CBC FOR FASHION DESIGN TECHNOLOGY LEVEL 4 March

THE REPUBLIC OF KENYA
COMPETENCY BASED CURRICULUM
FOR
FASHION TECHNOLOGY
LEVEL 4
TVET CDACC
P.O. BOX 15745-00100
NAIROBI
First published 2019
©2019, TVET CDACC
All rights reserved. No part of this curriculum may be reproduced, distributed, or

transmitted in any form or by any means, including photocopying, recording, or other
electronic or mechanical methods without the prior written permission of the TVET
CDACC, except in the case of brief quotations embodied in critical reviews and certain
other non-commercial uses permitted by copyright law. For permission requests, write to
the Council Secretary/CEO, at the address below:
Council Secretary/CEO
TVET Curriculum Development, Assessment and Certification Council
P.O. Box 15745–00100
Nairobi, Kenya
Email: [email protected]
©TVET CDACC 2019 I

FOREWORD
The provision of quality education and training is fundamental to the Government’s

overall strategy for social economic development. Quality education and training will
contribute to achievement Kenya’s development blue print and sustainable development
goals.
Reforms in the education sector are necessary for the achievement of Kenya Vision 2030
and meeting the provisions of the Constitution of Kenya 2010. The education sector had
to be aligned to the Constitution and this resulted in the formulation of the Policy
Framework for Reforming Education and Training (Sessional Paper No. 14 of 2012). A
key feature of this policy is the radical change in the design and delivery of the TVET
training. This policy document requires that training in TVET be competency based,
curriculum development be industry led, certification be based on demonstration of
competence and mode of delivery allows for multiple entry and exit in TVET
programmes.
These reforms demand that industry takes a leading role in curriculum development to
ensure the curriculum addresses its competence needs. It is against this background that
this Curriculum has been developed.
It is my conviction that this curriculum will play a great role towards development of
competent human resource for the Fashion and Design sector’s growth and sustainable
development.
PRINCIPAL SECRETARY, VOCATIONAL AND TECHNICAL TRAINING

MINISTRY OF EDUCATION
©TVET CDACC 2019 II

PREFACE
Kenya Vision 2030 aims to transform the country into a newly industrializing, “middle-
income country providing a high-quality life to all its citizens by the year 2030”. Kenya
intends to create a globally competitive and adaptive human resource base to meet the
requirements of a rapidly industrializing economy through life-long education and
training. TVET has a responsibility of facilitating the process of inculcating knowledge,
skills and attitudes necessary for catapulting the nation to a globally competitive country,
hence the paradigm shift to embrace Competency Based Education and Training (CBET).
The Technical and Vocational Education and Training Act No. 29 of 2013 and the
Sessional Paper No. 14 of 2012 on Reforming Education and Training in Kenya,
emphasized the need to reform curriculum development, assessment and certification.
This called for a shift to CBET to address the mismatch between skills acquired through
training and skills needed by industry as well as increase the global competitiveness of
Kenyan labour force.
TVET Curriculum Development, Assessment and Certification Council (TVET CDACC)

in conjunction with Fashion and Design Sector Skills Advisory Committee (SSAC) and
Vera Beauty and Fashion College have developed this curriculum.
This curriculum has been developed following the CBET framework policy; the CBETA
standards and guidelines provided by the TVET Authority and the Kenya National
Qualification framework designed by the Kenya National Qualification Authority.
The curriculum is designed and organized with an outline of learning outcomes;

suggested delivery methods, training/learning resources and methods of assessing the
trainee’s achievement. The curriculum is competency-based and allows multiple entry
and exit to the course.
I am grateful to the Council Secretariat, Technical Committee, Fashion and Design
SSAC, expert workers and all those who participated in the development of this
curriculum.
CHAIRMAN, TVET CDACC
©TVET CDACC 2019 III

ACKNOWLEDGEMENT
This curriculum has been designed for competency-based training and has independent
units of learning that allow the trainee flexibility in entry and exit. In developing the
curriculum, significant involvement and support was received from various
organizations.
I appreciate Vera Beauty and Fashion College for their contributions in the development
of this curriculum.
I also recognize with appreciation the role of the Fashion and Design SSAC in ensuring
that competencies required by the industry are addressed in this curriculum. I also thank
all stakeholders in the Fashion sector for their valuable input and all those who
participated in the process of developing this curriculum.
I am convinced that this curriculum will go a long way in ensuring that workers in
Fashion and Design sector will acquire competencies that will enable them to perform
their work more efficiently.
COUNCIL SECRETARY/CEO
TVET CDACC
©TVET CDACC 2019 IV

