Kto12 BASIC EDUCATION CURRICULUM

TECHNOLOGY AND LIVELIHOOD EDUCATION

HOME ECONOMICS NEEDLECRAFT

Grade Level Standard:

This is a TLE Home Economics course on Needlecraft designed for Grade 9
student to develop knowledge, skills, and attitudes to perform the tasks on
Needlecraft. It focuses on Process and Delivery and the five (5) core competencies
that a Grade 9 Technology and Livelihood Education (TLE) student ought to
possess namely: (1) Understand concepts and terms of the different types of
Needlecraft; (2) Perform basic and advances stitches of the different types of
Needlecrafts; (3) Develop a project plan; (4) Create marketable and presentable
product package for the Needle crafted articles; and (5) Observe proper posture,
safety and precautionary measures while working on the Needlecraft project.

CONTENT STANDARD
The learner demonstrates understanding of the different factors that influence the
business environment.

PERFORMANCE STANDARD
The learner analyzes how factor influence the business environment. The learner
relates experience in generating business ideas or identifying business
opportunities

I. INTRODUCTION
The teacher will help and guide the student to understand and meet the set
objectives of the module.
a. You may begin by motivating the students through sharing trivias and
citing of contributions of needlecraft in our country. You may also
present attractive pictures produce by the needle crafters. Stimulate
the interest of students by asking them if they have needlecraft items
with them and how do they perceive needlecraft articles.
b. Let the student read the introduction on page 6 to gain better
understanding. Allow students to prepare a reflection on the said
introduction and their expectation to assess if they are align towards
the objectives of the module
II. OBJECTIVE

Assess Personal Entrepreneurial Competencies;

Understand the business environment and business ideas;
Understand concepts related to needlecraft;

Understand embroidery as a craft and its techniques;

Create embroidered products with package;
Understand crocheting as a technique;
Make crocheted products with project plan;
Package the finished craft;
Understand knitting as a needlecraft;
Produce knitted articles with packaging;
Understand quilting as a technique; and
Make quilted products with package.

III. ASSESS PERSONAL ENTREPRENEURIAL COMPETENCIES

(PECS) AND UNDERSTAND BUSINESS ENVIRONMENT AND
BUSINESS IDEAS

Discuss interactively the PECS and Business Environment in

relation to needlecraft. Allow the students to reflect and diagnose
the PECS they already have and to improve. Activities were given
to assess the outcome of students and evaluate whether students
were able to acquired necessary PECS.

IV. DIAGNOSTIC TEST

Process and Delivery 1. Guide the students to answer honestly and
individually the diagnostic test found in the
module, Pages 19-25. Give them time limit
and ask them to write their answers in the
answer sheet.
2. Let the learners score their answers for the
purpose of recall. Together with the students,
analyse the results of the diagnostic test to
determine where they are in terms of
background both in knowledge and skills; their
strengths and weaknesses as your bases for
planning instructional activities.
Check their answers using the key to correction
below:
I. Matching Type
1. E
2. B
3. C
4. D
5. F
II. Multiple Choice
1. D

2. E
3. G
4. C
5. F
6. B
7. H
8. A
9. I
10. J
III. Identification
1. Lazy daisy chain stitch or Detached chain
stitch
2. Split stitch
3. Back stitch
4. Blanket stitch
5. French knot
6. Slip stitch/single crochet
7. half double crochet
8. Slip stitch/single crochet
9. Double crochet
10. Treble crochet
11. Slip knot
12. Casting on
13. Knit stitch
14. Purl stitch
15. Casting off
16. Shadow quilting
17. Sashiko
18. Corded quilting
19. Padded quilting
20. Trapunto or Stuffed quilting
IV. Essay
The teacher will set criteria in grading the essay
made by the learner. Each essay is equivalent to 5
point. The teacher may devise a set of criteria to
rate the output of each students or use the
following:
Clarity and accuracy of concept 3
points
Grammar Composition
2
points
Total
5
points

V. Needlecraft: An Introduction

This topic is the beginning of discussion and orientation of the students to

Needlecraft in general. The aim is to provide fundamental learning in preparing the
students to a more complex discussion. It covers topics on safety and
precautionary measures in needlecraft; project planning; packaging of finished
products/projects and caring for all needlecraft articles which will be used to the
entire quarter of the module. This will enable the students to value and promote
systematic, clean and safe area while working on their future projects.

