and

(CAM) software

- Garment costing  Costing components

7.4 BUSINESS AND ENTERPRISING

7.4.1 Types of business enterprising  Factors affecting textile business environment

and business finance  Types of business units
 Characteristics of business units
 Objectives for starting a business
 Business finance

7.4.2 Management  Functions of management

7.4.3 Marketing  Marketing research

 Product development
 Marketing mix

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8.0 COMPETENCY MATRIX

8.0
8.1 COMPETENCY MATRIX
FORM 5
8.1 FORM 5

TOPIC OBJECTIVES UNIT CONTENT (skills, SUGGESTED LEARNING SUGGESTED

Learners should be able to: attitudes and ACTIVITIES AND NOTES RESOURCES
knowledge

8.1.1 TEXTILE
TECHNOLOGY

- Textile science  identify organic elements in a  Organic elements in  Explaining organic  Multi-media
periodic table and their formulae the periodic table elements in a periodic  Resource person
table and their
formulae
 analyse chemical elements and  Molecular formulae  Drawing atomic
compounds and structure: structures of elements
- chemical and compounds
elements
- chemical
compounds

 explain polymerization  Polymerization and  Describing the

its types process of
polymerization
 discuss the formation of polymers  Formation of  Listing types of
polymers and their polymers
types  Illustrating the
formation of polymers

 distinguish between inter and intra  Forces of attraction

molecular forces - intra molecular  Discussing inter and
- inter molecular intra molecular forces
 Drawing the
chemical structure of
inter and intra forces

- Fibres  identify the requirements of fibre  Requirements of fibre  Explaining the  Multimedia
forming polymers forming polymers requirements of fibre  Realia
forming polymers  Microscope

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TOPIC OBJECTIVES UNIT CONTENT (skills, SUGGESTED LEARNING SUGGESTED

Learners should be able to: attitudes and ACTIVITIES AND NOTES RESOURCES
knowledge
 explain the polymer system of  Polymer system of  Discussing the
natural and manmade fibres natural and manmade amorphous and
fibres crystalline regions
 Stating the dominating
forces of attraction
 Illustrating chemical
structure of the
polymer system

 analyse microscopic, physical,  Microscopic, physical,  Observing

chemical, biological and thermal chemical, biological microscopic, physical,
properties of natural and manmade and thermal chemical, biological
fibres properties of natural and thermal properties
and man-made fibres of natural and man-
made fibres
 Describing
microscopic, physical,
chemical, biological
and thermal properties
of natural and man-
made fibres.

- Fibre  classify fibres according to their  Classification of fibres  Explaining fibres  Realia
production sources according to their according to their  Multimedia
sources sources  Resource person
 describe the production processes  Production of natural  Discussing the
of natural and man- made fibres and man- made fibres production processes
 distinguish between natural and  Natural and man- of natural and man-
manmade fibre swatches made fibres made fibres
 Identifying fibre
swatches from
different sources
 explain the spinning methods used  Spinning methods  Describing the
for natural and manmade fibres spinning process of

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TOPIC OBJECTIVES UNIT CONTENT (skills, SUGGESTED LEARNING SUGGESTED

Learners should be able to: attitudes and ACTIVITIES AND NOTES RESOURCES
knowledge
natural and manmade
fibres
 Visiting ginneries and
spinning factories
- Yarns  identify spinning methods used to  Spinning methods  Describing the  Multi media
produce different yarns spinning methods  Field trip
 classify types of yarns  Types of yarns  Explaining types of
yarns
 Illustrating different
types of yarns

 analyse properties and uses of  Properties and uses  Discussing yarn

yarns of yarns properties
 Explaining the uses of
yarns

 explain the numbering system of  Yarn count  Calculating yarn count

yarns

TOPIC OBJECTIVES UNIT CONTENT (skills, SUGGESTED LEARNING SUGGESTED

Learners should be able to: attitude and knowledge) ACTIVITIES AND NOTES RESOURCES

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TOPIC OBJECTIVES UNIT CONTENT (skills, SUGGESTED LEARNING SUGGESTED

