Hair and Beauty - PDST

Hair and Beauty

LEAVING CERTIFICATE APPLIEDVOCATIONAL EDUCATIONHAIR AND BEAUTY

HAIR AND BEAUTYGENERAL RECOMMENDATIONSThe Teacher Guidelines provide suggestions in relation to classroompractice. The guidelines are not prescriptive. There is scope for teachersto exercise their own professional judgement based on the interests,needs and abilities of the group. However, it is essential that thefundamental principles of the Leaving Certificate Applied be upheld.Teachers are therefore required to adopt a methodology that is studentcentred, activity based and affirming.5

HAIR AND BEAUTY6

HAIR AND BEAUTYMODULE 1SALON AND CUSTOMER CARE7

HAIR AND BEAUTY • SALON & CUSTOMER CAREMODULE 1:SALON & CUSTOMER CAREPURPOSEThe purpose of this module is to introduce students to theknowledge, understanding and skills that are required to ensuregood salon and customer care practices in the hair and beautybusiness. The module serves as a foundation for the haircare,beautycare and bodycare modules and covers topics such ashealth, hygiene, safety, communication, reception skills, salondesign, and professionalism. Many of the skills developed inthese modules can be applied to other service industry areas.PREREQUISITESThis module serves as a foundation for the modules Haircare,Beautycare and Bodycare. It is recommended that it becompleted before these modules or integrated with them.8

HAIR AND BEAUTY • SALON & CUSTOMER CAREAIMSThis Module aims:• to increase students understanding of the importanceof salon and customer care• to promote safe, hygienic and healthy work practices• to develop students’ communication and interpersonal skills• to provide opportunities for students to practisereception skills specific to the service industry• to familiarise students with salon planning and design• to develop students’ awareness of professional trainingand career opportunities within the hair and beauty business.UNITSUnit 1:Unit 2:Unit 3:Unit 4:Unit 5:Unit 6:The Hair & Beauty ProfessionalReception SkillsCommunicationHealth & HygieneSafetySalon Design9

HAIR AND BEAUTY • SALON & CUSTOMER CARE • THE HAIR & BEAUTY PROFESSIONALUnit 1: The Hair & Beauty ProfessionalLEARNING OUTCOMESTEACHER GUIDELINESThe student will be able to:1. describe the roles and duties of ahairdresser or beautician Invite a hairdresser or beautician to visitthe class to talk about their work. Visit a salon and interview a hairdresseror beautician. Have a questionnairepre-prepared.2. identify what makes a goodhairdresser or beautician3. identify training opportunitiesavailable locally Carry out a vox pop to find out whatpeople consider a good hairdresser orbeautician to be. Visit salons locally to find out whattraining, if any, they require a personhave before taking them on. Ask themabout training opportunities locally. Visit the local FÁS office and findout what training opportunities theycan offer in the area. Check out local PLC courses for hairand beauty training courses.4. investigate employmentopportunities locally. Check out positions available locallythrough local newspapers, communityradio, advertising etc.10

HAIR AND BEAUTY • SALON & CUSTOMER CARE • RECEPTION SKILLSUnit 2: Reception SkillsLEARNING OUTCOMESTEACHER GUIDELINESThe student will be able to:1. outline the role and duties ofa receptionist2. enter appointments in an appointmentbook for basic hair and beauty services3. demonstrate answering the telephone Brainstorm the various duties of areceptionist, what a receptionistshould know and the qualitiesthey should possess. Practice entering appointments ontophotocopied appointment sheets forservices such as a blow dry, simpleup style, cut, manicure, mini-facial,make up etc. Brainstorm the characteristics of goodtelephone technique. Role-play answering the telephone andresponding to an enquiry, a request tomake an appointment and a cancellationof an appointment.4. take and record a message for a clientor another member of staff5. accept different types of paymentsfrom clients6. complete a gift voucher7. create a simple product display Role play taking different types ofmessages on a pre-prepared message padthat includes headings such as who themessage is for, who it is from, date andtime of message, details of message,telephone number of caller, name ofperson who took the message. Role-play accepting payment in the formof e.g. cash, cheques, debit cards(Laser, credit card etc.). Role-play completing gift vouchersfor different amounts. Brainstorm the advantages anddisadvantages of making displays.11

HAIR AND BEAUTY • SALON & CUSTOMER CARE • RECEPTION SKILLSUnit 2: Reception Skills (Continued)LEARNING OUTCOMESTEACHER GUIDELINES Demonstrate making a range of differenttypes of displays e.g. counter display,window display, and shelf display. Observe displays in shops anddepartment stores. Note their layout,size, number of products, cleanliness,information, pricing etc.8. demonstrate systems used to recordinformation about clients Design a simple client record card androle-play completing it. Brainstormwhich services should be recordedand which services are generallynot recorded. Investigate locally which salonsare using IT to record informationabout clients.9. complete a simple stock check. Carry out a stock check using apre-prepared stock card.12

HAIR AND BEAUTY • SALON & CUSTOMER CARE • COMMUNICATIONUnit 3: CommunicationLEARNING OUTCOMESTEACHER GUIDELINESThe student will be able to:1. outline the different types ofcommunication used in the salon2. demonstrate how to greet a client3. answer clients’ queries4. deal with complaints effectively Brainstorm examples of verbal and nonverbalcommunication used in a salon. Role-play greeting a client as areceptionist, hairdresser or beautician. Role-play responding to different queriesa client might have e.g. a request forinformation about a product or service. Draw up a plan of action that should befollowed if a client makes a complaint. Role play responding to clients whomake different types of complaints e.g.being kept waiting, being soaked at thebasin, colour getting onto their clothes,not happy with the treatment etc.5. converse appropriately with a client6. demonstrate listening skills7. discuss the importance of team work Brainstorm topics that should andshould not be discussed with clients. Brainstorm what it means tolisten effectively. Discuss the pros and cons ofteamwork in a salon. Identify situations that might arise ina salon where teamwork wouldbe essential.8. identify areas where confidentialitymust be maintained. Brainstorm situations/activities in asalon that require confidentiality. Draw up a confidentiality charterto be observed by staff in a salon.13

