Unit Introducing the hair and beauty sector

UNIT 1 Introducing the hair and beauty sector

Level 1 Foundation Diploma

Unit 1 Introducing the hair and beauty sector Unit overview 30 Guided learning hours

Learning outcomes LO1: Know the key aspects of the UK hair and beauty sector LO2: Know the role and influence of the hair and beauty sector LO3: Know the services and treatments typically offered by the hair and beauty sector

Resources provided: Sample scheme of work

page 000

Overview of activities

page 000

Activities

page 000

Sample assessment

page 000

PowerPoint presentation on CD-ROM

© Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.

VTCT_foundationUnit1_Hair&Beauty1 1

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Unit 1 Introducing the hair and beauty sector Sample scheme of work Guided learning hours (GLH): 30 Structure of delivery: This is a suggested guide for delivery of this unit and the activities. External visit and write-up – 6 hours Theory sessions – 20 hours Input from specialists and write-up – 3 hours External assessment – 1 hour GLH

Content

Possible activities

Resources

Session 1: 4 GLH

Describing the six industries (hairdressing, barbering, African Caribbean, spa therapy, nail services and beauty therapy) within the UK hair and beauty sector.

Whole-class teaching • Introduce the unit aims and objectives. • Lead a question-and-answer session to secure understanding of the session and help sort out any concerns.

Copies of unit overview and learning outcomes from the VTCT Diploma in Hair and Beauty Studies specification

Paired work (ideally six pairs – one for each industry listed) • A sk pairs to research a chosen industry within the sector in order to produce an informative 5-minute presentation the rest of the class. The presentation should give a heading and include information on: − the industry itself (i.e. the service it provides) − c lient type (age, gender, wealth, ethnic origin, lifestyle, etc.) − e nvironment in which the industry is practised (e.g. salons, hotels, cruise ships). This basic research task can also be undertaken as an individual activity or a small group activity (two or three per group), as below. Individual work • Learners research the six industries and produce a description for each that includes the same elements as the presentation above.

PowerPoint presentation 1 Smart whiteboard Flipchart paper and pens ICT facilities including PowerPoint and Internet access Access to books, magazines and videos/DVDs/TV programmes about the hair and beauty sector

Group work • Each group researches two industries and produces a poster for future reference, to include the same elements as the presentation above. Whole-class teaching Revisit the aims and objectives using question-andanswer two-way feedback, checking that these have been met. If they haven’t, note necessary areas for development/recap next session.



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GLH

Content

Possible activities

Resources

Session 2: 1 GLH

Knowing the economic contribution, size, scope, geography and development of the hair and beauty sector.

Whole-class teaching • Introduce the unit aims and objectives. • Consider learners’ prior knowledge and experience on topics. • Lead a question-and-answer session to secure understanding of the session and help sort out any concerns.

Activity sheet 1.2 Internet access

Individual work • Learners complete the text in Activity 1.2 by filling in the gaps from a selection of words. A full version of the text, with gap-fill words in bold, is given on an activity answer sheet (page 000). Individual/paired activity • Learners visit the Habia, Wella and Spa Business Association websites (via Hotlinks, see page 000) to research information. Whole-class teaching Revisit the aims and objectives using question-andanswer two-way feedback, checking that these have been met. If they haven’t, note necessary areas for development/recap next session. Session 3: 4 GLH

Knowing the role and influence of the hair and beauty trade and professional organisations within the UK sector.

Whole-class teaching • Introduce the unit aims and objectives. • Consider learners’ prior knowledge and experience on topics. • Lead a question-and-answer session to secure understanding of the session and help sort out any concerns. • Hand out Activity 1.3 and quickly run through it with learners. Ask them to complete task 1. Individual work • Ask learners to work on task 3 of Activity 1.3 to build a portfolio of adverts for five hair and beauty product and services, and then explain how two of these influence hair and beauty industry. • Check spelling and grammar for accuracy.

Activity sheet 1.3 Folder for portfolio building Magazines Internet access TV/video/ DVD clips of advertisements Internet access

Whole-class teaching Revisit the aims and objectives using question-andanswer two-way feedback, checking that these have been met. If they haven’t, note necessary areas for development/recap next session.