1st QUARTER: EMBROIDERY

PRE-ASSESSMENT
Process and Delivery

1. Guide the students to answer honestly and

individually the pre assessment found in the
module, Pages 35-36. Give them time limit
and ask them to write their answers on their
notebook.
2. Let the learners score their answers for the
purpose of recall. Together with the students,
analyse the results of the pre- assessment to
determine where they are in terms of
background both in knowledge and skills; their
strengths and weaknesses as your bases for
planning instructional activities.
Key to Correction
A. Multiple Choice

A. Matching Type

1. C

1. D

2. B

2. A

3. C

3. E

4. A

4. F

5. A

5. B

6. D

B. Identification

7. B

1. Holbein Stitch

8. D

2. French Knot

9. B

3. Tent Stitch

10. C

4. Rosette Chain
Stitch

PROCESS AND DELIVERY

A. Know

1. Embroidery: A Brief Background discuss

briefly the definition of embroidery and its
origin international and national. You may
supplement information to motivate students
in appreciating embroidery.
2. Embroidery Tools and materials present
the different tools and materials and their
uses to the students so that they would be
familiar and able to recognize such tools and
materials used in embroidery.
3. Basic embroidery stitches discuss the
different embroidery stitches and their
common use as design to the material.
Present the step by step procedure using
pictures. Guide the students and imply the
learning by doing activity. The teacher may
also present some videos related to the
proper execution of stitches to make the
discussion more comprehensive.
4. Special kinds of embroidery guide the
learner in identifying the different kinds of
embroidery and the procedures. Present
variety of finish products if possible.

B. Process

1. Let the students answer the activity on page

43 about successful entrepreneurship. This
will help the students to appreciate
embroidery and learn from the successful
entrepreneurs. Guide questions intended for
the interviewee were provided but the teacher
can make modifications or add some other
questions.
2. Instruct the students to answer the activity on
page 57 and 58. This will help the students to
be familiar with the different embroidery
stitches. The answer will be given right away
but to make it more interesting, the teacher
can do it in a friendly competition style. The
group will be divided into two. First to give the
correct answer will gain points.

Key to Correction p.57

Crosswords
Horizontal

Vertical

1. Fishbone

6. Satin

2. Chevron

7. Rosette

3. Split

8. Holbein

4. Stem
5. Tent

C. Reflect and Understand

3. Let the students answer the activity on page

72-73. This will help the students to practice
drafting a project plan which is essential
before they begin their embroidered articles.
This activity will be done before they craft
their project.
4. Let the students answer the activity on page
74. This will be done after their project on
Lets do it. This will help the students to
understand better how to prepare financial
statement report especially if their future
projects are to be sold. This activity will be
done before they craft their project.
1. Let the students answer the activity on page
78. This will help the students to evaluate the
strengths and weaknesses of their finished
product. Guide the students as they turn their
weakness into strength. The teacher may use
the
rubrics
below
or
make
some
modifications:
- Relevance of answer
- Impact/originality of answer
- Solution presented is
Realistic and measurable
- Grammar composition
TOTAL

20%
20%
50%
10%
100%

2. Guide the students as they answer page 79.

Through this activity, teacher will recognize
whether the student appreciate doing
embroidered articles. This activity will be done
after crafting their project.
3.

Instruct the students to answer page 80.

Encourage them to write freely their
experience in making embroidered articles.

