NATIONAL SKILLS QUALIFICATION (NSQ) LEVEL 1

LEATHER WORK
NATIONAL SKILLS QUALIFICATION (NSQ) LEVEL 1 
Student Textbook • Units 1–8 • Theory, Practical Activities, Revision Questions and Answer Guide 
Prepared as a teaching and learning resource for introductory leatherwork training. Suitable for classroom discussion, workshop practice and guided revision. 
Important curriculum alignment note 
This textbook is a structured learning resource for introductory Leather Work Level 1. The exact official NSQ Level 1 unit titles, learning outcomes (LOs), performance criteria (PCs), evidence requirements and assessment rules must be checked against the current approved occupational standard issued by the relevant Nigerian authority. Unit 4 has been titled “Fundamentals of Leather Work” to reflect the unit title supplied for this training context. The other unit headings below are proposed instructional headings, not a claim that they are the verbatim official titles. Trainers should map each lesson to the approved standard before formal assessment or certification. 
How to use this textbook 
Read each lesson before practical work and ask the trainer to demonstrate unfamiliar processes. 
Follow workshop safety instructions and the manufacturer’s instructions for tools, adhesives, dyes and machines. 
Keep a practical logbook with dates, tasks, tools used, safety precautions, problems and improvements. 
Complete the review questions and practical tasks. Ask for feedback and correct mistakes before progressing. 
Do not operate powered machinery or use hazardous chemicals without training and supervision. 
Contents 
Unit 1: Introduction to Leather Work and the Leather Industry 
Unit 2: Workshop Health, Safety and Environmental Practice 
Unit 3: Materials, Leather Types, Tools and Equipment 
Unit 4: Fundamentals of Leather Work 
Unit 5: Measurement, Design and Pattern Preparation 
Unit 6: Cutting, Joining and Basic Construction 
Unit 7: Finishing, Quality Control and Product Care 
Unit 8: Employability, Entrepreneurship and Practical Project 
Glossary 
General revision examination 
Suggested answers and marking guide 
 
UNIT 1: INTRODUCTION TO LEATHER WORK AND THE LEATHER INDUSTRY 
Leather work is the process of selecting, preparing, shaping, joining and finishing leather or suitable leather-like materials to make useful products. These products include footwear, bags, belts, wallets, sandals, upholstery items, protective items and craft goods. 
Learning outcomes 
Explain the meaning and importance of leather work. 
Identify common products and career opportunities in the leather value chain. 
Describe the basic stages involved in making a leather product. 
Demonstrate responsible attitudes to learning, tools, materials and customers. 
1.1 Meaning of leather and leather work 
Leather is a durable material made by processing animal hide or skin to resist decay and provide useful physical properties. The process is commonly called tanning. Leather work refers to the craft and production activities used to turn leather into finished articles. 
Not every material sold as “leather” is genuine animal leather. Synthetic materials such as PVC and polyurethane may imitate leather and are used in many products. A maker should describe materials honestly and follow the customer’s specification. 
1.2 Products made through leather work 
Footwear includes sandals, slippers, shoes, boots and school shoes. Small leather goods include wallets, card holders, key holders and belts. Bags include handbags, school bags, backpacks, travel bags and tool bags. Other uses include furniture upholstery, vehicle interiors, book covers, accessories and repair work. 
Product choice depends on the maker’s skills, available equipment, market demand, material cost and customer requirements. 
1.3 The leather value chain 
The value chain may include hide and skin collection, preservation, tanning, finishing, material trading, design, pattern making, cutting, stitching, assembly, finishing, distribution, retail, repair and recycling. Workers at each stage depend on the quality and reliability of earlier stages. 
Leather production can create employment for artisans, machine operators, pattern makers, designers, repairers, trainers, quality inspectors, suppliers and retailers. 
1.4 Qualities of a good leather worker 
A good leather worker is careful, patient, observant, honest, safety-conscious and willing to learn. Accurate measurement and cutting reduce waste. Good communication prevents errors in colour, size, style and delivery date. Teamwork is essential where several workers share tasks. 
Professional conduct includes arriving on time, keeping promises, protecting customer property, recording orders accurately and not misrepresenting material quality. 
1.5 Product planning from customer need to finished article 
First establish the intended user and purpose. Confirm dimensions, style, colour, material, quantity, budget and delivery date. Sketch the product, prepare a pattern, estimate material and labour, produce the item, inspect it and obtain customer feedback. 
Never begin cutting valuable material until the design and measurements have been checked. 
Practical activity 
Make a chart showing five leather products, their uses and possible customers. 
Interview a local artisan, with permission, about the tools and skills needed for the trade. 
Describe the steps you would take to clarify a customer’s order for a school backpack. 
