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Course Profile Hairstyling and Aesthetics (TPE4E), Grade
12, Workplace Preparation, Combined
Course Overview
Prerequisite:
Hairstyling and Aesthetics,
Grade 11, Workplace Preparation
This course builds on the Grade 11 course to
provide a solid foundation for students wishing to pursue a career in
cosmetology. Students continue to develop practical skills and knowledge
pertaining to the beauty industry. They also gain an awareness of the
entrepreneurial skills required to own and operate a salon. The course may
focus on either hairstyling or aesthetics, or may include a combination of both
areas.
This
course supports Catholicity by promoting the Catholic Graduate Expectations
through cognitive, affective, and psychomotor experiences. Through their
educational journey, students are exposed to the Catholic concepts of being
discerning believers formed in the Catholic faith community, effective
communicators, reflective and creative thinkers, self-directed and responsible
life-long learners, collaborative contributors, caring family members, and
responsible citizens.
Expectations
that relate to practical and theoretical skills are assessed throughout the
course, allowing students to improve their skills on an ongoing basis.
In
each unit students identify career options and are given insight into skills
required for a variety of related professions in the hairstyling and aesthetics
industry. Students also gain knowledge of careers in this area through
volunteer work, cooperative education, and job shadowing.
Throughout
the course the teacher addresses health and safety concerns as they pertain to
the hairstyling and aesthetics industry. Guest speakers may be invited to speak
about the Workplace Hazardous Materials Information System (WHMIS) or workplace
safety and first aid (e.g., St. John’s Ambulance).
The
activities provide opportunities for students to engage in both practical
exercises and theoretical research assignments.
The
expectations are assessed in accordance with the four areas identified in the
achievement chart (knowledge and understanding, communications, thinking and
inquiry, and application) found in the Technological Education Policy Document.
The
teacher uses a wide range of teaching/learning strategies and provisions in
order to accommodate the needs of exceptional students.
|
Unit 1 |
Advanced Hairstyling |
30 hours |
|
Unit 2 |
Advanced Aesthetics |
25 hours |
|
Unit 3 |
Chemical Services |
30 hours |
|
* Unit
4 |
Salon Management and Entrepreneurship |
15 hours |
|
* Unit
5 |
Client Make-Over |
10 hours |
* These units are fully developed in this
Course Profile.
Time: 30 hours
Unit
Description
Students
perform hair styling services and/or fashion cuts in consultation with their
clients to accentuate the clients’ best features by using exemplary practices
of advanced shaping techniques. Students present information and ideas clearly,
honestly, and with sensitivity to others. Students also practise creative
evening styles. Throughout this unit, students find meaning, dignity,
fulfillment, and vocation in work, thereby contributing to the common good of
humankind.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1.1 |
TFV.02,
SPV.02, SPV.03, SPV.05, ICV.01, TF1.01, TF1.02, SP1.04, SP1.05, SP2.01,
SP2.04, SP2.08, SP3.01, SP3.02, SP3.03, IC1.01 |
Knowledge/
Understanding |
Client
Consultation and Exemplary Practices |
|
1.2 |
TFV.01,
SPV.04, SPV.05, ICV.01, TF1.04, TF2.03, SP2.05, SP2.07, SP2.08, IC1.01,
IC1.02, IC1.03, IC1.04, IC1.05 |
Knowledge/
Understanding |
Advanced
hair shaping techniques |
|
1.3 |
TFV.01,
SPV.04, ICV.01, TF1.04, TF2.03, IC1.01, IC1.02, IC1.03, IC1.05 |
Knowledge/
Understanding |
Day
Time Hairstyling |
|
1.4 |
TFV.01,
TFV.02, TFV.03, SPV.04, ICV.01, TF1.04, TF2.03, SP2.07, IC1.01 |
Knowledge/
Understanding |
Evening
Hairstyling |
Time: 25 hours
Unit
Description
Students build on their knowledge of aesthetics
acquired from the Grade 11 Hairstyling and Aesthetics course to assist in the
understanding of beauty career diversities. Through investigation, students
identify and correct various skin disorders, and problems with personal
enhancement and design, which are common in the working environment. Chemical,
product, and advanced aesthetic techniques are practised on live models.