TABLE OF CONTENTS
FOREWORD.................................................................................................................... II
PREFACE ........................................................................................................................ III
ACKNOWLEDGEMENT .............................................................................................. IV
ACRONYMS ................................................................................................................... VI
KEY TO UNIT CODE.................................................................................................. VII
COURSE OVERVIEW ............................................................................................... VIII
BASIC UNITS OF LEARNING ....................................................................................... I
COMMUNICATION SKILLS ........................................................................................ 1
NUMERACY SKILLS ..................................................................................................... 4
DIGITAL LITERACY ..................................................................................................... 8
ENTREPRENEURIAL SKILLS ................................................................................... 10
EMPLOYABILITY SKILLS......................................................................................... 14
ENVIRONMENTAL LITERACY ................................................................................ 17
OCCUPATIONAL SAFETY AND HEALTH PRACTICES ..................................... 20
CORE UNITS OF LEARNING ..................................................................................... 23
SEWING MACHINE OPERATION ............................................................................ 24
GARMENT SKETCHING AND CONSTRUCTION ................................................. 26
FABRICS AND GARMENTS DECORATION........................................................... 29
©TVET CDACC 2019 V

ACRONYMS
2D : Two Dimensional
AIDS : Acquired Immune Deficiency Syndrome
BC : Basic Competency
CDACC : Curriculum Development, Assessment and Certification Council
CR : Core Competency
FAS : Fashion Industry
FD : Fashion Design
HIV : Human Immuno-Deficiency Virus
ICT : Information Communication Technology
LCD : Liquid Crystal Display
NEMA : National Environmental Management Authority
OSHA : Occupation Safety and Health Act
OSHS : Occupation Safety and Health Standards
PESTEL : Political Economic Social Technological Environmental and Legal
PPE : Personal Protective Equipment
SSAC : Sector Skills Advisory Committee
SWOT : Strengths Weaknesses Opportunities and Threats
TVET : Technical and Vocational Education and Training
©TVET CDACC 2019 VI

KEY TO UNIT CODE
FAS/CU/FD/BC/01/4/A
Industry or sector
Curriculum
Occupational area
Type of Unit
Unit number
Competency level
Version control
©TVET CDACC 2019 VII

COURSE OVERVIEW
Fashion Design Level 4 qualification consists of units of learning that an individual must
achieve to enable him/her to perform sewing machine operations, sketch and construct
garments and sketch and decorate fabrics and garments.
The units of learning comprising Fashion Design Level 4 qualification include the
following:
Basic Units of Learning

Unit Code Unit Title Duration in Credit factor
Hours
FAS/CU/FD/BC/01/4/A Communication skills 20 2.0
FAS/CU/FD/BC/02/4/A Numeracy skills 25 2.5
FAS/CU/FD/BC/03/4/A Digital literacy 35 3.5
FAS/CU/FD/BC/04/4/A Entrepreneurial skills 60 6.0
FAS/CU/FD/BC/05/4/A Employability skills 30 3.0
FAS/CU/FD/BC/06/4/A Environmental literacy 20 2.0
FAS/CU/FD/BC/07/4/A Occupational safety and 20 2.0

health practices
Total 210 21.0
Core Units of Learning

Unit Code Unit Title Duration in Credit factor
Hours
FAS/CU/FD/CR/01/4/A Sewing machine 30 3.0
operations
FAS/CU/FD/CR/02/4/A Garment sketching and 150 15.0

construction
FAS/CU/FD/CR/03/4/A Fabrics and garments 60 6.0

decoration
Industrial attachment 300 30.0
Total 540 54.0
Grand Total 750 75.0
©TVET CDACC 2019 VIII

The total duration of the course for an average trainee is 750 hours including 300 hours of
Industrial Attachment.
Entry Requirements
An individual entering this course should have any of the following minimum
requirements:
a) Kenya Certificate of Secondary Education (KCSE)
Or
b) Certificate in Fashion Design Level 3
Or
c) Equivalent qualifications as determined by Kenya National Qualifications
Authority (KNQA)
Industrial attachment
An individual enrolled in this course will undergo an industrial attachment for a period of
300 hours in a Fashion Design establishment.
Trainer qualification
A trainer for this course should have a higher qualification than the level of this course.
Assessment
The course will be assessed at two levels:
a) Internal assessment: conducted continuously by the trainer (internal assessor)
who is monitored by an accredited internal verifier.
b) External assessment: conducted by an accredited external assessor who is
monitored by an accredited external verifier.
The assessors and verifiers are accredited by TVET CDACC which also coordinates
external assessment.
Certification
An individual will be awarded a Certificate of Competency on demonstration of
competence in a unit of competency. To be awarded Certificate in Fashion Design
Certificate Level 4, an individual must demonstrate competence in all the units of
competency.
These certificates will be awarded by TVET CDACC in conjunction with the training
provider.
©TVET CDACC 2019 IX