Student revision questions 
1. Define leather work. 
2. List six products that can be made from leather. 
3. What is tanning? 
4. Name four occupations in the leather value chain. 
5. Why should a maker confirm a customer’s measurements and requirements before cutting? 
6. State five qualities of a professional leather worker. 
7. Explain the difference between genuine leather and synthetic leather. 
8. Describe the main stages from customer order to finished product. 
 
UNIT 2: WORKSHOP HEALTH, SAFETY AND ENVIRONMENTAL PRACTICE 
A safe workshop protects learners, workers, customers, tools and materials. Safety is part of professional competence, not an optional extra. Trainers must demonstrate safe procedures and ensure that learners understand the hazards before starting a task. 
Learning outcomes 
Recognise common workshop hazards and explain how to reduce risk. 
Select and use suitable personal protective equipment (PPE). 
Handle cutting tools, machines, adhesives and finishing products safely under supervision. 
Maintain housekeeping, respond to incidents and dispose of waste responsibly. 
2.1 Common hazards 
Sharp knives, blades, awls, needles and scissors can cause cuts or punctures. Sewing machines can trap fingers or catch loose clothing. Electrical equipment can cause shock or fire if damaged or used near water. Adhesives, dyes, solvents and cleaning agents may irritate skin or eyes, release harmful vapours or ignite. 
Poor lighting, cluttered walkways, unstable chairs, repetitive movements, heavy loads and awkward posture can cause accidents or strain. Identify hazards before work begins and report unsafe conditions promptly. 
2.2 Risk control and PPE 
Use the hierarchy of controls: eliminate a hazard where possible; substitute a less hazardous material or method; use engineering controls such as guards and ventilation; establish safe procedures; and use PPE as an additional protective measure. 
Depending on the task, PPE may include safety glasses, a suitable apron, protective footwear, gloves for compatible tasks and respiratory protection selected for the specific hazard. Gloves are not suitable near some moving machinery because they may become entangled. Follow the trainer’s direction and equipment instructions. 
2.3 Safe tool handling 
Carry knives with the point directed away from the body and pass them handle-first. Cut away from the body and keep the other hand out of the cutting path. Use a suitable cutting mat and a sharp, serviceable blade; a damaged tool should be removed from use. Store blades safely and never leave them loose on a bench. 
Use awls and needles carefully, keep fingers clear of the point, and place tools in their designated storage. Do not run, joke, distract others or leave tools at the edge of a bench. 
2.4 Adhesives, dyes and chemicals 
Read product labels and safety data information before use. Use only approved products, keep containers labelled and closed when not in use, and provide ventilation as instructed. Keep chemicals away from flames, heat, food and drink. Never mix products unless the manufacturer specifically directs it. 
If a spill or exposure occurs, stop work, warn others and follow the product’s emergency instructions. Seek first aid or medical assistance as appropriate. Do not use an improvised remedy or conceal an incident. 
2.5 Housekeeping, ergonomics and emergencies 
Keep aisles, exits and fire equipment clear. Clean scraps as work proceeds, coil cables safely and return tools after use. Maintain a stable working position, adjust bench height where possible and take short breaks during repetitive tasks. 
Know the locations of first-aid supplies, emergency exits and fire equipment. Raise the alarm and follow the workshop emergency plan. Only use a fire extinguisher if trained, the fire is small and an escape route remains available. 
2.6 Environmental responsibility 
Plan patterns to reduce offcuts. Separate reusable scraps, recyclable packaging and general waste where local facilities permit. Dispose of chemical containers, solvent waste and contaminated cloths according to the product instructions and local rules; do not pour chemicals into drains or onto soil. 
Use materials efficiently, maintain equipment and avoid unnecessary packaging. Record recurring waste and discuss ways to reduce it. 
Practical activity 
Carry out a trainer-led hazard inspection and list at least eight hazards with controls. 
Demonstrate safe carrying, passing, storing and use of a hand cutting tool using a safe practice material. 
Arrange a workbench before and after a practical session and explain why each item is placed where it is. 
Locate the workshop emergency exit, first-aid kit and fire equipment. 
Student revision questions 
1. What is a hazard? Give five examples found in a leather workshop. 
2. What does PPE mean? Name four examples and explain when they may be used. 
3. State five safe practices for using a cutting knife. 
4. Why must adhesives and dyes be used according to their labels? 
5. Explain why loose clothing and jewellery may be dangerous around machinery. 
6. List six housekeeping rules for a leather workshop. 
7. What should a learner do after discovering a damaged electrical cable? 
8. Explain two ways to reduce waste in leather production. 
9. Why are gloves not always safe around moving machinery? 
10. What information should be known before using a chemical product? 
 
UNIT 3: MATERIALS, LEATHER TYPES, TOOLS AND EQUIPMENT 
Correct material and tool selection affects the strength, appearance, cost and life of a product. Learners should identify materials by their labels and observable characteristics, while avoiding claims based on appearance alone. 
Learning outcomes 
Identify common leather types and alternative materials. 
Describe basic leather characteristics and common defects. 
Name common hand tools and equipment and state their uses. 
Select and care for materials and tools for a simple project. 