HAIR AND BEAUTY • SALON & CUSTOMER CARE • HEALTH & HYGIENEUnit 4: Health & HygieneLEARNING OUTCOMESTEACHER GUIDELINESThe student will be able to:1. describe different ways infection canbe spread in a salon Invite students to design a postershowing different ways infection canbe spread. Invite students to develop a board gamearound good and bad hygiene practicesin the salon e.g. a simple game along thelines of snakes and ladders.2. outline a basic hygiene routinefor a salon3. outline a range of methods used tosterilise equipment Design a ten-point hygiene plan for asalon. Present it in chart format. Investigate methods used by salonslocally to sterilise equipment. Contact companies that supplyequipment to salons and find out whatsterilising equipment is available.4. list the contents of a first-aid box5. outline basic first-aid procedures Make up a first-aid box suitable for asalon. Cost the items. Design a first-aid booklet that could beconsulted in an emergency in a salon. Invite a first-aid organisation e.g. theIrish Red Cross to give a talk anddemonstration on basic first-aid.6. describe good standing andsitting positions for hairdressersand beauticians7. describe clothing and footwear suitablefor work in a hair or beauty salon Role-play suitable standing and sittingpositions. Invite an expert to give adviceto the class e.g. someone who offerstraining in the area of manual handling. Brainstorm the features of clothingand footwear suitable for work.14

HAIR AND BEAUTY • SALON & CUSTOMER CARE • HEALTH & HYGIENEUnit 4: Health & Hygiene (Continued)LEARNING OUTCOMESTEACHER GUIDELINES Invite students to make a collage usingpictures from magazines of clothing theyconsider suitable for either a hairdresseror beautician. Ask them to give reasonsfor their choice etc. Invite the class tovote for what they consider to be themost suitable outfit.8. prepare clients for simple hair andbeauty services. Role play preparing clients for basicservices such as shampooing, manicures,make-up, cleansing. Consider seating,protection of clothing, safe storage ofjewellery etc.15

HAIR AND BEAUTY • SALON & CUSTOMER CARE • SAFETYUnit 5: Safety (Continued)LEARNING OUTCOMESTEACHER GUIDELINES8. record an accident on anaccident report form. Invite two people to role-play anaccident. Ask the class to completean accident report form based onwhat they observed.17

HAIR AND BEAUTY • SALON & CUSTOMER CARE • SALON DESIGNUnit 6: Salon DesignLEARNING OUTCOMESTEACHER GUIDELINESThe student will be able to:1. identify the features ofgood salon design2. select a range of furnishing andequipment for a hair or beauty salon Carry out a vox pop or survey toidentify what people feel makesa well-designed salon. Visit a local salon and list the items ofequipment they use. Look through hair and beautymagazines for ideas. Contact a hair or beauty supply storefor catalogues, brochures, price lists etc.3. plan a simple layout and décorfor a hair or beauty salon. Draw simple plans on graph paper ormake a 3D model using e.g. a shoebox. Collect paint charts samples ofwallpaper, flooring etc.18

HAIR AND BEAUTY • SALON & CUSTOMER CARERESOURCESBOOKSStart Hairdressing, Level 1 by Martin Green and Leo Palladino,Publisher: Macmillan A highly visual text that covers many aspectsof customer careBeauty Therapy, The Official Guide to Level 2 by Lorraine Nordmann,Publisher: Macmillan Useful as a reference text for the teacher/tutor.Creating an Excellent Salon by Iris Rigazzi- Tarling,Publisher: Hodder & Stoughton Useful as a reference text forthe teacher/tutor.MAGAZINESA wide range of magazines is available from newsagentson haircare and beautycare. These include:International Hairdressers JournalTotal HairHairHair NowHair FlairGood HealthMarie Claire Health & BeautyHere’s HealthTop Santé Health & Beauty19

KEY ASSIGNMENTSMODULE 1: SALON & CUSTOMER CARECHECKLISTI completed a study of the role and duties of ahairdresser or beauticianI interviewed a receptionist and kept a recordof the interviewI used my IT skills to design a health, hygieneand safety checklist for a salonAs part of a small group I designed a hair or beautysalon and presented the information on a posteror in a 3-D format.21

HAIR AND BEAUTY22

HAIR AND BEAUTYMODULE 2HAIRCARE23

HAIR AND BEAUTY • HAIRCAREMODULE 2:HAIRCAREPURPOSEThe purpose of this module is to introduce students to theknowledge and skills that are required to understand and practicebasic haircare. Students will develop basic skills in areas such asshampooing, conditioning, blow-drying and the use of dressingaids for special occasions. This module can help to enhance thepersonal care and appearance of the student and is useful as apreparation for possible future training in hairdressing. It shouldbe noted that the level of skill required for this module is basicand should not be confused with that required of an apprenticeor junior working in a hairdressing salon.PREREQUISITESThe module entitled ‘Salon and Customer Care’ serves as afoundation for this module. It is recommended that it iscompleted before this module or integrated with it.24

HAIR AND BEAUTY • HAIRCAREAIMSThis Module aims:• to develop students’ knowledge of hair and hair analysis• to familiarise students with the range of productsand equipment used in haircare• to provide opportunities for students to practise basic haircareskills and procedures• to familiarise students with current hair styles, trends and fashions• to develop students’ awareness of professional haircare services available• to enable students to apply the knowledge and skills acquiredto improving their own personal presentation.UNITSUnit 1:Unit 2:Unit 3:Unit 4:Unit 5:Unit 6:Hair AnalysisShampooing and ConditioningBlow DryingHair Styles and FashionsSpecial OccasionsSpecialist Treatments25

HAIR AND BEAUTY • HAIRCARE • HAIR ANALYSISUnit 1: Hair AnalysisLEARNING OUTCOMESTEACHER GUIDELINESThe student will be able to:1. describe the structure of the hair Draw a diagram of the hair structureonto an A4 sheet. Photocopy it andinvite students to colour and labeleach part. Invite students to make a large posterof the structure of the hair to putup on the wall.2. identify different hair and scalp typesand conditions Brainstorm the full range of hair andscalp types and conditions describingeach briefly e.g. normal, dry, greasy,curly, straight, fine/flyaway, coarse,damaged, split ends, dull, dandruff,head lice etc. As a group produce a leaflet aboutrecognising your hair type and /orcondition of hair. Carry out a survey to find out if peopleare aware of their hair type and/orcondition. Design a simple questionnairethat could be used.3. list factors that can affect and /ordamage hair. Brainstorm factors e.g. colouring,perming, diet, health, brushing/combing, drying, shampooing/conditioning etc.26

