A&M-Sewing Machine Operator-L1

LEARNING OUTCOME
BASED
VOCATIONAL CURRICULUM
JOB ROLE: Sewing Machine Operator

(QUALIFICATION PACK: Ref. Id. AMH/Q0301)
SECTOR: Apparel, Made-Ups and Home Furnishing
Classes 9 and 10
PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

(a constituent unit of NCERT, under MHRD, Government of India)
Shyamla Hills, Bhopal- 462 013, M.P., India
http://www.psscive.ac.in
LEARNING OUTCOME
BASED
VOCATIONAL CURRICULUM
JOB ROLE: Sewing Machine Operator

(QUALIFICATION PACK: Ref. Id. AMH/Q0301)
SECTOR: Apparel, Made-Ups and Home Furnishing
Classes 9 and 10

LEARNING OUTCOME BASED VOCATIONAL
CURRICULUM
Apparel, Made-Ups and Home Furnishing -
Sewing Machine Operator
June, 2017
© PSSCIVE, 2017
http://www.psscive.ac.in
PATRONS
Prof. Hrushikesh Senapaty, Ph.D.,

Director, National Council of
No part of this work may be reproduced, stored Educational Research and Training
in a retrieval system, or transmitted in any form (NCERT),
or by any means, electronic, mechanical, New Delhi
photocopying, microfilming, recording or
otherwise, without written permission from the
Publisher, with the exception of any material Prof. Rajesh Khambayat, Ph.D.,
supplied specifically for the purpose of being Joint Director
used by the purchaser of the work. PSS Central Institute of Vocational
Education, Bhopal
The views and opinions expressed in this
publication are those of the contributors/
authors and do not necessarily reflect the views COURSE COORDINATOR
and policies of PSS Central Institute of
Vocational Education, Bhopal. The PSSCIVE Dr. Pinki Khanna
does not guarantee the accuracy of the data Associate Professor
included in this publication and accepts no Department of Home Science and
responsibility for any consequence of their use. Hospitality Management
PSSCIVE, Bhopal
Published by:
Joint Director
PSS Central Institute of Vocational
Education, NCERT, Shyamla Hills, Bhopal
FOREWORD
The Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE) a

constituent of the National Council of Educational Research and Training (NCERT) is
spearheading the efforts of developing learning outcome based vocational curriculum and
courseware aimed at integrating both vocational and general qualifications to open
pathways of career progression for students. It is a part of Centrally Sponsored Scheme of
Vocationalisation of Secondary and Higher Secondary Education (CSSVSHSE) launched by
the Ministry of Human Resource Development, Government of India in 2012. The PSS Central
Institute of Vocational Education (PSSCIVE) is developing curricula under the project
approved by the Project Approval Board (PAB) of Rashtriya Madhyamik Shiksha Abhiyan
(RMSA). The main purpose of the learning outcome based vocational curriculum is to bring
about the improvement in teaching-learning process and working competencies through
learning outcomes embedded in the vocational subject.
It is a matter of great pleasure to introduce this learning outcome based vocational

curriculum as part of the vocational training packages for the job role of Sewing Machine
Operator. The curriculum has been developed for the secondary students of vocational
education and is aligned to the National Occupation Standards (NOSs) of a job role identified
and approved under the National Skill Qualification Framework (NSQF).
The curriculum aims to provide children with employability and vocational skills to support
occupational mobility and lifelong learning. It will help them to acquire specific occupational
skills that meet employers’ immediate needs. The teaching process is to be performed
through the interactive sessions in classrooms, practical activities in laboratories and
workshops, projects, field visits, and professional experiences.
The curriculum has been developed and reviewed by a group of experts and their
contributions are greatly acknowledged. The utility of the curriculum will be adjudged by the
qualitative improvement that it brings about in teaching-learning. The feedback and
suggestions on the content by the teachers and other stakeholders will be of immense value
to us in bringing about further improvement in this document.
HRUSHIKESH SENAPATY
Director
National Council of Education Research and Training
(i)
PREFACE
India today stands poised at a very exciting juncture in its saga. The potential for achieving
inclusive growth are immense and the possibilities are equally exciting. The world is looking at
us to deliver sustainable growth and progress. To meet the growing expectations, India will
largely depend upon its young workforce. The much-discussed demographic dividend will
bring sustaining benefits only if this young workforce is skilled and its potential is channelized in
the right direction.
In order to fulfil the growing aspirations of our youth and the demand of skilled human
resource, the Ministry of Human Resource Development (MHRD), Government of India
introduced the revised Centrally Sponsored Scheme of Vocationalisation of Secondary and
Higher Secondary Education that aims to provide for the diversification of educational
opportunities so as to enhance individual employability, reduce the mismatch between
demand and supply of skilled manpower and provide an alternative for those pursuing higher
education. For spearheading the scheme, the PSS Central Institute of Vocational Education
(PSSCIVE) was entrusted the responsibility to develop learning outcome based vocational
curriculum, student workbooks, teacher handbooks and e-learning materials for the job roles
in various sectors, with growth potential for employment.
The PSSCIVE firmly believes that the vocationalisation of education in the nation needs to be
established on a strong footing of philosophical, cultural and sociological traditions and it
should aptly address the needs and aspirations of the students besides meeting the skill
demands of the industry. The curriculum, therefore, aims at developing the desired
professional, managerial and communication skills to fulfil the needs of the society and the
world of work. In order to honour its commitment to the nation, the PSSSCIVE has initiated the
work on developing learning outcome based vocational curriculum with the involvement of
faculty members and leading experts in respective fields. It is being done through the
concerted efforts of leading academicians, professionals, policy makers, partner institutions,
Vocational Education and Training experts, industry representatives, and teachers. The expert
group through a series of consultations, working group meetings and use of reference
materials develops a National Curriculum. Currently, the Institute is working on developing
curricula and courseware for over 100 job roles in various sectors.
We extend our gratitude to all the contributors for selflessly sharing their precious knowledge,
acclaimed expertise, valuable time and positively responding to our request for development
of curriculum. We are grateful to MHRD and NCERT for the financial support and cooperation
in realising the objective of providing learning outcome based vocational curriculum and
courseware to the States and other stakeholders under the PAB (Project Approval Board)
approved project of Rashtriya Madhyamik Shiskha Abhiyan (RMSA) of MHRD.
Finally, for transforming the proposed curriculum design into a vibrant reality of
implementation, all the institutions involved in the delivery system shall have to come together
with a firm commitment and they should secure optimal community support. The success of
this curriculum depends upon its effective implementation and it is expected that the
managers of vocational education and training system, including subject teachers will make
efforts to create better facilities, develop linkages with the world of work and foster a
conducive environment as per the content of the curriculum document.
The PSSCIVE, Bhopal remains committed in bringing about reforms in the vocational
education and training system through the learner-centric curricula and courseware. We
hope that this document will prove useful in turning out more competent Indian workforce for
the 21st Century.
RAJESH P. KHAMBAYAT
Joint Director
PSS Central Institute of Vocational Education
(ii)
ACKNOWLEDGEMENTS
On behalf of the team at the PSS Central Institute of Vocational Education (PSSCIVE) we are
grateful to the members of the Project Approval Board (PAB) of Rashtriya Madhyamik Shiksha
Abhiyan (RMSA) and the officials of the Ministry of Human Resource Development (MHRD),
Government of India for the financial support to the project for development of curricula.
We are grateful to the Director, NCERT for his support and guidance. We also acknowledge
the contributions of our colleagues at the Technical Support Group of RMSA, MHRD, RMSA
Cell at the National Council of Educational Research and Training (NCERT), National Skill
Development Agency (NSDA) and National Skill Development Corporation (NSDC) and
Apparel, Made-ups and Home Furnishing Sector Skill Council (AMHSSC) for their academic
support and cooperation.
We are grateful to the expert contributors for their earnest effort and contributions in the
development of this learning outcome based vocational curriculum. Their names are
acknowledged in the list of contributors.
We are also grateful to Dr. Pinki Khanna, Course Coordinator, Dr. Anil Kumar, Professor,
Department of Vocational Education and Entrepreneurship Development, National Institute
of Technical Teachers Training and Research (NITTTR), Bhopal and Dr. Nishi Sharma, Consultant
on contractual basis for their contributions.
The contributions made by Dr. Vinay Swarup Mehrotra, Professor and Head, Curriculum
Development and Evaluation Centre (CDEC), Dr. Vipin Kumar Jain, Associate Professor and
Head, Programme Planning and Monitoring Cell (PPMC) and Dr. Dipak D. Shudhalwar,
Associate Professor (CSE) and Head Computer Center, PSSCIVE in development of the
curriculum for the employability skills are duly acknowledged.
The assistance provided by Shri Vinod K. Soni, Computer Operator Grade-II and Smt.
Sangeeta Sortey, Computer Operator Grade-III in layout, design and composing of the
material is duly acknowledged.
PSSCIVE Team
(iii)
CONTENTS
S.No. Title Page No.