BASIC UNITS OF LEARNING
COMMUNICATION SKILLS
UNIT CODE: FAS/CU/FD/BC/01/4/A
Relationship to Occupational Standards

This unit addresses the Unit of Competency: Demonstrate Communication Skills
Duration of Unit: 20 Hours
Unit Description
This unit covers the competencies required demonstrate communication skills. It involves
obtaining and conveying workplace information, completing relevant work-related
documents, communicating information about workplace processes, leading workplace
discussion and communicating workplace issues.
Summary of Learning Outcomes

1. Obtain and convey workplace information
2. Complete relevant work-related documents
3. Communicate information about workplace processes
4. Lead workplace discussions
5. Identify and communicate issues arising in the workplace
Learning Outcomes, Content and Suggested Assessment Methods

Learning Outcome Content Suggested
Assessment Methods
1. Obtain and convey  Communication process  Interview
workplace  Modes of communication  Third party
information  Medium of communication reports
 Effective communication
 Barriers to communication
 Flow of communication
 Sources of information
 Types of questions
 Organizational policies
 Workplace etiquette
 Ethical work practices in handling
communication
2. Complete relevant  Types and purposes of workplace  Interview
work-related documents and forms  Third party
documents  Methods used in filling forms and reports
documents
 Recording workplace data
 Process of distributing workplace
forms and documents
 Report writing
 Types of workplace reports
3. Communicate  Communication process  Interview
information about  Modes of communication  Portfolio
workplace processes  Medium of communication
 Effective communication
 Barriers to communication
 Flow of communication
 Sources of information
 Organizational policies
 Organization requirements for
written and electronic
communication methods
 Report writing
 Effective questioning techniques
(clarifying and probing)
 Workplace etiquette
 Ethical work practices in handling
communication
4. Lead workplace  Methods of discussion e.g.  Interview

discussion  Coordination meetings  Third party
 Toolbox discussion reports
 Peer-to-peer discussion
 Solicitation of response
5. Identify and  Identification of problems and  Interview
communicate issues issues  Portfolio
arising in the  Organizing information on
workplace problems and issues
 Relating problems and issues
 Communication barriers affecting
workplace discussions
Suggested Methods of Instructions
©TVET CDACC 2019 2

 Direct instruction
 Demonstration
 Practice assignment
 Discussion
 Role play
 Brainstorming
Recommended Resources
 Desktop computers/laptops
 Internet connection
 Projectors
 Telephone
 Report writing templates
©TVET CDACC 2019 3

NUMERACY SKILLS
Relationship to Occupational Standards:

This unit addresses the Unit of Competency: Demonstrate Numeracy Skills
Duration of Unit: 25 hours
Unit Description
This unit covers the competencies required to demonstrate numeracy skills. It involves
identifying and using whole numbers and simple fractions, decimals and percentages for
work, identifying, measuring and estimating familiar quantities for work, reading and using
familiar maps, plans and diagrams for work, identifying and describing common 2D and
some 3D shapes for work, constructing simple tables and graphs for work using familiar data
and identifying and interpreting information in familiar tables, graphs and charts for work.

1. Identify and use whole numbers and simple fractions, decimals and percentages for
work
2. Identify, measure and estimate familiar quantities for work
3. Read and use familiar maps, plans and diagrams for work
4. Identify and describe common 2D and some 3D shapes for work
5. Construct simple tables and graphs for work using familiar data
6. Identify and interpret information in familiar tables, graphs and charts for work

Learning Outcome Content Suggested Assessment
Methods
1. Identify and use  Whole numbers  Written
whole numbers and  Simple fractions  Practice
simple fractions,  Decimals assignments
decimals and  Percentages
percentages for  Sizes
work  Problem solving methods
 Calculations using the
4 operations
 Recording and
communicating numerical
©TVET CDACC 2019 4

information
2. Identify, measure and  Measurement information  Written
estimate familiar quantities  Units of measurement  Practice
for work  Estimate familiar and simple assignments
amounts
 Selection of appropriate
measuring equipment
 Calculate using familiar
units of measurement
 Check measurements and
results against estimates
 Using informal and some
formal mathematical and
general language
 Record or report results
3. Read and use familiar  Maps, plans and diagrams  Practical test
maps, plans and diagrams  Locate items and places in  Written
for work familiar maps, plans and
diagrams
 Recognize common symbols
and keys in familiar maps,
plans and diagrams
 Direction and location of
objects, or route or places
 Use of informal and some
formal oral mathematical
language and symbols
4. Identify and describe  Common 2D shapes and 3D  Written
common 2D and some 3D shapes  Practical test
shapes for work  Classification of common
2D shapes and designs
 Description of Use
informal and some formal
language to describe
common two-dimensional
shapes and some common
three-dimensional shapes
 Construction of common 2D
©TVET CDACC 2019 5