HAIR AND BEAUTY • HAIRCARE • SHAMPOOING & CONDITIONINGUnit 2: Shampooing and ConditioningLEARNING OUTCOMESTEACHER GUIDELINESThe student will be able to:1. select the appropriate shampoos andconditioners for different hair types2. prepare a client for shampoo service3. shampoo and condition a clientshair and scalp. Check out what products areavailable from sources such as thelocal hairdressing salon, pharmacyor supermarket. Make a list of all thepossible places locally where productscan be bought. Invite each studentto visit a different source and listwhat is available. Video students shampooing andconditioning clients hair. Playback thevideo afterwards and have a fulldiscussion about the procedure used etc. Give the client a questionnaire tocomplete after the procedure. This willprovide their perspective on anythingthat they feel could be improved on. Observe how shampoo service is carriedout in a local hairdressing salon. Design a simple routine for massagingthe scalp during shampoo service. Keep a log of the knowledge and skillsdeveloped during this unit.27

HAIR AND BEAUTY • HAIRCARE • BLOW-DRYINGUnit 3: Blow-dryingLEARNING OUTCOMESTEACHER GUIDELINESThe student will be able to:1. identify items of equipment used tocarry out a blow-dry Make a collage poster of blow dryequipment. Set up a table with the items ofequipment laid out on it and labeleach item.2. identify products that can be used togive extra hold or body to a blow dry3. consult a client about the styleof blow dry they require4. blow dry a clients hair Brainstorm a list of products or set out adisplay table of products such as mousse,hairspray etc. Role-play talking to a client about theirrequirements. Video students blow drying clients hair.Play back the video afterwards and havea full discussion about the procedureused, areas that could be improved etc. Draw up a do’s and don’ts list in relationto the blow drying procedure.5. describe a range of other hair dryingand styling techniques. Invite a hairdresser to demonstrate arange of hair drying and stylingtechniques e.g. scrunch drying, fingerdrying, setting use of curling tongs,crimping iron etc. Keep a log of the knowledge and skillsdeveloped during this unit.28

HAIR AND BEAUTY • HAIRCARE • HAIR STYLES AND FASHIONSUnit 4: Hair Styles and FashionsLEARNING OUTCOMESTEACHER GUIDELINESThe student will be able to:1. describe different face shapes2. select a range of hair styles to suitdifferent face shapes3. recognise different hair stylesfrom photographs4. describe current trends in hairstyling. Give students a work sheet with thedifferent face shapes drawn on them.Invite them to sketch in hair styles tosuit each face shape. Cut pictures of different hairstyles frommagazines. Make a collage of hairstyleslabelling each. Carry out a vox pop around the schoolor centre to find out students views oncurrent trends in hairdressing. Invite a hairdresser to class to talk aboutcurrent fashions. Watch a specific media for a period ofone week and observe current trends inhairdressing. The media could be dividedamongst different members of the groupe.g. women’s magazines, teenagemagazines, business magazines,newspapers, TV advertisements, soaps,pop programmes etc.29

HAIR AND BEAUTY • HAIRCARE • SPECIAL OCCASIONSUnit 5: Special OccasionsLEARNING OUTCOMESTEACHER GUIDELINESThe student will be able to:1. identify and cost a range of hairdressing aids Brainstorm different types of dressingaids available e.g. butterfly clips, slides,scrunchies etc. Produce a fact sheet on what can bepurchased locally along with the costof each item and where it can bepurchased.2. demonstrate a simple hair styleincorporating the use of dressing aids. Create a simple hairstyle for a specialoccasion using one or more of thedressing aids sourced locally. Takephotographs of the hairstyle fromdifferent angles. Evaluate the overalleffect afterwards and invite classmembers to comment. Keep a log of the knowledge and skillsdeveloped during this unit.30

HAIR AND BEAUTY • HAIRCARE • SPECIAL TREATMENTSUnit 6: Specialist TreatmentsLEARNING OUTCOMESTEACHER GUIDELINESThe student will be able to:1. explain the term ‘perming’2. discuss the advantages anddisadvantages of perming hair Look up a text book for a definition,of perming ask a hairdresser for adefinition or look up the internet. Make a chart listing the advantagesand disadvantage of perming hair. Ask members of the public fortheir opinions on the advantagesand disadvantages.3. classify the different types of haircolouring products Research the range of products availablelocally e.g. in pharmacies, supermarketsand hairdressers. Check a textbook on hairdressing to findout how to classify the products youhave researched.4. discuss the advantages anddisadvantages of colouring hair5. cost perming and hair colouringproducts and services locally. Carry out a vox pop to find out people’sopinions about men and womencolouring their hair. Check out the difference in pricebetween having hair professionallycoloured or permed or buying productsoff the shelf and doing it yourself. Identify the advantages anddisadvantages of having your hairprofessionally coloured or permedor doing it yourself.31

HAIR AND BEAUTY • HAIRCARERESOURCESBOOKSStart Hairdressing, Level 1 by Martin Green and Leo Palladino,Publisher: MacmillanA highly visual text that takes you step by step through the varioushaircare techniques with colour photographs and diagrams.Well presented and easy to follow.Hairdressing, Level 2, by Leo Palladino, Publisher: MacmillanUseful follow on resource for the teacher/tutorMahogany, steps to cutting, colouring and finishing hair, by MartinGuanine and Richard Thompson, Publisher: Macmillan Press Ltd.Andre Talks Hair by Andre Walker and Teresa Wiltz,Publisher Simon & Schuster388 Great Hairstyles by Margit Rudiger, Renate Von Samson,Publisher Sterling PublicationsMAGAZINESThere is a wide range of magazines available about haircare andhairdressing most of which can be bought in newsagents e.g.International Hairdressers JournalTotal HairHairHair NowHair Flair32

