New Revised NERDC JSS 1 Fashion Design and Garment Making Scheme of Work

The New Revised NERDC JSS 1 Fashion Design and Garment Making Scheme of Work for JSS 1 provides teachers with a structured framework for delivering comprehensive fashion education throughout the academic year. This curriculum document covers essential topics from basic garment making tools and techniques to digital design platforms, ensuring students build a strong foundation in fashion and garment construction. The scheme is organized across three terms, with each term addressing specific learning areas that progressively develop student skills and knowledge.

The first term introduces students to fundamental concepts including garment making tools, sewing machines, basic sewing techniques, fibres and fabrics, and simple garment sketching. These foundational topics prepare students for more advanced work in subsequent terms while building their confidence in handling equipment and materials. Teachers will find detailed guidance on performance objectives, learning activities, and required teaching resources for each weekly lesson.

The second term advances student learning through practical applications such as taking body measurements, pattern drafting, and sewing simple garments. Students also explore digital platforms for fashion design, including digital sketching tools and portfolio creation. This progression from manual to digital skills reflects current industry practices and prepares students for modern fashion design careers.

The third term focuses on consolidating previous learning through digital portfolio management and comprehensive revision of all covered topics. Students learn to upload, organize, and showcase their design works using digital platforms, developing essential technological competencies alongside their fashion skills. The scheme ensures adequate time for review and assessment, helping teachers evaluate student progress effectively.

This curriculum document serves as a complete teaching guide, providing teachers with everything needed to deliver engaging, effective lessons that meet national education standards. Each week includes clear objectives, structured activities, and specific resources, making lesson planning straightforward and implementation successful.

Why the NERDC JSS 1 Fashion Design and Garment Making Scheme of Work is Important

Teachers need this scheme of work because it eliminates guesswork from lesson planning and ensures comprehensive coverage of all required topics. The document provides clear weekly breakdowns of what to teach, how to teach it, and what resources are needed, saving valuable preparation time. Teachers can confidently deliver lessons knowing they are meeting curriculum requirements and building student competencies systematically.

The scheme of work enhances learning by structuring content from simple to complex, allowing students to master basic skills before advancing to challenging tasks. Each week builds on previous knowledge, creating a logical progression that prevents gaps in understanding. Students develop both practical skills and theoretical knowledge through hands-on activities guided by clear performance objectives.

The integration of traditional sewing techniques with digital design tools prepares students for contemporary fashion industry demands. Teachers can help students develop technological literacy alongside craft skills, making the learning relevant and applicable to real-world scenarios. The scheme balances manual practice with digital exploration, ensuring students become versatile fashion practitioners.

Assessment opportunities are embedded throughout the scheme of work, with mid-term breaks, revision weeks, and examination periods clearly indicated. Teachers can track student progress consistently and provide timely interventions when needed. The performance objectives for each week serve as measurable benchmarks, making it easy to evaluate whether students have achieved the intended learning outcomes.

General Objectives of the NERDC JSS 1 Fashion Design and Garment Making Scheme of Work

The general objectives of this scheme of work include developing student competence in identifying and using garment making tools and equipment safely and effectively. Students should acquire practical skills in basic sewing techniques, pattern drafting, and garment construction while understanding the properties and applications of different fibres and fabrics. The curriculum aims to build both manual dexterity and creative thinking, enabling students to design and produce simple garments independently.

Additional objectives focus on developing digital literacy through exposure to sketching platforms and portfolio management tools. Students should learn to document and showcase their work professionally using digital technologies. The scheme also emphasizes collaborative learning, critical thinking, and problem-solving skills that extend beyond fashion design into broader educational and life contexts.

These general objectives are crucial because they establish clear endpoints for student learning across the academic year. Teachers can align their instruction and assessment practices with these overarching goals, ensuring consistency and coherence in curriculum delivery. The objectives reflect both immediate skill development and long-term competency building, preparing students for further study in fashion design.

When teachers understand and work toward these general objectives, they can make informed decisions about which activities to emphasize and how to differentiate instruction for diverse learners. The objectives provide a framework for evaluating the scheme’s effectiveness and making necessary adjustments. They ensure that every lesson contributes meaningfully to student development rather than existing as isolated activities.

Overview of NERDC JSS 1 Fashion Design and Garment Making Scheme of Work Content Coverage

The content coverage across the three terms demonstrates a carefully sequenced approach to fashion design education for JSS 1 students. The first term establishes foundational knowledge and skills, introducing students to essential tools, equipment, and basic techniques they will use throughout their fashion education. The second term applies these foundations to practical garment creation, integrating traditional pattern-making with contemporary digital design tools.