shapes
 Match common 3D shapes
to their 2D sketches or nets
5. Construct simple tables  Types of graphs  Written
and graphs for work using  Determination of data to be  Practical test
familiar data collected
 Selection of data collection
method
 Collection of data
 Determination of variables from
the data collected
 Order and collate data
 Construct a table and enter data
 Construct a graph using data
from table
 Check results
 Report or discuss graph
information related to work
using informal and some formal
mathematical and general
language
6. Identify and interpret  Tables construction and  Written
information in familiar labeling  Practical test
tables, graphs and charts for  i.e. title, headings, rows and
work columns
 Interpreting information and
data in simple tables
 Relaying information of
relevant workplace tasks
on/in a table
 Identify familiar graphs and
charts in familiar texts and
contexts
 Locate title, labels, axes,
scale and key from familiar
graphs and charts
 Identify and interpret
information and data in
familiar graphs and charts
©TVET CDACC 2019 6

 Relate information to
relevant workplace tasks

 Instructor led facilitation of theory
 Practical demonstration of tasks by trainer
 Practice by trainees/ role play
 Discussion
 Observations and comments and corrections by trainers
 Computers
 Stationery
 Charts
 Video clips
 Audio tapes
 LCD projectors
 Standard operating and/or other workplace procedures manuals
 Specific job procedures manuals
 Projectors
 Writing boards
 Mathematical tables
©TVET CDACC 2019 7

DIGITAL LITERACY

This unit addresses the Unit of Competency: Demonstrate Digital Literacy
Unit Description
This unit covers the competencies required to demonstrate digital literacy in a working
environment. It entails identifying computer software and hardware, applying security
measures to data, hardware, software, applying computer software in solving task sand
applying internet and email in communication at workplace.

1. Identify computer software and hardware
2. Apply security measures to data, hardware and software
3. Apply computer software in solving tasks
4. Apply internet and email in communication at workplace

Methods
1. Identify computer  Meaning of a computer  Written tests
hardware and  Functions of a computer  Oral
software  Components of a computer  Observation
 Classification of computers
2. Apply security  Data security and control  Written tests
measures to data,  Security threats and control  Oral presentation
hardware and measures  Observation
software  Types of computer crimes  Projects
 Detection and protection against
computer crimes
3. Apply computer  Operating system  Oral questioning
software in solving  Word processing  Observation
tasks  Spread sheets  Project
 Data base
©TVET CDACC 2019 8

4. Apply internet and  Computer networks  Oral questioning
email in  Uses of internet  Observation
communication at  Electronic mail (e-mail) concept  Oral presentation
workplace  Written report

 Demonstration by trainer
 Practical assignment
 Viewing of related videos
 Project
 Group discussions
 Desktop computers
 Laptop computers
 Other digital devices
 Printers
 Storage devices
 Internet access
 Computer software
©TVET CDACC 2019 9

ENTREPRENEURIAL SKILLS
Relationship to occupational standards

This unit addresses the Unit of Competency: Demonstrate Entrepreneurial Skills
Duration of unit: 60 hours
Unit description
This unit covers the competencies required for creating and maintaining small scale business,
establishing small business customer base, managing and growing a micro/small-scale
business.

1. Create and maintain small scale business
2. Establish small scale business customer base
3. Manage small scale business
4. Grow/expand small scale business

Methods
1. Create and  Starting a small business  Individual/group
maintain small  Legal regulatory assignments
scale business requirements in starting a  projects
small business  Written
 SWOT/ PESTEL analysis  Oral
 Conducting market/industry
survey
 Generation and evaluation of
business ideas
 Matching competencies with
business opportunities
 Forms of business ownership
 Location of a small business
 Legal and regulatory
requirement
©TVET CDACC 2019 10

 Resources required to start a
small business
 Common terminologies in
entrepreneurship
 Entrepreneurship in national
development
 Self-employment
 Formal and informal
employment
 Entrepreneurial culture
 Myths associated with
entrepreneurship
 Types, characteristics,
qualities & role of
entrepreneurs
 History, development and
importance of
entrepreneurship
 Theories of entrepreneurship
 Quality assurance for small
businesses
 Policies and procedures on
occupational safety and
health and environmental
concerns
2. Establish small  Good staff/workers and  Individual/group
scale business customer relations assignments
customer base  Marketing strategy  projects
 Identifying and maintain new  Written
customers and markets  Oral
 Product/ service promotions
 Products / services
diversification
 SWOT / PESTEL analysis
 Conducting a business survey
 Generating Business ideas
 Business opportunities