3.1 Common leather types and finishes 
Full-grain leather retains the natural grain surface and may show natural marks. Top-grain leather has had some surface treatment or correction. Split leather comes from a lower layer of the hide and may be coated or finished. Suede has a napped surface, while nubuck has a fine sanded nap on the grain side. Correct terminology can vary by supplier and market. 
Leather may be vegetable-tanned or chrome-tanned, among other tanning methods. Tanning method influences characteristics and suitable uses. Learners should follow supplier information rather than assume that every leather has the same properties. 
3.2 Synthetic and supporting materials 
Synthetic leather-like materials include polyurethane (PU) and polyvinyl chloride (PVC). Other materials used in products include canvas, textiles, foam, lining, thread, zips, buckles, eyelets, rivets, adhesives, stiffeners, insoles, soles and edge paints. 
Choose materials according to strength, flexibility, thickness, water exposure, appearance, price and the intended method of construction. Ensure that materials and adhesives are compatible. 
3.3 Inspecting leather and materials 
Check for cuts, holes, scars, stains, loose surface finish, uneven thickness, excessive stiffness, cracking or other defects. Some natural marks are normal, but their acceptability depends on the product and the customer’s specification. 
Identify the usable area before laying out a pattern. Avoid placing highly visible defects on prominent product areas. Confirm the material’s grain direction, stretch, nap and finish where relevant. 
3.4 Hand tools 
Common tools include measuring tape or ruler, straight edge, marking pen or scratch awl, pattern card, scissors, cutting knife, cutting mat, hole punch, stitching awl, needles, thread, mallet, edge beveler, burnishing tool, skiving tool and clamps. A tool should be used only for its intended purpose and kept in good condition. 
Do not use a blunt or damaged blade simply because it is available. Do not use a knife as a screwdriver or a punch as a hammer unless it is designed for that use. 
3.5 Machines and equipment 
Depending on the workshop, equipment may include a leather sewing machine, skiving machine, clicking press, sanding equipment, sole press and finishing tools. Powered equipment requires training, guards and correct setup. Learners must not adjust, clean or clear a jam while a machine is running or connected to power unless the safe procedure specifically permits it. 
Report unusual noise, vibration, overheating, damaged guards or faulty switches. Only authorised personnel should carry out repairs. 
3.6 Tool care and storage 
Clean tools after use, dry them where appropriate and store sharp tools in protective holders. Keep measuring tools clean and readable. Inspect electrical cables and machine guards before use. Follow manufacturer guidance for lubrication and maintenance. 
Use an inventory or sign-out system where tools are shared. Report missing or damaged tools immediately. 
Practical activity 
Prepare a labelled display of at least ten tools and explain the use of each. 
Inspect three material samples and record thickness, flexibility, surface, visible defects and possible uses. 
Make a tool-care checklist for the end of each workshop session. 
Student revision questions 
1. Name four types of leather or leather finish and describe one characteristic of each. 
2. Give four examples of synthetic or supporting materials used in leather goods. 
3. List six hand tools and state their uses. 
4. Why should material defects be checked before cutting? 
5. What is the purpose of a cutting mat? 
6. Explain why tools must be stored safely after use. 
7. State five warning signs that a machine should be taken out of use. 
8. What factors influence material selection for a backpack? 
9. Explain the difference between a tool and a machine. 
10. Why must material claims be honest and accurate? 
 
UNIT 4: FUNDAMENTALS OF LEATHER WORK 
This unit introduces the basic work sequence used to produce simple leather articles and footwear components. The training focus includes identifying materials and tools, preparing a work area, measuring, marking, cutting, joining, assembling, finishing and checking the quality of a product. 
Learning outcomes 
Explain the basic workflow in leather work. 
Identify tools and materials required for a simple product. 
Demonstrate safe preparation, measuring, marking and cutting under supervision. 
Participate in joining and assembly tasks and communicate effectively with team members. 
Inspect the finished article and identify improvements. 
4.1 Preparing for work 
Read the job instruction or customer order. Confirm the product type, dimensions, material, colour, quantity and finish. Gather only the tools and materials required. Inspect the work area and equipment and apply the relevant safety controls. 
Before production, check that the pattern is complete and that the material is suitable. Ask the trainer when an instruction is unclear rather than guessing. 
4.2 Measuring and marking 
Use a ruler or measuring tape and read the scale carefully. Measure twice before cutting. Place the pattern in the intended position and consider grain direction, nap, stretch, visible marks and efficient material use. Mark lightly and accurately with a suitable marking tool. 
For paired components, check that left and right pieces are correctly oriented and correspond in size. Label components where confusion is possible. 
4.3 Cutting and preparation 
Place the material on a stable cutting surface. Secure the pattern and keep fingers away from the cutting path. Use a suitable sharp tool and make controlled cuts. Do not rush corners or curves. Cut only after the trainer has approved the layout where required. 