Students incorporate communication, teamwork, and professional protocol (e.g.,
health and safety) skills that address clients’ individual needs and cultural
differences.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
2.1 |
ICV.02,
IC2.01, IC2.02 |
Knowledge/Understanding |
Career
and Training Awareness for the Aesthetics Industry |
|
2.2 |
TFV.03,
TF1.02, TF2.03 |
Knowledge/Understanding |
Diseases
and Disorders of the Skin |
|
2.3 |
TFV.01,
TFV.03, SPV.03, SPV.04, ICV.01, ICV.02, TF1.01, SP2.01, SP2.06, SP2.07,
SP3.02, IC1.01, IC1.02, IC1.03, IC1.04, IC1.05, IC1.06 |
Knowledge/Understanding |
Advanced
Facial Skin Products, Chemicals, and Techniques |
|
2.4 |
TFV.02,
SPV.03, ICV.01, ICV.02, TF1.01, TF1.03, TF1.04, SP2.01, IC1.01, 1C2.02 |
Knowledge/Understanding |
Corrective
and Theatrical Makeup Applications |
|
2.5 |
TFV.01,
TFV.03, SPV.03, SPV.04, ICV.01, ICV.02, TF1.01, SP2.01, SP2.06, SP2.07,
SP3.02, IC1.01, IC1.02, IC1.03, IC1.04, IC1.05, IC1.06 |
Knowledge/Understanding |
Nail
and Body Art |
|
2.6 |
TFV.01,
SPV.03, SPV.04, ICV.01, ICV.02, TF1.01, SP2.06, SP2.07, SP3.02, IC1.01,
IC1.02, IC1.03, IC1.04, IC1.05, IC1.06 |
Knowledge/Understanding |
Body
Hair Removal and Colouring Products, Chemicals, and Techniques |
Time: 30 hours
Unit
Description
Students
learn about the physical and chemical processes of hair products, as well as
their effects on the hair. This ensures the quality of control for the
application of personal enhancement chemicals on live models, e.g., permanent
waving, hair colouring, chemical hair relaxants. While engaging in these
procedures, students adhere to the professional standards set out by the
industry and government legislation. Students work effectively as
interdependent team members for the common good of all humankind and strive to
find meaning, dignity, fulfillment, and vocation in work that contributes to
the common good. Students apply management, record keeping, and analysis skills
that will enable them to apply skills for employability and self-employment
relative to Christian vocation.
Unit
Overview Chart
|
Cluster |
Learning
Expectations |
Assessment
Categories |
Focus |
|
3.1 |
TFV.02,
TFV.03, SPV.02, SPV.05, ICV.01, ICV.02, TF2.01, TF2.02, TF2.03, SP1.03,
SP2.07, SP2.08, ICI.04, ICI.05, ICI.06 |
Knowledge/
Understanding |
Product
Knowledge for Chemical Hair Services |
|
3.2 |
TFV.02,
TFV.03, SPV.03, SPV.04, SPV.05, ICV.01, ICV.02, TF1.01, TF2.01, TF2.02,
TF2.03, SP1.03, SP1.04, SP1.05, SP2.01, SP2.03, SP2.04, SP2.07, SP3.02,
IC1.01, IC1.03, IC1.04, IC1.05, IC1.06 |
Knowledge/
Understanding |
Advanced
Permanent Wave Techniques and Chemical Relaxing |
|
3.3 |
TFV.02,
TFV.03, SPV.03, SPV.04, SPV.05, ICV.01, TF1.01, TF1.03, TF2.01, TF2.02,
TF2.03, SPI.03, SPI.05, SP2.01, SP2.02, SP2.04, SP3.02 |
Knowledge/
Understanding |
Hair
Colouring, Hair Lightening and Corrective Colouring |
|
3.4 |
TFV.02,
TFV.03, SPV.03, SPV.04, SPV.05, ICV.01, TF1.01, TF1.03, TF2.01, TF2.02,
TF2.03, SP1.03, SP1.05, SP2.01, SP2.02, SP2.04, SP3.02 |
Knowledge/
Understanding |
Highlighting
and Lowlighting Techniques |
Time: 15 hours
Unit
Description
Students
gain an insight into salon management, entrepreneurship, and the dynamics of employer/employee
relationships. Students research, develop, write and present strategies for
effective salon operation and business ownership. Throughout this unit,
students develop attitudes and values founded on Catholic social teaching and
act to promote social responsibility, human solidarity, and strive for the
common good. Students describe and design advertising and marketing strategies,
demonstrate business management skills in addition to identifying and
practising entrepreneurial skills. This unit lends itself to independent study
with teacher direction and initiation of topics.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
4.1 |
TFV.04,
SPV.01, SPV.03, SPV.05, ICV.02, ICV.03, ICV.04, TF3.01, TF3.02, TF3.05,