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GLH

Content

Possible activities

Resources

Session 4: 6 GLH

Making links between the hair and beauty sector and fashion, retail, sports therapy, health, complementary and alternative medicine, paramedical treatments, and media (film, theatre and TV)

Whole-class teaching • Introduce the unit aims and objectives. • Consider learners’ prior knowledge and experience on topics. • Lead a question-and-answer session to secure understanding of the session and help sort out any concerns.

Travel/trip documentation

Whole-class outing/teaching • Arrange a visit to a shopping mall (with cinema complex if possible), to see a wide range of retail and public service facilities. Ask learners to use Activity sheet 1.4 to note what they have seen and to jot down the role and influence of hair and beauty sector on fashion, retail and media within venue. • Back in class, pool findings and thoughts from learners. Compile a class diagram to show where and how links to the hair and beauty sector are made. Learners should be asked to copy final diagram. • Alternatively, plan a virtual visit using Internet resources, magazines and DVDs of relevant materials to enable learners to complete their checklists.

Activity sheet 1.4 Notebooks and pens; you could also use recording devices such as Dictaphones if available Whiteboard or flipchart Internet access for ‘virtual’ tour if group visit not possible Magazines Clips from DVDs showing adverts

Whole-class teaching Revisit the aims and objectives using question-andanswer two-way feedback, checking that these have been met. If they haven’t, note necessary areas for development/recap next session. Session 5: 3 GLH

Making links between the industries that make up the hair and beauty sector and sports therapy, remedial make-up, and complementary and alternative medicine.

Prior to the session You will need to contact a local further education college or local practitioners for specialist input on sports therapy, remedial/camouflage make-up, and complementary and alternative medicine. You will then need to arrange date, time and venue when these specialists can talk to your learners. The Changing Faces and Contact Research Council for Complementary Medicine websites, which you can access via Hotlinks (see page 000), may also prove useful. Whole-class teaching • Introduce the unit aims and objectives. • Consider learners’ prior knowledge and experience on topics. • Lead a question-and-answer session to secure understanding of the session and help sort out any concerns.


Activity sheet 1.5 If possible, video or recording of specialist talks for reference. Any background information on the three specialist areas and handouts that the speakers may bring along.


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GLH

Content

Session 5: 3 GLH

Possible activities

Resources

• s pecialists will make clear links between their sector and the industries within the hair and beauty sector. • At the end of the talks, explain to learners that this information will form the basis of their next task, as outlined on Activity sheet 1.6. • Revisit the aims and objectives using questionand-answer two-way feedback, checking that these have been met. If they haven’t, note necessary areas for development/recap next session.

(Continued)

Sessions 6–8: 9 GLH (3 hours per session)


Planning a presentation to deliver to a specialist in one of the following: • sports therapy • remedial make-up • complementary and alternative medicine.

Whole-class teaching • Introduce the unit aims and objectives. • Consider learners’ prior knowledge and experience on topics. • Lead a question-and-answer session to secure understanding of the session and help sort out any concerns. • Remind learners that Activity 1.6 is a large chunk of work spanning three x 3-hour sessions, culminating in a presentation to a specialist in the related industry they have chosen to cover.

Activity sheets 1.5 and 1.6

Pairs/small groups work • Hand out Activity sheet 1.6. Ask learners to choose one of the industries that was presented by specialists in Session 5. Explain that they will need to research all aspects for providing one particular treatment/service in their chosen industry, e.g. for sports therapy it could be a massage treatment. • Learners work over a number of hours to prepare to pitch their service idea to the specialists from session 5, with the specialists providing feedback. • At the end of each session revisit the aims and objectives using question-and-answer twoway feedback, checking that these are being met. If they aren’t, note necessary areas for development/recap next session.

Access to ICT facilities and the Internet



Other notes and handouts from session 5 Text books If made, film or audio of specialists’ presentations

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GLH

Content

Possible activities

Resources

Session 9: 3 GLH

Completing a series of activities to consolidate terminology, language and basic background information about the hair and beauty sector.