After cutting, compare the pieces with the pattern. Correct minor irregularities safely; do not hide a serious defect that affects fit, strength or appearance. 
4.4 Joining and assembly 
Components may be joined by stitching, suitable adhesive, lacing, rivets or other approved fasteners. Select a method appropriate to the design and materials. Prepare edges and surfaces as required by the product instructions. 
When stitching, maintain consistent spacing and tension. Keep seams aligned and avoid loose thread, skipped stitches or material puckering. Adhesive must be applied and cured according to its instructions. 
4.5 Fundamentals applied to footwear 
Footwear production may involve an upper, lining, insole, midsole, outsole, heel and fastening system, depending on the design. A simple sandal may require straps, a footbed and a sole. Accurate pattern shapes and correct placement affect comfort and fit. 
Learners should work from an approved pattern and trainer demonstration. Do not assume that one size or pattern fits every foot. Footwear intended for use must be checked for sharp edges, weak joins and uncomfortable projections. 
4.6 Fundamentals applied to bags and backpacks 
A basic bag may include front and back panels, side or gusset pieces, a base, lining, straps, closures and reinforcement. A backpack also needs appropriately placed shoulder straps and reinforced stress points. Load-bearing seams and attachment points must be strong enough for the intended use. 
Arrange all components before assembly. Check that panels face the correct way, the lining is oriented correctly and closures are accessible. Test zips and fasteners before final inspection. 
4.7 Teamwork and communication during practical work 
Team members should agree on roles, sequence and quality expectations. Use clear, respectful instructions and confirm important measurements aloud. Report shortages, damaged tools and mistakes immediately. Do not blame others or conceal errors. 
Each learner should be able to explain their own contribution and demonstrate safe practice. A trainer may observe teamwork, communication, tool handling and quality checks during the task. 
4.8 Quality checking 
Inspect dimensions, symmetry, stitching, edges, fasteners, cleanliness, strength and overall appearance. Check that the item matches the specification and works as intended. Record faults and correct them safely before presenting the item. 
A product is not acceptable merely because it looks attractive. It must be fit for purpose, safe to use and made to the agreed specification. 
Practical activity 
With trainer approval, produce a simple card or practice-material pouch using a prepared pattern. 
Work in a team to prepare a backpack component set. Allocate roles, communicate measurements, and record safety checks. 
Observe a shoe-making demonstration and write the stages in order. 
Inspect a completed item using a checklist covering measurements, seams, edges, fasteners, cleanliness and function. 
Student revision questions 
1. What are the main stages of a leatherwork task? 
2. Why should a learner read the job instruction before beginning? 
3. State five safety precautions to observe while measuring and cutting. 
4. Explain why pattern placement and grain direction matter. 
5. Name four methods of joining components. 
6. What problems can result from uneven stitching? 
7. List five components that may be found in a backpack. 
8. Why must straps and other stress points be reinforced? 
9. Describe three ways to demonstrate teamwork during practical work. 
10. What should a learner do after discovering a mistake during assembly? 
11. Give six quality checks for a finished leather product. 
12. Explain why an attractive product may still fail quality inspection. 
 
UNIT 5: MEASUREMENT, DESIGN AND PATTERN PREPARATION 
Design and pattern preparation translate an idea into accurate pieces that can be cut and assembled. Good planning improves fit, repeatability, cost control and material use. 
Learning outcomes 
Collect and confirm basic customer or project requirements. 
Make a simple labelled sketch and record dimensions. 
Prepare, label and check a basic pattern. 
Plan material layout to reduce avoidable waste. 
5.1 Understanding a design brief 
A design brief states what is to be made, who will use it, its purpose, dimensions, material, colour, features, budget and deadline. Ask questions to resolve unclear instructions. For example, a school bag brief should clarify approximate capacity, strap type, closure, pocket requirements and intended load. 
Keep a written record of agreed changes so that the maker and customer share the same understanding. 
5.2 Sketching and dimensions 
A simple sketch should show the front, back, side and important details where needed. Label dimensions and identify components, seams, folds, openings and fasteners. A sketch communicates the design but may not be accurate enough to cut directly from. 
Use consistent units such as millimetres or centimetres. State whether measurements refer to the finished product or the cut component. 
5.3 Pattern making 
A pattern is a template used to mark or cut components. It may be made from card, paper or a reusable template material. Label each piece with its name, quantity, material, grain direction, fold line, seam or allowance notes, and any matching marks. 
Pattern allowances depend on the construction method and material. Use the allowance specified by the trainer or approved design; do not add arbitrary amounts. Check that adjoining pieces fit together before cutting production material. 
5.4 Layout and material estimation 
Arrange patterns to use material efficiently while respecting grain direction, stretch, nap, defects and appearance. Some components must follow a particular direction or be cut as mirror pairs. Do not sacrifice strength or appearance merely to save a small amount of material. 