3. Manage small  Organization of a small  Oral
scale business business  Individual/group
 Small business’ business plan assignments
 Marketing for small  projects
businesses  Written
 Managing finances for small
business
 Production/ operation process
for goods/services
 Small business records
management
 Book keeping and auditing
for small businesses
 Business support services
 Small business resources
mobilization and utilization
 Basic business social
responsibility
 Management of small
business
 Word processing concepts in
small business management
 Computer application
software
 Monitoring and controlling
business operations
4. Grow/expand  Methods of growing small  Individual/group
small scale business assignments
business  Resources for growing small  projects
business  Written
 Small business growth plan
 Computer software in
business development
 ICT and business growth

 Practice by trainee

 Role play
 Case study
 Case studies for small businesses
 Business plan templates
 Lap top/ desk top computer
 Internet
 Telephone
 Writing materials

EMPLOYABILITY SKILLS

This unit addresses the Unit of Competency: Demonstrate Employability Skills
Unit Description
This unit covers competencies required to demonstrate employability skills. It involves
conducting self-management, demonstrating critical safe work habits, demonstrating
workplace learning and workplace ethics.

1. Conduct self-management
2. Demonstrate critical safe work habits
3. Demonstrate workplace learning
4. Demonstrate workplace ethics

Methods
1. Conduct self-  Self-awareness  Written tests
management  Formulating personal vision,  Oral questioning
mission and goals  Portfolio of
 Strategies for overcoming life evidence
challenges  Third party report
 Emotional intelligence
 Assertiveness
 Expressing personal thoughts,
feelings and beliefs
 Developing and maintaining high
self-esteem
 Developing and maintaining
positive self-image
 Articulating ideas and aspirations

 Accountability and responsibility
 Good work habits
 Self-awareness
 Self-development
 Financial literacy
 Healthy lifestyle practices
2. Demonstrate critical  Stress and stress management  Written tests
safe work habits  Punctuality and time  Oral questioning
consciousness  Portfolio of
 Interpersonal communication evidence
 Sharing information  Third party report
 Leisure
 Integrating personal objectives
into organizational objectives
 Resources utilization
 Setting work priorities
 HIV and AIDS
 Drug and substance abuse
 Handling emerging issues
3. Demonstrate  Personal training needs  Written tests
workplace learning identification and assessment  Oral questioning
 Managing own learning  Portfolio of
 Contributing to the learning evidence
community at the workplace  Third party report
 Cultural aspects of work
 Variety of learning context
 Application of learning
 Safe use of technology
 Identifying opportunities
 Workplace innovation
 Performance improvement
 Handling emerging issues
 Future trends and concerns in
learning
4. Demonstrate  Meaning of ethics  Written tests
workplace ethics  Ethical perspectives  Oral questioning
 Principles of ethics  Portfolio of
 Values and beliefs evidence

 Ethical standards  Third party report
 Organization code of ethics
 Common ethical dilemmas
 Organization culture
 Corruption, bribery and conflict
of interest
 Privacy and data protection
 Diversity, harassment and mutual
respect
 Financial
responsibility/accountability
 Etiquette
 Personal and professional
integrity
 Commitment to jurisdictional
laws
 Emerging issues in ethics

 Simulation/Role play
 Group Discussion
 Presentations
 Q&A
 Case studies
 Assignments
 Computers
 Stationery
 Charts
 Video clips
 Audio tapes
 Radio sets
 TV sets
 LCD projectors

ENVIRONMENTAL LITERACY

This unit addresses the Unit of Competency: Demonstrate Environmental Literacy
Unit Description
This unit specifies the competencies required to demonstrate environmental literacy. It
involves controlling environmental hazard, controlling environmental pollution,
demonstrating sustainable resource use and evaluating current practices in relation to
resource usage.