The third term’s focus on portfolio development and revision ensures students can organize and present their work professionally while consolidating their learning from previous terms. This thematic progression from introduction to application to presentation mirrors professional fashion design workflows and prepares students for more advanced studies. The clear linkage between topics ensures that each lesson builds logically on previous knowledge, creating a coherent learning experience.

Read Also: JSS 1 Trade Subject

NERDC First Term JSS 1 Fashion Design and Garment Making Scheme of Work

Week 1: Garment Making

1. Content: The meaning of garment making, the importance of garment making, tools used in garment making including measuring tapes, rulers, sewing needles, scissors, electronic cutters, and rotary cutters. Equipment and their uses such as sewing machines, cutting tables, irons, and ironing tables or boards. Materials for sewing including fasteners like buttons, zippers, hook-and-eye, lining, and gum-stay. Students will develop skills in identifying tools used in garment making and demonstrating the use of each tool.

2. Performance Objectives: Pupils should be able to explain the meaning of fashion and garment making, discuss the importance of fashion and garment making, and identify the tools and equipment used in fashion and garment making.

3. Learning Activities:

i. Teacher Activities: The teacher guides group discussions on meaning and importance, the teacher demonstrates use of tools and equipment.

ii. Learning Activities: The learners participate in group discussion to brainstorm on meaning and importance, the learners interact and engage in discussion on tools, the learners watch class demonstration in groups.

4. Teaching and Learning Resources: Measuring tape in both manual and digital formats for taking accurate measurements, rulers in various forms including long, short, curved, and T-rulers for pattern making and fabric marking, sewing needles for both hand sewing and machine sewing, scissors in various sizes and types for cutting different materials, electronic cutters for precision fabric cutting, rotary cutters for straight edge cutting, sewing machines including hand, treadle, and electronic models for stitching, cutting tables for fabric layout and cutting operations, irons in both dry and steam versions for pressing, ironing tables or boards as work surfaces, zippers as fastening materials, hook-and-eye closures, buttons in various sizes, lining materials for garment construction, and gum stay for reinforcement.

Week 2: Sewing Machine

1. Content: The sewing machine and its types including hand sewing machine, treadle sewing machine, electric sewing machine, and specialized sewing machines like industrial, interlocking, and embroidery machines.

2. Performance Objectives: Pupils should be able to explain the sewing machine and types.

3. Learning Activities:

i. Teacher Activities: The teacher leads class discussion on sewing machine and types using pictures and real objects.

ii. Learning Activities: The learners participate in class discussion, the learners work in groups to identify different types of sewing machines.

4. Teaching and Learning Resources: Charts showing different sewing machine types, pictures of sewing machines for visual reference, real sewing machines including hand, treadle, electric, and industrial models for hands-on identification, and online tutorials providing additional information about sewing machine types and their applications.

Week 3: Parts of Sewing Machine and Functions

1. Content: Parts of a sewing machine and their functions including thread guide, spool pin, tension disk, stitch regulator, presser foot, presser foot lifter, feed dog, bobbin and bobbin case, bobbin winder, hand or fly wheel, bed, slide plate, electric motor, pedal, needle plate, handle, and stop motion screw. Students will use visual aids and real objects to identify parts and demonstrate how each part functions.

2. Performance Objectives: Pupils should be able to identify and name parts of a sewing machine and their functions.

3. Learning Activities:

i. Teacher Activities: The teacher uses visual aids and real sewing machine to demonstrate functions, the teacher shows online tutorials.

ii. Learning Activities: The learners watch sewing machine pictures in groups to identify parts, the learners operate the sewing machine to demonstrate functions, the learners follow online tutorials.

4. Teaching and Learning Resources: Visual aids for illustrating machine parts, charts showing labeled diagrams of sewing machine components, pictures providing clear views of each part, an actual sewing machine for hands-on exploration and demonstration, and online tutorials offering detailed explanations of parts and their functions in garment construction.

Week 4: Handling and Maintenance of Sewing Tools and Equipment

1. Content: Handling of sewing tools and equipment including proper handling of sharp objects like needles and pins, cutting objects like scissors and rotary cutters, and gentle placing of sewing machines and pressing irons. Maintenance and storage using jars or small boxes with talcum powder, sewing kits, covers for sewing machines, and regular oiling and servicing. Safety in handling by obeying manufacturer’s instructions and laboratory safety regulations. Students will develop skills in handling tools responsibly and maintaining them properly.