Foreword (i)
Preface (ii)
Acknowledgements (iii)
1. Course Overview 1
2. Scheme of Units 2
3. Teaching/Training Activities 4
4. Assessment and Certification 5
5. Unit Content CLASS 9
Part A Employability Skills
Unit 1: Communication Skills – I 8
Unit 2: Self-management Skills – I 9
Unit 3: Information and Communication 9
Technology Skills – I
Unit 4: Entrepreneurial Skills – I 10
Unit 5: Green Skills – I 11
Part B Vocational Skills
Unit 1: Introduction to Sewing Machine 12
Unit 2: Sewing Machines, Tools and 12
Equipment
Unit 3: Introduction to Seams 13
Unit 4: Care and Maintenance of Sewing 14
Machine
Unit 5: Health and Safety Measures for 15
CLASS 10
Unit 1: Communication Skills – II 16
Unit 2: Self-management Skills – II 17
Technology Skills – II
Unit 4: Entrepreneurial Skills – II 18
Unit 5: Green Skills – II 19
Unit 1: Application of Seams 20
Unit 2: Stitching of Garment 20
Components
Unit 3: Use of Fasteners in Garments 21
Unit 4: Product Quality in Stitching 21
Operations
Unit 5: Job Card Instructions 22
6. Organisation of Field Visits 23
7. List of Equipment and Materials 23
8. Vocational Teacher’s/ Trainer’s Qualification and Guidelines 25
9. List of Contributors 27
© PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION, BHOPAL
1. COURSE OVERVIEW
COURSE TITLE: Apparel, Made-Ups and Home Furnishing - Sewing Machine

Operator
Sewing Machine Operations involves stitching of components of garments together using a

sewing machine. The role of a sewing machine operator is very critical to the industry as it
enhances the quality of the product.
A Sewing Machine Operator, also called a ‘Stitcher or Machinist’ is an important job-role

associated with Apparel sector. The primary responsibility of a machinist is to stitch or sew
fabric, fur, or synthetic materials, join the parts of a garment together, reinforce seams, and
attach buttons, hooks, zippers, and accessories to produce apparel and home furnishing.
Most sewing functions are specialized and require the operator to receive specific training.
Although operators specialize in one function, the trend toward cross-training requires them
to broaden their skills. Team assemblers perform all of the assembly tasks assigned to their
team, rotating through the different tasks, rather than specializing in a single task. Sewing
machine operators must have good hand-eye coordination, as well as an understanding of
textile fabrics. Operators usually begin by performing simple tasks, working their way up to
more difficult assemblies and fabrics as they gain experience.
COURSE OUTCOMES: On completion of the course, student should be able to:
 Apply effective oral and written communication skills to interact with people and
customers.
 Identify the principal components of a computer system.
 Demonstrate the basic skills of using computer.
 Demonstrate self-management skills.
 Demonstrate the ability to provide a self-analysis in context of entrepreneurial skills and
abilities.
 Demonstrate the knowledge of the importance of green skills in meeting the
challenges of sustainable development and environment protection.
 Identify and describe sewing machine and its attachments.
 Demonstrate sewing machine operations.
 Demonstrate sewing machine attachments and their operations.
 Operation of Single Needle Lock Stitch (SNLS) machine.
 Identify the different types of needles, threads, marking, measuring, cutting tools and
sewing aids.
 Construct different types of seams and edge finishes using sewing machine.
 Construct different garment components using sewing machine.
 Identify the different types of fasteners and their uses.
 Identify simple faults of sewing machine and their remedies.
 Apply appropriate needle, thread and stitch per inch (SPI) for various fabrics.
 Describe the importance and practice safety and health measures in the industry.
 Explain Strategies for preventing hazards at work place.
 Explain measures to control hazards at workplace.
 Describe the different quality measures.
CURRICULUM: APPAREL, MADE-UPS AND HOME FURNISHING – SEWING MACHINE OPERATOR 1|Page
 Report the damage or faults in material and assembly to the responsible person.
 Explain the job card/work ticket terminologies and its applications.
COURSE REQUIREMENTS: The learner should have the basic knowledge of Textile and
Clothing.
COURSE LEVEL: This is a beginner level course. On completion of this course, a student can
take up an Intermediate level course in the area of Apparel, Made-ups and Home Furnishing
in Class XI and Class XII.
COURSE DURATION: 400 Hrs

Class 9 : 200 Hrs
Class 10 : 200 Hrs
________________________
Total : 400 Hrs
________________________
2. SCHEME OF UNITS
This course is a planned sequence of instructions consisting of Units meant for developing
employability and vocational competencies of students of Class 9 and 10 opting for
vocational subject along with general education subjects. The unit-wise distribution of hours
and marks for Class 9 is as follows:
CLASS 9
No. of Hours for Max. Marks for
Theory and Theory and
Units Practical Practical
200 100
Unit 1: Communication Skills – I 20
Unit 2: Self-management Skills – I 10
Technology Skills – I 10
Unit 4: Entrepreneurial Skills – I 15
Unit 5: Green Skills – I 10
Total 75 10
Unit 1: Introduction to Sewing Machine 15
Unit 2: Sewing Machine, Tools and 25
Equipment
Unit 3: Introduction to Seams 17 30
Unit 4: Care and Maintenance of 20
Sewing Machine
Unit 5: Health and Safety Measures for 18