This session comprises a series of activities that consolidate terminology, language and basic facts about the hair and beauty sector as outlined in this unit.

Activity sheets 1.8–1.10

Read through Activity sheets 1.8–1.10 before you hand them out and, for each one, decide on the best way to run the activity – individually, as paired work, in small groups, in small competitive teams, or as a whole class. These sheets can be adapted to fit any of these combinations.

Pens Paper Whiteboard and marker pens

Whole-class teaching • Introduce the unit aims and objectives. • Consider learners’ prior knowledge and experience on topics. • Lead a question-and-answer session to secure understanding of the session and help sort out any concerns. • At the end of the session revisit the aims and objectives using question-and-answer two-way feedback, checking that these were met. If possible, allow time to deal with any queries and concerns that may have cropped up during the unit as a whole. You could also ask one or two volunteer learners to highlight things they have found easier to achieve, and things they have found harder to achieve as a way of getting into a general debate about the unit.



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Unit 1 Introducing the hair and beauty sector Overview of activities Activity

Notes

1.1 Introducing the hair and beauty sector

Introduce learners to the Diploma in Hair and Beauty Studies using PowerPoint presentation 1. Depending on class/group/individual dynamics, undertake a research activity in pairs, individually or as small group work. Use the notes on Activity sheet 1.1 for guidance.

1.2 E conomic contribution, size, scope, geography and development of the hair and beauty sector

Ask learners to undertake the gap-fill activity (with answer guide for tutors) to establish a background to the hair and beauty sector. Ask individual or pairs to look at some sector websites to provide additional information. This activity would suit confident, independent learners with good ICT skills. It could be used as an extension activity for high-level learners.

1.3 T he role and influence of the hair and beauty trade and professional organisations within the UK sector

Ask learners to undertake a research activity to establish the meaning of a number of abbreviations commonly found in the hair and beauty sector. An Internet search will bring up most of information needed. Text books may also be of use. Guide learners to help them understand how adverts could influence the hair and beauty sector. A spider diagram, which you could model on the board or on OHT, could aid understanding. Place an example advert in middle and surround with who and how it could influence – i.e. advert may spark demand from public for service/product; stock needs to be purchased to supply service; staff may need up-skilling; salon promotion of service/product, etc.

Links to functional skills English • Speaking and listening • Reading ICT • Use ICT systems • Find and select information • Develop, present and communicate information English • Speaking and listening • Reading • Writing ICT • Use ICT systems • Find and select information • Develop, present and communicate information

Independent enquirers Creative thinkers Team workers Effective participators

Independent enquirers Creative thinkers Reflective learners Effective participators

English • Speaking and listening • Reading

Independent enquirers

ICT • Use ICT systems • Find and select information • Develop, present and communicate information

Effective participators



Links to PLTS

Creative thinkers

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Activity

Notes

1.4 L inks between the hair and beauty sector and fashion, retail, sports therapy, health, complementary and alternative medicine, paramedical treatments, and media (film, theatre and TV)

Arrange a group visit to the shopping mall (with cinema complex if possible) and show learners examples of how, and where, the links occur.

1.5 L inks to related sectors of the hair and beauty industries (1)

You will need to do some advance planning for this activity.

Encourage learners to identify links and complete the checklist. This information can then be used as a group discussion activity and to build the group diagram.

Links to functional skills

Links to PLTS

English • Speaking and listening • Reading • Writing

Creative thinkers

English • Speaking and lis|tening • Reading • Writing

Creative thinkers

Reflective learners Effective participators

If you wish, and if it’s more practical, you could use a ‘virtual’ shopping mall along with magazines and promotional film clips (which can usually be found at the start of DVDs) to identify links.

First of all, read through Activity sheets 1.5 and 1.6. Then make contact with the subject specialists to ensure they fully understand what is required of them, and to arrange a time/date/venue for the talks. You may even like to set up a meeting in advance to run through these things.

