Ghana curriculum lesson note
SHS 1 Clothing and Textiles 1st Semester Week 8 Lesson Plan
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| Weekly Learning Plan | |||
| Subject | Clothing and Textiles | Week | 8 |
| Duration | 60 minutes | Form | SHS 1 |
| Strand | Psychosocial Aspect of Clothing | Sub-Strand | Wardrobe Planning and Appearance Management Practices |
| Learning Outcome(s) | 1.1.2.LO.1 - Explain the key ideas related to wardrobe inventory and budgeting. | ||
| Learning Indicator(s) | 1.1.2.LI.3 - Wardrobe inventory and budgeting | ||
| Lesson Focus | Wardrobe inventory and budgeting | ||
| Previous Knowledge | Learners recall the immediately preceding knowledge/skill needed to engage with Wardrobe inventory and budgeting; the starter diagnoses this rather than assuming mastery. | ||
| Lesson Objective(s) | Identify or explain the key subject idea/procedure in Wardrobe inventory and budgeting. Complete the concrete guided/practical task for Wardrobe inventory and budgeting accurately. Apply Wardrobe inventory and budgeting 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 Wardrobe inventory and budgeting? What would a strong practical/application response to Wardrobe inventory and budgeting look like? How would changing the context, data or constraints affect a decision about Wardrobe inventory and budgeting? | ||
| Pedagogical Strategies | Diagnostic questioning Experiential/problem-based learning Collaborative analysis Guided modelling Independent application Peer/self assessment | ||
| Teaching & Learning Resources | Wardrobe/occasion cards Garment pictures Budget/price list Wardrobe planning sheet | ||
| Key Notes on Differentiation | |||
| Content | Provide a partially completed example, labelled materials or vocabulary support for learners who need scaffolding in Wardrobe inventory and budgeting. Extend the task by adding a new constraint, less familiar case or requirement to compare alternatives in Wardrobe inventory and budgeting. | ||
| 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 Wardrobe inventory and budgeting; add a short evaluation against three quality criteria. | ||
| Lesson Activities | |||
| Stage | Teacher Activity | Learner Activity | Assessment / DoK |
| Starter10 minutes | Show two contrasting garments, fabric swatches or construction samples related to Wardrobe inventory and budgeting; ask learners which is more suitable/accurate and require evidence. | Inspect the prompt/materials, record an initial response about Wardrobe inventory and budgeting, and justify it briefly. | Not provided. |
| Activity 115 minutes | Demonstrate the specific textile test, measurement, pattern, construction or design decision required for Wardrobe inventory and budgeting using real materials. | Use wardrobe/occasion/person cards to identify clothing requirements for climate, activity, culture, budget, comfort and appearance. | Check observations/measurements against the actual textile or garment evidence. |
| Activity 220 minutes | Learners carry out the concrete clothing/textile task for Wardrobe inventory and budgeting, documenting measurements, process steps and observations. | Create a mini capsule wardrobe/selection plan within a stated budget; calculate cost and explain versatility/care choices. | Use a practical rubric for accuracy, technique, safety, finish and reasoning. |
| Activity 310 minutes | Give an individual garment/fabric/design problem on Wardrobe inventory and budgeting and require a corrected drawing, choice, calculation or construction decision. | Evaluate one outfit/wardrobe decision for appropriateness, sustainability, maintenance and self-presentation; suggest one improvement. | 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 Wardrobe inventory and budgeting. Complete a one-minute exit response using a concrete example from the lesson on Wardrobe inventory and budgeting. | ||
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More SHS 1 Clothing and Textiles 1st Semester Lessons
Week 1Sub-strand: Understanding Concepts and Principles of ClothingWeek 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 8 (current)Week 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