Estimate the number of pieces needed, material dimensions, lining, thread, fasteners and packaging. Include a reasonable allowance for defects and practice cuts when preparing a budget. 
5.5 Revision and approval 
Compare the pattern with the design brief and, where possible, make a sample from inexpensive practice material. Check dimensions, fit, opening placement and assembly sequence. Mark revisions clearly and keep the approved pattern identifiable. 
Do not cut expensive material until the design and pattern have been checked by the trainer or authorised person. 
Practical activity 
Draw and label a simple pouch or small bag with at least four dimensions. 
Create a paper pattern for a simple rectangular pouch, label each piece and state how many are required. 
Lay out paper templates on a simulated material rectangle and compare two layouts for waste. 
Student revision questions 
1. What is a design brief? 
2. List six details that should be confirmed before designing a product. 
3. What is a pattern and why is it used? 
4. Why should pattern pieces be labelled? 
5. Explain the meaning of a seam allowance or construction allowance. 
6. Give four factors that influence pattern placement. 
7. Why might two components need to be cut as mirror images? 
8. How can a learner reduce material waste without reducing product quality? 
9. Why is a sample useful before cutting expensive material? 
10. What should be done when a customer changes the design after approval? 
 
UNIT 6: CUTTING, JOINING AND BASIC CONSTRUCTION 
This unit develops controlled hand skills for turning prepared patterns into components and assembling those components into a simple article. The exact process depends on the product and materials used. 
Learning outcomes 
Prepare and check the work area, pattern and material. 
Cut components accurately using an approved safe method. 
Use basic joining methods under supervision. 
Assemble a simple product in a logical sequence. 
Identify and correct common construction faults. 
6.1 Preparing components 
Check the pattern, material, quantity and grain direction. Mark each component and keep sets together. Where appropriate, prepare edges, thin selected areas using an approved method, punch holes or mark stitching lines before assembly. 
Skiving and powered cutting require specific training and equipment. Beginners should not attempt these operations without direct supervision. 
6.2 Cutting technique 
Use the right cutting tool for the material and shape. Hold the pattern securely and make controlled cuts. For a curve, rotate the material or pattern as appropriate while keeping the blade path safe. Avoid repeated uncontrolled strokes that create jagged edges. 
Check dimensions against the pattern after cutting. Keep small components labelled in a tray or envelope so that they are not lost or mixed with another product. 
6.3 Basic stitching and joining 
Hand stitching may use pre-marked or punched holes, suitable needles and thread. Keep stitch spacing consistent and maintain even tension. A seam should be secure without cutting through or excessively distorting the material. 
Machine stitching should only be performed by trained learners under the workshop’s machine-safety procedure. Keep fingers clear of the needle and presser mechanism and follow instructions for threading, starting, stopping and isolating the machine. 
6.4 Adhesives and fasteners 
Prepare surfaces as instructed, apply compatible adhesive in the recommended amount and allow the stated drying or curing time. Ensure ventilation and keep the product away from ignition sources when required by the label. 
Fasteners such as rivets, snaps, buckles and eyelets must be suitable for the material thickness and expected load. Position holes accurately and use the correct setting tool. Poorly set fasteners can loosen or tear the material. 
6.5 Assembly sequence 
Assemble components in an order that allows access to seams and avoids trapping pieces in the wrong position. Temporarily align parts and check symmetry before permanent joining. Fit zips, straps, lining and closures at the stage specified by the pattern. 
For footwear, the assembly sequence depends on the design and construction method. Follow the trainer’s demonstrated procedure rather than relying on a generic sequence. 
6.6 Common faults and corrections 
Common faults include inaccurate cutting, mismatched edges, uneven stitch length, loose thread, puckered seams, adhesive stains, misplaced holes, twisted straps and incorrectly positioned fasteners. Stop and assess the fault before attempting a repair. 
Some defects can be corrected; others weaken the item or leave visible damage. Ask the trainer whether to repair, remake or reject the component. Record repeated errors so that the cause can be addressed. 
Practical activity 
Cut a set of simple components from approved practice material and compare them with the pattern. 
Make a row of practice stitches on scrap material and assess spacing and tension. 
Assemble a simple pouch, card holder or similar low-risk item using the approved method. 
Identify three deliberately demonstrated sample faults and suggest safe corrections. 
Student revision questions 
1. Why should a material be checked before cutting? 
2. List five rules for safe cutting. 
3. What are three signs of poor stitching? 
4. Why must adhesive instructions be followed? 
5. Name four types of fastener used in leather goods. 
6. What can happen if a strap attachment is poorly reinforced? 
7. Why is the order of assembly important? 
8. How should a learner respond to a machine fault? 
9. Give five examples of construction defects. 
10. Why is it sometimes better to remake a faulty component rather than repair it? 
 
UNIT 7: FINISHING, QUALITY CONTROL AND PRODUCT CARE 
Finishing improves appearance and helps prepare a product for use. Quality control checks whether the product meets its specification and is safe, functional and durable enough for its intended purpose. 
