Educators' Guide for Pedagogy and Assessment

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Unit: 3. Cutting, Blow-drying and Depilatory Treatments

Hairdressing and Beauty

Learning Outcome: 1. I can understand the types, shapes and functions of the hair.

1 I can describe the different types of hair and functions.
Different hair types: Terminal; vellus;
Hair functions: protects the skin from any infections; maintains body temperature.
 
1 I can explain why people have different shapes of hair.
Shapes of hair follicle: Oval; round; kidney-shaped (flattened on one side).

Learning Outcome: 2. I can recognise skin diseases and contraindications to depilatory treatments.

2 I can identify skin diseases and contraindications.
COGNITIVE LEARNING
Skin diseases and contraindications: Sunburn; burns; fungal infections; viral infections; bacterial infections; cuts; abrasions; warts.
 
3 I can identify the procedure of a depilatory treatment plan.
PRACTICAL
Depilatory treatment plan: Client preparation and protection; workplace protection; setting equipment; health and safety procedures including safe disposal of waste.
 
2 I can describe the aftercare advice given to a client after having a depilatory treatment.
PRACTICAL
After care advice: Avoid heat; avoid friction; avoid saunas; avoid steam rooms; avoid massage; avoid sunbathing.

Learning Outcome: 3. I can use different depilatory treatment techniques.

4 I can outline the different methods of depilation.
Different methods of depilation: Hot wax; shaving; depilatory creams; tweezing.
 
1 I can demonstrate how to use different types of wax on different areas of the body.
PRACTICAL
Client consultation: Communicating with clients; checking for any contraindications and limitations;
Different types of wax: Cold; warm wax;
Different areas on the body: Legs; underarms;
Recordkeeping: Recording clients' data and service; recording any limitations.

Learning Outcome: 4. I can understand different factors and techniques used during and before cutting.

5 I can identify suitable face shapes for different hair styles.
COGNITIVE
Different face shapes: Oval; round; long; square.
 
3 I can explain what factors need to be considered before choosing a hairstyle.
COGNITIVE
Factors considered before choosing a hairstyle: Head shape; face shape; physical features; quantity of hair; distribution of hair; style suitability.
 
6 I can list tools used during cutting.
List of tools: Cutting scissors; thinning scissors; cutting combs; sectioning clips; gowns; neck collars; neck brush; razors; clippers; spray gun.
 
7 I can describe how cutting guidelines and sectioning are taken when cutting hair.
Guidelines and sectioning: Cutting angles; holding angles; outer perimeter; inner perimeter.
 
4 I can justify different cutting techniques.
COGNITIVE
Different cutting techniques: Club cutting; taper cutting; pointing and texturising; thinning; scissors over comb; use of clippers.
 
8 I can outline the styling consideration in hair cutting.
CREATIVE LEARNING
Styling considerations: e.g. Combination of visualising, designing, creating a personal image, expression of form and shape, balance, durable styling, attractive styling, individual look.
 
9 I can describe the procedure before cutting hair.
PRACTICAL
Procedure: Gown the client; consult with the client; consider the reasons before styling; consider the purpose for styling; assess style limitations; assess hair problems; check physical features; check hair growth patterns.
2 I can demonstrate a one-length hair cut.
PRACTICAL
One-length hair cut: Cut in a straight line; cut in a 0⁰ angle; cut in a 0⁰ elevation; cut bluntly.

Learning Outcome: 5. I can blow-dry hair.

10 I can identify the difference between styling and finishing products used during styling hair.
CREATIVE LEARNING
Styling products: Setting lotions; mousse; serum; smoothing creams; leave-in conditioners; smoothing paste; volumising lotion; hair protection.
Finishing products: Strong-hold hairspray; medium-hold hairspray; soft-hold hairspray; gels; waxes; hair shine; serum; hair polish.
 
5 I can recognise the importance of sectioning hair during blow-dry service.
COGNITIVE
Sectioning hair: Clean sections; small subsections; starting from the nape area to the top.
 
3 I can blow-dry hair.
PRACTICAL
Blow-dry: Remove 70 percent of water from the hair; use styling products before blow-drying hair; do not apply direct heat; finish with finishing products.

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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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