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Hair and BeautyCOURSEVocational Preparation & GuidanceEnglish & CommunicationsMathematical ApplicationsSocial EducationActive Leisure StudiesAgriculture/HorticultureChildcare/Community CareGraphics & Construction StudiesCraft & DesignEngineeringHotel Catering & TourismInformation & Communication TechnologyOffice Administration & Customer CareTechnologyGaeilgeArts - Visual-Drama-Music & DanceIntroduction to Information & Communications TechnologyLeisure & RecreationModern LanguageReligious EducationScienceSign LanguageCareerConsumer EducationCosmeticsDesignFirst AidHealthHygieneInterpersonal SkillsLifestyleMediaMoney TransactionsNutritionReception SkillsSafetyTelephone TechniquesHAIR & BEAUTYT O P I C S I N C O M M O NVOCATIONAL EDUCATIONHAIR AND BEAUTYLEAVING CERT IF ICATE APPL IEDHAIR AND BEAUTYCONTENTSINTRODUCTION 3Rationale 3Number and Sequence of Modules 4Description of Modules 4General Recommendations 5MODULE 1SALON & CUSTOMER CARE 7Purpose 8Prerequisites 8Aims 9Units 9Unit 1: The Hair & Beauty Professional 10Unit 2: Reception Skills 11Unit 3: Communication 13Unit 4: Health & Hygiene 14Unit 5: Safety 16Unit 6: Salon Design 18Resources 19Key Assignments 21MODULE 2HAIRCARE 23Purpose 24Prerequisites 24Aims 25Units 25Unit 1: Hair Analysis 26Unit 2: Shampooing and Conditioning 27Unit 3: Blow Drying 28Unit 4: Hair Styles and Fashions 29Unit 5: Special Occasions 30Unit 6: Specialist Treatments 31Resources 32Key Assignments 341HAIR AND BEAUTYMODULE 3BEAUTYCARE 35Purpose 36Prerequisites 36Aims 37Units 37Unit 1: Skin Care 38Unit 2: Hand care 40Unit 3: Foot and Leg Care 42Unit 4: Make Up 44Unit 5: Beauty Products 45Unit 6: Beauty Treatments 47Resources 48Key Assignments 50MODULE 4BODYCARE 51Purpose 52Prerequisites 52Aims 53Units 53Unit 1: Personal Hygiene 54Unit 2: Nutrition 56Unit 3: Health and Well Being 57Unit 4: Care of the Body 58Unit 5: Sun Care 59Unit 6: Leisure, Exercise & Rest 61Resources 63Key Assignments 652HAIR AND BEAUTYIN T R O D U C T I O NThis vocational specialism facilitates personal development andprovides an introduction to the knowledge and practical skills ofhaircare, beautycare, bodycare, customer care and salon care. It is useful as a preparation for employment or possible future training in the hairdressing or beauty business. Students can also apply the knowledge and skills acquired to improving their ownpersonal presentation.3HAIR AND BEAUTYRATIONALEAll four modules must be completed.The module entitled Salon and Customer Care serves as a foundationfor the other three modules: Haircare, Beautycare, and Bodycare. It is recommended that Salon & Customer Care is completed first orintegrated with the other modules as appropriate. Module 1 Salon and Customer CareThis module focuses on the importance of good salon and customer carepractices and serves as a foundation for the hair, beauty and bodycaremodules. Students develop skills and knowledge that include safety,hygiene, health, communication, reception skills, salon planning anddesign and an awareness of professional training and career opportunities.Module 2 HaircareThis module introduces students to basic haircare skills such asshampooing, conditioning and blow-drying. It explores current hairfashions and trends and gives students an insight into some of theprofessional services on offer in salons. Module 3 BeautycareThis module introduces students to the knowledge and understandingrequired to carry out basic beauty care skills and routines such as skincare, make-up, manicures and foot care. Students also learn to selectappropriate beauty products and equipment. Module 4 BodycareThis module heightens students awareness of the importance of goodhealth and well being. Topics include personal hygiene, nutrition,health, bodycare, sun care, leisure, exercise and rest. 4HAIR AND BEAUTYModule 1 Salon and Customer CareModule 2 HaircareModule 3 BeautycareModule 4 BodycareNUMBER AND SEQUENCE OF MODULESDESCRIPTION OF MODULESThe Teacher Guidelines provide suggestions in relation to classroompractice. The guidelines are not prescriptive. There is scope for teachersto exercise their own professional judgement based on the interests,needs and abilities