HAIR AND BEAUTY • HAIRCAREUSEFUL ADDRESSESIrish Hairdresser’s Federation, 19 Bradford Ave, D.16L’Oreal, 88 Lr Leeson St, Dublin 2WELLA (Ireland)Ltd, Wella Studio, Terminus Mills, Clonskeagh, D.6Colet International, 140 Slaney cl, Glasnevin, D.11Schwarzkopf (Ireland) Ltd, Block 3, The Harcourt Ctr, Harcourt Rd, D.2Tom Ivers, 76 Ballykeeffe, LimerickN. O’Reilly, Hairdressers Supplies, Cahir Rd, ClonmelSalon Services (Dublin Ltd), 4 Red Cow Interchange Est.,Ballymount Rd, D.12 (Off Naas Rd)Salon Services, Unit 36, Kinsale Rd, Commercial Centre, CorkSalon Services, Unit 1, Addley Pk, Tuam, Co GalwayHealth Promotion Unit, Dept. of Health, Hawkins House, Dublin 2.COMPUTER SOFTWAREiStyle Personal Makeover, Sierra Home 1999 Sierra on line, Inc.Provides the opportunity to select different hairstyles, hair colours,accessories, make up etc. Scan in your own photograph and select whatsuits you best by trying out different styles, colours etc.Cosmopolitan Virtual Makeover, Soft Key, 1999The learning Company, Inc.Similar features to CD- Rom. Above.WEB SITESThere are numerous web sites on topics related to this module.The following list of addresses is intended to provide a starting pointonly. Note articles found via the Internet are not always accurate.http://www.clairol.com/ - Clairolhttp://www.loreal.com/us/noflash.asp - L’OREALhttp://www.hairdos.com – Hairstyleshttp://www.vidalsassoon.com – Vidal Sassoon site includes a sectionwhere you can have a style personalised for youhttp://www.informatik.tu-muenchen.de/~kuerten/spec/stars/stars.html- Site about bob hairstyles33

KEY ASSIGNMENTSMODULE 2: HAIRCARECHECKLISTI designed a chart listing a range of different hair types,hair problems and conditions and I suggested a productsuitable for eachAs part of a group I identified the main items ofequipment needed for haircare and costed them locallyI kept a log book of the haircareskills I have learnedI made a collage/poster or video of current trendsand fashions in hairdressing.34

HAIR AND BEAUTYMODULE 3BEAUTYCARE35

HAIR AND BEAUTY • BEAUTYCAREMODULE 3:BEAUTYCAREPURPOSEThe purpose of this module is to introduce students to theknowledge and understanding required to practice basic beautycare skills and routines.Students will develop the knowledge and skills required to selectsuitable beauty products and carry out simple routines in skincare, make–up, and hand and foot care. This module can help toenhance the personal care and appearance of the student and isuseful as a preparation for employment or possible futuretraining in the beauty or cosmetic industry. It should be notedthat the level of skill required for this module is basic and shouldnot be confused with that required of a student following aprofessional beauty therapy course.PREREQUISITESThe module entitled ‘Salon and Customer Care’ serves as afoundation for this module. It is recommended that it iscompleted before this module or integrated with it.36

HAIR AND BEAUTY • BEAUTYCAREAIMSThis Module aims:• to develop students’ knowledge and understandingof beauty care• to familiarise students with the range of productsand equipment used in beauty care• to provide opportunities for students to practise basicbeauty care skills and procedures• to develop students’ awareness of professionalservices available• to enable students to apply the knowledge and skills theyhave acquired to improving their own personal presentation.UNITSUnit 1:Unit 2:Unit 3:Unit 4:Unit 5:Unit 6:Skin CareHand careFoot and Leg CareMake-UpBeauty ProductsBeauty Treatments37

HAIR AND BEAUTY • BEAUTYCARE • SKIN CAREUnit 1: Skin CareLEARNING OUTCOMESTEACHER GUIDELINESThe student will be able to:1. describe the structure and functionsof the skin Draw a diagram of the skin.Photocopy it and invite studentsto colour and label parts. Use IT skills to create a chart identifyingthe functions of the skin.2. identify the main skin types Make a chart describing each of the fourmain types of skin – normal, dry, greasyand combination. Working in pairs invite students toidentify each others skin types. Invite students to design checkliststhat will help them to identifytheir skin types. Use a magnifying lamp to take a closerlook at the skin.3. identify a range of skin care productssuitable for each of the skin types Research the range of skin care productsthat are available in local shops e.g.pharmacies, supermarkets, departmentstores and beauty salons. The productsmight include cleansers, toners,moisturisers, night creams, facialwashes, cleansing bars, eye make upremovers, facial scrubs, masks etc. Identify products suitable for men.4. carry out a simple allergy test Invite students to carry out a smallallergy patch test on themselves. Brainstorm the signs to look out for ifthere is an allergic reaction.38

HAIR AND BEAUTY • BEAUTYCARE • SKIN CAREUnit 1: Skin Care (Continued)LEARNING OUTCOMESTEACHER GUIDELINES5. select the materials and productsneeded to cleanse, tone and moisturisethe face6. prepare a client for a facial treatment7. demonstrate a simple cleansing,toning and moisturising routinefor the face and neck Create a display of the materials andequipment needed and label each item. Role play e.g. greeting the client,explaining the treatment, protecting hairand clothes, removing jewellery andstoring it safely, making the clientcomfortable etc. Create a poster showing the sequence ofsteps involved in cleansing, toning andmoisturising the face and neck. Invite students to work in pairs andpractice the procedure on each other. Discuss a skin care routine suitablefor men.8. discuss the effects of the indoor andoutdoor environment on the skin9. identify some of the common facialconditions and a skincare routinesuitable for each. Discuss the effects of smoking, sun, coldweather, central heating, airconditioning etc. Discuss routines for skin conditions suchas black heads, acne, cold sores etc. Design a problem page with questionsand answers about skin care. Keep a log of the knowledge and skillsdeveloped during this unit.39

HAIR AND BEAUTY • BEAUTYCARE • HAND CAREUnit 2: Hand CareLEARNING OUTCOMESTEACHER GUIDELINESThe student will be able to:1. describe the structure of the nail Draw a diagram of the Nail. Photocopyit and invite students to colourand label parts. Make a large poster showing thestructure of the nail.2. identify the range of products usedto care for the hands Research the range of hand productsthat are available in local shops e.g.pharmacies, supermarkets, departmentstores and beauty salons. Make a collage of advertisements forhand care products found in magazines. Test a range of products and evaluatethem using a checklist drawn up bystudents. Headings might includeconsistency, colours, texture, perfume,feel after application, absorbency,packaging, instructions, ingredients,cost etc.3. describe a daily routine for the careof hands and nails4. identify the materials and items ofequipment needed to carry outa basic manicure5. demonstrate a basic manicure routineincluding a simple hand massage Design a poster illustrating the do’s anddon’ts in relation to hands and nails. Create a display of the materials andequipment needed and label each item. Invite a beauty therapist to demonstratea manicure and hand massage routine. Invite students to work in pairs andpractice the procedure on each other. Invite students to be creative anddesign a simple 3-minute handmassage routine.40