Reflective learners Effective participators

The specialists will obviously need copies of Activity sheets 1.5 and 1.6, too, so they can plan their talk to fit in with the longer activity on 1.6. It is important you give them a clear idea of purpose of their talk and ask them to keep it accurate, interesting and straight to the point, with the inclusion of scenarios and reference material/examples/ samples, etc. Handouts need to be clear with useful information for learners to refer to for their next activity. You will also need to arrange with specialists a future visit so that they can watch and comment on the learners’ own presentations.



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Activity

Notes

1.6 L inks to related sectors of the hair and beauty industries (2)

Make sure you are familiar with the contents of Activity sheet 1.6 before you hand it out to learners and ask them to complete the tasks. This activity has an allocation of 9 guided learning hours and will take place over three x 3-hour sessions (sessions 6, 7 and 8). Your learners may need access to PowerPoint or other ICT facilities for their final presentations, so ensure they are available. (A rota for who uses what and when may be useful here.) Encourage learners to practise prior to delivering their final presentation. Identify any good practice points from the presentations they watched from the specialists and encourage them to consider these in their own presentations. Identify any poor practice points from the presentations they watched and discuss why they were not effective.


Links to functional skills English • Speaking and listening • Reading • Writing ICT • Use ICT systems • Find and select information • Develop, present and communicate information

Links to PLTS Independent enquirers Creative thinkers Reflective learners Team workers Self-managers Effective participators

You will also need to identify with the subject specialists the key points they will be looking for in learners’ presentations and why. Learners can then use this information when planning their own presentations. 1.7 T he meaning and use of basic hair and beauty terminology (1)

Ask learners to use Activity sheet 1.7 to match services to the correct industry heading. (An answer sheet has been prepared for you on page 000.) This activity can be repeated several times and can also be done as a timed activity or team activity to engage learners.


When learners are confident they know the correct location, these sheets can be kept for future reference.

Independent enquirers Creative thinkers Reflective learners Team workers Effective participators

Tutors/teachers/practitioners may want to make a laminated set of grids and words to put in the gaps to use with different groups of learners and for revision purposes.



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Activity

Notes

1.8 T he meaning and use of basic hair and beauty terminology (2)

Learners complete a crossword containing a range of hair and beauty terminology. An answer guide is provided on a separate sheet.

Links to functional skills English • Speaking and listening • Reading • Writing

Links to PLTS Independent enquirers Creative thinkers Reflective learners Team workers Effective participators

1.9 K ey consumer and retail legislation: Data Protection Act

Read the complete text to learners before you hand out Activity sheet 1.9. This text then becomes a gap-fill exercise which learners can complete on their own, in pairs, in small groups or even in teams – as you see fit.


Explain, before they undertake the gap-fill exercise, that they do not need to understand all elements of the legislation. That said, they must have a good understanding of why this legislation is important to the hair and beauty sector and what they, as (potential) employees, must do to uphold this.


The gap-fill activity can be repeated as necessary, with less reference to the full text each time the activity is attempted. 1.10 E nd-of-unit quiz

Divide learners into a number of teams and explain that they are about to complete a quiz containing a series of questions relating to hair and beauty technical terminology. Assign teams a colour (blue team, red team, etc.) and pick a scribe, who will note down the answer on a sheet of A4 paper. Ask the scribe to write down the left-hand side of the paper the numbers 1 to 20.



Read out the questions from your sheet (and question number) and allow a few seconds for learners to jot down answers. The answers are given in square brackets. At the end of the quiz, you could ask teams to swap papers and mark.

10 VTCT_foundationUnit1_Hair&Beauty10 10


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Session 1 Activity 1.1 Key aspects of the UK hair and beauty sector This sheet is for tutors/teachers/practitioners only. 1. Introduce the class to the Foundation Diploma in Hair and Beauty Studies using PowerPoint presentation 1. Run through, and briefly describe, the six industries of the hair and beauty sector (hairdressing, barbering, African Caribbean, spa therapy, nail services and beauty therapy), with which learners need to become thoroughly familiar. 2. G ive learners enough time to read through the learning outcomes for Unit 1. Then lead a question-andanswer session to identify any issues and queries, helping to resolve them. 3. S ession 1 will help you to view group dynamics and individual characters – important for the activity type you decide on. Look at the scheme of work for this session (page 000), which contains one activity that can be adapted to individual, paired or group/team/class) work. Depending on class/group dynamics, you may need to incorporate each type to accommodate different learning styles and abilities. Wholeclass activities may not be advisable at this point if there are strong or dominant personalities within the group, unless these learners can be used as group leaders to motivate others. Quieter types may need moral support to cope with new learning experiences.