2. Performance Objectives: Pupils should be able to handle sewing tools and equipment appropriately, maintain and store sewing tools and equipment properly.

3. Learning Activities:

i. Teacher Activities: The teacher demonstrates safe handling, the teacher leads group discussion and step-by-step process on cleaning and storage, the teacher guides basic maintenance tasks.

ii. Learning Activities: The learners work in groups to demonstrate safe handling, the learners participate in discussion and demonstrate cleaning and storage, the learners perform step-by-step maintenance.

4. Teaching and Learning Resources: Sewing tools including pins, needles, and scissors for handling practice, sewing equipment such as sewing machines, pressing irons, and ironing tables for maintenance demonstrations, storage containers like jars, small boxes, and sewing kits for organizing tools, machine oil for lubricating moving parts, machine covers for protecting equipment from dust, cleaning materials including brushes and wipers for removing lint and debris, and sewing machine maintenance kits containing essential tools for routine upkeep.

Week 5: Handling and Maintenance of Sewing Tools and Equipment (Continuation)

1. Content: Handling of sewing tools and equipment including proper handling of sharp objects like needles and pins, cutting objects like scissors and rotary cutters, and gentle placing of sewing machines and pressing irons. Maintenance and storage using jars or small boxes with talcum powder, sewing kits, covers for sewing machines, and regular oiling and servicing. Safety in handling by obeying manufacturer’s instructions and laboratory safety regulations. Students will develop skills in handling tools responsibly and maintaining them properly.

2. Performance Objectives: Pupils should be able to handle sewing tools and equipment appropriately, maintain and store sewing tools and equipment properly.

3. Learning Activities:

i. Teacher Activities: The teacher demonstrates safe handling, the teacher leads group discussion and step-by-step process on cleaning and storage, the teacher guides basic maintenance tasks.

ii. Learning Activities: The learners work in groups to demonstrate safe handling, the learners participate in discussion and demonstrate cleaning and storage, the learners perform step-by-step maintenance.

4. Teaching and Learning Resources: Sewing tools including pins, needles, and scissors for handling practice, sewing equipment such as sewing machines, pressing irons, and ironing tables for maintenance demonstrations, storage containers like jars, small boxes, and sewing kits for organizing tools, machine oil for lubricating moving parts, machine covers for protecting equipment from dust, cleaning materials including brushes and wipers for removing lint and debris, and sewing machine maintenance kits containing essential tools for routine upkeep.

Week 6: Basic Sewing Techniques and Their Uses

1. Content: Stitch types and uses including temporary and permanent stitches, seam types and uses such as open and enclosed seams, edge finishes including hem, bias, pinking, edge stitching, and oversewing or overcasting. Students will produce samples of basic stitches, seams and edge finishes, construct albums for samples, and use basic sewing techniques to produce items.

2. Performance Objectives: Pupils should be able to identify basic types and uses of stitches, seams and edge finishes in sewing, demonstrate types of stitches, seams and finishes and their uses in sewing, and use stitches to make different seams and edge finishes.

3. Learning Activities:

i. Teacher Activities: The teacher guides identification in groups, the teacher demonstrates basic stitches, seams, and edge finishes.

ii. Learning Activities: The learners identify types and uses in groups, the learners individually practice stitches, the learners make seams using stitches, the learners practice edge finishes, the learners produce album of samples, the learners use techniques to produce simple items such as headbands, placemats, chairback rests, pillowcases, and aprons.

4. Teaching and Learning Resources: Sewing machine for machine stitching practice, sewing kit containing needles, thread, pins, and other essential tools, interactive sewing applications for demonstrating techniques digitally, online tutorials providing step-by-step guidance on stitches and finishes, and an album or practice book for organizing and displaying sample work.

Week 7: Mid-Term Break

This week is designated for mid-term break. Teachers should conduct a mid-term test covering all topics taught from Week 1 to Week 6. The assessment should evaluate student understanding of garment making tools, sewing machine types and parts, equipment handling and maintenance, and basic sewing techniques. This break provides students with rest while allowing teachers to assess progress and identify areas needing additional support.

Week 8: Basic Sewing Techniques and Their Uses (Continuation)

1. Content: Stitch types and uses including temporary and permanent stitches, seam types and uses such as open and enclosed seams, edge finishes including hem, bias, pinking, edge stitching, and oversewing or overcasting. Students will produce samples of basic stitches, seams and edge finishes, construct albums for samples, and use basic sewing techniques to produce items.