HAIR AND BEAUTY • BEAUTYCARE • HAND CAREUnit 2: Hand Care (Continued)LEARNING OUTCOMESTEACHER GUIDELINES6. identify some of the common problemsand conditions associated with nails Brainstorm some of the commonproblems e.g. wavy nails, hang nails,brittle nails, white spots, nail splitting,nail biting etc. Divide problems and conditions betweenparticipants and invite each participantto research one problem and make a 3-5minute presentation on it.7. identify some of the specialist productsand treatments available for handsand nails. Invite students to investigate a range ofproducts and treatments e.g. acrylicnails, nail tips, hot oil manicures, Frenchmanicures, nail art etc. Keep a log of the knowledge and skillsdeveloped during this unit.41

HAIR AND BEAUTY • BEAUTYCARE • FOOT AND LEG CAREUnit 3: Foot and Leg CareLEARNING OUTCOMESTEACHER GUIDELINESThe student will be able to:1. identify the range of products andequipment available to help care forthe feet and legs2. discuss hygiene and safety in relationto walking barefoot in public areas Research the range of products andequipment available in local shopse.g. pharmacies, supermarkets,department stores, shoe shops andbeauty salons. Products and equipmentmight include – foot spa, footdeodorant/powder, pumice stone,hard skin remover, shoe deodorantspray, support tights, nail clippers,body lotion, toe dividers, foot soak etc. Make a collage of advertisements forfoot and leg care products found inmagazines. Test a range of products and evaluatethem using a checklist drawn up byparticipants. Invite participants to design a posterwarning people of the dangers ofwalking barefoot at swimming pools.3. describe how to use a pumice stone toremove hard skin from the feet4. describe how to shorten toe nails Investigate the different types ofpumice stones available. Carry out a survey to find out howmany people use pumice stones. Invite participants to draw a diagramshowing the correct way to shortentoe nails.42

HAIR AND BEAUTY • BEAUTYCARE • FOOT AND LEG CAREUnit 3: Foot and Leg Care (Continued)LEARNING OUTCOMESTEACHER GUIDELINES5. discuss different methods that can beused to control foot odour6. list factors that should be consideredwhen purchasing footwear7. describe how to care for footwear8. identify some of the conditionsassociated with feet and how thesecould be avoided. Brainstorm different approaches todealing with foot odour. Check retail outlets for productsthat claim to deal with the problem. Interview someone working ina shoe shop for their ideas on howto avoid foot odour. Interview a sales person in a shoe shopand following the interview draw up achecklist of factors that should beconsidered when purchasing footwear. Invite participants to polish/clean theirfootwear in class. Research the cost of shoe repairs locallye.g. new heals, soles etc. Brainstorm some of the more commonconditions e.g. ingrown toe nails,bunions, athletes foot, verruca,chilblains, corns, fallen arches etc. Interview a chiropodist about the typeof work that they do. Find out how many chiropodists areworking in your locality, the servicesthey offer and the average cost of a visit.43

HAIR AND BEAUTY • BEAUTYCARE • MAKE-UPUnit 4: Make-UpLEARNING OUTCOMESTEACHER GUIDELINESThe student will be able to:1. identify different types of make-upavailable for different parts of the face2. list factors that should be consideredwhen selecting make-up3. identify the range of equipment usedin the application of make-up4. demonstrate the application ofmake-up for different occasions Research make-up that is availablefor different part of the face e.g. skin,eyes, eyelashes, lips, cheeks etc. makea chart/collage of findings.Use advertisements and articlesfrom magazines to illustrate findings. Using IT skills devise a checklist thatcould be used when selecting make-up.Include areas such as skin type,colouring, shape of face, occasion etc. Create a display of the items ofequipment needed to apply make-upand label each item. Invite a beauty therapist to demonstratetwo make-ups – one suitable for theday e.g. suitable for work and asecond suitable for a special occasione.g. a party. Invite participants to practise doingmake up for each other.5. demonstrate a routine for removingmake-up. Invite a beauty therapist to demonstratethe correct method of removingmake-up. Video the demonstrationso that it can be viewed again later. Keep a log of the knowledge and skillsdeveloped during this unit.44

HAIR AND BEAUTY • BEAUTYCARE • BEAUTY PRODUCTSUnit 5: Beauty ProductsLEARNING OUTCOMESTEACHER GUIDELINESThe student will be able to:1. explain common information found onretail beauty product labels2. identify factors that should beconsidered when purchasing beautyproducts3. discuss techniques that are used bycosmetic companies to influence thepurchase of their products Look at a range of product packagingand identify information found e.g.hypoallergenic, pH-balanced, fragrancefree, not tested on animals. Find outwhat each term means. Design an information guide explainingcosmetic label terminology. Design a leaflet entitled ’a guideto purchasing beauty products’. List the different methods used bycosmetic companies to selltheir products. Observe the media and techniques usedsuch as those in women’s magazines,newspapers, mail outs, radio andtelevision, in store promotions, windowdisplays, free samples etc. Survey people of different ages to seewhich methods most influence themand why.4. select a range of home made beautyrecipes that can be used as analternative to purchasing readymade products5. demonstrate the use of some of thebeauty recipes Make a class recipe book of simple homemade beauty products. Test some of the recipes in the bookand compare them with brandnamed products.45

HAIR AND BEAUTY • BEAUTYCARE • BEAUTY PRODUCTSUnit 5: Beauty Products (Continued)LEARNING OUTCOMESTEACHER GUIDELINES6. compare and contrast a range of similartypes of retail products7. explain the difference betweenperfume, eau de cologne,and eau de toilette8. identify the range of after shaves andmale colognes available. Compare two similar retail products e.g.two moisturisers made by differentcompanies. Draw up a checklist ofheadings to compare the products under.Headings might include e.g. colour,perfume, texture, consistency, feel,absorbency, instructions, ingredients,weight/amount of product, packaging,cost, etc. Make a poster explaining each of theterms and giving examples of each. Carry out research to find out whatis available in local supermarkets,pharmacies etc. Keep a log of the knowledge and skillsdeveloped during this unit.46