Undertaking an activity for this session Individual (suitable for independent and capable learners) – w ork could be produced in the form of: • short descriptive paragraphs • short descriptive paragraphs with image/s.

Pairs (suitable for more capable and confident learners) – work could be produced using: • • • •

flipcharts smart whiteboards PowerPoint ICT-generated handouts.

Small groups (suitable for learners needing moral support and with lower academic skills) – work could be produced in the form of: • descriptions and images.

Whichever activity type you use, learners should include the following four key points in their final piece of work: • heading • industry focus (what services does it provide?) • client type (age/gender/wealth/ethnic origin/lifestyle, etc.) • environment in which this industry is practised (salons/hotels/ships etc.).



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Session 2 Activity 1.2 Economic contribution, size, scope, geography and development of the hair and beauty sector Name:

Group or class:

Using the words from the box below, complete the gaps in this information sheet.

The hair and beauty __________ is divided into __________ separate industries: hairdressing, barbering, __________ Caribbean, spa therapy, nail services and __________ __________ . Each of these industries provides a range of __________ . In 2006 consumers spent £5.25 billion in hairdressing salons and personal grooming establishments. In 2007 the hair and beauty sector employed 245,795 people. This was 0.87 per cent of the total people in work in the UK. Hair and beauty businesses are found across the __________ . England has the __________ number of people employed in the sector. The north-west and the south-east of England have a higher amount of hair and beauty businesses. Scotland has a lower proportion of people employed in the sector. Wales and Northern Ireland have the __________ proportion of people working in sector. The range of self-employed in the sector includes salon-based owners, owner-managers, partners, chair renters in hair salons and barbers, and freelance and __________ __________ . Some 90 per cent of people working in the hair and beauty sector are __________ , with only 10 per cent male. Of the people who are self-employed workers, almost 15 per cent are men. Many people aged 16–24 work in the hair and beauty sector. The workforce is mainly from __________ ethnic groups (93 per cent) and this is much the same as general employment across the UK (91 per cent). More than half the workforce is made up of employees (57.8 per cent) and the remainder (42.2 per cent) are __________ . This is three times more than the all-UK workforce of people who are self-employed. There is a __________ influence from the fashion industry for people to look younger. There has been a __________ __________ in the hair and beauty sector since 1995. There are now more specialised services available such as nail services, spa therapies and men’s __________ . There is also more information, advertising and __________ about complementary and alternative __________ and cosmetic enhancements. sector self-employed female UK strong white publicity beauty therapy continued growth medicine

highest


African

mobile workers

smallest

grooming

services

six


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Session 2 Activity 1.2 Answer sheet Economic contribution, size, scope, geography and development of the hair and beauty sector This answer sheet is for tutors/teachers/practitioners only. It is a completed version of the text on Activity sheet 1.2. The gap-fill words appear in bold.

The hair and beauty sector is divided into six separate industries: hairdressing, barbering, African Caribbean, spa therapy, nail services and beauty therapy . Each of these industries provides a range of services. In 2006 consumers spent £5.25 billion in hairdressing salons and personal grooming establishments. In 2007 the hair and beauty sector employed 245,795 people. This was 0.87 per cent of the total people in work in the UK. Hair and beauty businesses are found across the UK. England has the highest number of people employed in the sector. The north-west and the south-east of England have a higher amount of hair and beauty businesses. Scotland has a lower proportion of people employed in the sector. Wales and Northern Ireland have the smallest proportion of people working in sector. The range of self-employed in the sector includes salon-based owners, owner-managers, partners, chair renters in hair salons and barbers, and freelance and mobile workers. Some 90 per cent of people working in the hair and beauty sector are female, with only 10 per cent male. Of the people who are self-employed workers, almost 15 per cent are men. Many people aged 16–24 work in the hair and beauty sector. The workforce is mainly from white ethnic groups (93 per cent) and this is much the same as general employment across the UK (91 per cent). More than half the workforce is made up of employees (57.8 per cent) and the remainder (42.2 per cent) are self-employed. This is three times more than the all-UK workforce of people who are self-employed. There is a strong influence from the fashion industry for people to look younger. There has been a continued growth in the hair and beauty sector since 1995. There are now more specialised services available such as nail services, spa therapies and men’s grooming. There is also more information, advertising and publicity about complementary and alternative medicine and cosmetic enhancements.