Learners should be able to: attitude and knowledge) ACTIVITIES AND NOTES RESOURCES
8.1.2 GARMENT
DESIGN AND
CONSTRUCTION
- Design  analyse elements of design  Elements of design:  Discussing design  ICT tools
elements - line elements  Design pictures
- form
- shape
- colour
- texture
 illustrate elements of design  Demonstrating how
design elements are
used
- Design  examine the principles of design  Principles of design:  Discussing principles  Clothing
principles - rhythm of design catalogues
- balance  Sample garments
- emphasis  ICT tools
- harmony
- proportion
- scale
 demonstrate principles of design  Illustrating the
principles of design
- Design  analyse designing equipment  Design equipment:  Explaining designing  Realia design
equipment - silhouettes equipment equipment
- motion drawings  Pictures
- pose
- mood
- style
- use of colour and
media
 draw using design equipment  Sketching designs
using design
equipment
- Designing  recognise figure demarcations  Figure anthropometry  Distinguishing figure  Designing
illustrations  represent style features on the  Figure dressing (style demarcations equipment
silhouette features)  Illustrating styles on  Colouring
silhouettes equipment

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TOPIC OBJECTIVES UNIT CONTENT (skills, SUGGESTED LEARNING SUGGESTED

Learners should be able to: attitude and knowledge) ACTIVITIES AND NOTES RESOURCES

 paint illustration  Illustration painting  Demonstrating painting

(colouring) of the illustration
 draw flat diagram  Flat diagram illustration  Constructing flat
diagrams
 indicate style features  Labelling of style  Labeling the style
features features
- Designing  identify design opportunity  Design opportunity  Investigating design  Designing
process opportunity equipment
 compose a design proposal  Design proposal  Developing a design
proposal

 make a prototype  Prototype  Constructing a

prototype
 analyse the prototype  Testing and evaluation  Evaluating the
prototype
- Design  identify unique features in a  Uniqueness/creativity  Recognising creativity  Pictures
costing design in the design  Resource person

 relate design to current fashion  Alignment to fashion  Rating designs

trends trends according to current
fashion trends
 calculate the cost in relation to  Time spent to design  Expressing time spent
time spent in designing on design costing
- Pattern  relate to size charts and individual  Sizing systems Referring to the size  Fashion
making body measurements  Basic blocks: charts and individual catalogues
- skirt body measurements
- bodice for constructing basic
- dress blocks
- trousers
 generate basic blocks  Block styling  Constructing basic  Pattern making
blocks equipment
 formulate various styles from  Designing various
given basic blocks styles on basic blocks

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TOPIC OBJECTIVES UNIT CONTENT (skills, SUGGESTED LEARNING SUGGESTED

Learners should be able to: attitude and knowledge) ACTIVITIES AND NOTES RESOURCES
- Equipment  operate the equipment for cutting,  Cutting  Demonstrating the use  Equipment
garment production and pressing -cutting blades of cutting, garment  Multimedia
 Garment production production and  Resource person
- over locker pressing equipment
- bartack
- embroidery
machine
- flossing machine
- elasticating
machine
- hemming machine
 Pressing
- steam presser
- vacuum presser
 illustrate the equipment for cutting,  Analysing the
garment production and pressing importance of
specialised textile
equipment in garment
construction

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TOPIC OBJECTIVES UNIT CONTENT (skills, SUGGESTED LEARNING SUGGESTED

Learners should be able to: attitude and knowledge) ACTIVITIES AND NOTES RESOURCES

8.1.3 BUSINESS
AND ENTERPRISING
- Types of  identify various factors that affect  Factors affecting textile  Discussing various  Resource person
business textile business environment business environment factors that affect  Multi-media
enterprising textile business
and business  explain different types of business  Types of business units: environment
finance units - sole trader  Comparing different
- partnership types of business units
- cooperative
 distinguish the characteristics of  Characteristics of  Examining the
business units business units characteristics of
business units

 examine the objectives of starting  Objectives for starting a  Discussing the

a business business objectives for starting a
business

 evaluate the importance of  Business finance:  Drawing up a business

business proposal, sourcing funds - business proposal proposal
and book keeping - sourcing funds  Sourcing funds and
- book keeping book keeping
 Visiting Small to
Medium Enterprises

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8.2 FORM 6

8.2 FORM 6
TOPIC Objectives UNIT CONTENT (skills, SUGGESTED LEARNING SUGGESTED
Learners should be able attitudes and knowledge ACTIVITIES AND NOTES RESOURCES
to:
8.2.1 TEXTILE
DESIGN
- Fabric
Construction
- Weaving  describe weaving  Weaving process  Discussing weaving process  Samples
process  Expert guest
 Complex weaves:
- dobby
- jacquard
- honeycomb
- pique
- pile
 illustrate structures of  Structures of weaves  Sketching structures of
different weaves different weaves
 make samples of  Constructing samples of
different weaves different weaves
 Visiting spinning companies
 explain properties of  Properties of weaves  Identifying properties of
complex weaves complex weaves