HAIR AND BEAUTY • BEAUTYCARE • BEAUTY TREATMENTSUnit 6: Beauty TreatmentsLEARNING OUTCOMESTEACHER GUIDELINESThe student will be able to:1. identify some of the currentfashions in nail art2. demonstrate the application ofa simple nail art design3. identify the range of face masksavailable for different skin types4. demonstrate the application andremoval of a face mask5. discuss the pros and cons of bodypiercing and tattooing6. describe the procedure that is usedto shape eyebrows7. identify a range of professional servicesand treatments available in beautysalons and health farms.47 Check out magazines for currenttrends in nail art. Make a collageof the findings. Visit stores to find out what products areavailable for nail art e.g. varnishes,transfers, decals etc. Practice designing nail art designs ontoblank nail shapes that have been drawnonto a page or onto false nails. Visit a number of shops that sell beautyproducts and investigate the varioustypes of facemasks available. Invite a beauty therapist to demonstratethe application and removal of afacemask. Video the demonstration sothat students can view thedemonstration afterwards. Invite students to work in pairs andpractice the procedure on each other. Visit a specialist shop that carries outbody piercing and tattooing. Interviewthem about health and safety issuesrelating to their services. Draw a diagram of the eyes andeyebrows. Label the diagram showinghow the eyebrows should be shaped. Interview a beauty therapist about therange of services offered in beautysalons and health farms. Collect samplesof price lists from different salons.Compare the prices and services offered. Keep a log of the knowledge and skillsdeveloped during this unit.

HAIR AND BEAUTY • BEAUTYCARERESOURCESBOOKSBeauty Therapy, The Official Guide to Level 2 by Lorraine Nordmann,Publisher: Macmillan Useful as a reference text for the teacher/tutor.The Beauty Therapy Fact File by Susan Cressy, Publisher HeinemannUseful as a reference text for the teacher/tutor.Skincare by Sally Noton, Publisher: Lorenz Books Easy to read book onbeautycare. User friendly with lots of photographsThe Art of Make-up by Kevyn Aucoin, Publisher PrionThe Beauty Bible by Sarah Stacey and Josephine Fairley, PublisherOverlook Press1001 Beauty Solutions: The Ultimate one step adviser for youreveryday beauty problems by Beth Barrick Hickey,Publisher: Sourcebooks TradeThe Hair & Beauty Handbook by Pat Baikie,Publisher: Chancellor Press Includes information on skin care,make-up, hair care, exercise and diet. Easy to read. Well illustrated.Nailart by Pansy Alexander, Publisher: CarltonIncludes over 50 photographs and instructions for nailart designs.Colour Me Beautiful Make-Up by Carole Jackson,Publisher: Ballantine BooksMAGAZINESThere is a wide range of beauty magazines available most of which canbe bought in newsagents e.g.Good HealthMarie Claire Health & BeautyHere’s HealthTop Santé Health & Beauty48

HAIR AND BEAUTY • BEAUTYCAREUSEFUL ADDRESSESBronwyn Conroy Beauty School, 10a The CrescentMonkstown, Co DublinClarins Cosmetics, 92 Georges St Upr, Dun Laoghaire, Co Dublin.Vichy Skincare Products, Merchants Hall, Merchants Quay, D.8.Oriflame Cosmetics, Sandyford Industrial Est., D.18Star Products International, 24 Idrone Mews, Blackrock, co Dublin7th Heaven Beauty Supplies, 30 Main St, Carrick on Suir.COMPUTER SOFTWAREiStyle Personal Makeover, Sierra Home 1999 Sierra on line, Inc.Provides the opportunity to select different hairstyles, hair colours,accessories, make up etc. Scan in your own photograph and select whatsuits you best by trying out different styles, colours etc.Cosmopolitan Virtual Makeover, Soft Key, 1999 The learning Company, Inc.Similar features to CD- Rom. Above.WEB SITESThere are numerous web sites on topics related to this module.The following list of addresses is intended to provide a starting pointonly. Note articles found via the Internet are not always accurate.http://www.boots.co.uk - Health and beauty advice and tips from Bootshttp://covergirl.com/ - Face, lips, eyes, nails and make-up tips and trendshttp://www.essentials-mag.co.za/ - Fashion tips and beautysuggestions from Essentials magazinehttp://www.ellemag.com/ - Fashion tips and beauty suggestionsfrom Elle magazinehttp://dolly.ninemsn.com.au/ - Australian teenage girls magazinefeaturing fashion, beauty and health tipshttp://www.beauty-guild.co.uk/treatmen/manicure.htm -Manicures and pedicureshttp://www.maybelline.com/ - Maybelline sitehttp://www.lancome.com/ - Lancome sitehttp://www.the-body-shop.com/ - Body shop site49

KEY ASSIGNMENTSMODULE 3: BEAUTYCARECHECKLISTUsing a checklist I compared two similar beauty productsmade by two different companiesAs part of a group I produced a booklet of simple beautyrecipes and tried out one of the recipesI kept a log describing the practical beauty careskills that I learntI interviewed a beautician to find out about the range ofprofessional services and treatments available in beautysalons or health farms. I kept a record of the interview.50

HAIR AND BEAUTYMODULE 4BODYCARE51

HAIR AND BEAUTY • BODYCAREMODULE 4:BODYCAREPURPOSEThe purpose of this module is to introduce students to caring fortheir bodies by exploring the knowledge and skills that arerequired to understand and practise basic body care routines.Students develop knowledge and skills in areas such as personalhygiene, nutrition, health and well being, body treatments, suncare, leisure, exercise and rest. This module can help to enhancethe personal care and appearance of the student and is useful asa preparation for employment or possible future training in thebeauty or cosmetic industry.PREREQUISITESThe module entitled ‘Salon and Customer Care’ serves as afoundation for this module. It is recommended that it iscompleted before this module or integrated with it.52