SP1.01, SP2.07, SP3.01, SP3.02, IC1.04, IC1.06, IC2.03, IC2.04 |
Knowledge/Understanding |
Entrepreneurship
and Catholic social teachings |
|
4.2 |
TFV.05, SPV.05, TF3.04, TF3.05, SP1.01,
IC1.02, IC1.05 |
Knowledge/Understanding |
Advertising and Marketing Strategies |
|
4.3 |
TFV.04,
SPV.01, ICV.01, TF3.01, TF3.02, SP1.01, SP1.02, IC1.02, IC1.05 |
Knowledge/Understanding |
Designing
a Business Plan for the operation of a salon |
|
4.4 |
TFV.02,
SPV.02, SPV.03, SPV.05, TF3.03, SP1.02, SP1.03, SP3.03, SP3.01 |
Knowledge/Understanding |
Business
Etiquette and Customer Service |
Time: 10 hours
Unit
Description
In this
culminating unit, students are challenged to analyse, administer, and assess
their understanding and knowledge of hairstyling and aesthetics by simulating a
life-like salon make-over service on a live model. Throughout this unit
students apply skills for employability, self-employment, and entrepreneurship
relative to Christian values. Students examine and reflect on their personal
values, abilities, and aspirations that influence life choices and
opportunities. Students engage in various communication, interpersonal, and
problem-solving techniques to arrive at a suitable and logical process (e.g.,
hair shaping, chemical work, aesthetics procedures) to apply a full salon
service for personal enhancement alterations on a live model. Students develop
a portfolio outlining all procedures, and submit it for the purpose of future
client services.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
5.1 |
TV2.02,
SPV.03, SPV.05, TF1.01, TF1.02, TF2.03, TF3.03, SP1.05, SP2.01, SP2.04,
SP3.01 |
Knowledge/Understanding |
Client
Consultation |
|
5.2 |
TFV.02,
SPV.03, SPV.04, TF1.03, TF1.04, SP2.01, SP2.03, SP2.05, SP2.07, SP3.02,
IC1.01, IC1.03 |
Knowledge/Understanding Thinking/Inquiry Application |
Hairstyling
Procedures and Applications |
|
5.3 |
SPV.04,
TFV.01, TF1.01, SP2.06, SP2.07, SP3.02, IC1.01, IC1.03 |
Knowledge/Understanding |
Aesthetics
Procedures and Applications |
|
5.4 |
TFV.01,
TFV.03, SPV.05, TF1.04, TF2.01, SP1.04, SP2.08 |
Knowledge/Understanding Communication |
Client
Portfolio |
Brainstorming – group generation of initial ideas
expressed without criticism or analysis;
Buddy System – linking of students for
peer/cross-age support, and presentation of information and ideas clearly and
honestly while demonstrating sensitivity to others;
Case Study – investigation of real and
simulated issues;
Collaborative/Cooperative Learning – small group learning providing
high levels of student engagement and interdependence;
Computer-assisted Learning – learning of new material or
review/reinforce material previously learned;
Conferencing/Discussion – student-to-student and
teacher-to-student discussions to encourage confidence and present information
and ideas clearly and honestly with sensitivity to others;
Examples - model or a sample of student work to provide
the standard toward which students are aiming.
Independent Study – exploration and research of a
topic of interest to students;
Journal Writing – the practice of expressing ideas,
experiences, questions, reflections, personal understanding, or new learning,
in written form on a regular basis;
Just-in-time Teaching – theoretical material that is
presented to the student at the appropriate stage of the student’s project;
Problem Solving – model for helping students to
identify and work through problems using a prescribed process involving a
number of steps;
Report/Presentation – verbal, visual, and written
presentation of researched topic to the class or in the community;
Research – model of investigation;
Socratic Lesson – presentation of information by
the teacher whereby students listen actively and critically to understand and
learn in light of gospel values;
Teacher-directed Class Discussion – encouragement of active participation of
students by having them take turns while discussing current issues.