1. Control environmental hazard
2. Control environmental pollution
3. Demonstrate sustainable use of resources
4. Evaluate current practices in relation to resource usage

Suggested
Learning Outcome Content Assessment
Methods
1. Control  Purposes and content of  Written tests
environmental Environmental Management and  Oral questions
hazard Coordination Act 1999  Observation of
 Purposes and content of Solid Waste work
Act procedures
 Storage methods for
environmentally hazardous materials
 Disposal methods of hazardous
wastes
 Types and uses of PPE in line with
environmental regulations
 Occupational Safety and Health
Standards (OSHS)
2. Control  Types of pollution  Written tests
environmental  Environmental pollution control  Oral questions

Pollution measures  Observation of
 Types of solid wastes work
 Procedures for solid waste procedures
management  Role play
 Different types of noise pollution
 Methods for minimizing noise
pollution
3. Demonstrate  Types of resources  Written tests
sustainable resource  Techniques in measuring current  Oral questions
use usage of resources  Observation of
 Calculating current usage of work
resources procedures
 Methods for minimizing wastage
 Waste management procedures
 Principles of 3Rs (Reduce, Reuse,
Recycle)
 Methods for economizing or
reducing resource consumption
4. Evaluate current  Collection of information on  Written tests
practices in relation environmental and resource  Oral questions
to resource usage efficiency systems and procedures,  Observation of
 Measurement and recording of work
current resource usage procedures
 Analysis and recording of current
purchasing strategies.
 Analysis of current work processes
to access information and data
 Identification of areas for
improvement
5. Identify  Environmental issues/concerns  Written tests
Environmental  Environmental legislations  Oral questions
legislations/conventi /conventions and local ordinances  Observation of
ons for  Industrial standard /environmental work
environmental practices procedures
concerns  International Environmental
Protocols (Montreal, Kyoto)
 Features of an environmental
strategy

 Practical demonstration of tasks by trainer
 Practice by trainees/ role play
 Discussion
 Observations and comments and corrections by trainers
 Computers
 Stationery
 Charts
 Video clips
 Audio tapes
 Radio sets
 TV sets
 LCD projectors
 Machine/equipment manufacturer’s specifications and instructions
 Personal Protective Equipment (PPE)

OCCUPATIONAL SAFETY AND HEALTH PRACTICES

This unit addresses the unit of competency: Demonstrate Occupational Safety and Health
Practices
Unit Description
This unit specifies the competencies required to practice safety and health and comply with
OSH requirements relevant to work. It involves adhering to workplace procedures for
hazards and risk prevention and participating in arrangements for workplace safety and
health maintenance.

1. Adhere to workplace procedures for hazards and risk prevention
2. Participate in arrangements for workplace safety and health maintenance

Methods
1. Adhere to  Arrangement of work area and  Oral questions
workplace items in accordance with  Written tests
procedures for Company housekeeping  Portfolio of
hazards and risk procedures evidence
prevention  Adherence to work standards  Third party report
and procedures
 Application of preventive and
control measures, including use
of safety gears/PPE
 Study and apply standards and
procedures for incidents and
emergencies.
2. Participate in  Participating in orientations on  Oral questions
arrangements for OSH requirements/regulations  Written tests
workplace safety of tasks  Portfolio of
and health  Providing feedback on health, evidence

maintenance safety, and security concerns to  Third party report
appropriate personnel as
required in a sufficiently
detailed manner
 Practice workplace procedures
for reporting hazards, incidents,
injuries and sickness
 OSH requirements/ regulations
and workplace safety and
hazard control procedures are
reviewed, and compliance
reported to appropriate
personnel
 Identification of needed OSH-
related trainings are proposed to
appropriate personnel

 Assigments
 Discussion
 Q&A
 Role play
 Viewing of related videos
 Computers
 Stationery
 Charts
 Video clips
 Audio tapes
 Radio sets
 TV sets
 LCD projectors
 Machine/equipment manufacturer’s specifications and instructions
 Personal Protective Equipment (PPE) e.g.
 Mask
 Face mask/shield

 Safety bootsn
 Safety harness
 Arm/Hand guard, gloves
 Eye protection (goggles, shield)
 Hearing protection (ear muffs, ear plugs)
 Hair Net/cap/bonnet
 Hard hat
 Face protection (mask, shield)
 Apron/Gown/coverall/jump suit
 Anti-static suits
 High-visibility reflective vest

CORE UNITS OF LEARNING

SEWING MACHINE OPERATION
UNIT CODE: FAS/CU/FD/CR/01/4/A

This unit addresses the Unit of Competency: Perform sewing machine operations
Unit Description
This unit covers the competencies required to perform sewing machine operations. It
involves identifying the sewing machine parts and functions, operating the sewing machine,
troubleshooting the sewing machine and servicing and maintaining the sewing machine.