2. Performance Objectives: Pupils should be able to identify basic types and uses of stitches, seams and edge finishes in sewing, demonstrate types of stitches, seams and finishes and their uses in sewing, and use stitches to make different seams and edge finishes.

3. Learning Activities:

i. Teacher Activities: The teacher guides identification in groups, the teacher demonstrates basic stitches, seams, and edge finishes.

ii. Learning Activities: The learners identify types and uses in groups, the learners individually practice stitches, the learners make seams using stitches, the learners practice edge finishes, the learners produce album of samples, the learners use techniques to produce simple items such as headbands, placemats, chairback rests, pillowcases, and aprons.

4. Teaching and Learning Resources: Sewing machine for machine stitching practice, sewing kit containing needles, thread, pins, and other essential tools, interactive sewing applications for demonstrating techniques digitally, online tutorials providing step-by-step guidance on stitches and finishes, and an album or practice book for organizing and displaying sample work.

Week 9: Fibres and Fabrics

1. Content: The meaning of fibre and fabric, classification of fibres including natural fibres from plant sources like cotton, flax, raffia, and jute, natural fibres from animal sources like wool, silk, and fur, and artificial fibres such as rayon, polyester, and nylon. Students will identify fabrics made from fibres including cotton fabric, linen, raffia cloth, jute cloth, wool fabric, and silk fabric. They will develop skills in differentiating fabrics for proper utilization.

2. Performance Objectives: Pupils should be able to explain the meaning of fibre and fabric, classify the different types of fibres with examples, and identify fabrics made from fibres.

3. Learning Activities:

i. Teacher Activities: The teacher leads group discussion on meaning and classifications.

ii. Learning Activities: The learners discuss in groups the meaning, fabric, and classifications, the learners use pictures to identify fabrics, the learners watch video clips or online tutorials.

4. Teaching and Learning Resources: Samples of fibres including cotton, raffia, and wool for tactile examination, samples of clothing made from different fabrics for comparison and identification, and pictures of different fabrics showing their textures and appearances for visual learning.

Week 10: Simple Garment Sketching

1. Content: Kinds of garments including blouse, shirt, dress, skirt, trouser, and traditional wears. Sketching garment techniques. Students will identify and demonstrate use of materials and tools for sketching and make simple garment sketches.

2. Performance Objectives: Pupils should be able to identify different kinds of garments, demonstrate the use of sketching materials and tools, and sketch simple garments.

3. Learning Activities:

i. Teacher Activities: The teacher provides pictures and real objects for identification.

ii. Learning Activities: The learners work in groups to identify materials and tools from pictures and real objects, the learners watch video clips on sketching, the learners engage in independent sketching of simple garments such as skirts, blouses, gowns, trousers, and baby dresses.

4. Teaching and Learning Resources: Visual aids showing different garment styles, pictures of various garments for reference, charts illustrating sketching techniques, samples of real garments for direct observation, pencils for drawing, sketch or drawing books providing appropriate paper, erasers for corrections, sharpeners for maintaining pencil points, colour pencils for adding detail and dimension, and online beginners’ tutorials on garment sketching offering guidance and inspiration.

Week 11: Revision

This week is dedicated to comprehensive revision of all topics covered during the first term. Teachers should review garment making tools and equipment, sewing machine types and functions, equipment handling and maintenance procedures, basic sewing techniques, fibres and fabrics, and simple garment sketching. Students should practice key skills, clarify any confusion, and consolidate their learning in preparation for the examination.

Week 12: Examination

The examination for the first term should commence this week. Teachers should administer a comprehensive assessment covering all topics taught from Week 1 to Week 10. The examination should include both theoretical questions testing knowledge and practical tasks evaluating skill development. Assessment should align with the performance objectives stated for each topic throughout the term.

Week 13: Examination, Marking & Vacation

The examination should be concluded during this week along with marking and recording of student results. Teachers should complete all grading, provide feedback to students, and submit required documentation before vacation begins. Once all examination processes have been completed and results recorded, vacation follows.

NERDC Second Term NERDC JSS 1 Fashion Design and Garment Making Scheme of Work

Week 1: Taking Body Measurements

1. Content: The importance of taking accurate body measurements for accurate clothing fit and to avoid wasting fabrics. Tools for taking body measurements including measuring tape, biro or pencil, and paper or book. Rules guiding the taking of body measurements. Students will develop skills in taking accurate measurements of different parts of the body.