of the group. However, it is essential that thefundamental principles of the Leaving Certificate Applied be upheld.Teachers are therefore required to adopt a methodology that is studentcentred, activity based and affirming.5HAIR AND BEAUTYGENERAL RECOMMENDATIONS6HAIR AND BEAUTY7HAIR AND BEAUTYMODULE 1SALON AND CUSTOMER CAREMODULE 1:SALON & CUSTOMER CAREThe purpose of this module is to introduce students to theknowledge, understanding and skills that are required to ensuregood salon and customer care practices in the hair and beautybusiness. The module serves as a foundation for the haircare,beautycare and bodycare modules and covers topics such ashealth, hygiene, safety, communication, reception skills, salondesign, and professionalism. Many of the skills developed inthese modules can be applied to other service industry areas.This module serves as a foundation for the modules Haircare,Beautycare and Bodycare. It is recommended that it becompleted before these modules or integrated with them.PREREQUISITES PURPOSE8HAIR AND BEAUTY SALON & CUSTOMER CAREThis Module aims: to increase students understanding of the importance of salon and customer care to promote safe, hygienic and healthy work practices to develop students communication and interpersonal skills to provide opportunities for students to practise reception skills specific to the service industry to familiarise students with salon planning and design to develop students awareness of professional training and career opportunities within the hair and beauty business.Unit 1: The Hair & Beauty ProfessionalUnit 2: Reception SkillsUnit 3: CommunicationUnit 4: Health & Hygiene Unit 5: Safety Unit 6: Salon DesignUNITSAIMS9HAIR AND BEAUTY SALON & CUSTOMER CARE10HAIR AND BEAUTY SALON & CUSTOMER CARE THE HAIR & BEAUTY PROFESSIONALThe student will be able to:1. describe the roles and duties of ahairdresser or beautician2. identify what makes a good hairdresser or beautician3. identify training opportunities available locally4. investigate employment opportunities locally.LEARNING OUTCOMES TEACHER GUIDELINESUnit 1: The Hair & Beauty Professional Invite a hairdresser or beautician to visitthe class to talk about their work. Visit a salon and interview a hairdresseror beautician. Have a questionnaire pre-prepared. Carry out a vox pop to find out whatpeople consider a good hairdresser orbeautician to be. Visit salons locally to find out whattraining, if any, they require a personhave before taking them on. Ask themabout training opportunities locally. Visit the local FS office and find out what training opportunities they can offer in the area. Check out local PLC courses for hair and beauty training courses. Check out positions available locallythrough local newspapers, communityradio, advertising etc.11HAIR AND BEAUTY SALON & CUSTOMER CARE RECEPTION SKILLSThe student will be able to:1. outline the role and duties of a receptionist2. enter appointments in an appointmentbook for basic hair and beauty services3. demonstrate answering the telephone4. take and record a message for a clientor another member of staff5. accept different types of payments from clients 6. complete a gift voucher7. create a simple product displayLEARNING OUTCOMES TEACHER GUIDELINESUnit 2: Reception Skills Brainstorm the various duties of areceptionist, what a receptionist should know and the qualities they should possess. Practice entering appointments ontophotocopied appointment sheets forservices such as a blow dry, simple up style, cut, manicure, mini-facial,make up etc. Brainstorm the characteristics of goodtelephone technique. Role-play answering the telephone andresponding to an enquiry, a request tomake an appointment and a cancellationof an appointment. Role play taking different types ofmessages on a pre-prepared message padthat includes headings such as who themessage is for, who it is from, date andtime of message, details of message,telephone number of caller, name ofperson who took the message. Role-play accepting payment in the formof e.g. cash, cheques, debit cards (Laser, credit card etc.). Role-play completing gift vouchers for different amounts. Brainstorm the advantages anddisadvantages of making displays. Demonstrate