HAIR AND BEAUTY • BODYCAREAIMSThis Module aims:• to develop students knowledge and understandingof body care routines• to familiarise students with the range of productsand equipment used in the care of the body• to provide opportunities for students to practise basicbody care skills and procedures• to develop students awareness of professionalservices available• to improve the overall health and well being of students• to enable students to apply the knowledge and skills theyhave acquired to improving their own personal presentation.UNITSUnit 1:Unit 2:Unit 3:Unit 4:Unit 5:Unit 6:Personal HygieneNutritionHealth and Well BeingCare of the BodySun CareLeisure, Exercise & Rest53

HAIR AND BEAUTY • BODYCARE • PERSONAL HYGIENEUnit 1: Personal HygieneLEARNING OUTCOMESTEACHER GUIDELINESThe student will be able to:1. describe a daily personalhygiene routine2. identify a range of products andequipment used to care for the bodyin the bath and shower3. identify the different types ofantiperspirants and deodorants and theadvantages and disadvantages of each4. describe a routine for caring for theteeth and ensuring fresh breath5. discuss the importance of a personalhygiene routine during menstruation6. list factors that should be consideredwhen choosing and wearing perfumesand after shaves Create a large poster highlighting areasof the body that require daily attention. Visit a shop or section of a store thatspecialises in bath and shower products.Report on the types of products found. Survey class members to find outwhich antiperspirants or deodorantsthey use and why. Test one deodorant product and oneantiperspirants product. Write anevaluation stating how they compare. Invite a dental health nurse to givea talk to the class. Preparequestions beforehand. Organise a dental health week. Invitestudents to set up displays on differenttopics related to teeth and oral hygiene. Write to some of the manufacturers oftampons or sanitary towels and requestinformation about personal hygieneduring menstruation. Brainstorm participants’ experiences ofwearing perfumes or after-shaves. Identify what to look for in aperfume/after shave suitable for:daytime/work and evening/recreational time.54

HAIR AND BEAUTY • BODYCARE • PERSONAL HYGIENEUnit 1: Personal Hygiene (Continued)LEARNING OUTCOMESTEACHER GUIDELINES7. describe a routine for thecare of clothing. Discuss daily/weekly/seasonal routinesfor caring for clothing. (include bothcleaning and storage of clothing). Identify care labels found on clothingand their meanings. Brainstorm the types of clothingthat require specialist cleaningin the dry cleaners.55

HAIR AND BEAUTY • BODYCARE • NUTRITIONUnit 2: NutritionLEARNING OUTCOMESTEACHER GUIDELINESThe student will be able to:1. discuss the importance ofa balanced diet Define a balanced diet. Look updefinitions in text books,the internet etc. Contact the Health Promotion Unitfor leaflets on healthy diets.2. describe the food pyramid3. state the daily dietary requirements ofdifferent individuals4. list examples of healthy snack foods5. identify the nutritional content of foodsas listed on packaging6. identify a range of commondietary deficiencies7. identify a range of commonfood allergies8. outline the main causes ofosteoporosis. Make a poster of the food pyramid. Make a chart showing the dietary needsof different individuals e.g. children,teenagers, adults, older people etc. Make a display table of healthy snackfoods. Have a tasting session andget participants to select theirfavourite snacks. Make a collage of empty food containersand boxes showing the ‘nutritionalcontent’ label of each. Brainstorm common deficienciese.g. calcium, iron, fibre etc.and investigate them further at thelibrary or on the internet. Brainstorm a list of the most commonfood allergies e.g. milk, gluten etc. andinvestigate them further at the libraryor on the internet. Contact the Osteoporosis Societyfor information.56

HAIR AND BEAUTY • BODYCARE • HEALTH AND WELL BEINGUnit 3: Health and Well BeingLEARNING OUTCOMESTEACHER GUIDELINESThe student will be able to:1. discuss the importance ofa healthy body2. describe how to help maintain ahealthy heart3. discuss the causes and effects ofeating disorders e.g. ‘anorexia nervosa’and ‘bulimia’4. list factors that can cause stressand approaches that can be usedto cope with it5. discuss the short and long term effectsof substance abuse6. explain the term pre-menstrual tensionand how it can affect some women7. describe how to carry out regular selfexaminationse.g. breasts, testicles,moles etc. Design a poster highlighting theimportance of a healthy body. Contact the Irish Heart Foundationfor information. Check out women’s magazinesfor case studies on these topics. Brainstorm a variety of different sourcesof stress for individuals. Demonstrate a relaxation technique thatcould be used to help avoid stress. Carry out a vox pop to find out howstrongly people feel about smoking,alcohol and drugs affecting their health. Check out women’s magazines forarticles on pre-menstrual tension. Contact the local health clinic or doctorssurgery for leaflets.57

HAIR AND BEAUTY • BODYCARE • CARE OF THE BODYUnit 4: Care of the BodyLEARNING OUTCOMESTEACHER GUIDELINESThe student will be able to:1. describe different methods that canbe used to exfoliate the body2. describe a routine for moisturisingthe body3. identify safe hair removal methods fordifferent parts of the body4. list examples of allergens and theireffects on the body5. discuss the importance of caringfor the teeth Check out the range of exfoliating,moisturising and hair removal productsand equipment available in pharmaciesetc. Compile a report on your findings. Invite a beauty therapist to describe aroutine for moisturising the body. Research the various products and itemsof equipment that are used by men andwomen for hair removal. Check theseout in supermarkets, pharmacies,advertisements etc. Check a health book or home economicsbook for information on allergens. Invite a dental health nurse tovisit the class. Organise a dental healthpromotion week.6. discuss the importance of eye care andregular eye testing7. list factors that should be consideredwhen selecting and caring forspectacles and contact lenses Invite a local optician to give a talk oneye care and selection and care ofspectacles etc.58

HAIR AND BEAUTY • BODYCARE • SUN CAREUnit 5: Sun CareLEARNING OUTCOMESTEACHER GUIDELINESThe student will be able to:1. describe the effects of sun on the skin Carry out research via the internet. Contact the Irish Cancer Societyfor information.2. explain the term ‘sun protectionfactor’ (SPF)3. identify the range of products availableto protect the skin from the sun4. describe a safe tanning routine fordifferent skin types5. discuss the importance of sunprotection for children6. describe an after sun skin care routine7. describe the first aid treatment thatshould follow over exposure to the sun8. identify the different types of faketanning products available9. describe the method of applying faketan to different parts of the body Invite participants to bring in variousbrands of suntan lotions that they usethemselves. Check the labels on thebottles for information about SPF etc. Research the range of sunscreenproducts available locally. Invite participants to identify their skintype and work out a safe sun tanningroutine for themselves. Design an information leaflet forparents on the importance of sunprotection for children. Research the range of after sun productsavailable and describe how they areintended to be used. Check a first-aid book for treatment.Make a travel card that could betaken on holidays that lists stepby step what to do in the case of overexposure to the sun. Research the range of tanning productsavailable locally and describe how theyare intended to be used. Invite a beauty therapist to demonstratethe application of fake tan to differentparts of the body.59