Total 95 30
Part C Practical Work
Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
Total 10 35
Part D Project Work/Field Visit
Practical File/Student Portfolio 10 10
Viva Voce 05 05
Total 15 15
Part E Continuous and Comprehensive Evaluation (CCE)
Total 05 10
Grand Total 200 100
The unit-wise distribution of hours and marks for Class 10 is as follows:
CLASS 10
No. of Hours for Max. Marks for
Theory and Theory and
Units Practical Practical
200 100
Unit 1: Communication Skills – II 20
Unit 2: Self-management Skills – II 10
Technology Skills – II 10
Unit 4: Entrepreneurial Skills – II 15
Unit 5: Green Skills – II 10
Total 75 10
Unit 1: Application of Seams 15
Unit 2: Stitching of Garment 26
Components
Unit 3: Use of Fasteners in Garments 20 30
Unit 4: Product Quality In Stitching 16
Operations
Unit 5: Job Card Instructions 18
Total 95 30
Part C Practical Work
Practical Examination 06 15
Written Test 01 10
Viva Voce 03 10
Total 10 35
Part D Project Work/Field Visit
Practical File/Student Portfolio 10 10

Viva Voce 05 05
Total 15 15
Part E Continuous and Comprehensive Evaluation (CCE)
Total 05 10
Grand Total 200 100
3. TEACHING/TRAINING ACTIVITIES
The teaching and training activities have to be conducted in classroom, laboratory/

workshops and field visits. Students should be taken to field visits for interaction with experts
and to expose them to the various tools, equipment, materials, procedures and operations in
the workplace. Special emphasis should be laid on the occupational safety, health and
hygiene during the training and field visits.
CLASSROOM ACTIVITIES
Classroom activities are an integral part of this course and interactive lecture sessions,
followed by discussions should be conducted by trained vocational teachers. Vocational
teachers should make effective use of a variety of instructional or teaching aids, such as
audio-video materials, colour slides, charts, diagrams, models, exhibits, hand-outs, online
teaching materials, etc. to transmit knowledge and impart training to the students.
PRACTICAL WORK IN LABORATORY/WORKSHOP
Practical work may include but not limited to hands-on-training, simulated training, role play,
case based studies, exercises, etc. Equipment and supplies should be provided to enhance
hands-on learning experience of students. Only trained personnel should teach specialized
techniques. A training plan that reflects tools, equipment, materials, skills and activities to be
performed by the students should be submitted by the vocational teacher to the Head of
the Institution.
FIELD VISITS/ EDUCATIONAL TOUR
In field visits, children will go outside the classroom to obtain specific information from experts
or to make observations of the activities. A checklist of observations to be made by the
students during the field visits should be developed by the Vocational Teachers for systematic
collection of information by the students on the various aspects. Principals and Teachers
should identify the different opportunities for field visits within a short distance from the school
and make necessary arrangements for the visits. At least three field visits should be
conducted in a year.
4. ASSESSMENT AND CERTIFICATION
Upon successful completion of the course by the candidate, the Central/ State
Examination Board for Secondary Education and the respective Sector Skill Council will certify
the competencies.
The National Skills Qualifications Framework (NSQF) is based on outcomes referenced to the
National Occupation Standards (NOSs), rather than inputs. The NSQF level descriptors, which
are the learning outcomes for each level, include the process, professional knowledge,
professional skills, core skills and responsibility. The assessment is to be undertaken to verify
that individuals have the knowledge and skills needed to perform a particular job and that
the learning programme undertaken has delivered education at a given standard. It should
be closely linked to certification so that the individual and the employer could come to know
the competencies acquired through the vocational subject or course. The assessment should
be reliable, valid, flexible, convenient, cost effective and above all it should be fair and
transparent. Standardized assessment tools should be used for assessment of knowledge of
students. Necessary arrangements should be made for using technology in assessment of
students.
KNOWLEDGE ASSESSMENT (THEORY)
Knowledge Assessment should include two components: one comprising of internal

assessment and second an external examination, including theory examination to be
conducted by the Board. The assessment tools shall contain components for testing the
knowledge and application of knowledge. The knowledge test can be objective paper
based test or short structured questions based on the content of the curriculum.
WRITTEN TEST
It allows candidates to demonstrate that they have the knowledge and understanding of a
given topic. Theory question paper for the vocational subject should be prepared by the
subject experts comprising group of experts of academicians, experts from existing
vocational subject experts/teachers, and subject experts from university/colleges or industry.
The respective Sector Skill Council should be consulted by the Central/State Board for
preparing the panel of experts for question paper setting and conducting the examinations.
The blue print for the question paper may be as follows:
Duration: 3 Hrs Max. Mark: 30
No. of Questions
S.No. Very Short Short Long
Typology of Question Answer Answer Answer Marks
(1 mark) (2 Marks) (3 Marks)
1. Remembering – (Knowledge
based simple recall questions, to
know specific facts, terms, 2 1 2 10
concepts, principles, or theories;
identify, define or recite,
information)
2. Understanding – (Comprehension
– to be familiar with meaning and
to understand conceptually,
1 2 2 11
interpret, compare, contrast,
explain, paraphrase, or interpret
information)
3. Application – (Use abstract
information in concrete situation,
to apply knowledge to new
0 1 1 05
situations: Use given content to
interpret a situation, private an
example, or solve a problem)
4. High Order Thinking Skills –
(Analysis & Synthesis – Classify,
compare, contrast, or
differentiate between different
0 1 0 02
pieces of information; Organize
and/ or integrate unique pieces
of information from a variety of
sources)
5. Evaluation – (Appraise, judge,
and/or justify the value or worth of
a decision or outcome, or to 0 1 0 02
predict outcomes based on
values)
Total 3x1=3 6x2=12 5x3=15 30
(14 questions)
SKILL ASSESSMENT (PRACTICAL)
Assessment of skills by the students should be done by the assessors/examiners on the basis of
practical demonstration of skills by the candidate, using a competency checklist. The
competency checklist should be developed as per the National Occupation Standards
(NOSs) given in the Qualification Pack for the Job Role to bring about necessary consistency
in the quality of assessment across different sectors and Institutions. The student has to
demonstrate competency against the performance criteria defined in the National
Occupation Standards and the assessment will indicate that they are 'competent', or are 'not
yet competent'. The assessors assessing the skills of the students should possess a current
experience in the industry and should have undergone an effective training in assessment
principles and practices. The Sector Skill Councils should ensure that the assessors are
provided with the training on the assessment of competencies.
Practical examination allows candidates to demonstrate that they have the knowledge and
understanding of performing a task. This will include hands-on practical exam and viva voce.
For practical, there should be a team of two evaluators – the subject teacher and the expert
from the relevant industry certified by the Board or concerned Sector Skill Council. The same
team of examiners will conduct the viva voce.
Project Work (individual or group project) is a great way to assess the practical skills on a
certain time period or timeline. Project work should be given on the basis of the capability of
the individual to perform the tasks or activities involved in the project. Projects should be
discussed in the class and the teacher should periodically monitor the progress of the project
and provide feedback for improvement and innovation. Field visits should be organised as
part of the project work. Field visits can be followed by a small-group work/project
work. When the class returns from the field visit, each group might be asked to use the
information that they have gathered to prepare presentations or reports of their observations.
Project work should be assessed on the basis of practical file or student portfolio.
Student Portfolio is a compilation of documents that supports the candidate’s claim of