making a range of differenttypes of displays e.g. counter display,window display, and shelf display. Observe displays in shops anddepartment stores. Note their layout,size, number of products, cleanliness,information, pricing etc. Design a simple client record card androle-play completing it. Brainstormwhich services should be recorded and which services are generally not recorded. Investigate locally which salons are using IT to record information about clients. Carry out a stock check using a pre-prepared stock card.12HAIR AND BEAUTY SALON & CUSTOMER CARE RECEPTION SKILLS8. demonstrate systems used to recordinformation about clients9. complete a simple stock check.LEARNING OUTCOMES TEACHER GUIDELINESUnit 2: Reception Skills (Continued)13HAIR AND BEAUTY SALON & CUSTOMER CARE COMMUNICATIONThe student will be able to:1. outline the different types ofcommunication used in the salon2. demonstrate how to greet a client3. answer clients queries4. deal with complaints effectively5. converse appropriately with a client6. demonstrate listening skills7. discuss the importance of team work 8. identify areas where confidentialitymust be maintained.LEARNING OUTCOMESUnit 3: Communication Brainstorm examples of verbal and non-verbal communication used in a salon. Role-play greeting a client as areceptionist, hairdresser or beautician. Role-play responding to different queriesa client might have e.g. a request forinformation about a product or service. Draw up a plan of action that should befollowed if a client makes a complaint. Role play responding to clients whomake different types of complaints e.g.being kept waiting, being soaked at thebasin, colour getting onto their clothes,not happy with the treatment etc. Brainstorm topics that should andshould not be discussed with clients. Brainstorm what it means to listen effectively. Discuss the pros and cons of teamwork in a salon. Identify situations that might arise in a salon where teamwork would be essential. Brainstorm situations/activities in asalon that require confidentiality. Draw up a confidentiality charter to be observed by staff in a salon.TEACHER GUIDELINES Invite students to design a postershowing different ways infection can be spread. Invite students to develop a board gamearound good and bad hygiene practicesin the salon e.g. a simple game along thelines of snakes and ladders. Design a ten-point hygiene plan for asalon. Present it in chart format. Investigate methods used by salonslocally to sterilise equipment. Contact companies that supplyequipment to salons and find out whatsterilising equipment is available. Make up a first-aid box suitable for asalon. Cost the items. Design a first-aid booklet that could beconsulted in an emergency in a salon. Invite a first-aid organisation e.g. theIrish Red Cross to give a talk anddemonstration on basic first-aid. Role-play suitable standing and sittingpositions. Invite an expert to give adviceto the class e.g. someone who offerstraining in the area of manual handling. Brainstorm the features of clothing and footwear suitable for work. 14HAIR AND BEAUTY SALON & CUSTOMER CARE HEALTH & HYGIENEThe student will be able to:1. describe different ways infection can be spread in a salon2. outline a basic hygiene routine for a salon3. outline a range of methods used tosterilise equipment4. list the contents of a first-aid box 5. outline basic first-aid procedures6. describe good standing and sitting positions for hairdressers and beauticians7. describe clothing and footwear suitablefor work in a hair or beauty salonLEARNING OUTCOMES TEACHER GUIDELINESUnit 4: Health & Hygiene 15HAIR AND BEAUTY SALON & CUSTOMER CARE HEALTH & HYGIENE Invite students to make a collage usingpictures from magazines of clothing theyconsider suitable for either a hairdresseror beautician. Ask them to give reasonsfor their choice etc. Invite the class tovote for what they consider to be themost suitable outfit. Role play preparing clients for basicservices such as shampooing, manicures,make-up, cleansing. Consider seating,protection of clothing, safe storage ofjewellery etc.8. prepare clients for simple hair andbeauty services.LEARNING OUTCOMES TEACHER GUIDELINESUnit 4: Health & Hygiene (Continued)16HAIR