Learning outcomes 
Carry out basic edge and surface finishing appropriate to the material. 
Inspect a finished product against a checklist. 
Identify faults and record corrective action. 
Explain safe storage, cleaning and care of leather products. 
7.1 Edge and surface finishing 
Finishing methods vary with material and product. They may include trimming loose threads, smoothing edges, burnishing suitable leather, applying edge paint, cleaning adhesive residue with an approved method and checking surface appearance. 
Test finishing products on scrap material first where appropriate. Use only compatible products and follow the manufacturer’s directions. Excessive sanding, heat or chemicals can damage the material. 
7.2 Quality control 
Quality control means checking work against stated requirements. Inspect dimensions, symmetry, stitching, seams, edge quality, hardware, surface cleanliness, comfort where relevant and function. Open and close fasteners, test zips and gently check joins without using unsafe excessive force. 
Use a checklist and record defects, action taken and the result. A trainer may ask the learner to explain why an item passes or fails each check. 
7.3 Product presentation and packaging 
Remove loose threads and safe-to-remove marks, confirm that the product is clean and present it neatly. Packaging should protect the item during handling and transport without trapping moisture or causing damage. 
Product labels and descriptions should be truthful about material, size, care and any limitations. Do not describe a synthetic material as genuine leather. 
7.4 Care and storage 
Care instructions depend on the material and finish. Keep leather goods away from prolonged dampness, excessive heat and direct sunlight. Follow the supplier’s guidance for cleaning and conditioning. Test a cleaning product on an inconspicuous area when recommended. 
Store products in a clean, dry, ventilated place. Do not seal damp leather in plastic for long periods. Synthetic materials may also crack or peel if exposed to unsuitable heat or chemicals. 
7.5 Customer feedback and continuous improvement 
Ask customers whether the product meets their needs and record complaints respectfully. Separate an opinion about appearance from a defect in construction, but investigate both. Use feedback to improve patterns, production sequence, materials and service. 
Quality improvement is ongoing. Repeated faults may indicate unclear instructions, worn tools, inadequate training or unsuitable materials. 
Practical activity 
Create a quality checklist with at least ten checks for a simple bag or sandal. 
Inspect a finished item and record at least three strengths and any defects found. 
Write short care instructions for one leather product and one synthetic leather-like product. 
Student revision questions 
1. What is finishing? 
2. List six checks that should be made before a product is accepted. 
3. Why should edge paint or other finishing products be tested on scrap material? 
4. What should be recorded when a defect is found? 
5. Give four examples of faults in a finished bag or shoe. 
6. Why must product descriptions be truthful? 
7. State four general precautions for storing leather goods. 
8. How can customer feedback improve production? 
9. What is the difference between a cosmetic issue and a safety or structural defect? 
10. Why should a quality checklist be used consistently? 
 
UNIT 8: EMPLOYABILITY, ENTREPRENEURSHIP AND PRACTICAL PROJECT 
Leather work can provide a pathway to employment, self-employment, repair services, production teams and further technical training. Technical skill must be supported by customer service, costing, record keeping and responsible business practice. 
Learning outcomes 
Identify entry-level career and business opportunities in leather work. 
Communicate professionally with customers and team members. 
Prepare a simple cost estimate and record basic transactions. 
Plan and complete a supervised practical project. 
Reflect on performance and identify next learning goals. 
8.1 Career pathways 
Possible pathways include apprentice leather worker, footwear maker, bag maker, repairer, sewing-machine operator, cutter, pattern assistant, production assistant, finishing worker, quality checker, salesperson, trainer after appropriate experience, and owner of a small workshop. 
Progress depends on practice, portfolio evidence, safety, reliability, customer satisfaction and further training. A learner should not claim a qualification or competence they have not earned. 
8.2 Customer service and work communication 
Listen carefully, ask questions, repeat important specifications and agree on price and delivery terms before accepting an order. Explain realistic options and limitations. If a delay occurs, inform the customer early and propose a reasonable solution. 
In a team, communicate clearly and respectfully. Confirm task assignments, share tools fairly, report problems and keep accurate handover notes. 
8.3 Basic costing and pricing 
A simple cost estimate includes material, components, consumables, labour, overheads, packaging, transport where relevant and a planned margin. Keep records of actual costs to improve future estimates. 
Example: if materials cost ₦4,000, consumables ₦500, labour is valued at ₦2,000 and allocated overheads are ₦500, the estimated total cost is ₦7,000. A selling price must be set after considering market conditions, quality, taxes or other applicable charges, and the maker’s desired margin. This is an illustrative calculation, not a market price recommendation. 
8.4 Basic business records 
Record the date, customer or order reference, product, quantity, agreed specification, estimated cost, deposit, balance, due date and delivery status. Keep receipts and separate business money from personal spending where possible. 
Inventory records help identify frequently used materials and prevent shortages. A simple cashbook records money received and paid out. 