Paper-and-Pencil Tests
·
Ongoing
quizzes
·
Final
evaluation
Performance Assessment
·
Research
project
·
Assigned
exercises
·
Log/journal
entries
·
Presentation
·
Finished
product or service
Personal Communication
·
Conferencing
·
Student-teacher
·
Teacher-group
·
Client-student
·
Daily
log/journal
·
Ongoing
verbal feedback
·
Critique
self/peer
·
Checklists
·
Marking
schemes
·
Project
specification sheets
·
Rubrics
·
Anecdotal
comments with suggestions for improvement
Seventy per cent of the grade will be based on
assessments and evaluations conducted throughout the course. Thirty per cent of
the grade will be based on a final evaluation in the form of an examination,
performance, essay, and/or other method of evaluation.
Assessment
Methods
Diagnostic: occurs at the beginning of the term
or unit of study, or at any point during the course when information about
prior learning is useful;
Formative: occurs during the learning process
and provides ongoing feedback to the teacher and student about the quality of
learning and the effectiveness of instruction;
Summative: carried out at the end of the
course.
Various accommodations
may be made throughout the program to assist students. Possible program
modifications may include:
·
adaptation
of handouts and timelines;
·
the
use of alternative activities, assessment/evaluation techniques, and
instructional strategies;
·
adaptation
of physical structures;
·
provision
of enriched materials and resources
·
specialized
equipment, electronic devices, and/or classroom procedures;
·
advanced
social and program acceleration modifications.
The teacher should consult individual student
IEPs for specific direction on accommodation for individuals.
The
writers verified the URLs for the websites prior to publication. Given the
frequency with which these designations change, the teacher should always
verify the websites prior to assigning them for students’ use.
Units in
this Course Profile make reference to the use of specific texts, magazines, films
videos, and web sites. The teacher needs to consult board policies regarding
the use of any copyrighted materials. Before reproducing materials from printed
publications for student use, the teacher needs to ensure that the board has a
Cancopy licence and that this licence covers the resources they wish to use.
Before screening videos/films with their students, the teacher ensures that
board/school has obtained the appropriate public performance videocassette
licence from an authorized distributor, e.g., Audio Cine Films Inc. Teachers
are reminded that much of the material on the Internet is protected by
copyrights. The person or organization that created the work usually owns the
copyright. Reproduction of any work or substantial part of any work on the Internet
is not allowed without the permission of the owner.
Allured
Publishing. Milady’s Standard Textbook
for Professional Aestheticians. New York: Allured Publishing, 1996. ISBN
1-56253-129-8
Allured
Publishing Corporation. Physiology of the
Skin. New York: Allured Publishing, 1996.
ISBN 0-931710-52-9
Barnes,
Letha and Lisha Barnes. Milady’s Standard
Study Guide: The Essential Companion. New York: Milady Thomson Learning
Inc., 2002. ISBN 1-56253-803-9
Campbell
Place, Stan. The Art and Science of
Professional Makeup. New York: Milady Publishing Company, 1990. ISBN
0-87350-361-9
Edgerton,
Leslie. You and Your Clients: Milady’s
Human Relations for Cosmetology. New York: Milady Publishing Company, 1992.
ISBN 1-56253-058-5
Fleck,
Margaret B. Mathematics for Cosmetology.
New York: Milady Publishing Corporation, 1982. ISBN 0-87350-128-4
Harris,
Brian. Discovery - An Introduction to
Career Planning. Burlington: Canadian Guidance Services, 1995. ISBN
0-929079-02-7
Harris,
Brian. Explorations - A Guide to
Educational and Career Planning. Burlington: Canadian Guidance Services,
1995. ISBN 0-929079-00-0
Lees,
Mark. Milady’s Skin Care Reference Guide.
New York: Milady’s Publishing Company, 1994.
ISBN 1-56253-071-2
Madry,
Bobbi Ray. Student’s Illustrated
Cosmetology Dictionary. New York: Milady Publishing, 1987.
ISBN 0-87350-443-7
Milady
Publishing. Milady’s Practical Workbook
of Cosmetology. New York: Milady Publishing, 1999.