This activity will be done after crafting their

project.
D. Transfer

The learners are expected to accomplish the

tasks given on page 75 using the rubric
performance as a means of evaluating the output
of the learners. Set the deadline for the
submission.
1. Sampler Craft Book on Embroidery Stitches
2. Embroidered Handkerchief with project plan
and package
3. Cross stitch with project plan and package
4. Smocked Pillow Case with project plan and
package

POST-TEST
1. Guide the students to answer honestly and individually the post assessment
found in the module, Pages 81-82. Give them time limit and ask them to write
their answers on their notebook.
2. Let the learners score their answers for the purpose of recall. Together with the
students, analyse the results of the post- assessment. Compare it to the result
of their pre-assessment to measure how much students learned.
Key to Correction
B. Matching Type

A. Multiple Choice
1. C
2. B
3. C
4. A
5. A

6. D
7. B
8. D
9. B

C. Identification

1. D

1. Holbein Stitch

2. A

2. French Knot

3. E

3. Tent Stitch

4. F

4. Rosette Chain

5. B

Stitch

10. C

2ND QUARTER: CROCHETING

5. Couching

PRE-ASSESSMENT
Process and Delivery

1. Guide the students to answer honestly and

individually the pre assessment found in the
module, Pages 84-85. Give them time limit
and ask them to write their answers on their
notebook.

2. Let the learners score their answers for the

purpose of recall. Together with the students,
analyse the results of the pre- assessment to
determine where they are in terms of
background both in knowledge and skills; their
strengths and weaknesses as your bases for
planning instructional activities.
Key to Correction
A. Multiple
Choice
1. C
2. A
3. D
4. D
5. B
B. Matching
Type
1. A
2. C
3. D
4. E

C. Identification
1. beginning
2. cluster
3. yarn over hook
4. stitch
5. repeat
D. Essay
Suggested criteria for rating:
-Clarity and accuracy
3 points
of concept
-Grammar Composition 2 points
Total
5 points

PROCESS AND DELIVERY

A. Know

1. Crochet discuss briefly the definition of

Crochet and its origin to motivate students in
appreciating crochet.
2. Tools and materials present the different
tools and materials and their uses to the
students so that they would be familiar and
able to recognize such tools and materials
used in crochet.
3. Crochet Terms and Abbreviations discuss
the terms and abbreviations divided into the
type of stitches and crochet instructions. The
teacher can present it through activity so that
learner will be more participative.
4. Holding the yarn and Hook correctly
demonstrate the proper holding of hook and
yarn both for right and left handed
5. Basic Stitches in Crocheting discuss the
different crochet stitches. Present the step by
step procedure using pictures. Guide the
students and imply the learning by doing

B. Process

C. Reflect and
Understand
F. Transfer

activity.
1. Let the students answer the activity on page
99. This will help the students learn to assess
quality work.
2. Let the students answer the activity on page
72-73. This will help the students to practice
drafting a project plan which is essential
before they begin their embroidered articles.
1. Guide the students as they answer page 105.
Through this activity, teacher will recognize
whether the student appreciate doing
embroidered articles.
The learners are expected to accomplish the
tasks given on page 102 using the rubric
performance as a means of evaluating the output
of the learners. Set the deadline for the
submission.
1. Crocheted Wristband/Bracelet with project plan
and package
2. Crocheted hat with project plan and package
3. Learner will make their own crochet product
with project plan and package

POST-TEST
1. Guide the students to answer honestly and individually the post assessment
found in the module, Pages 106-107. Give them time limit and ask them to write
their answers on their notebook.
2. Let the learners score their answers for the purpose of recall. Together with the
students, analyse the results of the post- assessment. Compare it to the result
of their pre-assessment to measure how much students learned.
Key to Correction
A. Multiple Choice
1. C
2. A
3. D
4. D
5. B

C. Identification
1. beginning
2. cluster
3. yarn over hook
4. stitch
5. repeat

B. Matching Type
1. A
2. C
3. D
4. E
5. F

D. Essay
Suggested criteria for rating:
-Clarity and accuracy
3 points
of concept
-Grammar Composition 2 points
Total
5 points

3RD QUARTER: KNITTING

I. PRE-ASSESSMENT
Process and Delivery

1. Guide the students to answer honestly and

individually the pre assessment found in the
module, Pages 109-110. Give them time limit
and ask them to write their answers on their
notebook.
2. Let the learners score their answers for the
purpose of recall. Together with the students,
analyse the results of the pre- assessment to
determine where they are in terms of
background both in knowledge and skills; their
strengths and weaknesses as your bases for
planning instructional activities.
Key to Correction
I. Multiple
Choice
1. C
2. A
3. B
4. A
5. A