- Knitting  illustrate the structure of  Structure of knitted fabrics  Sketching the structure of  Realia
knitted fabrics knitted fabrics  Multimedia
 compare different  Properties of knitted fabrics  Analysing samples of knitted  Resource person
samples of knitted fabrics  Samples of knitted
fabrics  Visiting knitting and hosiery fabrics
companies
- Other  describe non-woven  Non-woven fabrics  Discussing non-woven  Samples of non-
methods of fabrics - sources fabrics woven fabrics
construction i. solutions  Multimedia
ii. fibres
iii. yarns
 Collecting samples of
nonwoven fabrics
 Visiting companies that
produce non-woven fabrics

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TOPIC Objectives UNIT CONTENT (skills, SUGGESTED LEARNING SUGGESTED

Learners should be able attitudes and knowledge ACTIVITIES AND NOTES RESOURCES
to:
- Fabric  examine mechanical/  Mechanical/physical  Discussing the major groups  Multi-media
finishes physical and chemical  Chemical of fabric finishes  Realia
finishes
 demonstrate finishing  Applying finishing
techniques techniques
- Colour  assess the different  Dyeing and printing  Discussing dyeing and  Dyeing and
application types of dyeing and techniques printing techniques printing equipment
printing techniques  Dyes and printing
 demonstrate different  Indigenous techniques  Applying dyeing and printing paste
types of dyeing, printing techniques  Fabric
and indigenous  Explaining indigenous  Multimedia
techniques techniques  Resource person

- Textile  identify different  Decorative processes such  Discussing the different  Samples of
enhancement decorative processes as: decorative processes decorative
processes - embroidery processes
and related - patchwork  Multimedia
crafts - bead work  Resource person
 analyse the - basketry  Demonstrate the use of
characteristics of different decorative
different decorative processes on samples and
processes and related garments
crafts  Constructing different crafts
items

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TOPIC OBJECTIVES UNIT CONTENT (skills, SUGGESTED LEARNING SUGGESTED

Learners should be able to: attitudes and knowledge) ACTIVITIES AND NOTES RESOURCES
8.2.2 GARMENT
DESIGN AND
CONSTRUCTION

- Computer  design patterns using  Software used in CAD  Drafting patterns using  CAD software
Aided Design CAD software CAD  Computers
(CAD)  examine the CAD  Advantages and  Analysing the CAD system  Resource person
system Textile disadvantages of CAD in in Textile Technology and
Technology and Design Textile Technology and Design
Design  Visiting companies which
use the CAD system in
pattern making
- Production  differentiate the  Production systems  Identifying the production  Realia
production systems in - continuous/mass systems in Textile  Resource
Textile Technology and - batch Technology and Design persons
Design - single item
 Explain the production  Production functions model  Discussing the production
functions model systems in Textile
Technology and Design
 Examining the production
functions model
 critique the impact of  Impact of change and  Analysing the impact of
change and innovation innovation upon production change and innovation
upon production systems upon production systems
systems  Quality control  Explaining quality control in
 examine the importance Textile Technology and
of quality control at each Design
stage of production in
the Textile Technology
and Design

- Computer  identify the software used  Software used in CAM  Justifying the use of CAM  Software for CAM
Aided in CAM in garment manufacturing  Machines
Manufacturing  analyse the use of CAM  Advantages and  Criticising the use of CAM
(CAM) software in disadvantages of CAM in manufacturing
manufacturing

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TOPIC OBJECTIVES UNIT CONTENT (skills, SUGGESTED LEARNING SUGGESTED

Learners should be able to: attitudes and knowledge) ACTIVITIES AND NOTES RESOURCES
 Visiting companies which
use CAM in manufacturing

- Garment  justify the cost of  Material cost  Breaking down the  Real garments
costing garments components which
contribute to garment costs
 evaluate how the  Production cost  Calculating the cost of
components contribute  Overheads material, production and
to the garment cost  Profit overheads
 determine the selling  Selling price
price of the garment .