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Session 3 Activity 1.3 The role and influence of the hair and beauty trade and professional organisations within the UK sector Name:

Group or class:

1 Look at the eight abbreviations below. Alongside them write the correct full name for each of these hair and beauty organisations. You could use the Internet to help you find your answers NHF SpaBa HC FHT Habia IoT ANT FHBH 2 Identify which of the organisations above is the government approved standards setting body for hair, beauty, nails and spa. Put a tick alongside. 3 You will be asked to gather advertisements together in a portfolio. Make a note below of advertisements for five different hair and beauty products or services. Then choose two of these and explain how they could influence the hair and beauty industry. Advertiser

Product

Influence on hair and beauty industry

4 N ame one legal organisation that supports the hair and beauty sector. You could use the Internet to help you find your answers.



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Session 4 Activity 1.4 Links between the hair and beauty sector and fashion, retail, sports therapy, health, complementary and alternative medicine, paramedical treatments, and media (film, theatre and TV) Name:

Group or class:

Note T o complete this activity you will need to visit a shopping mall (with a cinema complex if possible). This may be arranged by your tutor/teacher/ practitioner as a group activity or you may be asked to do it independently. Take the checklist below with you. Fill in the tick boxes as you walk around and remember to look for any links between hair and beauty and fashion, retail and media. Your completed checklist will be compared and discussed with other learners and your findings will be used to create a class diagram. The diagram will show if, and how, each area links to the hair and beauty sector. You will copy the diagram for your own reference.

Checklist for visit to shopping mall Tick the box if you see any of these things. Negative posters/promotions about hair products Positive posters/promotions advertising beauty products Negative posters/promotions about beauty products Positive posters/promotions advertising health/health products Negative posters/promotions advertising health/health products Positive posters/promotions advertising fashion items Negative posters/promotions about fashion Promotions in stores advertising new products for hair Promotions in stores advertising new beauty products Promotions in stores advertising new health products Promotions in stores advertising new fashion items Promotions in stores advertising new ‘looks’/new season styles Posters/promotions for ‘latest colours’ (hair, beauty or fashion) Glamorous posters/promotions advertising film or pop stars Drab posters/promotions advertising film or pop stars Famous film or pop stars advertising products or fashion items Links to fashion through films/videos/makeup products Items/products advertised using glamorous models Items/products advertised using unkempt models (no makeup/dry, dull looking hair, out of date dress style)



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Session 5 Activity 1.5 Links to related sectors of the hair and beauty industries (1) Name:

Group or class:

1 You are about to listen to three talks from people who specialise in: • sports therapy • remedial make-up • complementary and alternative medicine. As you listen, make notes on the key points. Then read any handouts you may be given. Your tutor/teacher/ practitioner may even record or film the talks so that you can listen to the information again.

2 K eep hold of all the information you have gathered to put together your own presentation in the next session.



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Sessions 6–8 Activity 1.6 Links to related sectors of the hair and beauty industries (2) Name:

Group or class:

Note: y ou will carry out this activity over three 3-hour sessions, giving you nine hours in total to complete it. For this activity, work either in pairs or small groups, as directed. 1. Take a look at Activity sheet 1.5 to remind yourself of the presentations you saw.