competence. Documents may include reports, articles, photos of products prepared by
students in relation to the unit of competency.
Viva voce allows candidates to demonstrate communication skills and content knowledge.
Audio or video recording can be done at the time of viva voce. The number of external
examiners would be decided as per the existing norms of the Board and these norms should
be suitably adopted/adapted as per the specific requirements of the vocational subject.
Viva voce should also be conducted to obtain feedback on the student’s experiences and
learning during the project work/field visits.
CONTINUOUS AND COMPREHENSIVE EVALUATION
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based

evaluation of students that covers all aspects of student’s development. In this scheme, the
term `continuous' is meant to emphasize that evaluation of identified aspects of students
`growth and development' is a continuous process rather than an event, built into the total
teaching-learning process and spread over the entire span of academic session. The second
term `comprehensive' means that the scheme attempts to cover both the scholastic and the
co-scholastic aspects of students' growth and development. For details, the CCE manual of
Central Board of Secondary Education (CBSE) or the guidelines issued by the State Boards on
the procedure for CCE should be followed by the Institutions.
5. UNIT CONTENTS
CLASS 9
Part A: Employability Skills
S.No. Units Duration
(Hrs)
1. Communication Skills - I 20
2. Self-management Skills - I 10
3. Information and Communication Technology Skills-I 20
4. Entrepreneurial Skills - I 15
5. Green Skills - I 10
Total 75
Unit 1: Communication Skills - I

Learning Outcome Theory Practical Duration
(08 Hrs) (12 Hrs) (20 Hrs)
1. Demonstrate 1. Methods of 1. Writing pros and
knowledge of communication cons of written,
various methods of - Verbal verbal and non-
communication - Non-verbal verbal
- Visual communication 05
2. Listing do’s and
don’ts for avoiding
common body
language mistakes
2. Identify elements of 1. Meaning of 1. Draw a diagram of
communication communication communication
cycle 2. Importance of cycle
communication skills 2. Role plays on
3. Elements of communication
communication cycle– process related to
(i) sender, the sector/job role
05
(ii) ideas,
(iii) encoding,
(iv) communication
channel,
(v) receiver,
(vi) decoding, and
(vii) feedback
3. Identify the factors 1. Perspectives in 1. Group discussion on
affecting our communication factors affecting
perspectives in 2. Factors affecting perspectives in
communication perspectives in communication
communication 2. Sharing of
- Visual perception experiences on
05
- Language factors affecting
- Past experience perspectives
- Prejudices 3. Sharing experiences
- Feelings on factors affecting
- Environment communication at
workplace
4. Demonstrate the 1. Writing skills related to 1. Demonstration and
knowledge of basic the following: practice of writing
writing skills  Phrases sentences and
 Kinds of sentences paragraphs on
 Parts of sentence topics related to the 05
 Parts of speech subject
 Use of articles
Construction of a
paragraph
Total 20
Unit 2: Self-management Skills – I

(07 Hrs) (03 Hrs) (10 Hrs)
1. Describe the 1. Meaning of self- 1. Identification of self-
meaning and management management skills
importance of 2. Positive results of self- 2. Strength and 05
self- management weakness analysis
management 3. Self-management skills
2. Identify the 1. Factors that help in 1.Role play exercises on
factors that helps building self-confidence – building self-
in building self- social, cultural, and confidence
confidence physical factors 2. Use of positive
2. Self-confidence building metaphors/ words
tips – getting rid of the 3. Positive stroking on
05
negative thoughts, thinking wakeup and before
positively, staying happy going bed
with small things, staying 4. Helping others and
clean, hygienic and smart, working for
chatting with positive community
people, etc.
Total 10
Unit 3: Information and Communication Technology Skills – I

(06 Hrs) (14 Hrs) (20 Hrs)
1. Describe the role of 1. Introduction to ICT 1. Discussion on the
Information and 2. Role and importance of role and
Communication ICT in personal life and at importance of ICT
Technology (ICT) in workplace in personal life and
day-to-day life and 3. ICT in our daily life at workplace. 04
workplace (examples) 2. Preparing posters /
4. ICT tools - Mobile, tab, collages for
radio, TV, email, etc. showing the role of
ICT at workplace
2.Identify components 1. Computer system - 1. Connecting the
of basic computer Central Processing Unit cables and
system and their (CPU), memory, peripherals to the
functions motherboard, storage Central Processing
devices Unit
2. Hardware and software 2. Starting and
of a computer system shutting down a
07
3. Role and functions of computer
Random Access 3. Group discussion
Memory(RAM) and Read on the various
Only Memory(ROM) aspects of
4. Role and functions of hardware and
Central Processing Unit software
5. Procedure for starting
Unit 3: Information and Communication Technology Skills – I

(06 Hrs) (14 Hrs) (20 Hrs)
and shutting down a
computer
3. Demonstrate use of 1. Peripherals devices and 1. Identification of
various their uses – mouse, various parts and
components and keyboard, scanner, peripherals of a
peripherals of webcam, etc. of a computer
computer system computer system 2. Demonstration and
practice on the use
of mouse
3. Demonstration and
practice on the use
05
of keyboard
4. Demonstration of
the uses of printers,
webcams, scanner
and other
peripheral devices
5. Drawing diagram of
computer system
and labelling it
4. Demonstrate basic 1. Primary operations on a 1. Identification of the
computer skills computer system – input, various input and
process, storage, output, output units and 04
communication explanation of their
networking, etc. purposes
Total 20
Unit 4: Entrepreneurial Skills - I

(06 Hrs) (09 Hrs) (15 Hrs)
1. Identify various 1. Types of businesses – 1. Prepare posters of
types of business service, manufacturing, business activities found
activities hybrid in cities/villages, using
2. Types of businesses pictures
found in our community 2. Discuss the various types
3. Business activities around of activities, generally
us adopted by small
businesses in a local
09
community
3. Best out of waste
4. Costing of the product
made out of waste
5. Selling of items made
from waste materials
6. Prepare list of businesses
that provides goods
CURRICULUM: APPAREL, MADE-UPS AND HOME FURNISHING – SEWING MACHINE OPERATOR 10 | P a g e

Unit 4: Entrepreneurial Skills - I

(06 Hrs) (09 Hrs) (15 Hrs)
and services in
exchange for money
2. Demonstrate the 1. Meaning of 1. Prepare charts showing
knowledge of entrepreneurship advantages of
distinguishing development entrepreneurship over
characteristics of 2. Distinguishing wages
entrepreneurship characteristics of 2. Group discussions on
entrepreneurship role and features of
3. Role and rewards of entrepreneurship 06
entrepreneurship 3. Lectures/presentations
by entrepreneurs on
their experiences and
success stories
4. Identify core skills of
successful entrepreneur
Total 15
Unit 5: Green Skills - I