8.5 Marketing and professional conduct 
Show clear photographs of completed work with the customer’s permission. Describe materials, dimensions, available colours, care and delivery times honestly. Word-of-mouth referrals, exhibitions, social media and partnerships can help a small workshop reach customers. 
Do not use a customer’s image or personal information without permission. Honour agreed terms, protect designs and customer property, and resolve complaints professionally. 
8.6 Practical project planning 
Choose a simple item approved by the trainer, such as a pouch, card holder, basic tote bag, simple sandal component or another suitable beginner project. Prepare a brief, sketch, pattern, materials list, safety plan, work sequence and cost estimate. 
Complete the project under supervision. Maintain a logbook, ask for feedback, inspect the product and present it. The learner should explain the steps taken, the safety controls used, the challenges faced and what would be improved next time. 
8.7 Practical assessment evidence 
A trainer may collect evidence through direct observation, questions, a finished product, a learner’s logbook and a witness statement where appropriate. Evidence should be authentic, sufficient, current and relevant to the approved assessment requirements. 
This textbook’s activities and questions support learning but do not independently award an NSQ qualification. Formal assessment and certification must follow the current rules of the authorised system. 
Practical activity 
Prepare a one-page plan for making a simple product, including materials, tools, steps and safety controls. 
Calculate an illustrative cost estimate and explain how you arrived at the total. 
Role-play a customer consultation and confirm the product specification in writing. 
Complete a supervised project and submit the product, checklist and practical logbook. 
Student revision questions 
1. List five possible career opportunities in leather work. 
2. What information should be confirmed before accepting a customer order? 
3. List at least five items that may be included in a basic product cost. 
4. Using the example in this unit, calculate the total cost if materials are ₦5,000, consumables ₦700, labour ₦2,500 and overheads ₦800. 
5. Why should a business keep receipts and order records? 
6. Give four honest ways a small leather business can promote its products. 
7. Why should permission be obtained before using a customer’s photograph? 
8. What should a practical project plan contain? 
9. Name four kinds of evidence a trainer may use to assess practical competence. 
10. Explain why completing this textbook alone does not automatically confer an NSQ qualification. 
 
GLOSSARY 
Adhesive: A substance used to bond two surfaces together. 
Awl: A pointed hand tool used to pierce or mark material. 
Burnishing: Smoothing and polishing a suitable leather edge by friction or an approved method. 
Component: One part of a product. 
Cutting mat: A protective surface used under material during cutting. 
Fastener: A device such as a zip, buckle, snap, rivet or button used to close or secure an item. 
Grain: The natural outer surface structure of leather; grain direction may affect appearance and layout. 
Hide or skin: Animal skin before or during processing into leather; terms may vary by animal size and industry use. 
LO: Learning Outcome: what the learner is expected to know or do. 
Pattern: A template used to mark or cut product components. 
PC: Performance Criteria: the standard or conditions used to judge performance under an approved occupational standard. 
PPE: Personal Protective Equipment. 
Quality control: Checking work against stated requirements. 
Skiving: Thinning an edge or selected area of material using a suitable method. 
Tanning: Processing hides or skins to make leather resistant to decay. 
Synthetic leather: A manufactured material designed to resemble some properties or appearance of leather. 
Value chain: The connected stages through which a product or service is produced and delivered. 
 
GENERAL REVISION EXAMINATION 
Suggested duration: 90 minutes. Suggested total: 100 marks. Trainers may adapt the format to the approved assessment plan. 
Section A: Multiple-choice questions (20 marks) 