Milady
Publishing. Milady’s Standard Razor
Cutting. New York: Milady Publishing, 1994.
ISBN 1-56253-180-8
Milady
Publishing. Milady’s Standard Textbook of
Aesthetics. New York: Milady Publishing, 1999.
ISBN 1-56253-129-8
Milady
Publishing. Milady’s Standard Textbook of
Cosmetology. New York: Milady Publishing, 1999. ISBN 1-56253-466-1
Milady
Publishing. Milady’s Standard Textbook
for Professional Estheticians. New York: Milady Publishing, 1988. ISBN
0-87350-423-2
Milady
Publishing. Milady’s Standard Textbook
for Professional Estheticians. New York: Milady Publishing, 1998. ISBN
1-56253-359-2
Milady
Publishing. Milady’s Standard Theory
Workbook. New York: Milady Publishing, 1991.
1SBN 1-56253-005-4
Milady
Publishing. Theory and Practice of
Therapeutic Massage. New York: Milady Publishing, 1994. ISBN 1-56253-120-4
Ontario Apprenticeship Training
Standards Hairstylist. Ontario: Queen’s Printer, 1999.
ISBN 0-7778-8259-0
Padgett,
Mark E. A Contemporary Approach to
Permanent Waving. New York: Milady Publishing, 1994. ISBN 1-56253-101-8
Personal Services Setting Protocol
Infection Control Program. Ministry of Health, Public Health Branch, Toronto January, 1998.
Simmons, John V. The Science of Cosmetics. Hong Kong: MacMillan Education Ltd.,
1990.
ISBN 0-333-43845-0
Wright, Robert, Ph.D., People Skills: Your Personal Guide to Salon Success. Chicago, IL:
Pivot Point International, Inc., 1988.
Young,
Kenneth. Haircutting A Technical Guide
Men’s, Women’s and Children’s Cuts. New York: Milady Publishing, 1993. ISBN 1-56253-103-4
Tant,
Lisa. “Face the
Future.” Chatelaine, Volume 72, Issue
9 (September 1999): 130-134.
Walker,
Tanya. “Do-it-yourself 5 Step facial.” Modern
Woman Magazine, Volume 6 (May 1998) 22-23.
BeautyBeat (all releases). Toronto, ON.
Canadian Hairdresser (all releases). Toronto, ON: Har-Co
Co.
Fashion Magazine (all releases). Toronto, ON.
Flare (all releases). Toronto, ON.
Modern Salon (all releases). Lincolnshire, IL.
Salon Magazine
(all releases). Toronto, ON.
Allied
Beauty Association of Canada – www.abacanada.com
Contact
Canada – ccinfo@ContactCanada.com
Contact
Canada – http://ContactCanada.com
Delmar,
a division of Milady, video and publication resources – www.delmar.com
Milady
– Thomson Learning Centre for school based training in cosmetology,
barber–styling, aesthetics, nail technology, or massage – http://www.Milady.com
Modern
Salon Magazine – http://www.modernsalon.com
Nail
Pro Magazine – http://www.nailpro.com
Redken
5th Avenue NYC– http://www.redken.com
Workplace
Hazard Material Information System Web site – http://www.utoronto.ca/safety/whmis2.htm
Ontario’s
Occupational Health and Safety Web site – http://www.gov.on.ca/lab/ohs/ohse.htm
Smart Tutor/Smart Tester & Smart
Test. Milady
Publishing Company (A Division of Delmar Publishers)
Cosmopolitan Virtual Makeover 2 Deluxe. Broderbund
CorelDraw TM
Corel Presentation TM
Microsoft Word TM
WordPerfect TM
3D Home Architect Deluxe.
Broderbund
Color in Everyday Life. Lake Zurich. IL: The Learning Seed,
1993. 25 minutes.
Eye for Design. Lake Zurich. IL: The Learning
Seed, 1991. 22 minutes.
Milady Standard Textbook of
Cosmetology Video
Series, 2E, Tape 11
Wayne Grund “Moods” Video
Series vol. 1-3. ProDesign International, 1997. approximately 2 hours.
1-800-235-7376
The
Grade 12 Hairstyling and Aesthetics Workplace course is designated as a
technological education course. Students can use the course as a compulsory
credit (one credit from Science [Grade 11 or
Grade 12] or Technological Education [Grade 9–12]), or as an optional credit.