(07 Hrs) (03 Hrs) (10 Hrs)
1. Demonstrated the 1. Introduction to 1. Group discussion on
knowledge of the environment, hazards of
factors influencing 2. Relationship between deteriorating
natural resource society and environment
conservation environment, 2. Prepare posters
ecosystem and factors showing environment
05
causing imbalance conservation
3. Natural resource 3. Discussion on various
conservation factors that influence
4. Environment our environment
protection and
conservation
2. Describe the 1. Definition of green 1. Discussion on the
importance of economy benefits of green skills
green economy 2. Importance of green and importance of
and green skills economy green economy
2. Prepare a Poster
showing the 05
importance of green
economy with the
help of
newspaper/magazin
e cuttings
Total 10

Part B: Vocational Skills

(Hrs)
1. Introduction to Sewing Machine 15
2. Sewing Machines, Tools and Equipment 25
3. Introduction to Seams 17
4. Care and Maintenance of Sewing Machine 20
5. Health and Safety Measures for Sewing Machine Operator 18
Total 95
Unit 1: Introduction to Sewing Machine

(05 Hrs) (10 Hrs) (15Hrs)
1. Identify different 1. Classification of 1. Market Survey of
types of Sewing Industrial, Commercial various Sewing
05
Machine and Domestic Sewing machines and make a
Machine report
2. Express Sewing 1. Sewing Terminology:- 1. Make a chart of
Terminology Basting, Seams, Sewing terminology
Selvedge, Fabric 04
Grain (Grain line), Bias,
Hem, Notches etc.
3. Explain functions 1. Describe functions of 1. Draw various machine
of various parts various parts of sewing attachments
and attachments machine 2. Physical overview of 06
of sewing machine 2. Describe attachments sewing machine
for sewing machine
Total 15
Unit 2: Sewing Machine, Tools and Equipment

(10 Hrs) (15 Hrs) (25 Hrs)
1. Practice operation 1. Different operations of 6. Sewing practice on
of Single, Needle Single needle Sewing SNLS (single needle lock 03
Sewing Machine Machine stitch) machine
2. Identification of 1. Different types of 1. Identification the
Special Purpose Special Purpose different types of
Machine- Multi machines like:- Special purpose
Needle Sewing (i) Embroidery machine
Machine (ii) Button hole 2. Visit an Industry for
07
(iii) Pico Special Purpose and
(iv) Interlock Multi needle Sewing
(v)Over-lock machine and make a
(vi)Buttonhole Sewing report
machine etc.

Unit 2: Sewing Machine, Tools and Equipment

(10 Hrs) (15 Hrs) (25 Hrs)
3. Threading of Single 1. Process of threading 1. Threading Practices of
needle lock stitch the Single needle lock Single needle lock stitch 01
sewing machine stitch sewing machine sewing machine
4. Use of different 1. Different types of 1. Make a table for
type of needles sewing needle and different types of
and threads for threads machine and hand
03
sewing machine or 2. Suitability of threads needles suitable for
hand and needles different type of fabrics
according to fabrics
5. Identify different 1. Various measuring 1. Identify various
types of measuring and marking tools, measuring and
and marking tools and their usage: L- marking tools
curve, hip curve, 2. Draw diagrams of
05
French curve, pattern various measuring and
master, chalk, carbon marking tools
paper, and tracing
wheel etc.
6. Identify different 1. Various cutting tools 1. Identify various cutting
type of cutting and explain their tools
tools usage: scissors, 2. Draw diagrams of 05
electric cutters, and various cutting tools
notcher etc.
7. Describe functions 1. Various types of 1. Identification of
of sewing aids sewing aids sewing aids
01
2. Functions of various
types of sewing aids
Total 25
Unit 3: Introduction to Seams

(06 Hrs) (11 Hrs) (17 Hrs)
1. Demonstrate 1. Different types of 1. Prepare sample of
various types of Seams like different type of seams
Seams (i) Plain Seam and paste in practical
(ii) Flat and Fell Seam file 08
(iii) Bound Seam
(iv) Lapped Seam
(v) Counter Seam etc.
2. Carry out 1. Various types of edge 1. Prepare a Swatch File
different types of finishes of different edge
07
edge finishes 2. Functions of different finishes
edge finishes
3. Identify Sewing 1. Sewing Problems like:- 1. Observation of Sewing
Problems and (i) Puckering problems and their 02
their Remedies (ii) Slipped/Missed remedies

Unit 3: Introduction to Seams

(06 Hrs) (11 Hrs) (17 Hrs)
Stitch
(iii) Needle/Thread
Breakage
(iv) Thread Bunching
(v) Bobbin/Looper
Thread Breakage,
etc.
2. Remedies of the
Sewing Problem
Total 17
Unit 4: Care and Maintenance of Sewing Machine

(07 Hrs) (13 Hrs) (20 Hrs)
1. Demonstrate 1. Safe handling 1. Use correct lifting and
proper handling of procedure of Sewing handling procedures
Sewing Machine Machine
2. Handle materials, 03
machinery,
equipment and tools
safely and correctly
2. Demonstrate oiling 1. Proper oiling of 1. Practice oiling of
03
of sewing machine sewing machine sewing machine
3. Select appropriate 1. Selection of right kind 1. Select appropriate
needles, threads of needle and thread needle, threads and
and stitch per inch for various fabrics stitch per inch for
05
for various fabrics 2. Selection of suitable various fabrics
stitch density (SPI) for
various fabrics
4. Check the 1. Checking of correct 1. Prior checking for
equipment prior to equipment correct equipment
stitching (i) Correct tools
(ii) Correct
attachments 04
(iii) Changing needle
(iv) Changing threads
(v) Changing awls
(vi) Correct timing
5. Identify the defect 1. Description of defects 1. Rectify machine
in machine, tools 2. Steps of reporting to defects
or equipment and the relevant person 2. Make a chart of
05
report to the different defects in
responsible person machine/ tools/
equipment
Total 20

Unit 5: Health and Safety Measures for Sewing Machine Operator

(06 Hrs) (12 Hrs) (18 Hrs)
1. Demonstrate 1. Importance of safety 1. Visit an industry and
safety measures measures enlist the safety tools
in industry 2. Tools and equipment and equipment used
used for safety while working with 07
measures various machines
2. Make a report of the
visit
2. Classify 1. Importance of health 1. Visit an industry and
importance of measures enlist the health tools
health measures 2. Tools and equipment and equipment used
in industry used for health while working with 07
measures various machines
2. Make a report of the
visit
3. Analyze various 1. Risks and hazards in 1. Collect the data and
risk and hazards in the industry make a report on risk
04
the industry 2. Risk assessment and hazards of industry
factors
Total 18
CLASS 10
Part A - Employability Skills

(Hrs)
1. Communication Skills – II 20
2. Self-management Skills - II 10
3. Information and Communication Technology Skills – II 20
4. Entrepreneurial Skills – II 15
5. Green Skills - II 10
Total 75