II. Identification
1. k
2. sl
3. tog
4. Inc
5. bet
6. st
7.
8. *
9. alt
10. yo

III.
Matching
Type
1. E
2. A
3. D
4. B
5. C

II. PROCESS AND DELIVERY

A. Know

1. Knitting: Brief Background discuss briefly

the definition of knitting, its origin and
advantages
to
motivate
students
in
appreciating knitting.
2. Two Methods of Knitting demonstrate the
two methods of knitting
3. Knitting Terms and Abbreviations discuss
the terms and abbreviations in knitting
instructions. The teacher can present it
through activity so that learner will be more
participative.
4. Knitting Tools and Materials present the
different tools and materials and their uses to
the students so that they would be familiar

5.

6.
7.

B. Process

C. Reflect and
Understand

D. Transfer

1.

and able to recognize such tools and

materials used in knitting.
Basic Steps in Knitting Present the step by
step procedure using pictures. Guide the
students and imply the learning by doing
activity.
Project Plan for Knitted Articles Review
the previous discussion on the importance of
project planning
Starting off with the Project Guide
students with tips useful before starting off
their projects. Allow them to share their ideas
too.
Let the students answer the activity on page
118. This will help the students learn to
develop their creativity and persuasion by
making advertisements. To recognize the
strengths and talents of the students, any
form of advertisement is allowed whether
through songs, poem, drawing, etc. The
teacher may also allow selected students to
perform it in front of the class. The teacher
may use the following rubrics or make some
modifications:
- Concept
50%
- Creativity
25%
- Composition
15%
- Originality
10%
TOTAL 100%

2. Let the students answer the activity on page

130-131.
This will help the students to
practice drafting a project plan which is
essential before they begin their embroidered
articles.
3. Let the students answer the activity on page
132. This will provide inputs how does the
leaner perceive knitting.
1. Guide the students as they answer page 135.
Through this activity, teacher will recognize
whether the student appreciate doing knitted
articles.
The learners are expected to accomplish the
tasks given on page 133 using the rubric
performance as a means of evaluating the output
of the learners. Set the deadline for the
submission.
1. Compilation/Album of basic stitches in knitting
2. Knitted belt with project plan and package

2. knitted belt with project plan and package

3. Learner will make their own knitted product
with project plan and package
POST-TEST
1. Guide the students to answer honestly and individually the post assessment
found in the module, Pages 136-137. Give them time limit and ask them to write
their answers on their notebook.
2. Let the learners score their answers for the purpose of recall. Together with the
students, analyse the results of the post- assessment. Compare it to the result
of their pre-assessment to measure how much students learned.
Key to Correction
I. Multiple
Choice
1. C
2. A
3. B
4. A
5. A

II. Identification
1. k
2. sl
3. tog
4. Inc
5. bet
6. st
7.
8. *
9. alt
10. yo

III. Matching Type

1. E
2. A
3. D
4. B
5. C

4TH QUARTER: QUILTING

I. PRE-ASSESSMENT
Process and Delivery

1. Guide the students to answer honestly and

individually the pre assessment found in the
module, Pages 139-140. Give them time limit
and ask them to write their answers on their
notebook.
2. Let the learners score their answers for the
purpose of recall. Together with the students,
analyse the results of the pre- assessment to
determine where they are in terms of
background both in knowledge and skills; their
strengths and weaknesses as your bases for
planning instructional activities.

Key to Correction
B. Enumeration
1. Tailors chalk
2. Thimble
3. Fabrics
A. Multiple Choice 4. Needle
5. Compass
1. A
(Refer to page 142 for
2. A
other answer)
3. D
4. C
6. Make sure that needles
5. C
are in pin cushions
6. A
before and after using it.
7. C
7.
Never
meddle with the
8. B
work of others or tamper
9. C
their tools
10.C
(Refer to page 27 for other
answers)
8-10. Refer to page 149-151