1. Identify parts and functions of the sewing machine
2. Operate the sewing machine
3. Trouble shoot the sewing machine
4. Service and maintain the sewing machine

Methods
1. Identify parts and  Workshop safety  Written tests
functions of the  Sewing machines and their  Observation
sewing machine functions  Oral questioning
 Sewing machine parts and their  Interviewing
functions  Third party report
2. Operate the  Principles of machine operations  Written tests
sewing machine  Tools and supplies for sewing
machines operation  Observation
 Setting the sewing machine  Oral questioning
 Operating the sewing machine
 Interviewing
 Stitching techniques
 Third party report

3. Troubleshoot the  Common sewing machine faults  Observation
sewing machine and their remedies
 Fault finding  Oral questioning
 Fault solving  Interviewing
 Sewing machine troubleshooting
tools and supplies
4. Service and  Principles of machine servicing  Observation
maintain the and maintenance
sewing machine  Oiling the sewing machine  Oral questioning
 Servicing the sewing machine  Interviewing
 Maintenance of the sewing
machine
Suggested Methods of Instruction:
 Project
 Discussions
 Practice by the trainee
List of Recommended Resources:
Institutional resources:
Workshop, stationery, sewing machines, assorted fabrics, assorted scissors, assorted screw
drivers, assorted machine needles, pliers, tape measure, seam ripper, thimble, assorted
threads, assorted PPE items.
Trainee requirements:
Assorted scissors, Tape measure, Seam ripper, Tailors chalk, Assorted needles, Assorted
dyes, Assorted fabrics, Assorted PPE items,

GARMENT SKETCHING AND CONSTRUCTION

This unit addresses the Unit of Competency: Sketch and construct garments
Unit Description
This unit covers the competencies required to sketch and construct garments. It involves
sketching selected garments, constructing selected garment pattern pieces, laying the garment
pattern pieces on fabric and cut. It also entails constructing and finishing the garment and
displaying the garment.

1. Sketch selected garments
2. Construct selected garment pattern pieces
3. Lay the garment pattern pieces on fabric and cut
4. Construct and finish the garment
5. Display the garment
Methods
1. Sketch selected  Workshop safety  Written tests
garments  Sketching tools, equipment,  Observation
materials and supplies  Oral questioning
 sketching techniques  Interviewing
2. Construct selected  Garment construction tools,  Written tests
garment pattern equipment, materials and supplies  Observation
pieces  Body measurements:  Oral questioning
 Individual  Interviewing
 Principles of free hand pattern  Third party report
construction 
 The basic free hand patterns

 Bodice
 Skirt
 Childs Dress
 Trouser
 Shirt
 Pattern adaptation techniques
 Fitting special figure problems
3. Lay the garment  Laying tools, equipment, materials  Written tests
pattern pieces on and supplies  Observation
fabric and cut  Laying techniques  Oral questioning
 Principles of fabric laying  Interviewing
 Cutting tools, equipment,  Third party report
materials and supplies
 Cutting techniques
 Transfer of pattern markings
 Bundling techniques
4. Construct and  Construction and finishing tools,  Written tests

finish the garment equipment, materials and supplies  Observation
 Sewing techniques:  Oral questioning
 Stitches  Interviewing
 Seams  Third party report
 Garment details 
 Handling special
fabrics
 Garment assembling:
 Ladies
 Gents
 Children
 Garment finishing methods and
techniques
5. Display the  Display tools, equipment,  Written tests
garment materials and supplies  Observation
 Principles of garment displaying  Oral questioning
 Types of garment display  Interviewing
 Methods of garment displaying  Third party report
 Packaging of garments

 Project
 Case studies
 Field trips
 Discussions
Workshop, Ironing boards, Sleeve board, Mirror, Assorted mannequins, Embroidery hoops,
Brown paper, Plain paper, , Stationery, Cutting tables, Assorted sewing machines, Hangers,
Assorted scissors, Tracing wheel, Tape measure, Seam ripper, Meter rule, 30 cm ruler,
Measuring scale, Set square, Thimble, French curve, Hip curve, T-Square, Assorted Irons,
Assorted stitching threads, Assorted embroidery threads, Assorted pins, Tailors chalk,
Assorted needles, Assorted fabric, Assorted interfacing, Twin thread, Water
Trainee Requirements:
Assorted scissors, Tracing wheel, Tape measure, Seam ripper, Meter rule, 30 cm ruler,
Measuring scale, Set square, Thimble, French curve, Hip curve, T-Square, Assorted Irons,
Assorted stitching threads, Assorted embroidery threads, Assorted pins, Tailors chalk,
Assorted needles, Assorted fabric, Assorted interfacing, Twin thread, Water

FABRICS AND GARMENTS DECORATION

This unit addresses the Unit of Competency: Decorate fabrics and garments
Unit Description
This unit covers the competencies required to decorate fabrics and garments. It involves
sketching selected fabric décor design, decorating the selected fabric/garment, finishing the
fabric/garment; packaging and displaying the decorated fabric.