Unit 1: Communication Skills - II

(12 Hrs) (08 Hrs) (20 Hrs)
1. Demonstrate 1. Methods of 1. Writing pros and cons of
knowledge of communication written, verbal and non-
various methods - Verbal verbal communication
05
of - Non-verbal 2. Listing do’s and don’ts for
communication - Visual avoiding common body
language mistakes
3. Provide 1. Communication cycle 1. Constructing sentences for
descriptive and and importance of providing descriptive and
specific feedback specific feedback
feedback 2. Meaning and
importance of
feedback 03
3. Descriptive feedback -
written comments or
conversations
4. Specific and non-
specific feedback
3. Apply measures 1. Barriers to effective 1. Enlisting barriers to
to overcome communication – types effective communication
barriers in and factors 2. Applying measures to
04
communication 2. Measures to overcome overcome barriers in
barriers in effective communication
communication
4. Apply principles 1. Principles of effective 1. Constructing sentences
of communication that convey all facts
communication 2. 7 Cs of effective required by the receiver
communication 2. Expressing in a manner
that shows respect to the 03
receiver of the message
3. Exercises and games on
applying 7Cs of effective
communication
5. Demonstrate 2. Writing skills to the 1. Demonstration and
basic writing skills following: practice of writing
 Sentence sentences and
 Phrase paragraphs on topics
 Kinds of Sentences related to the subject
05
 Parts of Sentence
 Parts of Speech
 Articles
 Construction of a
Paragraph
Total 20

Unit 2: Self-management Skills - II

(05 Hrs) (05 Hrs) (10 Hrs)
1. Apply stress 1. Meaning and 1. Exercises on stress
management importance of stress management
techniques management techniques – yoga,
2. Stress management meditation, physical
techniques – physical exercises
exercise, yoga, 2. Preparing a write-up on
06
meditation an essay on
3. Enjoying, going to experiences during a
vacations and holiday trip
holidays with family
and friends
4. Taking nature walks
2. Demonstrate the 1. Importance of the 1. Demonstration on
ability to work ability to work working independently
independently independently 2. goals
2. Describe the types of 3. Planning of an activity
self-awareness 4. Executing tasks in a
04
3. Describe the meaning specific period, with no
of self-motivation and help or directives
self-regulation 5. Demonstration on the
qualities required for
working independently
Total 10
Unit 3: Information and Communication Technology Skills– II

(08 Hrs) (12 Hrs) (20 Hrs)
1. Distinguish 2. Classes of operating 2. Identification of task
between different systems bar, icons, menu, etc.
operating systems 3. Menu, icons and task 3. Demonstration and
bar on the desktop practicing of creating,
4. File concept, file renaming and deleting
operations, file files and folders, saving
organization, files in folders and sub- 17
directory structures, folders, restoring files
and file-system and folders from
structures recycle bin
5. Creating and
managing files and
folders
2. Apply basic skills 1. Importance and 1. Demonstration of
for care and need of care and procedures to be
maintenance of maintenance of followed for cleaning, 03
computer computer care and maintenance
- Cleaning computer of hardware and

Unit 3: Information and Communication Technology Skills– II

(08 Hrs) (12 Hrs) (20 Hrs)
components software
- Preparing
maintenance
schedule
- Protecting
computer against
viruses
- Scanning and
cleaning viruses
and removing
SPAM files,
temporary files and
folders
Total 20
Unit 4: Entrepreneurial Skills - II

(06 Hrs) (09 Hrs) (15 Hrs)
1. List the 1. Entrepreneurship and 1. Writing a note on
characteristics of society entrepreneurship as
successful 2. Qualities and functions career option
entrepreneur of an entrepreneur 2. Collecting success
3. Role and importance stories of first
of an entrepreneur generation and local
4. Myth about entrepreneurs
entrepreneurship 3. Listing the
5. Entrepreneurship entrepreneurial
as a career option qualities – analysis of
strength and
weaknesses
15
4. Group discussion of
self-qualities that
students feel are
needed to become
successful
entrepreneur
5. Collect information
and related data for a
business
6. Make a plan in team
for setting up a
business
Total 15

Unit 5: Green Skills - II

(07 Hrs) (03 Hrs) (10 Hrs)
1. Demonstrate the 1. Definition of 1. Identify the problem
knowledge of sustainable related to sustainable
importance, development development in the
problems and 2. Importance of community
solutions related sustainable 2. Group discussion on the
to sustainable development importance of
development 3. Problems related to respecting and
sustainable conserving indigenous
development knowledge and cultural
heritage
3. Discussion on the
responsibilities and
10
benefits of
environmental
citizenship, including
the conservation and
protection of
environmental values
4. Preparing models on
rain water harvesting,
drip / sprinkler irrigation,
vermin-compost, solar
energy, solar cooker,
etc.
Total 10
Part B–Vocational Skills

(Hrs)
1. Unit 1: Application of Seams 15
2. Unit 2: Stitching of Garment Component 26
3. Unit 3: Use of Fasteners in Garments 20
4. Unit 4: Product Quality in Stitching Operations 16
5. Unit 5: Job Card Instructions 18
Total 95

Unit 1: Application of Seams

(05 Hrs) (10 Hrs) (15 Hrs)
1. Apply various 1. Different types of 1. Prepare a Swatch File
types of Seams Seams like of application of
(i) Plain Seam different Seams
(ii) Flat and Fell Seam 08
(iii) Bound Seam
(iv) Lapped Seam
(v) Counter Seam etc.
2. Explain garment 1. Garment construction 1. Make a glossary of
construction terminologies like: garment construction
terminologies (i) Stitch length terminology in
(ii) Seam allowance practical file
(iii) Stitch line
(iv) Seam line
07
(v) Ease
(vi) Facing
(vii) Binding
(viii) Cross Grain
(ix) Bias
(x) Piping etc.
Total 15
Unit 2: Stitching of Garment Components

(11 Hrs) (15 Hrs) (26 Hrs)
1. Identify different 1. Different components 1. Draw diagram of
Component of of garment like:- different components
garment (i) Neckline of garment like:-
(ii) Collar (i) Neckline
(iii) Sleeves (ii) Collar
08
(iv) Pockets (iii) Sleeves
(v) Plackets (iv) Pockets
(vi) Yokes (v) Plackets
(vii)Belts (vi) Yokes
(vii) Belts
2. Stitch different 1. Stitching procedure of 1. Prepare sample file of
Components of different components different components
Garment of garment: of garment :
(i) Necklines (i) Necklines
(ii) Collars (ii) Collars
10
(iii) Sleeves (iii) Sleeves
(iv) Pockets (iv) Pockets
(v) Plackets (v) Plackets
(vi) Yokes (vi) Yokes
(vii)Belts (vii) Belts

Unit 2: Stitching of Garment Components

(11 Hrs) (15 Hrs) (26 Hrs)
3. Assemble different 1. Assembling sequence 1. Prepare a sample
garment parts to of the garment garment with
03
make the final assembled parts
product
4. Stitch different 1. Disposal of fullness in a 1. Prepare a sample file for
disposal garment like: disposal of Fullness.
techniques of (i) Darts (i) Darts
05
fullness (ii) Pleats (ii) Pleats
(iii) Tucks (iii) Tucks
(iv) Gathers etc. (iv) Gathers etc.
Total 26
Unit 3: Use of Fasteners in Garments