II. PROCESS AND DELIVERY

B. Know

1. Quilting: A Brief Introduction discuss

briefly the definition of quilting, its origin and
advantages
to
motivate
students
in
appreciating quilting.
2. Quilting Tools and Materials present the
different tools and materials and their uses to
the students so that they would be familiar
and able to recognize such tools and
materials used in quilting.
3. Parts of a Quilted Article Discuss the parts
of quilted article as foundation before one can
create quilted products. The teacher shall
provide illustrations so that students can
understand more the topic.
4. Types of Quilting Design Discuss the
different types of quilting design to choose
from in designing quilted articles. The teacher
shall provide illustrations so that students can
understand more the topic
5. Kinds of Quilting - Discuss the Kinds of
quilting. The teacher shall provide illustrations
or finished products so that students can
appreciate more the topic.
6. Starting off with the Project Guide
students with tips useful before starting off

their projects. Allow them to share their ideas

too.
E. Process

1. Let the students answer the activity on page

146. The students will role play the advantages
and disadvantages of quilting. The teacher will
divide the students into 5. In terms of rating, the
following indicator may use or modified:
- Concept
- Group coordination and unity
- Originality and creativity
- Audience impact
TOTAL

30%
30%
20%
10%
100%

2. Let the students answer the activity on page

151. This is to refresh the students about the 1 st
topic on project planning.
3. Let the students answer the activity on page
152-153.
This will help the students to practice drafting a
project plan which is essential before they begin
their quilted articles.
3. The teacher could also give an assignment to
collect different pictures or bring quilted articles
and give their observations to the product or
picture.
F. Reflect and Understand

G. Transfer

1. Let the students answer the activity on page

157. This will help the students to evaluate
the strengths and weaknesses of their
finished product. Guide the students as they
turn their weakness into strength. Allow
selected students to share it to the class.
2. Instruct the students to answer page 158.
Encourage them to write freely their
experience in making quilted articles through
poem making.
3. Facilitate the learner as they perform their
activity on page 159. After the activity, choose
at least 3 students to share how do they feel
after having the activity as well as the positive
values/habits they have developed.
The learners are expected to accomplish the
tasks given on page 155 using the rubric
performance as a means of evaluating the output
of the learners. Set the deadline for the
submission.

1. Quilted Throw Pillow Cover with project plan

and package
2. Learner will make their own quilted product
with project plan and package
POST-TEST
1. Guide the students to answer honestly and individually the post assessment
found in the module, Pages 160-161. Give them time limit and ask them to write
their answers on their notebook.
2. Let the learners score their answers for the purpose of recall. Together with the
students, analyse the results of the post- assessment. Compare it to the result
of their pre-assessment to measure how much students learned.

Key to Correction
A. Multiple Choice
1. A
2. A
3. D
4. C
5. C
6. A
7. C
8. B
9. C
10.C

B. Enumeration
1. Tailors chalk
2. Thimble
3. Fabrics
4. Needle
5. Compass
(Refer to page 142 for other answer)
6. Make sure that needles are in pin
cushions before and after using it.
7. Never meddle with the work of others or
tamper their tools
(Refer to page 27 for other answers)
8-10. Refer to page 149-151
SUMMATIVE
Key to Correction

I. Matching Type
1. E
2. B
3. C
4. D
5. F
II. Multiple Choice
1. D
2. E

3. G
4. C
5. F
6. B
7. H
8. A
9. I
10. J
III. Identification
1. Lazy daisy chain stitch or Detached chain stitch
2. Split stitch
3. Back stitch
4. Blanket stitch
5. French knot
6. Slip stitch/single crochet
7. half double crochet
8. Slip stitch/single crochet
9. Double crochet
10. Treble crochet
11. Slip knot
12. Casting on
13. Knit stitch
14. Purl stitch
15. Casting off
16. Shadow quilting
17. Sashiko
18. Corded quilting
19. Padded quilting
20. Trapunto or Stuffed quilting
IV. Essay
The teacher will set criteria in grading the essay made by the learner. Each essay is
equivalent to 5 point. The teacher may devise a set of criteria to rate the output of
each students or use the following:
Clarity and accuracy of concept 3 points
Grammar Composition
2 points
Total
5 points

SUMMARY
Needlecraft products are ubiquitous items in the Philippine market. They are applied
or used in novelty items or in functional ones from the most simple wristband or
cellular phone holders to items such as bags and clothes. They are available for
sale in simple kiosks in bazaars, in stalls at renowned shopping areas like Divisoria
and Quiapo, and even in upscale malls and boutiques. Philippine-made articles from
needlecrafts even enjoy international reputation as evidenced by a steady-stream of
demand for exported products. Indeed, the demand for needlecraft products makes
the skills for neddlecraft techniques an empowering competency to have.
Needlecraft or needlework, as the name implies, pertains to articles created, either
by hand or machine, using needles to apply design and techniques. Needlecrafts
include: embroidery, crocheting, knitting, tatting, smocking, quilting and patchwork.
The size, shape, and material of the needle may vary depending on its use but it is
these variations that discriminate one technique from the other.