2. Performance Objectives: Pupils should be able to identify the importance of taking accurate body measurements, know the rules guiding the taking of body measurements, and take body measurements.

3. Learning Activities:

i. Teacher Activities: The teacher leads class discussion on importance, the teacher facilitates brainstorming on rules.

ii. Learning Activities: The learners participate in discussion on importance, the learners brainstorm on rules, the learners practice measurements in groups, the learners work in pairs to take measurements.

4. Teaching and Learning Resources: Measuring tape for taking body measurements accurately, biro for recording measurements, paper or book for documenting measurement records, and online beginners’ tutorial on taking body measurements providing visual demonstrations of proper measurement techniques.

Week 2: Pattern Drafting

1. Content: The meaning of pattern drafting, the use of patterns which serve as guides for successful cutting of garment styles. Tools and materials for pattern drafting including tape measure, brown paper, newspaper, pen or pencil, eraser, and ruler.

2. Performance Objectives: Pupils should be able to explain the meaning of pattern drafting and uses of pattern, and identify tools and materials for pattern drafting.

3. Learning Activities:

i. Teacher Activities: The teacher guides group brainstorming on meaning and uses.

ii. Learning Activities: The learners brainstorm on meaning and uses in groups, the learners use visual aids to identify tools and equipment.

4. Teaching and Learning Resources: Tape measure for taking measurements needed for drafting, pen or pencil for drawing pattern lines, ruler for creating straight edges and measuring, video showing pattern drafting processes, and online beginners’ tutorials on drafting basic garment patterns offering detailed instruction and examples.

Week 3: Methods of Obtaining Pattern

1. Content: Methods of obtaining patterns including draping method, flat method with commercial and drafted variations, knock-off method, and computer aided method. Advantages and disadvantages of each method.

2. Performance Objectives: Pupils should be able to identify the methods of obtaining patterns, and expatiate on advantages and disadvantages of each method.

3. Learning Activities:

i. Teacher Activities: The teacher shows video clips on methods.

ii. Learning Activities: The learners watch video clips on practical demonstrations, the learners form groups to discuss advantages and disadvantages.

4. Teaching and Learning Resources: Tape measure for demonstration purposes, ruler for pattern work, computer for showing computer-aided methods, video demonstrating each pattern-making method, and YouTube for accessing additional tutorials and demonstrations of pattern-making techniques.

Week 4: Drafting Basic Pattern

1. Content: Drafting patterns including back bodice and front bodice. Students will develop skills in drafting basic back and front bodice patterns.

2. Performance Objectives: Pupils should be able to draft basic pattern including back bodice and front bodice.

3. Learning Activities:

i. Teacher Activities: The teacher demonstrates drafting of basic bodice pattern in groups.

ii. Learning Activities: The learners watch practical demonstration in groups, the learners draft basic back bodice, the learners draft basic front bodice.

4. Teaching and Learning Resources: Brown paper as base material for pattern drafting, newspaper or old calendar as alternative pattern paper, rulers for drawing straight lines and measuring, pen or pencil for marking patterns, eraser for corrections, paper scissors for cutting patterns, and rotary cutter for precise pattern cutting.

Week 5: Drafting Basic Pattern (Continuation)

1. Content: Drafting patterns including back bodice and front bodice. Students will develop skills in drafting basic back and front bodice patterns.

2. Performance Objectives: Pupils should be able to draft basic pattern including back bodice and front bodice.

3. Learning Activities:

i. Teacher Activities: The teacher demonstrates drafting of basic bodice pattern in groups.

ii. Learning Activities: The learners watch practical demonstration in groups, the learners draft basic back bodice, the learners draft basic front bodice.

4. Teaching and Learning Resources: Brown paper as base material for pattern drafting, newspaper or old calendar as alternative pattern paper, rulers for drawing straight lines and measuring, pen or pencil for marking patterns, eraser for corrections, paper scissors for cutting patterns, and rotary cutter for precise pattern cutting.

Week 6: Sewing Simple Garment

1. Content: Sewing simple garment including laying pattern pieces on fabric and cutting, assembling cut garment pieces by sewing, and displaying the finished garment.

2. Performance Objectives: Pupils should be able to sew simple garment, and model the finished garment.

3. Learning Activities:

i. Teacher Activities: The teacher guides placement of pattern on fabric and cutting.

ii. Learning Activities: The learners place pattern pieces on fabric and cut, the learners assemble garment using stitches, seams and finishings, the learners repeat process, the learners display finished product in class.