(05 Hrs) (15 Hrs) (20 Hrs)
1. Identify different 1. Different types of 1. Market Survey for
types of Fasteners Fasteners used in different types of
Garments like: fasteners
(i) Laces 2. Prepare a Proto Sample
(ii) Ribbons File for different
(iii) Buttons Fasteners
(iv) Patches (i) Laces
(v) Hooks and Clasps (ii) Ribbons 10
(vi) Zip (iii) Buttons
(vii)Velcro (iv) Patches
(viii)Fringe (v) Hooks and Clasps
(ix) Tapes etc. (vi) Zip
(vii) Velcro
(viii)Fringe
(ix) Tapes etc.
2. Sew the fasteners 1. Sewing techniques of 1. Prepare a Sample File of
Fasteners all the fasteners stitched 10
2. Uses of Fasteners on the fabric
Total 20
Unit 4: Product Quality in Stitching Operations

(06 Hrs) (10 Hrs) (16Hrs)
1. Identify different 1. Standard Quality 1. Prepare a sample file of
quality levels defective fabric/
measurements (i) Fault free fabric stitches/ seams
(ii) Good Stitching 10
and Seam
formation
(iii) Machine

Unit 4: Product Quality in Stitching Operations

(06 Hrs) (10 Hrs) (16Hrs)
Conditions
(iv) Accessories
Checking
(v) Needle Size
Checking
(vi) Thread Checking
(vii) Trims and
Fasteners etc.
2. Report any 1. Details of damage or 1. Demonstrate form and
damage or Fault in fault in the material or other documentation of
material or assembling reporting
Assembling 2. Reporting correctly as 06
per company quality
standards to the
responsible person
Total 16
Unit 5: Job Card Instructions

(07 Hrs) (11 Hrs) (18 Hrs)
1. Explain 1. Details of 1. Read a sample job card
terminologies on terminologies on the and draw correct
the job card or job card or work specification
work ticket ticket 08
2. Reading of
specification on job
card or work ticket
2. Identify garment 1. Garment 1. Prepare a sample
components and components garment using a sample
understanding the specification from job card
stitch specification garment construction
detail sheet
(i) Front panel
(ii) Back panel
10
(iii) Side panel
(iv) Front/Back/Side
pocket
(v) Neckline
(vi) Sleeves etc.
2. Understanding stitch
specification
Total 18

6. ORGANISATION OF FIELD VISITS

In a year, at least 3 field visits/educational tours should be organised for the students to
expose them to the activities in the workplace.
Visit Boutiques, Market, Workshops, relevant industries and small units to observe the following:
Location, Site, Office building, Store, Fabric yard, Packing area, Fabric store, Cutting area
and Industrial machines. During the visit, students should obtain the following information from
the owner or the supervisor of the industry:
1. Area under industry and its layout

2. Departments in industry
3. Work culture and environment of various departments
4. Various cutting, sewing, pattern making and layout machines
5. Different buyers, the company deals with
6. Product range of the industry
7. Understand time and action calendar
8. Manufacture, export, import, sale procedure
9. Manpower engaged.
10. Total expenditure of industry
11. Total annual income
12. Profit/Loss (Annual)
13. Manpower engaged
14. Total expenditure
15. Total annual income
16. Profit/Loss (Annual)
17. Any other information.
7. LIST OF EQUIPMENT AND MATERIALS
The list given below is suggestive and an exhaustive list should be prepared by the
vocational teacher. Only basic tools, equipment and accessories should be procured by the
Institution so that the routine tasks can be performed by the students regularly for practice
and acquiring adequate practical experience.
MEASURING TOOLS:
1. Tape Measure
2. Sewing Gauge
3. Clear Ruler:
4. Skirt- Hem Marker
5. Retractable Tape Measure
6. Zipper Guide
7. Adhesive- Backed Rulers

DRAFTING TOOLS:
1. Wooden Table
2. Brown sheet
3. Dress Model
4. Ball pin
5. Pin Cushions.
MARKING TOOLS:
1. Colour Pencil (Red & Blue)

2. Marking chalk
3. Tracing Wheel
CUTTING TOOLS:
1. Scissors
2. Shears
3. Pinking shears
4. Seam Ripper
5. Thread Clipper
STITCHING TOOLS:
1. Fabric
2. Needles
3. Thread
4. Thimble
5. Needle threader
6. Bobbin
7. Loop turner
8. Tailor's Chalk
9. Sewing Machine
10. Sewing Box
11. Hip Curve
12. Yardstick/Meter-stick
PRESSING TOOLS:
1. Iron box
2. Ironing board
3. Press cloth
4. Sleeve board
5. Seam roll

8. VOCATIONAL TEACHER’S/ TRAINER’S

QUALIFICATION AND GUIDELINES
Qualification and other requirements for appointment of vocational teachers/trainers on

contractual basis should be decided by the State/UT. The suggestive qualifications and
minimum competencies for the vocational teacher should be as follows:
S. Qualification Minimum Age Limit

No. Competencies
1. Post-graduation in Textile and  Effective 18-37 years (as on Jan.
Clothing or Relevant area from communication 01 (year))
a recognized Institute / skills (oral and
University, with at least 1 year written) Age relaxation to be
work/teaching experience in  Basic computing provided as per Govt.
Textile and clothing skills Rules
Vocational Teachers/Trainers form the backbone of Vocational Education being imparted as

an integral part of Rashtriya Madhyamik Shiksha Abhiyan (RMSA). They are directly involved
in teaching of vocational subjects and also serve as a link between the industry and the
schools for arranging industry visits, On-the-Job Training (OJT) and placement.
These guidelines have been prepared with an aim to help and guide the States in engaging
quality Vocational Teachers/Trainers in the schools. Various parameters that need to be
looked into while engaging the Vocational Teachers/Trainers are mode and procedure of
selection of Vocational Teachers/Trainers, Educational Qualifications, Industry Experience,
and Certification/Accreditation.
The State may engage Vocational Teachers/Trainers in schools approved under the
component of Vocationalisation of Secondary and Higher Secondary Education under RMSA
in the following ways:
(i) directly as per the prescribed qualifications and industry experience suggested by the
PSS Central Institute of Vocational Education(PSSCIVE), NCERT or the respective Sector
Skill Council(SSC)
OR
(ii) Through accredited Vocational Training Providers accredited under the National
Quality Assurance Framework (NQAF*) approved by the National Skill Qualification
Committee on 21.07.2016. If the State is engaging Vocational Teachers/Trainers through
the Vocational Training Provider (VTP), it should ensure that VTP should have been
accredited at NQAF Level 2 or higher.
* The National Quality Assurance Framework (NQAF) provides the benchmarks or
quality criteria which the different organisations involved in education and
training must meet in order to be accredited by competent bodies to provide
government-funded education and training/skills activities. This is applicable to all
organizations offering NSQF-compliant qualifications.