Each type of

needlecraft has also its own set of tools and materials, as well as basic and
advanced stitches. The appropriate application of the materials, techniques, and
design principles create unique neddlecraft articles that can command value for
money and the arts.
This module presented at least four types of needlecraft, namely embroidery,
crocheting, knitting, and quilting. Each lesson, with the aid of the teacher, would
enable almost anyone to learn how to come up with basic, and with more practice
and proficiency, even complex projects. Each project also required a plan that
trains the learners for a systematic work procedure and to identify and manage the
available resources, including money. There is also additional training on the
packaging of the products. These trainings become relevant when these articles
are considered for an entrepreneurial venture. Indeed, the competencies that one
can learn in needlecraft can truly empower a Filipino citizen.

GLOSSARY
Accentuate

To make something more noticeable or to emphasize.

Adaptable

Ability to change or be changed in order to fit or work better in

some situation or for some purpose.

Article

A particular object or item.

A nonfictional literary composition that forms an independent
part of a publication, as of a newspaper or magazine.

Backing

Something that forms, protects, supports or strengthens the

back of something.

Batting

Cotton, wool, or synthetic fiber wadded into rolls or sheets, used

for stuffing furniture mattresses and for lining quilts.

Competency

The quality of being adequately or well qualified physically and

intellectually.

Enterprise

A business organization. It is the results of entrepreneurship

done by entrepreneurs.

Entrepreneur

A person who organizes, operates and assumes the risk for a

business venture.

Entrepreneurship The state, quality, or condition of being an entrepreneur, an

organizer or promoter of business ventures. It is the process
done by the entrepreneur to create enterprise.
Flexible

Capable of being bent or flexed or ability to adapt.

Fuzzy

Covering with fine light hairs.

Geometric

Using simple geometric forms such as circles and squares in

design and decoration.

Gingham

A yarn-dyed cotton fabric woven in stripes, checks, plaids, or

solid colors.

Indigo

A blue dye, obtained from various plants, especially of the genus

Indigofera, or manufactured synthetically. Its color is ranging
from deep violet blue to dark grayish blue.

Kerosene

A thin oil distilled from petroleum or shale oil, used as a fuel for
heating and cooking and in lamps.

Launder

To wash or prepare laundry.

Loop

A curving or doubling of a line so as to form a closed or partly

open curve within itself through which another line can be
passed or into which a hook may be hooked.

Meddle

To interfere officiously or annoyingly; or involve oneself without

right or invitation; interfere.

Motif

A dominant theme or central idea.

Perforated

Having a hole or holes, especially a row of small holes;

separated into parts or laid open or penetrated with a sharp
edge or instrument.

Pierce

To make a hole through.

Pleats

A fold in cloth made by doubling the material upon itself and

then pressing or stitching it into place.

Polyester

Any of a group of polymers that consist basically of repeated

units of an ester and are used especially in making fibers or
plastic; also: a product (as a fiber or fabric) composed of
polyester.

Skein

A long piece of yarn or thread that is loosely wound.

Spool

A round object that is made to have something (such as thread,

wire, or tape) wrapped around it.

Superb

Surpassingly good; excellent.

Tactile

relating to the sense of touch.

Tenacity

The state or quality of being tenacious; holding together firmly.

Tension

The act of stretching or straining; A number of stitches and

number of stitches and number of rows to a given measurement.

Transparent

Able to be seen through.

Venture

To start to do something new or different that usually involves

risk.

Wring

To twist, squeeze, or compress, especially so as to extract

liquid.

Yarn Over

Used either to increase stitch count or add a decorative opening

in the fabric - or both; the action of putting the yarn over the

needle.