4. Teaching and Learning Resources: Hand sewing needle for manual stitching, sewing machine for machine stitching, sewing thread in matching or contrast colours for construction, pattern pieces as cutting guides, scissors for fabric cutting, rotary cutter for precise cutting, pins for holding fabric in place, and tracing wheel for transferring pattern markings to fabric.

Week 7: Mid-Term Break

This week is designated for mid-term break. Teachers should conduct a mid-term test covering all topics taught from Week 1 to Week 6. The assessment should evaluate student understanding of body measurements, pattern drafting, methods of obtaining patterns, drafting basic patterns, and sewing simple garments. This break provides students with rest while allowing teachers to assess progress and address learning gaps.

Week 8: Sewing Simple Garment (Continuation)

1. Content: Sewing simple garment including laying pattern pieces on fabric and cutting, assembling cut garment pieces by sewing, and displaying the finished garment.

2. Performance Objectives: Pupils should be able to sew simple garment, and model the finished garment.

3. Learning Activities:

i. Teacher Activities: The teacher guides placement of pattern on fabric and cutting.

ii. Learning Activities: The learners place pattern pieces on fabric and cut, the learners assemble garment using stitches, seams and finishings, the learners repeat process, the learners display finished product in class.

4. Teaching and Learning Resources: Hand sewing needle for manual stitching, sewing machine for machine stitching, sewing thread in matching or contrast colours for construction, pattern pieces as cutting guides, scissors for fabric cutting, rotary cutter for precise cutting, pins for holding fabric in place, and tracing wheel for transferring pattern markings to fabric.

Week 9: Digital Sketching Platforms

1. Content: The meaning of digital sketching platform, types including Sketchpad, Autodesk Sketchbook, and Procreate. Navigation and familiarization with Autodesk Sketchbook, basic digital sketching tools such as selection, line, and brush tools. How to start sketching including opening the app, drawing lines and shapes, exploring colours, applying textures, and drawing simple garments. Students will develop skills in navigating digital sketching platforms.

2. Performance Objectives: Pupils should be able to explain the meaning of digital sketching platforms, identify various types of digital platforms for sketching, and get familiarized with a digital sketching platform such as Autodesk Sketchbook.

3. Learning Activities:

i. Teacher Activities: The teacher leads class discussion on meaning and types.

ii. Learning Activities: The learners participate in discussion, the learners identify types, the learners work in groups to draw shapes and garments and apply colours using Autodesk Sketchbook, the learners watch online tutorials.

4. Teaching and Learning Resources: Computer installed with software such as Sketchpad or Autodesk Sketchbook for digital sketching practice, and online beginners’ tutorials on sketching using Autodesk Sketchbook providing instruction on tools and techniques for digital garment design.

Week 10: Digital Portfolios

1. Content: The meaning of digital portfolios, types such as art and fashion portfolios, and online templates. Students will develop skills in creating simple digital portfolios and customizing or personalizing digital portfolios.

2. Performance Objectives: Pupils should be able to explain the meaning and types of digital portfolios, work with a simple portfolio template online, and customize digital portfolio.

3. Learning Activities:

i. Teacher Activities: The teacher facilitates brainstorming on meaning and types.

ii. Learning Activities: The learners participate in brainstorming, the learners engage in working with online templates, the learners use Google platforms to select template, the learners create simple portfolio, the learners customize by adding name and personal touch.

4. Teaching and Learning Resources: Computer and accessories for accessing digital platforms, smart phones as alternative devices for portfolio creation, and access to online platforms providing portfolio templates and hosting services.

Week 11: Revision

This week is dedicated to comprehensive revision of all topics covered during the second term. Teachers should review taking body measurements, pattern drafting methods, drafting basic patterns, sewing simple garments, digital sketching platforms, and digital portfolios. Students should practice key skills, clarify any confusion, and consolidate their learning in preparation for the examination.

Week 12: Examination

The examination for the second term should commence this week. Teachers should administer a comprehensive assessment covering all topics taught from Week 1 to Week 10. The examination should include both theoretical questions testing knowledge and practical tasks evaluating skill development, including both traditional and digital skills. Assessment should align with the performance objectives stated for each topic throughout the term.

Week 13: Examination, Marking & Vacation

The examination should be concluded during this week along with marking and recording of student results. Teachers should complete all grading, provide feedback to students, and submit required documentation before vacation begins. Once all examination processes have been completed and results recorded, vacation follows.