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TOPIC OBJECTIVES UNIT CONTENT(skills, SUGGESTED LEARNING SUGGESTED

Learners should be able to: attitudes and knowledge) ACTIVITIES AND NOTES RESOURCES

8.2.3 BUSINESS
AND ENTERPRISING
- Management  explain the four functions  Functions of management:  Discussing the four  Resource person
of management - planning functions of management  Multi-media
- controlling  Demonstrating the four  Case studies
- leading functions of management
- organising
- Marketing  explain the components  Components of market  Outlining the components of  Resource person
of market research research market research  Multimedia
 carry out market research  Discussing the components  Expert
in Textile Technology and of market research presentation
Design
 analyse the stages of  Product development  Demonstrating the stages
product development in of product development in
Textile Technology and Textile technology and
Design Design
 describe the components  Market mix  Discussing the components
of the market mix of the market mix in Textile
Technology and Design

9.0 ASSESSMENT

The syllabus will be assessed in two components which are practical and theory in the form of continuous and summative assessment.

9.1 Assessment Objectives

By the end of the learning period, learners should be able to:

9.1.1 analyse the relationship between textile properties and human needs
9.1.2 demonstrate scientific knowledge on the composition, structure and processing of textile fibres, yarns and fabrics
9.1.3 apply investigative skills in evaluating production processes and the inherent nature of textiles
9.1.4 demonstrate the ability to use technology in textile designing and manufacturing
9.1.5 study market needs and produce designs which suit the gaps in the market with a high degree of creativity and aesthetic value
9.1.6 demonstrate calculating skills in textile technology, garment construction and business

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9.0 ASSESSMENT
The syllabus will be assessed in two components which are practical and theory in the form of continuous and sum-
mative assessment.

9.1 Assessment Objectives

By the end of the learning period, learners should be able to:

9.1.1 analyse the relationship between textile properties and human needs
9.1.2 demonstrate scientific knowledge on the composition, structure and processing of textile fibres, yarns and
fabrics
9.1.3 apply investigative skills in evaluating production processes and the inherent nature of textiles
9.1.4 demonstrate the ability to use technology in textile designing and manufacturing
9.1.5 study market needs and produce designs which suit the gaps in the market with a high degree of creativity and
aesthetic value
9.1.6 demonstrate calculating skills in textile technology, garment construction and business
9.1.7 draft patterns according to specified designs and select the production system, ensuring quality in all the
processes
9.1.8 select different skills in business such as leadership, bookkeeping and quality control to address the dynamic
environment
9.1.9 carry out a market research
9.1.10 demonstrate different ways of fabric construction
9.1.11 analyse the effect of mechanical and chemical finishes on fabrics
9.1.12 apply dyeing and printing techniques on fabrics
9.1.13 construct and decorate textile products
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ASSESMENT MODEL
Learners will be assessed using both continuous and summative assessments.(next page)

19
Textile Technology and Design Syllabus Forms 5 - 6

Assessment of learner performance in 100%

Continuous assessment 30% Summative Assessment70%

Projects Tests Practical Paper 1 Paper 2

10% 10% assignments 10% 30% 40%

Profiling
Continuous assessment mark Summative Assessment mark
=% =%

Profile

FINAL MARKS 100 %

Exit
Profile

20
Textile Technology and Design Syllabus Forms 5 - 6

9.2.1 SCHEME OF ASSESSMENT

PAPER TYPE OF PAPER DURATION MARKS WEIGHTING

1 Theory 3hrs 100 30%
2 Practical examination Day 1 –7 ½ hrs 100 40%
Day 2 - 7½ hrs
3 Continuous assessment 6 terms 100 30%

9.2.2 PAPER DESCRIPTION

9.2.2 PAPER DESCRIPTION
Paper 1: Theory Paper 1: Theory

The paperThe paper

is in is in two A
two sections sections A and B.ASection
and B. Section A is compulsory.
is compulsory. This
This section section
will will be 40
be awarded awarded
marks.40 marks.B Section B consists of fi
Section
Candidates
consists of are required
five questions. to answer
Candidates three questions
are required to answerfrom
threesection B. This
questions fromsection
sectionwill
B. be awarded
This section60
willmarks
be (20 marks for each
awarded 60 marks (20 marks for each question).
Paper 2: Practical Examination

