Ghana curriculum lesson note
SHS 1 Clothing and Textiles 1st Semester Week 1 Lesson Plan
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| Weekly Learning Plan | |||
| Subject | Clothing and Textiles | Week | 1 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | Psychosocial Aspect of Clothing | Sub-Strand | Understanding Concepts and Principles of Clothing |
| Learning Outcome(s) | 1.1.1.LO.1 - Select and use clothing that is suitable for different occasions. | ||
| Learning Indicator(s) | 1.1.1.LI.1 - Explain the concept of clothing. | ||
| Lesson Focus | Explain the concept of clothing. | ||
| Previous Knowledge | Learners recall the immediately preceding knowledge/skill needed to engage with Meaning and functions of clothing; the starter diagnoses this rather than assuming mastery. | ||
| Lesson Objective(s) | Identify or explain the key subject idea/procedure in Meaning and functions of clothing. Complete the concrete guided/practical task for Meaning and functions of clothing accurately. Apply Meaning and functions of clothing independently to a new case, data set, text, material or performance situation. | ||
| Essential Question(s) | What evidence or procedure is needed to work accurately with Meaning and functions of clothing? What would a strong practical/application response to Meaning and functions of clothing look like? How would changing the context, data or constraints affect a decision about Meaning and functions of clothing? | ||
| Pedagogical Strategies | Diagnostic questioning Experiential/problem-based learning Collaborative analysis Guided modelling Independent application Peer/self assessment | ||
| Teaching & Learning Resources | Garment/picture cards Ghanaian clothing-context cards Function classification sheet Notebook | ||
| Key Notes on Differentiation | |||
| Content | Provide a partially completed example, labelled materials or vocabulary support for learners who need scaffolding in Meaning and functions of clothing. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Meaning and functions of clothing. | ||
| Process | Use mixed-ability pairs for the first application, then require an individual transfer task. Allow oral/visual demonstration where appropriate while retaining the same subject accuracy criteria. | ||
| Product | Use a checklist/rubric tied to the concrete output for this week rather than participation alone. For advanced work, require justification with evidence, calculations, source reference or quality criteria. | ||
| Success Criteria | The learner uses correct subject terminology and evidence. The learner completes the week’s concrete product/calculation/performance with acceptable accuracy. The learner explains why the procedure/choice fits the stated context rather than giving a memorised general answer. | ||
| Homework | Create a labelled sketch/photo record or small sample showing Meaning and functions of clothing; add a short evaluation against three quality criteria. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Display several items worn or carried on the body and ask learners which count as clothing and what purpose each serves. | Inspect the prompt/materials, record an initial response about Meaning and functions of clothing, and justify it briefly. | Not provided. |
| Activity 115 minutes | Guide learners to form a precise definition of clothing from the displayed items and distinguish garments, accessories and body adornment. | Sort the items into suitable categories and explain how each modifies appearance, protects the body or supports social identity. | Check observations/measurements against the actual textile or garment evidence. |
| Activity 220 minutes | Give groups images from school, work, worship, ceremonies and leisure; ask them to select appropriate clothing and defend each choice. | Match clothing to the occasions and justify choices using function, modesty, comfort, culture and appropriateness. | Use a practical rubric for accuracy, technique, safety, finish and reasoning. |
| Activity 310 minutes | Give an individual garment/fabric/design problem on Meaning and functions of clothing and require a corrected drawing, choice, calculation or construction decision. | Choose clothing for a stated person/context and explain three functions the selected clothing must satisfy, including one cultural/social consideration where relevant. | Check whether the individual correction addresses the stated garment/textile problem. |
| Lesson Closure | Ask learners to point to one physical feature in the fabric/garment/sample that proves their conclusion about Meaning and functions of clothing. Complete a one-minute exit response using a concrete example from the lesson on Meaning and functions of clothing. | ||
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More SHS 1 Clothing and Textiles 1st Semester Lessons
Week 1 (current)Week 2Sub-strand: Understanding Concepts and Principles of ClothingWeek 3Sub-strand: Understanding Concepts and Principles of ClothingWeek 4Sub-strand: Understanding Concepts and Principles of ClothingWeek 5Sub-strand: Understanding Concepts and Principles of ClothingWeek 6Sub-strand: Wardrobe Planning and Appearance Management PracticesWeek 7Sub-strand: Wardrobe Planning and Appearance Management PracticesWeek 8Sub-strand: Wardrobe Planning and Appearance Management PracticesWeek 9Sub-strand: Wardrobe Planning and Appearance Management PracticesWeek 10Sub-strand: Wardrobe Planning and Appearance Management PracticesWeek 11Sub-strand: Characteristics of Fibres and Fabrics FunctionalityWeek 12Sub-strand: Characteristics of Fibres and Fabrics FunctionalityWeek 13Sub-strand: Characteristics of Fibres and Fabrics FunctionalityWeek 14Sub-strand: Characteristics of Fibres and Fabrics FunctionalityWeek 15Sub-strand: Fibres and Fabrics in Clothing ConstructionWeek 16Sub-strand: Fibres and Fabrics in Clothing Construction