Educators' Guide for Pedagogy and Assessment

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Unit: 2. Hair and Facial Care

Hairdressing and Beauty

Learning Outcome: 1. I am familiar with different facial care products and their effects on the skin.

1 I can identify different skin types.
PRACTICAL
Skin types: Dry; greasy; normal; combination; sensitive.
 
2 I can list the effects of basic face care treatments.
Basic facial: Leaves your skin feeling clean; refreshing; relaxes face/neck and shoulder; removes black heads.
 
3 I can state how cleansing products work on the skin.
COGNITIVE LEARNING
How cleansers work on the skin: cleaning the skin from:

• dirt;


• oil;


• bacteria;


• other contaminants.

 
4 I am be able to describe the process of different face care treatments.
CREATIVE LEARNING
Facial procedure includes: Steam; exfoliation; extraction; creams; lotions; facial masks; peels; massage.

Learning Outcome: 2. I am able to carry out face care treatments.

5 I can list the main ingredients of different facial cosmetics.
Different ingredients: Alpha-hydroxy acids; beta-hydroxy acids; hydroquinone; kojic acid; retinol; l-ascorbic acid; hyaluronic acid; copper ule.
 
1 I am be able to indicate which face care treatment is adequate for which skin type.
COGNITIVE
Different face cream for different skin types: Normal skin; dry skin; oily skin; combination skin; sensitive skin; mature skin.
 
1 I can apply face care treatments following skin analysis.
PRACTICAL
Face care treatments: Consult with the client; prepare the work place area; prepare the products according to the clients’ skin type; follow health and safety procedures; use proper techniques for facial treatment.

Learning Outcome: 3. I can apply shampoo and conditioner on a client.

6 I can identify the different types of shampoo and conditioners used for different hair types.
Different types of shampoos and conditioners: Normal hair; dry hair; greasy hair; chemically treated hair; scalp affected with dandruff.
2 I can explain how shampoo and conditioner works on the hair.
How shampoo detergents and conditioners work on the hair: The cuticle; hydrophilic; hydrophobic; anionic; cationic.
2 I can apply shampoo and conditioner to the hair and scalp.
PRACTICAL
Shampoo and conditioner: Consultation; preparation; positioning; regulating water temperature; application of shampoo; massage movements; rinsing; application of conditioner; combing; towel dry.

Learning Outcome: 4. I can apply a scalp massage treatment.

7 I can recognise the different massage movement in shampooing and conditioning.
Massage movements used in shampooing and conditioning: Effleurage; petrissage; rotary; friction.
3 I can explain when massage movements are applied and the effect of each movement on the scalp.
COGNITIVE
Massage movements are applied: During shampooing; during conditioning; during scalp massage treatments;
Effects of scalp massage: Stimulates blood flow; stimulates sebaceous glands; relaxation.
3 I can apply scalp massage treatments.
PRACTICAL

Learning Outcome: 5. I know the different hair, scalp conditions and different hair tests.

8 I can identify different hair tests.
COGNITIVE
Hair tests: orosity test; elasticity test; incompatibility test; strand test.
 
4 I can explain when hair tests are done.
Hair tests are done: during client consultation; before any hairdressing services; to check the damage of the cuticle; to check the damage of the cortex; to check if metallic salts are presents in the hair; to obtain a good result.
 
9 I can identify different hair and scalp conditions.
PRACTICAL
Different hair/scalp conditions:

• Contagious: viral; bacterial; fungal; infestations;


• Non-infectious: e.g. dandruff, seborrhoea, eczema, broken hair shaft, psoriasis, alopecia, moles.

 
10 I can list the procedure of how to deal with clients suffering  hair/scalp conditions.
PRACTICAL
Cutting hair: e.g. Trichoptilosis (split ends), trichorrexis nodosa (broken hair shaft), tangled hair;
Refer to GP: e.g. impetigo, Tinea capitis (ringworm), folliculitis, warts, verruca, scabies;
Recommend products: e.g. seborrhoea, Pediculosis capitis (head lice);
Offer a hairdressing treatment: e.g. monilethrix, damaged cuticle.
 
5 I can discuss the difference between 'contraindications' and clients' limitations.
Contraindication: e.g. Contagious conditions, excessive greasiness, high blood pressure, sunburn, high fever;
Client limitations: e.g. Poor hair condition, damaged skin, inflammation, diabetes, high blood pressure.

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I think that the Learning Outcomes project helps to:
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Put the learner at the centre
Provide direction for learning activities
Provide a clearer and more progressive means of assessment
Allow students to be participative in the learning process
Move away from the content to the outcome (what a student will be able to do)
Develop a more individualised approach to learning and assessment, tailored around the student’s learning needs

General comments on the Learning Outcomes project:

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I think that the learning Outcomes proposed for this subject are:
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Good for providing direction for learning activities
Good guidelines for teaching and assessment
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I feel that the Learning Outcomes approach will help me in my teaching
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