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 12
Course Credit
1
Course Price
$ 550.00
Course Developer
My Learning Oasis
Prerequisite(s) (Text)
None
Course Code
Department Head & Contact Information
TXJ4E
Ravi Sharma (ravi@mylearningoasis.com)
Course Type
Workplace Prepration
Grade Level
Grade 12
Course Development Date
June 10th, 2021
Course Outline
Hospitality And Tourism Fundamentals
In this unit, students will use the physiological properties and proper terminology to describe skin, and nails, as identified through research. They will explore symptoms of and treatments for diseases and disorders of the hair, skin, and nails. They will evaluate the negative effects that chemical and improper pH have on hair, skin and allergy and the chemical changes that occur during hairstyling procedures. They will be introduced to the pH chart. Students will explore the procedures to open a relevant business and its marketing and management. They will be introduced to computers to enhance positive outcomes in the hairstyling and aesthetics industry. The importance of people’s skill will be emphasized.
Expected Hours of Instruction: 28 hours
Hospitality And Tourism Skills
In this unit, students will explore and practice a variety of fashion cuts using industry standards. They will also perform chemical services that alter the hair structure. They will explore how to determine and plan the services and products that are best for the client. Students will be exposed to the creation of designs and aesthetics that are culturally meaningful to the client. They will explore and use design processes to effectuate more and more complex hairstyle and aesthetics outcomes for various purposes. Students will explore the hair and skin characteristics of the client to determine the best products and services that are appropriate for her. They will explore and develop a consultation process to gather more information from various sources for different clients. They will evaluate the best practices for different clients when they are at home to foster better preventive measures for hair and skin treatment. They will be introduced to constructive conflict-management techniques when dealing with clients and co-workers. Students will also be introduced to proper record-keeping to ensure that the aesthetics services are provided in a professional and businesslike manner. Students will explore best practices to foster a safe, productive, and healthy environment for all. They will delve into the importance of exercise to having healthy hair and skin.
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 evaluate environmentally friendly practices and products. Students will further evaluate the pros and cons of the hairstyling and aesthetics industry. Work-related stress in this industry will be assessed and ways of dealing with it.
Expected Hours of Instruction: 12 hours
Professional Practice And Career Opportunities
In this unit, students will explore the health and safety legislation and regulatory/oversight bodies that govern the hairstyling and aesthetics industry, explain their purpose, and describe how they affect the industry. They will explore various certifications within the industry and how to get them. It will emphasise the need for sanitary conditions within the site to prevent the spread of pathogens. Students will also identify health and safety certification and training that are appropriate for the hairstyling and aesthetics industry (e.g., first aid, cardiopulmonary resuscitation [CPR], Passport to Safety certificate, automated external defibrillation [AED]) and organizations that offer health and safety information, training, and certification (e.g., the Workplace Hazardous Materials Information System [WHMIS], the Red Cross, St. John Ambulance). Students will compare and evaluate a wide variety of careers in the hairstyling and aesthetics industry and identify employment opportunities. They will explore best practices and people skills to be successful in this industry. They will look at how to create and update their portfolio and resume.
Expected Hours of Instruction: 12 hours
Final Exam
This is a proctored exam worth 30% of the final grade.
Expected Hours of Instruction: 2 hours
Total Hours :110
Resources
Resources required by the student:
● The necessary tools to perform hair-styling and cosmetology, when delivered online.
● In class, while the school will provide some of the necessary tools, students are
encouraged to bring their own to get familiar with the ones they will be using in the
field.
Overall Curriculum Expectations
A. HAIRSTYLING AND AESTHETICS FUNDAMENTALS
A1 demonstrate an understanding of aspects of human physiology that are relevant to hairstyling and aesthetics;
A2 demonstrate knowledge of the chemical properties of hairstyling and aesthetics products and their physical effects on hair, skin, and nails;
A3 demonstrate an understanding of effective business practices and strategies for salon/spa operators, managers, and owners.
B. HAIRSTYLING AND AESTHETICS SKILLS
B1 use professional techniques to perform salon/spa services that meet industry standards;
B2 demonstrate complex and innovative hairstyling and aesthetics design techniques;
B3 use a variety of approaches to meet the hairstyling and aesthetics needs of a diverse clientele professionally and effectively;
B4 demonstrate exemplary practices for maintaining a safe and healthy work environment for students and clients.
C. INDUSTRY PRACTICES, THE ENVIRONMENT, AND SOCIETY
C1 evaluate practices and products in the hairstyling and aesthetics industry in terms of their impact on the environment;
C2 evaluate the hairstyling and aesthetics industry in terms of its impact on society
D. PROFESSIONAL PRACTICE AND CAREER OPPORTUNITIES
D1 explain the purpose of legislation related to health and safety in the hairstyling and aesthetics industry; D2 identify and describe career opportunities and related training and education requirements in the hairstyling and aesthetics industry.
Special Accommodations
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 form: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009 (gov.on.ca), pp 193-199; 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.
Teaching/Learning Strategy
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
At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies.
Concrete assessments are made through projects and assignments. However, the evaluation is based on “our flavor” of the Mastery Teaching technique. This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations. At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution.
Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:
● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.
● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course.
Final Exam: 30%
Grading for all course work, projects, presentation, participation, interim quizzes and exam: 70%
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