NERDC Third Term NERDC JSS 1 Fashion Design and Garment Making Scheme of Work

Week 1: Putting Works in the Digital Portfolio

1. Content: Saving design works including downloading online works, saving in files like documents, downloads, or pictures folders, and creating and naming folders. Uploading images to computer using phones, digital cameras, USB, or Xender. Updating portfolio by locating folder, uploading images, and sharing with teachers, peers, or online.

2. Performance Objectives: Pupils should be able to upload images from phones and digital cameras to the computer and save in a folder, and upload images onto the digital portfolio from the folder.

3. Learning Activities:

i. Teacher Activities: The teacher provides instructions on downloading and saving.

ii. Learning Activities: The learners follow instructions to download images, the learners save works in computer files, the learners create folders and copy works, the learners upload from folders to portfolio, the learners follow online tutorials.

4. Teaching and Learning Resources: Computer and accessories for digital work, access to online platforms for portfolio hosting, smart phones for capturing images and transferring files, digital cameras for high-quality image capture, USB cords for connecting devices and transferring files, projector for demonstrating processes to the class, and presentation software such as PowerPoint for instruction and demonstration purposes.

Week 2: Putting Works in the Digital Portfolio (Continuation)

1. Content: Saving design works including downloading online works, saving in files like documents, downloads, or pictures folders, and creating and naming folders. Uploading images to computer using phones, digital cameras, USB, or Xender. Updating portfolio by locating folder, uploading images, and sharing with teachers, peers, or online.

2. Performance Objectives: Pupils should be able to upload images from phones and digital cameras to the computer and save in a folder, and upload images onto the digital portfolio from the folder.

3. Learning Activities:

i. Teacher Activities: The teacher provides instructions on downloading and saving.

ii. Learning Activities: The learners follow instructions to download images, the learners save works in computer files, the learners create folders and copy works, the learners upload from folders to portfolio, the learners follow online tutorials.

4. Teaching and Learning Resources: Computer and accessories for digital work, access to online platforms for portfolio hosting, smart phones for capturing images and transferring files, digital cameras for high-quality image capture, USB cords for connecting devices and transferring files, projector for demonstrating processes to the class, and presentation software such as PowerPoint for instruction and demonstration purposes.

Week 3: Revision of Previous Topics

This week focuses on reviewing topics from previous terms and lessons. Teachers should revisit key concepts including garment making tools, sewing machine operations, basic sewing techniques, fibres and fabrics, body measurements, pattern drafting, garment construction, and digital design skills. Students should practice both theoretical knowledge and practical skills to ensure comprehensive understanding.

Week 4: Revision of Previous Topics

This week continues the comprehensive revision of all previously covered material. Teachers should provide additional practice opportunities and address any areas where students demonstrate weakness. Focus should be on integrating knowledge across topics and demonstrating how different skills connect in the garment-making process.

Week 5: Revision of Previous Topics

This week maintains the focus on revision and consolidation of learning. Teachers should use varied teaching methods including group discussions, practical demonstrations, and individual practice to reinforce understanding. Students should work on completing any unfinished projects and refining their skills.

Week 6: Revision of Previous Topics

This week concludes the pre-mid-term revision period. Teachers should conduct mock assessments to evaluate student readiness for examinations. Students should have opportunities to ask questions and receive targeted support in areas of difficulty. All projects should be completed and portfolios updated.

Week 7: Mid-Term Break

This week is designated for mid-term break. Teachers should conduct a mid-term test covering topics taught in the third term along with cumulative content from previous terms. The assessment should be comprehensive, evaluating student mastery of all skills and knowledge acquired throughout the academic year. This break provides rest while allowing for thorough assessment of learning.

Week 8: Revision of Previous Topics

Following the mid-term break, this week returns to revision activities. Teachers should review mid-term test results and address identified learning gaps. Students should receive feedback on their performance and guidance on areas needing improvement. Focus should be on final preparation for end-of-year examinations.

Week 9: Revision of Previous Topics

This week continues intensive revision of all topics covered during the academic year. Teachers should provide comprehensive review covering both theoretical knowledge and practical skills from all three terms. Students should engage in practice

sessions that integrate knowledge from garment making basics through to digital portfolio management.

Week 10: Revision of Previous Topics

This week represents the final revision period before examinations. Teachers should conduct comprehensive review sessions covering all major topics, ensuring students have mastered essential concepts and skills. Students should complete all outstanding work, finalize their digital portfolios, and prepare thoroughly for the upcoming examinations. This is the time for final clarifications and confidence building.