2. N ow put together all your research information in a suitable format to present to one of the specialists from session 5. When preparing your presentation consider the following questions. Where will you do your presentation? Consider room type and facilities available (ICT, video link, e-communications, etc.)

a. Identify one of the specialist services (sports therapy, remedial make-up, or complementary and alternative medicine) that interests you. (Circle it here to remind yourself.) b. Research to identify a range of treatments provided by this specialist service. (Make notes on your findings and keep them safe.)

Who is your target audience? Remember to use the correct technical terms/images when presenting to the specialist.

c. C hoose one of these treatments for an indepth study and presentation. Then research and identify the following. Who might use this treatment and why. Where you might offer this treatment and why. Any governing bodies that you would need to liaise with if you were providing this treatment. How your treatment is linked to any of the six industries within the hair and beauty sector. A basic price structure for your treatment. A suitable up-to-date and ‘catchy’ name for your treatment.

Have you prepared handouts or information sheets to help your audience understand your explanations/descriptions? For example, you could include an image of your logo or ‘name’ of your service, plus your ‘mission’. Yes

No

How will you make your presentation flow? Remember to lead logically from one point to another. Have you discussed this with others in your group? Yes

No

How long will your presentation take? Hours

Mins

3. W ith your tutor/teacher/practitioner and group members, review the feedback from the specialist on your presentation.



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Session 9 Activity 1.7 The meaning and use of basic hair and beauty terminology (1) Name:

Group or class:

Use the words and descriptions at the end of this page to fill in the blank spaces in the table below. Beauty therapy

Hairdressing Description

Services provided by each industry

Shampooing, cutting, colouring and styling of hair

Shampooing Colouring


Nail services

Providing massage treatments and hydrotherapy

Eye treatments

Pedicure

African Caribbean hair

Barbering

Providing the standard hairdressing services and relaxing and extension services

Nail repair

Shampooing

Cutting

Nail cutting

Relaxing

Styling

Facials

• T reatments to the face, nails and eyes • Massage treatments • Make-up • Styling • Shampooing • Lashes • Hydrotherapy

18

Spa therapy

• Nail enhancements • Manicures, pedicures, nail repair and enhancements and creating artistic designs • Shaving • Indian head massage • Hair removal • Nail art

Colouring

• Hair extensions • Providing the standard hairdressing services plus shaving and Indian head massage • Nail treatments • Cutting • Manicure


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Session 9 Activity 1.8 The meaning and use of basic hair and beauty terminology (2) Name:

Group or class:

Use the clues below to help you complete this crossword. 1 2

3 4

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ACROSS

DOWN

2. artistic designs applied to nails

1. a method of hair removal

6. personal protective equipment

3. uncurling the curls?

8. highlighting is one method of this service

4. spreading infection from one person to another

11. making something clean and hygienic

5. chemical liquid which destroys bacteria

13. shortening the hair

7. treatments to take care of the feet

14. mending the nails after damage

9. treatments to take care of the hands

16. a potentially infectious condition

10. full-body m_ _ _ _ _ _

17. making sure something is free from bacteria and other living micro-organisms

12. a service provided by beauty therapists 15. these false ones are used in the beauty industry -

18. massage treatment for the head, used in barbering © Pearson Education Ltd 2009. Photocopying and printing permitted for purchasing institution only. This material is not copyright free.


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Session 9 Activity 1.8 Answer sheet The meaning and use of basic hair and beauty terminology (2) Tutor/teacher/practitioner sheet only: below are the answers to the clues for the crossword in Activity 1.8.

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Session 9 Activity 1.9 Key consumer and retail legislation: Data Protection Act Name:

Group or class:

Read the text below, which comes from a government website. It gives you some basic information about the Data Protection Act. This legislation applies to the hair and beauty sector because we deal with clients and keep information about these clients. The information might be kept on a computer database or on hand-written client record cards. It is the responsibility of the staff who handle this data to make sure the information is only used for its intended purpose. When you have read through, try to complete the gaps using the words in the box below. The

(Your tutor may already have read the complete piece before giving you this sheet.)

Act gives individuals the right

to know what

is held about them. It provides a

framework to ensure that personal information is handled The Act works in

.

ways. First, it states that anyone who processes

personal information must comply with

principles, which make sure

that personal information is: • fairly and

processed

• processed for limited purposes

information

• adequate, relevant and not excessive

up to date

• accurate and

eight

• not kept for longer than is necessary

Data Protection

• processed in line with your

Information Commissioner’s Office

• • not

to other countries without adequate protection.