1. Sketch selected fabric décor design
2. Apply selected fabric décor technique
3. Finish the fabric/garment
4. Package and display the decorated fabric
Methods
1. Sketch selected  Fibres and fabrics  Written tests
fabric decor  Sketching tools, equipment,  Observation
materials and supplies  Oral questioning
 Principles of sketching  Interviewing
 Sketching techniques  Third party report
 Sketching fabric décor designs
2. Apply and finish  Fabric decoration tools,  Written tests
selected fabric equipment, materials and supplies  Observation
décor technique  Methods of fabric decoration  Oral questioning
 Tie and dye  Interviewing
 Needlework  Third party report
 Bead work
 Embroidery
 Principles of fabric décor
application

 Application of fabric décor
designs
 Principles and techniques of
finishing decorated fabrics
 Methods of finishing decorated
fabrics
3. Display the  Display tools, equipment,  Written tests
decorated materials and supplies  Observation
fabric/garment  Principles of fabric/garment  Oral questioning
displaying  Interviewing
 Types of fabric/garment display  Third party report
 Methods of fabric/garment
displaying
 Packaging of fabrics/garments

 Project
 Case studies
 Field trips
 Discussions
Workshop, , Stationery, Sewing machines, Meter rule, Ironing board, Cutting table, Assorted
Irons, Press magic, Mirror, Assorted mannequins, Assorted spoons, Sufuria, Measuring jug,
Electric kettle, Basins/ buckets, Brown paper, Plain paper, Hangers, Assorted dyes, Assorted
fabrics, Bleach, Water, Hydro sulphate, Caustic soda, Pegs, Soaps, Detergents, Assorted
clips, , Assorted mannequins, Ironing boards,
Trainee requirements:
Assorted scissors, Tape measure, Seam ripper, 30 cm ruler, Thimble, Assorted threads,
Assorted pins, Tailors chalk, Assorted needles, Assorted dyes, Assorted fabrics, Assorted
PPE items, Soaps, Detergents, Assorted clips, Assorted dyes, pegs

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THE REPUBLIC OF KENYA

COMPETENCY BASED CURRICULUM

All rights reserved. No part of this curriculum may be reproduced, distributed, or

©TVET CDACC 2019 I

The provision of quality education and training is fundamental to the Government’s

PRINCIPAL SECRETARY, VOCATIONAL AND TECHNICAL TRAINING

©TVET CDACC 2019 II

TVET Curriculum Development, Assessment and Certification Council (TVET CDACC)

The curriculum is designed and organized with an outline of learning outcomes;

CHAIRMAN, TVET CDACC

©TVET CDACC 2019 III

©TVET CDACC 2019 IV

©TVET CDACC 2019 V

©TVET CDACC 2019 VI

©TVET CDACC 2019 VII

Basic Units of Learning

FAS/CU/FD/BC/02/4/A Numeracy skills 25 2.5

FAS/CU/FD/BC/03/4/A Digital literacy 35 3.5

FAS/CU/FD/BC/04/4/A Entrepreneurial skills 60 6.0

FAS/CU/FD/BC/05/4/A Employability skills 30 3.0

FAS/CU/FD/BC/06/4/A Environmental literacy 20 2.0

FAS/CU/FD/BC/07/4/A Occupational safety and 20 2.0

Core Units of Learning

FAS/CU/FD/CR/02/4/A Garment sketching and 150 15.0

FAS/CU/FD/CR/03/4/A Fabrics and garments 60 6.0

Industrial attachment 300 30.0

Total 540 54.0

Grand Total 750 75.0

©TVET CDACC 2019 VIII

©TVET CDACC 2019 IX

UNIT CODE: FAS/CU/FD/BC/01/4/A

Relationship to Occupational Standards

Duration of Unit: 20 Hours

Summary of Learning Outcomes

Learning Outcomes, Content and Suggested Assessment Methods

4. Lead workplace  Methods of discussion e.g.  Interview

©TVET CDACC 2019 2

©TVET CDACC 2019 3

UNIT CODE: FAS/CU/FD/BC/02/4/A

Relationship to Occupational Standards:

Duration of Unit: 25 hours

Summary of Learning Outcomes

Learning Outcomes, Content and Suggested Assessment Methods

©TVET CDACC 2019 4

©TVET CDACC 2019 5

©TVET CDACC 2019 6

Suggested Methods of Instructions

©TVET CDACC 2019 7

UNIT CODE: FAS/CU/FD/BC/03/4/A

Relationship to Occupational Standards

Duration of Unit: 35 hours

Summary of Learning Outcomes

Learning Outcomes, Content and Suggested Assessment Methods

©TVET CDACC 2019 8

Suggested Methods of Instructions

©TVET CDACC 2019 9

UNIT CODE: FAS/CU/FD/BC/04/4/A

Relationship to occupational standards

Duration of unit: 60 hours