About the course
This course gives students the necessary knowledge and skills in cosmetology and offers a variety of applications that will equip students to provide services for a diverse clientele. Students will identify trends in the hairstyling and aesthetics industry, learn about related health and safety laws, and expand their communication and interpersonal skills through interactions with peers and clients. Students will also consider environmental and societal issues related to the industry, and will acquire a more detailed knowledge of apprenticeships and direct-entry work positions
Hairstyling and Aesthetics 11
My Learning Oasis
Department Head & Contact Information
Anu Sharma (email@example.com)
Course Development Date
June 10th, 2021
Hairstyling And Aesthetics Fundamentals
In this unit students will explore the physiological properties of hair, skin, and nails (e.g., density, elasticity, porosity, texture, cycles of growth) and evaluate the role that pH values in hair care, skin care, and nail care products. They will look at the allergens and identify them in the products used in this industry. They will identify positive behaviors and attitudes that are relevant to this industry and how they affect employability. Students will evaluate the need to and practice “proportioning” of products to suit the clients' needs. They will be exposed to the tools and their safe use in this industry. Students will be introduced to different aspects of management and advertising within the scope of the aesthetics industry.
Expected Hours of Instruction: 28 hours
Hairstyling And Aesthetics Skills
In this unit students will explore the use of appropriate materials and tools to perform various procedures in the salon/spa. In particular, they will do an in-depth hair, scalp, and product analysis and predict the expected outcome from the chemical services. In this unit they will also be taught how to perform hairstyling and aesthetics services. They will be exposed to the design principles and colour theory principles to plan hairstyling, aesthetics and make-up strategies to meet the needs of various cultures, needs, and demographics. They will explore best practices necessary to effectuate active listening and communication with their customers. Students will be introduced to proper record keeping.
Expected Hours of Instruction: 56 hours
Industry Practices, The Environment, And Society
In this unit, students will explore the impact that various products have on the environment and on health in general. They will further explore the benefits of recycling on the environment and best practices regarding waste disposal. They will explore the effect that hairstyling and aesthetics have on one’s self-esteem, culture, and well-being. They will look at and identify culturally linked fashion preferences or restrictions in hairstyling and aesthetics.
Expected Hours of Instruction: 12 hours
Professional Practice And Career Opportunities
This unit will explore the key legal aspects and regulations and oversight bodies relevant to the hairstyling and aesthetics industry. It will emphasize the need for sanitary conditions within the site to prevent the spread of pathogens. Safety issues will be addressed in this unit and how to maximize safety for all. The students will be introduced to basic first aid to deal with situations that may occur like cuts, burns, epileptic seizures, diabetic shock, electrocution etc. students will identify relevant apprenticeship, certification, and postsecondary entry requirements related to careers in the hairstyling and aesthetics industry and plan a pathway forward to support them in pursuing non-traditional choice in this field.
Expected Hours of Instruction: 12 hours
This is a proctored exam worth 30% of the final grade.
Expected Hours of Instruction: 2 hours
Total Hours 110
The course material (class notes and necessary handouts) will be provided by the teacher.
The students will be required to have:
● Access to a library or the Internet to do research
● Access to internet as well as electronic devices for note taking and communication for those taking the class online
Overall Curriculum Expectations
A. HAIRSTYLING AND AESTHETICS FUNDAMENTALS
A1 demonstrate an understanding of the physiology of hair, skin, and nails;
A2 demonstrate an understanding of issues related to chemical components found in hairstyling and aesthetics products;
A3 demonstrate an understanding of business practices and strategies used in the hairstyling and aesthetics industry.
B. HAIRSTYLING AND AESTHETICS SKILLS
B1 perform a variety of salon/spa services that meet industry standards, using appropriate materials, techniques, and equipment safely and correctly;
B2 create designs for a variety of hairstyling and aesthetics purposes and contexts;
B3 apply methods for identifying, analysing, and meeting the needs of a diverse clientele.
C. INDUSTRY PRACTICES, THE ENVIRONMENT, AND SOCIETY
C1 describe the environmental impact of practices and products in the hairstyling and aesthetics industry, and identify safe practices and environmentally friendly solutions to problems;
C2 explain why hairstyling and aesthetics services are important to society, and identify ways in which social and cultural factors affect the industry.
D. PROFESSIONAL PRACTICE AND CAREER OPPORTUNITIES
D1 apply health and safety standards related to the use of hairstyling and aesthetics equipment, materials, and techniques and the maintenance of a safe work environment;
D2 identify and describe a variety of career opportunities and related training and education requirements in the hairstyling and aesthetics industry
Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate. These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*). It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners.
The three types of accommodations that are going to be used are:
i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples).
For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.
# Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009 (gov.on.ca), pp 186-191; Date of extraction: Sunday, June 8 , 2021
Program Considerations For English Language Learners
Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English- language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.
The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other.
This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members.
This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and have each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this.
The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself.
Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.
Assessment And Evaluation
Grading for all course work, projects, presentation, participation, interim quizzes and exam: 70%
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