This course can be part of a schoolwork transition program (see Co-operative Education and Other Forms of
Experimental Learning: Policies and Procedures for Ontario Secondary Schools,
2000).
Students
are introduced to theoretical and practical aspects of hairstyling and
aesthetics technology. The curriculum provides opportunities for students to
undertake hands-on practical activities, as well as to conduct research and
analysis. Students are taught safe methods of application of products and use
of tools and equipment. There is a wide range of teaching/learning
methodologies used to accommodate and meet the needs of all students. This
course also addresses social issues such as anti-discrimination education,
equity/social justice issues, career goals/cooperative education, conflict
resolution/violence prevention, and community partnerships. All of these
support many of the Ontario secondary school policies.
Career
exploration throughout all units is made available to students with specific
reference to Choices into Action: Guidance and Career Education Program
Policy for Elementary and Secondary Schools, 1999; Ontario Youth
Apprenticeship Program (OYAP); The Ontario Apprenticeship Training Standards
for Hairstylists.
Apprenticeship
is hands-on training for people who enjoy learning by doing. The training
provides access to well-paying jobs that demand a high level of skills,
judgement, and creativity. Apprentices are paid while gaining work experience,
and their wages increase with their level of skills.
Apprenticeship
is a method of training in which employers train workers to become skilled
tradespeople through on-the-job training and classroom instruction.
Apprenticeship training programs are available for many skilled trades in
Ontario.
The
Ontario Youth Apprenticeship Program (OYAP) opens the door to apprenticeship in
a wide range of exciting careers. If you are entering Grade 11 and are at least
16 years old, you can work towards a career in a skilled trade as a registered
apprentice, and eventually a certified skilled worker or journeyperson, while
you complete your Ontario Secondary School Diploma. Eligible students should
contact their guidance counsellor, technical director, or local apprenticeship
office.
For
more information:
http://www.edu.gov.on.ca/eng/training/apprenticeship/skills/splash.html
Coded
Expectations, Hairstyling and Aesthetics, Grade 12,
Workplace Preparation, TPE4E
TFV.01 · describe advanced design
techniques used in hairstyling and aesthetics;
TFV.02 · solve problems related to
specific client requests, needs, and expectations;
TFV.03 · explain the physical and chemical
effects of beauty products on the hair, skin, and nails;
TFV.04 · identify strategies for effective
salon operation and business ownership;
TFV.05 · describe advertising and
marketing strategies.
Analytical
and Design Techniques
TF1.01 – determine appropriate services
for a variety of clients through a consultation process;
TF1.02 – identify diseases and disorders
relating to the hair, skin, and nails;
TF1.03 – explain colour theory concepts
(e.g., colour wheel, warm and cool shades, hair colour formulation, make-up
selection, complementary colours);
TF1.04 – describe the ways in which the
design process is used in the hairstyling and aesthetics industry (e.g., the
planning of appropriate style designs, balance in hairstyles, make-up artistry,
or creativity in nail designs; sketching diagrams of styling and cutting
patterns).
Physical
and Chemical Effects
TF2.01 – describe the potential effects of
chemical applications on the hair, skin, and nails (e.g., effects of permanent
hair colour, hair relaxers, prelighteners, toners, permanent waves, artificial
nails, polish removers, alphahydroxy acids [AHA], topical solutions for the
skin and nails);
TF2.02 – describe the differences between
acid and alkaline levels (e.g., through the use of a pH chart) as they relate
to hair and skin products (e.g., perms, shampoos, peroxides) and how these
products affect the hair, skin, and nails;
TF2.03 – identify potential problems
arising from product applications on the hair, skin, and nails.
Business
and Marketing Considerations
TF3.01 – identify the major steps required
to open a beauty salon (e.g., create a business plan);
TF3.02 – identify terminology related to
opening and operating a business (e.g., lease, business registration, contract,
commission, inventory, retail, insurance);
TF3.03 – explain the importance of
customer service;
TF3.04 – identify the influence of
advertising and marketing techniques used to sell health and beauty products;
TF3.05 – describe advertising and
management strategies as they relate to salon operations and new products,
implements, and equipment used in the beauty industry.