AND BEAUTY SALON & CUSTOMER CARE SAFETYThe student will be able to:1. identify a range of potential safetyhazards found in a hair or beauty salon2. list potentially hazardous substancesfound in salons3. describe a routine for the safe andhygienic disposal of waste4. describe the safe use of basic hair andbeauty equipment5. identify fire prevention and firefighting equipment that should befound in a salon6. describe a fire evacuation procedure for a salon7. describe how to call the emergency servicesLEARNING OUTCOMESUnit 5: Safety Draw a plan of a salon and mark on itall areas, equipment etc. that could posea potential hazard. Design a dos and donts safety poster for a salon. Design a hazardous substance posterthat could be hung in the staff room of a salon. Identify labels found on hazardoussubstances and explain their meaning. Make a notice for the wall informingstaff how waste should be disposed of. Role-play the safe use of basic items ofequipment e.g. hairdryer, hair tongs,manicure equipment, etc. Observe a wide range of businesses overa period of a week and note the type offire fighting equipment that is visible e.g. smoke alarm, fire alarm, fireextinguishers, fire blankets etc.Identify which of these items is suitable for a salon. Pay particularattention to the various types of fireextinguishers observed. Draw up a plan for a fire drill.Role-play the drill. Role-play calling the emergency servicesfor various incidents including fire,ambulance and gardai.TEACHER GUIDELINES Invite two people to role-play anaccident. Ask the class to complete an accident report form based on what they observed.17HAIR AND BEAUTY SALON & CUSTOMER CARE SAFETY8. record an accident on an accident report form.LEARNING OUTCOMES TEACHER GUIDELINESUnit 5: Safety (Continued)18HAIR AND BEAUTY SALON & CUSTOMER CARE SALON DESIGN Carry out a vox pop or survey toidentify what people feel makes a well-designed salon. Visit a local salon and list the items of equipment they use. Look through hair and beautymagazines for ideas. Contact a hair or beauty supply store for catalogues, brochures, price lists etc. Draw simple plans on graph paper ormake a 3D model using e.g. a shoebox. Collect paint charts samples ofwallpaper, flooring etc.The student will be able to:1. identify the features of good salon design2. select a range of furnishing andequipment for a hair or beauty salon3. plan a simple layout and dcor for a hair or beauty salon.LEARNING OUTCOMES TEACHER GUIDELINESUnit 6: Salon Design19HAIR AND BEAUTY SALON & CUSTOMER CAREBOOKSStart Hairdressing, Level 1 by Martin Green and Leo Palladino,Publisher: Macmillan A highly visual text that covers many aspects of customer careBeauty Therapy, The Official Guide to Level 2 by Lorraine Nordmann,Publisher: Macmillan Useful as a reference text for the teacher/tutor.Creating an Excellent Salon by Iris Rigazzi- Tarling, Publisher: Hodder & Stoughton Useful as a reference text for the teacher/tutor.MAGAZINESA wide range of magazines is available from newsagents on haircare and beautycare. These include:International Hairdressers JournalTotal HairHairHair NowHair FlairGood HealthMarie Claire Health & BeautyHeres HealthTop Sant Health & BeautyRESOURCESUSEFUL ADDRESSESIrish Red Cross, 16 Merrion Sq., Dublin 2.LOreal Professional, 88 Lr Leeson St, D.2Tom Ivers, 76 Ballykeeffe, LimerickN. OReilly, Hairdressers Supplies, Cahir Rd, ClonmelSalon Services (Dublin Ltd), 4 Red Cow Interchange, Ballymount Rd, (Off Naas Rd)Salon Services, Unit 36, Kinsale Rd, Commercial Centre, CorkSalon Services, Unit 1, Addley Pk, Tuam, Co GalwayIrish Hairdressers Federation, 19 Broadford Ave, D.16WELLA (Ireland)Ltd, Wella Studio, Terminus Mills, Clonskeagh, D.6Colet International, 140 Slaney cl, Glasnevin, D.11Schwarzkopf (Ireland) Ltd, Block 3, The Harcourt Ctr, Harcourt Rd, D.2Star Products International, 24 Idrone Mews, Blackrock, Co Dublin7th Heaven Beauty Supplies, 30 Main St, Carrick-on-Suir.20HAIR AND BEAUTY SALON & CUSTOMER CARE21I completed a study of the role and duties of a hairdresser or beauticianI interviewed a receptionist and kept a record of the interviewI used my IT skills to design a health, hygiene and safety checklist for a salonAs part of a small