1. The process that makes animal hide resistant to decay is called: 
A. Stitching 
B. Tanning 
C. Burnishing 
D. Packaging 
2. Which item protects the bench during cutting? 
A. Cutting mat 
B. Buckle 
C. Lining 
D. Awl 
3. What should be done before cutting expensive material? 
A. Guess the size 
B. Confirm pattern and measurements 
C. Apply dye 
D. Sew the lining 
4. Which is an example of PPE? 
A. Pattern card 
B. Safety glasses 
C. Zip 
D. Thread 
5. A template for marking or cutting a component is a: 
A. Pattern 
B. Receipt 
C. Fastener 
D. Finish 
6. A damaged electrical cable should be: 
A. Covered with paper 
B. Used carefully 
C. Reported and taken out of use 
D. Put under a mat 
7. Which is a common leatherwork joining method? 
A. Stitching 
B. Sweeping 
C. Measuring 
D. Labelling 
8. A quality checklist is used to: 
A. Hide defects 
B. Check against requirements 
C. Increase waste 
D. Replace safety training 
9. A customer’s material specification should be: 
A. Ignored 
B. Confirmed and recorded 
C. Changed without notice 
D. Guessed 
10. Which action supports teamwork? 
A. Hiding a mistake 
B. Sharing clear task information 
C. Blaming colleagues 
D. Leaving tools scattered 
11. A common risk from a loose blade is: 
A. Better finishing 
B. Injury 
C. Lower cost 
D. Stronger seams 
12. Which should be checked on a backpack? 
A. Strap attachment strength 
B. Only the colour 
C. Only the packaging 
D. Nothing after sewing 
13. The first step after finding a serious machine fault is to: 
A. Continue quickly 
B. Stop using it and report it 
C. Remove the guard 
D. Ask another learner to try it 
14. Which record helps track money received and paid out? 
A. Cashbook 
B. Pattern 
C. Cutting mat 
D. Grain chart 
15. Material layout should consider: 
A. Grain direction and defects 
B. Only speed 
C. Only the smallest scraps 
D. The colour of the workbench 
16. Which action is environmentally responsible? 
A. Pour solvent into a drain 
B. Burn unknown waste 
C. Follow proper waste-disposal instructions 
D. Leave scraps in walkways 
17. Uneven stitch tension may cause: 
A. Puckering or weak seams 
B. Better measurement 
C. Safer cutting 
D. Lower risk automatically 
18. Before using an unfamiliar adhesive, a learner should: 
A. Mix it with another chemical 
B. Read the label and receive instruction 
C. Smell it closely 
D. Apply it to skin 
19. A professional product description should be: 
A. Misleading 
B. Honest about materials 
C. Unclear 
D. Unrelated to the product 
20. Completing a textbook alone: 
A. Automatically awards NSQ 
B. Replaces all practical assessment 
C. Supports learning but does not automatically award NSQ 
D. Removes the need for safety training 
Section B: Short-answer questions (30 marks) 
1. Define leather work and list four products made by leather workers. 
2. List six hazards in a leather workshop and state one control for each. 
3. Name five tools and explain their uses. 
4. Explain the purpose of a design brief and a pattern. 
5. Describe the basic stages in making a simple pouch or bag. 
6. List six quality checks for a finished product. 
Section C: Practical project and oral discussion (50 marks) 
Plan and make a simple product approved by the trainer. (20 marks) 
Demonstrate safe work habits, tool care and housekeeping. (10 marks) 
Explain the material and tool choices and the sequence of operations. (5 marks) 
Inspect the finished product against a checklist and identify any defects. (5 marks) 
Present a simple cost estimate and explain how you would communicate with a customer. (5 marks) 
Complete a brief reflection on teamwork, communication and improvements needed. (5 marks) 
 
SUGGESTED ANSWERS AND MARKING GUIDE 
Answers below are guides. Equivalent accurate answers may be accepted. For practical work, use the approved occupational standard, centre assessment plan and trainer observation checklist. 
Multiple-choice answer key 
1-B, 2-A, 3-B, 4-B, 5-A, 6-C, 7-A, 8-B, 9-B, 10-B, 11-B, 12-A, 13-B, 14-A, 15-A, 16-C, 17-A, 18-B, 19-B, 20-C. 
Suggested points for short-answer questions 
1. Leather work: Making, repairing or finishing products from leather or suitable alternatives. Examples: shoes, sandals, bags, belts, wallets and upholstery. 
2. Workshop hazards: Sharp tools—safe handling and storage; machines—training and guards; chemicals—labels and ventilation; electricity—inspect cables; clutter—housekeeping; poor posture—adjust work position and take breaks. 
3. Tools: Examples: ruler/measuring tape for dimensions; knife for cutting; awl for marking/piercing; needles and thread for stitching; hole punch for holes; mallet for suitable striking tasks. 
4. Design brief and pattern: The brief records requirements and constraints. The pattern provides a repeatable template for marking/cutting accurately. 
5. Product stages: Confirm order, prepare design/pattern, inspect material, lay out and mark, cut, prepare components, join/assemble, finish, inspect, package and deliver. The exact sequence varies by product. 
6. Quality checks: Dimensions, symmetry, seam strength, stitch consistency, edge quality, fasteners, cleanliness, safe edges, correct material and function. 
Illustrative practical observation checklist 
☐ Understands task instructions and asks for clarification when needed. 
☐ Selects suitable materials and tools. 
☐ Checks the work area and identifies hazards. 
☐ Uses PPE and follows safe working procedures. 
☐ Measures and marks accurately. 
☐ Cuts safely and follows the pattern. 
☐ Uses the instructed joining/assembly method. 
☐ Communicates clearly and works cooperatively. 
☐ Keeps the work area orderly and controls waste. 
☐ Inspects the product and identifies faults. 
☐ Explains the process and reflects on improvements. 
Trainer note: mapping to official NSQ requirements 
Before this book is used for formal NSQ assessment, the centre should insert the exact approved unit titles and map every relevant lesson and assessment activity to the official unit Learning Outcomes (LOs), Performance Criteria (PCs), range statements, required evidence, assessment methods and safety requirements. Do not represent the suggested questions as official examination questions. The trainer should retain attendance, practical observation records, learner work, feedback and other evidence required by the authorised assessment process. 
x