Week 11: Revision

This week is dedicated to final examination preparation. Teachers should organize structured revision sessions that allow students to review all learning materials systematically. Students should revisit their sample albums, completed projects, and digital portfolios while consolidating their understanding of theoretical concepts. All pupils should be fully prepared for the comprehensive examination that follows.

Week 12: Examination

The final examination for the third term and the entire academic year should commence this week. Teachers should administer a comprehensive assessment that evaluates cumulative learning from all three terms. The examination should test both theoretical knowledge and practical skills, including traditional sewing techniques and digital competencies. Assessment should be thorough and align with all performance objectives covered throughout the year.

Week 13: Examination, Marking & Vacation

The examination should be concluded during this week along with marking and recording of final student results for the academic year. Teachers should complete all grading, calculate final scores, provide comprehensive feedback to students, and submit all required documentation. Once all examination processes have been completed, results recorded, and administrative tasks finished, vacation follows.

Frequently Asked Questions and Answers About Fashion Design and Garment Making Scheme of Work for JSS 1

1. What is the Fashion Design and Garment Making Scheme of Work for JSS 1?

The Fashion Design and Garment Making Scheme of Work for JSS 1 is a structured curriculum guide that outlines weekly topics, learning objectives, teaching activities, and resources for teaching fashion design and garment construction to junior secondary school students. It provides teachers with a complete framework for delivering effective lessons throughout the academic year. The scheme covers everything from basic sewing tools and techniques to digital design platforms, ensuring comprehensive skill development.

2. How many weeks does the scheme of work cover?

The scheme of work covers 13 weeks per term across three terms, totaling 39 weeks for the entire academic year. Each term includes instructional weeks, a mid-term break with assessment, revision periods, and examination weeks. This structure ensures adequate time for teaching, practice, assessment, and consolidation of learning.

3. What topics are covered in the first term?

The first term covers foundational topics including garment making tools and equipment, sewing machine types and parts, handling and maintenance of tools, basic sewing techniques such as stitches and seams, fibres and fabrics, and simple garment sketching. These topics build the essential knowledge and skills students need before advancing to more complex work. Teachers introduce students to both the theoretical understanding and practical application of garment making fundamentals.

4. Does the scheme of work include digital skills?

Yes, the scheme of work integrates digital skills alongside traditional sewing techniques. Students learn to use digital sketching platforms like Autodesk Sketchbook, create digital portfolios, and manage their design works electronically. This combination prepares students for modern fashion industry practices while maintaining strong foundations in manual skills.

5. What teaching resources are needed to implement this scheme of work?

Teachers need various sewing tools including needles, scissors, and measuring tapes, sewing machines of different types, fabrics and materials for practice, visual aids and charts, computers with design software, and access to online tutorials. The scheme specifies required resources for each weekly lesson, making it easy for teachers to prepare adequately. Many resources can be sourced locally or accessed through free online platforms.

6. How are students assessed using this scheme of work?

Students are assessed through mid-term tests, end-of-term examinations, practical demonstrations, completed projects, and portfolio submissions. The performance objectives for each week provide clear benchmarks for evaluation. Teachers can assess both theoretical knowledge through written tests and practical skills through hands-on tasks like sewing samples and finished garments.

7. Can teachers modify the scheme of work to suit their school context?

Teachers can adapt the scheme of work to match available resources and student needs while maintaining the core learning objectives. If certain equipment is unavailable, teachers can emphasize alternative methods or focus more on accessible skills. However, the overall structure and progression from simple to complex topics should be maintained for effective learning.

8. What key competencies do students develop through this scheme of work?

Students develop critical thinking through problem-solving in garment construction, creativity and innovation through design work, collaboration through group activities, digital literacy through technology use, and patience through detailed practical work. These competencies extend beyond fashion design, supporting students’ overall academic and personal development. The scheme intentionally builds both technical skills and broader life competencies.

9. How does the scheme support teachers who are new to teaching fashion design?

The scheme provides detailed guidance including specific teacher activities for each lesson, suggested teaching methods, required resources, and clear learning objectives. New teachers can follow the structured progression from week to week without needing extensive prior fashion teaching experience. The inclusion of online tutorials and visual aids further supports teachers in delivering effective instruction.

10. What happens during the revision weeks in the third term?

The third term includes multiple revision weeks where teachers review all topics covered throughout the academic year. Students practice skills, complete unfinished projects, update portfolios, and prepare for final examinations. These weeks ensure thorough consolidation of learning and help students integrate knowledge from all three terms before assessment.

Source: New Revised NERDC JSS 1 Fashion Design and Garment Making