SPV.01 · demonstrate business management
skills in a salon setting;
SPV.02 · demonstrate problem-solving
skills when dealing with a diverse clientele;
SPV.03 · demonstrate communication and
interpersonal skills in a work environment;
SPV.04 · employ techniques that meet industry
standards, including advanced styling techniques and chemical services
applications, using appropriate equipment, materials, and implements;
SPV.05 · demonstrate effective
communication and interpersonal skills.
Management
Skills
SP1.01 – identify the entrepreneurial
skills required for operating a salon;
SP1.02 – demonstrate the organizational
and record keeping skills required for inventory and finance;
SP1.03 – record and maintain client charts
to ensure quality service;
SP1.04 – explain how to obtain information
from a variety of sources to determine the best solution to a given problem
(e.g., client consultation, client record card, colour charts);
SP1.05 – interpret diagnostic results to
advise clients of appropriate services.
Services,
Techniques, Equipment, and Materials
SP2.01 – use skin and hair analysis
procedures to determine the most suitable service, products, equipment, and
techniques (e.g., for services such as manicures, pedicures, skin treatments,
eyebrow shaping, make-up application, hair removal, advanced thermal styling,
advanced dry and wet styling, artificial hair application, chemical services,
corrective treatments, creative evening styles, and fantasy designs);
SP2.02 – apply hair colour according to
client needs (e.g., tint retouch, virgin hair colour application, cap/foil
highlights, lowlights, semi-permanent colour);
SP2.03 – competently perform services that
chemically alter the structure of hair (e.g., permanent waves, soft curl perms,
chemical relaxers), using a variety of advanced techniques;
SP2.04 – determine hair characteristics
(e.g., texture, porosity, elasticity, density, lengths, amount of curl) of a
variety of clients and determine the solutions that are most suitable and that
best satisfy the clients’ requests and needs;
SP2.05 – perform effectively a variety of
fashion cuts that accentuate the client’s best features by using advanced
shaping techniques (e.g., texturizing, point cutting, blending, razor cutting,
tapered cutting, blunt and layer cutting);
SP2.06 – use appropriate skin treatments
(e.g., cleansers, tonics, exfoliants, treatment creams, masks, high frequency
treatments) for specific client needs;
SP2.07 – interpret and adhere to
manufacturers’ directions on products and equipment related to the beauty
industry;
SP2.08 – identify hair, skin, and nail abnormalities
and advise clients on home care and preventive measures.
Communication
and Interpersonal Skills
SP3.01 – consult effectively with a
variety of people in a client setting and use problem-solving skills to
determine the most suitable services and products for the individual;
SP3.02 – demonstrate effective
communication, organizational, teamwork, and personal management skills;
SP3.03 – demonstrate effective conflict
management strategies that can be used in dealing with difficult clients or
peers in problematic situations.
ICV.01 · evaluate effectively and implement the
exemplary practices essential in an efficient and safe work environment;
ICV.02 · identify the role of legislation
related to health and safety for a cosmetology program and to the beauty
industry in general;
ICV.03 · explain the role of career
education and training in hairstyling and aesthetic programs;
ICV.04 · make informed decisions
concerning salon ownership.
Health
and Safety Standards
IC1.01 – use safe and sanitary work
practices in performing hairstyling and aesthetic services;
IC1.02 – identify potential problems
related to working in an unsanitary or unsafe environment;
IC1.03 – use and handle electrical equipment
safely;
IC1.04 – interpret hazard labels
associated with the WHMIS (Workplace Hazardous Materials Information System)
and explain the purpose of this legislation in relation to the cosmetology
profession;
IC1.05 – use and store waste and chemical
products correctly;
IC1.06 – describe safety guidelines for
the storage and disposal of chemicals.
Education,
Training, and Career Opportunities
IC2.01 – distinguish between the many and
diverse careers related to the beauty industry;
IC2.02 – explain the training and
apprenticeship programs required to prepare for possible employment in the wide
field of cosmetology;
IC2.03 – identify considerations in
business ownership and potential problems in opening a salon without proper
preparation;
IC2.04 – describe the process to legally
register a salon business.
Ontario
Catholic School Graduate Expectations
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates
in the sacramental life of the church and demonstrates an understanding
of the centrality of the Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of Canada’s official languages;
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -accepts
accountability for one’s own actions;
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes
to the common good.