HAIR AND BEAUTY • BODYCARE • SUN CAREUnit 5: Sun Care (Continued)LEARNING OUTCOMESTEACHER GUIDELINES10. discuss safety relating to the use of sunbeds and sun tanning rooms11. identify styles of clothing and fabricssuitable for hot weather. Set up a debate arguing for andagainst the use of sun beds fortanning purposes. Brainstorm the styles and types ofclothing and fabrics suitable for aholiday in the sun.60

HAIR AND BEAUTY • BODYCARE • LEISURE, EXERCISE AND RESTUnit 6: Leisure, Exercise and RestLEARNING OUTCOMESTEACHER GUIDELINESThe student will be able to:1. identify the benefits of good posture2. describe how to stand, walkand sit properly3. identify a range of leisure timeactivities and their benefits Make a poster highlighting the benefitsof good posture. Practise correct ways to stand, walk andsit. Video participants so that they canevaluate their own posture. Brainstorm as a group the benefits ofleisure time. Brainstorm how class members spendtheir leisure time. Link with a class in adifferent area/school and find out howthey spend their leisure time. Compareboth groups.4. list the benefits of regular exercise5. identify the exercise facilities andactivities available locally Design a poster highlighting the benefitsof regular exercise. Divide up the local area into sectionsand invite different members of the classto investigate what exercise facilities areavailable in each section e.g. gyms,swimming pools, football pitches etc. Invite each person to investigate adifferent activity e.g. aqua aerobics,callanetics, step aerobics, toningtables etc.Invite each person to make apresentation on the area theyinvestigated. Contact a local leisure centre supervisor/manager to find out the range ofactivities on offer.61

HAIR AND BEAUTY • BODYCARE • LEISURE, EXERCISE AND RESTUnit 6: Leisure, Exercise and Rest (Continued)LEARNING OUTCOMESTEACHER GUIDELINES6. describe a safe weekly exerciseroutine suitable for differentmembers of the family7. select suitable clothing and footwearfor different forms of exercise8. identify the average amount of sleepneeded by different age groups9. list ways to ensure a good nights sleep. View a number of fitness videos anddiscuss their suitability for differentmembers of the family. Visit a sports shop and find out whatclothing and footwear is recommendedfor different forms of exercise. Survey groups of people of different agesto find out how much sleep they geteach night. Summarise the findingsand plot these on a graph. Carry out a vox pop to ask people forsuggestion about how to ensure a goodnights sleep.62

HAIR AND BEAUTY • BODYCARERESOURCESBOOKSBeauty Therapy, The Official Guide to Level 2 by Lorraine Nordmann,Publisher: Macmillan Useful as a reference text for the teacher/tutor.Skincare by Sally Noton, Publisher: Lorenz BooksEasy to read book on beautycare. User friendly with lots of photographsThe Art of Make-up by Kevyn Aucoin, Publisher PrionPhotographs of faces made up for various occasionsThe Hair & Beauty Handbook by Pat Baikie,Publisher: Chancellor Press Includes information on skin care,make-up, hair care, exercise and diet. Easy to read. Well illustrated.MAGAZINESThere is a wide range of beauty magazines available mostof which can be bought in newsagents e.g.Good HealthMarie Claire Health & BeautyHere’s HealthTop Santé Health & BeautyUSEFUL ADDRESSESIrish Cancer Society, 5 Northumberland Rd. Dublin 4Osteoporosis Society, Emoclew, Batterstown, Dunboyne63

HAIR AND BEAUTY • BODYCAREBronwyn Conroy Beauty School, 10a The CrescentMonkstown, Co DublinClarins Cosmetics, 92 Georges St Upr, Dun Laoghaire, Co Dublin.Vichy Skincare Products, Merchants Hall, Merchants Quay, D.8.Oriflame Cosmetics, Sandyford Industrial Est, D.18Star Products International, 24 Idrone Mews, Blackrock, co Dublin7th Heaven Beauty Supplies, 30 Main St, Carrick on Suir.COMPUTER SOFTWAREiStyle Personal Makeover, Sierra Home 1999 Sierra on line, Inc.Provides the opportunity to select different hairstyles, hair colours,accessories, make up etc. Scan in your own photograph and selectwhat suits you best by trying out different styles, colours etc.Cosmopolitan Virtual Makeover, Soft Key,1999 The learning Company, Inc.Similar features to CD- Rom. Above.WEB SITESThere are numerous web sites on topics related to this module.The following list of addresses is intended to provide a starting pointonly. Note articles found via the Internet are not always accurate.http://www.boots.co.uk - Health and beauty advice and tips from Bootshttp://www.essentials-mag.co.za/ - Fashion tips and beautysuggestions from Essentials magazinehttp://www.ellemag.com/ - Fashion tips and beauty suggestionsfrom Elle magazinehttp://dolly.ninemsn.com.au/ - Australian teenage girls magazinefeaturing fashion, beauty and health tips64

KEY ASSIGNMENTSMODULE 4: BODYCARECHECKLISTUsing my I.T. skills I made a chart showing the dietary/nutritional needs of different individualsI took part in a discussion about the health and safetyissues related to using sun beds or sun bathingAs part of a group I investigated the body care products,services and equipment available locallyI kept a log book of important information I learntabout caring for my body.65

Published by The Stationery OfficeTo be purchased directly from:Government Publications Sales Office,Sun Alliance House,Molesworth Street, Dublin 2.Or by mail order from:Government Publications, Postal Trade Section,4-5 Harcourt Road, Dublin 2.Tel: 01-647 6834/5 Fax: 01-475 2760Or through any bookseller.Price: £1.50This programme has been funded by the European Social FundDesigned by: Langley Freeman Design Group Limited© 2000 Government of Ireland