Paper 2: The
Practical
paperExamination
consists of 1 question which candidates will answer. The paper will be awarded 100 marks of which 40 will be for p
whilst 60 are for construction. Advance information should be issued to centres 3 weeks before the examination. The candidat
The paperrequired pattern,
consists lay, cutwhich
of 1 question out and constructwill
candidates theanswer.
article inThe
twopaper
consecutive days. Candidates
will be awarded should
100 marks be given
of which 40 will30 minutes break p
session.
be for pattern making whilst 60 are for construction. Advance information should be issued to centres 3 weeks before
the examination. The
Papercandidate will draftassessment
3: Continuous the required pattern, lay, cut out and construct the article in two consecutive
days. Candidates
Continuousshould be givenfor
assessment 30Form
minutes break
5 and perconsist
6 will examination session.
of practical tasks, written tests and end of term examinations. The comp
awarded 100 marks
Paper 3: Continuous assessment
Continuous
i) assessment forTasks
Practical Form 5 and 6 will consist of practical tasks, written tests and end of term examinations.
The component
These are activities that100
will be awarded marksuse in their day to day teaching. These may include subject related projects and individual p
teachers
assignments.

i) Practical Tasks
ii) Written Tests
These are activities that teachers use in their day to day teaching. These may include subject related projects and
These are tests set by the teacher to assess the concepts covered during a given period of up to a month. The tests should co
individualand
practical
essayassignments.
questions.

Summary of Continuous Assessment Tasks

ii) In 5 terms,
Written Testscandidates are expected to have done at least the following recorded tasks per term:
These are tests set by the teacher to assess the concepts covered during a given period of up to a month. The tests
should consist of structured and essay questions.

Summary of Continuous Assessment Tasks

In 5 terms, candidates are expected to have done at least the following recorded tasks per term:
• 1practical test
• 
2written 1practical test
tests
• 1 Project 2written tests

 1 Project

LEVEL ASSESSMENT FREQUENCY WEIGHT %

TASKS
5 Practical 1 per term 5%
Theory tests 2 per term 5%
Project 2 per year 5%

6 Practical 1 per term 5%

Theory tests 2 per term 5%
Project 2 per year 5%

TOTAL 30%

SPECIFICATION GRID
21
Specification Grid for Continuous Assessment

Component Skills Practical Tasks Written Tests

Skill 1 20% 20%
Knowledge and Comprehension
 Project 2 per year 5%

6 Practical 1 per term 5%

Theory tests 2 per term 5%
Project 2 per year 5%
Textile Technology and Design Syllabus Forms 5 - 6
TOTAL 30%

SPECIFICATION GRID

Specification Grid for Continuous Assessment

Component Skills Practical Tasks Written Tests

Skill 1 20% 20%
Knowledge and Comprehension
Skill 2 50% 50%
Application and Analysis
Skill 3 30% 30%
Synthesis and Evaluation
Total 100% 100%
Weighting 21% 9%

Specification Grid for Summative Assessment

Paper 1 Paper 2 Total

Skill 1 20% 10% 30%
Knowledge and
Comprehension
Skill 2 40% 60% 100%
Application and Analysis
Skill 3 40% 30% 70%
Synthesis and Evaluation
Total 100% 100% 200%
Weighting 30% 40% 70%

SPECIFICATION GRID
ASSESSMENT
OBJECTIVES COMPONENTS
PAPER 1 PAPER 2 PAPER 3
1 + - +
2 + - +
3 + + +
4 - + +
5 + + +
6 + + +
7 - + +
8 + + +
9 + + +
10 + + +
11 + - +
12 - + +
13 - + +

APENDIX 1

Equipment Required for a Minimum of 15 Students

1. FACILITIES
(i) Classroom
(ii) Laboratory
(iii) Library

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Textile Technology and Design Syllabus Forms 5 - 6

APPENDIX 1
Equipment Required for a Minimum of 15 Students

1. FACILITIES

(i) Classroom
(ii) Laboratory
(iii) Library
(iv) Workshop

The workshop must be purpose-designed

2. EQUIPMENT

2.1 10 Cutting Tables 1,80m x 90cm

2.2 Cutting tools
2.3 Sewing machines:
- electric
- manual
- 5 Industrial electric straight sewers
- over-lockers
1 blind hemmer
2.4 Industrial pressing equipment
2.5 Dyeing and printing equipment
2.6 Designing equipment
2.7 Machine attachments

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