group I designed a hair or beauty salon and presented the information on a poster or in a 3-D format.CHECKLISTKEY ASSIGNMENTSMODULE 1: SALON & CUSTOMER CARE22HAIR AND BEAUTY23HAIR AND BEAUTYMODULE 2HAIRCARE24HAIR AND BEAUTY HAIRCAREMODULE 2:HAIRCAREThe purpose of this module is to introduce students to theknowledge and skills that are required to understand and practicebasic haircare. Students will develop basic skills in areas such asshampooing, conditioning, blow-drying and the use of dressingaids for special occasions. This module can help to enhance thepersonal care and appearance of the student and is useful as apreparation for possible future training in hairdressing. It shouldbe noted that the level of skill required for this module is basicand should not be confused with that required of an apprenticeor junior working in a hairdressing salon.The module entitled Salon and Customer Care serves as afoundation for this module. It is recommended that it iscompleted before this module or integrated with it.PREREQUISITES PURPOSEThis Module aims: to develop students knowledge of hair and hair analysis to familiarise students with the range of products and equipment used in haircare to provide opportunities for students to practise basic haircare skills and procedures to familiarise students with current hair styles, trends and fashions to develop students awareness of professional haircare services available to enable students to apply the knowledge and skills acquired to improving their own personal presentation.Unit 1: Hair AnalysisUnit 2: Shampooing and ConditioningUnit 3: Blow DryingUnit 4: Hair Styles and FashionsUnit 5: Special OccasionsUnit 6: Specialist TreatmentsUNITSAIMS25HAIR AND BEAUTY HAIRCARE Draw a diagram of the hair structureonto an A4 sheet. Photocopy it andinvite students to colour and label each part. Invite students to make a large poster of the structure of the hair to put up on the wall. Brainstorm the full range of hair andscalp types and conditions describingeach briefly e.g. normal, dry, greasy,curly, straight, fine/flyaway, coarse,damaged, split ends, dull, dandruff, head lice etc. As a group produce a leaflet aboutrecognising your hair type and /orcondition of hair. Carry out a survey to find out if peopleare aware of their hair type and/orcondition. Design a simple questionnairethat could be used. Brainstorm factors e.g. colouring,perming, diet, health, brushing/combing, drying, shampooing/conditioning etc.26HAIR AND BEAUTY HAIRCARE HAIR ANALYSISThe student will be able to:1. describe the structure of the hair2. identify different hair and scalp typesand conditions3. list factors that can affect and /ordamage hair.LEARNING OUTCOMES TEACHER GUIDELINESUnit 1: Hair Analysis27HAIR AND BEAUTY HAIRCARE SHAMPOOING & CONDIT IONING Check out what products are available from sources such as the local hairdressing salon, pharmacy or supermarket. Make a list of all thepossible places locally where productscan be bought. Invite each student to visit a different source and list what is available. Video students shampooing andconditioning clients hair. Playback thevideo afterwards and have a fulldiscussion about the procedure used etc. Give the client a questionnaire tocomplete after the procedure. This willprovide their perspective on anythingthat they feel could be improved on. Observe how shampoo service is carriedout in a local hairdressing salon. Design a simple routine for massagingthe scalp during shampoo service. Keep a log of the knowledge and skillsdeveloped during this unit.The student will be able to:1. select the appropriate shampoos andconditioners for different hair types2. prepare a client for shampoo service3. shampoo and condition a clients hair and scalp.LEARNING OUTCOMES TEACHER GUIDELINESUnit 2: Shampooing and Conditioning28HAIR AND BEAUTY HAIRCARE BLOW-DRYING Make a collage poster of blow dryequipment. Set up a table with the items ofequipment laid out on it and label each item. Brainstorm a list of products or set out adisplay table of products such as mousse,hairspray etc. Role-play talking to a client about theirrequirements. Video students blow drying clients hair.Play back the video afterwards and havea full discussion