The educational qualifications required for being a Vocational Teacher/Trainer for a

particular job role are clearly mentioned in the curriculum for the particular NSQF compliant
job role. The State should ensure that teachers/trainers deployed in the schools have relevant
technical competencies for the NSQF qualification being delivered. The Vocational
Teachers/Trainers preferably should be certified by the concerned Sector Skill Council for the
particular Qualification Pack/Job role which he/she will be teaching. Copies of relevant
certificates and/or record of experience of the teacher/trainer in the industry should be kept
as record.
To ensure the quality of the Vocational Teachers/Trainers, the State should ensure that a
standardized procedure for selection of Vocational Teachers/Trainers is followed. The
selection procedure should consist of the following:
(i) Written test for the technical/domain specific knowledge related to the sector;
(ii) Interview for assessing the knowledge, interests and aptitude of trainer through a panel
of experts from the field and state representatives; and
(iii) Practical test/mock test in classroom/workshop/laboratory.
In case of appointment through VTPs, the selection may be done based on the above
procedure by a committee having representatives of both the State Government and the
VTP.
The State should ensure that the Vocational Teachers/Trainers who are recruited should
undergo induction training of 20 days for understanding the scheme, NSQF framework and
Vocational Pedagogy before being deployed in the schools.
The State should ensure that the existing trainers undergo in-service training of 5 days every
year to make them aware of the relevant and new techniques/approaches in their sector
and understand the latest trends and policy reforms in vocational education.
The Head Master/Principal of the school where the scheme is being implemented should
facilitate and ensure that the Vocational Teachers/Trainers:
(i) Prepare session plans and deliver sessions which have a clear and relevant purpose
and which engage the students;
(ii) Deliver education and training activities to students, based on the curriculum to
achieve the learning outcomes;
(iii) Make effective use of learning aids and ICT tools during the classroom sessions;
(iv) Engage students in learning activities, which include a mix of different methodologies,
such as project based work, team work, practical and simulation based learning
experiences;
(v) Work with the institution’s management to organise skill demonstrations, site visits, on-
job trainings, and presentations for students in cooperation with industry, enterprises
and other workplaces;
(vi) Identify the weaknesses of students and assist them in up-gradation of competency;
(vii) Cater to different learning styles and level of ability of students;
(viii) Assess the learning needs and abilities, when working with students with different
abilities

(ix) Identify any additional support the student may need and help to make special
arrangements for that support;
(x) Provide placement assistance
Assessment and evaluation of Vocational Teachers/Trainers is very critical for making them
aware of their performance and for suggesting corrective actions. The States/UTs should
ensure that the performance of the Vocational Teachers/Trainers is appraised annually.
Performance based appraisal in relation to certain pre-established criteria and objectives
should be done periodically to ensure the quality of the Vocational Teachers/Trainers.
Following parameters may be considered during the appraisal process:
1. Participation in guidance and counselling activities conducted at Institutional, District

and State level;
2. Adoption of innovative teaching and training methods;
3. Improvement in result of vocational students of Class X or Class XII;
4. Continuous up-gradation of knowledge and skills related to the vocational pedagogy,
communication skills and vocational subject;
5. Membership of professional society at District, State, Regional, National and
International level;
6. Development of teaching-learning materials in the subject area;
7. Efforts made in developing linkages with the Industry/Establishments;
8. Efforts made towards involving the local community in Vocational Education
9. Publication of papers in National and International Journals;
10. Organisation of activities for promotion of vocational subjects;
11. Involvement in placement of students/student support services.
9. LIST OF CONTRIBUTORS
1. Dr. Pinki Khanna, Associate Professor, Dept. of Home Science and Hospitality
Management, PSSCIVE, Bhopal – Course Coordinator
2. Prof. Mridula Saxena, Head, Dept. of Home Science and Hospitality Management,
PSSCIVE, Bhopal
3. Mrs. Kanchan Nainani, Fashion Designer and Boutique Owner, ‘AKS’, Rachna Nagar,
Bhopal
4. Mrs. Vishaka Agarwal, Assistant Professor and HOD, Textile Design Department, National
Institute of Fashion Technology, Kolar Road, Bhopal
5. Mrs. Sneha Gyanchandani, Stylist and Fashion Designer, T. T. Nagar, Bhopal
6. Mrs. Neha Shrivastava, Fashion Designer and Fashion Designing Faculty at International
Institute of Fashion Design, Bittan Market, Bhopal
7. Ms. Mahima Nand, former Assistant Merchandiser at S & R Exports, Gurgaon
8. Ms. Zainab Khan, Freelancer and Fashion Designer, Shahpura, Bhopal


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LEARNING OUTCOME

JOB ROLE: Sewing Machine Operator

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

JOB ROLE: Sewing Machine Operator

PSS CENTRAL INSTITUTE OF VOCATIONAL EDUCATION

Prof. Hrushikesh Senapaty, Ph.D.,

The Pandit Sunderlal Sharma Central Institute of Vocational Education (PSSCIVE) a

It is a matter of great pleasure to introduce this learning outcome based vocational

S.No. Title Page No.

COURSE TITLE: Apparel, Made-Ups and Home Furnishing - Sewing Machine

Sewing Machine Operations involves stitching of components of garments together using a

A Sewing Machine Operator, also called a ‘Stitcher or Machinist’ is an important job-role

COURSE OUTCOMES: On completion of the course, student should be able to:

COURSE DURATION: 400 Hrs

Unit 5: Health and Safety Measures for 18

The unit-wise distribution of hours and marks for Class 10 is as follows:

Practical File/Student Portfolio 10 10

The teaching and training activities have to be conducted in classroom, laboratory/

PRACTICAL WORK IN LABORATORY/WORKSHOP

FIELD VISITS/ EDUCATIONAL TOUR

4. ASSESSMENT AND CERTIFICATION

KNOWLEDGE ASSESSMENT (THEORY)

Knowledge Assessment should include two components: one comprising of internal

The blue print for the question paper may be as follows:

Duration: 3 Hrs Max. Mark: 30

SKILL ASSESSMENT (PRACTICAL)

Student Portfolio is a compilation of documents that supports the candidate’s claim of

CONTINUOUS AND COMPREHENSIVE EVALUATION

Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based

Unit 1: Communication Skills - I

Unit 2: Self-management Skills – I

Unit 3: Information and Communication Technology Skills – I

Unit 3: Information and Communication Technology Skills – I

Unit 4: Entrepreneurial Skills - I

CURRICULUM: APPAREL, MADE-UPS AND HOME FURNISHING – SEWING MACHINE OPERATOR 10 | P a g e

Unit 4: Entrepreneurial Skills - I

Unit 5: Green Skills - I

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Part B: Vocational Skills

Unit 1: Introduction to Sewing Machine

Unit 2: Sewing Machine, Tools and Equipment

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Unit 2: Sewing Machine, Tools and Equipment

Unit 3: Introduction to Seams

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Unit 3: Introduction to Seams

Unit 4: Care and Maintenance of Sewing Machine

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Unit 5: Health and Safety Measures for Sewing Machine Operator

Part A - Employability Skills

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Unit 1: Communication Skills - II

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Unit 2: Self-management Skills - II

Unit 3: Information and Communication Technology Skills– II

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Unit 3: Information and Communication Technology Skills– II

Unit 4: Entrepreneurial Skills - II