The second area covered by the Act provides individuals with important rights, including the right to find out what personal information is held on computer and most paper records. Should an individual or organisation feel they’re being

personal individuals not transferred two

access to

denied

personal information they’re entitled to, or feel their information has not been

lawfully

according to the eight principles, they can contact the

properly

for help. Complaints

rights

are usually dealt with informally, but if this isn’t possible, enforcement action

secure

can be taken.

handled



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Session 9 Activity 1.9 Answer sheet Key consumer and retail legislation: Data Protection Act This answer sheet is for tutors/teachers/practitioners only. It is a completed version of the text on Activity sheet 1.9. The gap-fill words appear in bold.

The Data Protection Act gives individuals the right to know what information is held about them. It provides a framework to ensure that personal information is handled properly. The Act works in two ways. First, it states that anyone who processes personal information must comply with eight principles, which make sure that personal information is: • fairly and lawfully processed • processed for limited purposes • adequate, relevant and not excessive • accurate and up to date • not kept for longer than is necessary • processed in line with your rights • secure • not transferred to other countries without adequate protection. The second area covered by the Act provides individuals with important rights, including the right to find out what personal information is held on computer and most paper records. Should an individual or organisation feel they’re being denied access to personal information they’re entitled to, or feel their information has not been handled according to the eight principles, they can contact the Information Commissioner’s Office for help. Complaints are usually dealt with informally, but if this isn’t possible, enforcement action can be taken.



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Session 9 Activity 1.10 End-of-unit quiz This sheet is for tutors/teachers/practitioners only and provides details of a team activity for learners. Split learners into a number of teams for a class quiz. You may want to allow them to use text books/glossaries and previous activity sheets for reference. The quiz questions below can be used more than once and the use of reference materials can be disallowed as learners become more knowledgeable and confident. The answers to the questions are in square brackets. You may, if you wish, hand out Explain to learners that they are about to be tested on their knowledge of this unit with a team quiz. Assign learners to teams and ask them to make notes of the answers in their notebooks or on sheets of paper which you will hand out.


hat is the technical name for making something 1. W clean and hygienic? [SANITISATION] hat is the technical name for treatments used to 2. W take care of the hands? [MANICURE] ame a method of hair removal. [WAXING, 3. N DEPILATION] ive one example of a potentially infectious 4. G condition. [e.g. SCABIES, IMPETIGO] hat do we call the technical service of making 5. W the hair shorter in hairdressing and barbering? [CUTTING] hat is the name of a service that can be done 6. W on the face, the head and on the full body. [MASSAGE] hat is the technical name for artistic designs 7. W applied to nails? [NAIL ART] hat is the technical name for a chemical liquid 8. W which destroys bacteria? [DISINFECTANT] hat is the name of this specialist massage 9. W treatment for the head, which can be used in barbering? [INDIAN HEAD MASSAGE] 10. What is the technical name when infection is spread from one person to another? [CROSS INFECTION] 11. What technical term is used to describe making sure something is free from bacteria and other living micro-organisms? [STERILISATION] 12. Highlighting is one method of this service. What is the service? [HAIR COLOURING] 13. What is the service of mending the nails after damage? [NAIL REPAIR] 14. These false ones are used in the beauty industry. What are they? [LASHES] 15. What is the technical name for treatments used to take care of the feet? [PEDICURE] 16. Name a service provided by beauty therapists. [e.g. MAKE-UP, FACIALS, LASH APPLICATIONS] 17. What is the African Caribbean hairdressing service of ‘uncurling the curls’? [RELAXING] 18. Which three letters are used as a short version of the technical term ‘personal protective equipment’? [PPE] 19. What is the name of the technical service that improves the length and style of a client’s nails? [NAIL EXTENSIONS] 20. This is the legislation that helps to protect clients’ personal details and records. What is the name of the legislation? [DATA PROTECTION ACT]



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