about the procedureused, areas that could be improved etc. Draw up a dos and donts list in relationto the blow drying procedure. Invite a hairdresser to demonstrate arange of hair drying and stylingtechniques e.g. scrunch drying, fingerdrying, setting use of curling tongs,crimping iron etc. Keep a log of the knowledge and skillsdeveloped during this unit.The student will be able to:1. identify items of equipment used tocarry out a blow-dry2. identify products that can be used togive extra hold or body to a blow dry3. consult a client about the style of blow dry they require4. blow dry a clients hair 5. describe a range of other hair dryingand styling techniques.LEARNING OUTCOMES TEACHER GUIDELINESUnit 3: Blow-drying29HAIR AND BEAUTY HAIRCARE HAIR STYLES AND FASHIONS Give students a work sheet with thedifferent face shapes drawn on them.Invite them to sketch in hair styles tosuit each face shape. Cut pictures of different hairstyles frommagazines. Make a collage of hairstyleslabelling each. Carry out a vox pop around the schoolor centre to find out students views oncurrent trends in hairdressing. Invite a hairdresser to class to talk aboutcurrent fashions. Watch a specific media for a period ofone week and observe current trends inhairdressing. The media could be dividedamongst different members of the groupe.g. womens magazines, teenagemagazines, business magazines,newspapers, TV advertisements, soaps,pop programmes etc.The student will be able to:1. describe different face shapes2. select a range of hair styles to suitdifferent face shapes3. recognise different hair styles from photographs4. describe current trends in hairstyling.LEARNING OUTCOMES TEACHER GUIDELINESUnit 4: Hair Styles and Fashions30HAIR AND BEAUTY HAIRCARE SPECIAL OCCASIONS Brainstorm different types of dressingaids available e.g. butterfly clips, slides,scrunchies etc. Produce a fact sheet on what can bepurchased locally along with the cost of each item and where it can bepurchased. Create a simple hairstyle for a specialoccasion using one or more of thedressing aids sourced locally. Takephotographs of the hairstyle fromdifferent angles. Evaluate the overalleffect afterwards and invite classmembers to comment. Keep a log of the knowledge and skillsdeveloped during this unit.The student will be able to:1. identify and cost a range of hairdressing aids2. demonstrate a simple hair styleincorporating the use of dressing aids.LEARNING OUTCOMES TEACHER GUIDELINESUnit 5: Special Occasions Look up a text book for a definition, of perming ask a hairdresser for adefinition or look up the internet. Make a chart listing the advantages and disadvantage of perming hair. Ask members of the public for their opinions on the advantages and disadvantages. Research the range of products availablelocally e.g. in pharmacies, supermarketsand hairdressers. Check a textbook on hairdressing to findout how to classify the products youhave researched. Carry out a vox pop to find out peoplesopinions about men and womencolouring their hair. Check out the difference in pricebetween having hair professionallycoloured or permed or buying productsoff the shelf and doing it yourself. Identify the advantages anddisadvantages of having your hairprofessionally coloured or permed or doing it yourself.31HAIR AND BEAUTY HAIRCARE SPECIAL TREATMENTSThe student will be able to:1. explain the term perming 2. discuss the advantages anddisadvantages of perming hair3. classify the different types of haircolouring products4. discuss the advantages anddisadvantages of colouring hair5. cost perming and hair colouringproducts and services locally.LEARNING OUTCOMES TEACHER GUIDELINESUnit 6: Specialist Treatments32HAIR AND BEAUTY HAIRCAREBOOKSStart Hairdressing, Level 1 by Martin Green and Leo Palladino,Publisher: MacmillanA highly visual text that takes you step by step through the varioushaircare techniques with colour photographs and diagrams. Well presented and easy to follow. Hairdressing, Level 2, by Leo Palladino, Publisher: MacmillanUseful follow on resource for the teacher/tutorMahogany, steps to cutting, colouring and finishing hair, by MartinGuanine and Richard Thompson, Publisher: Macmillan Press Ltd.Andre Talks Hair by Andre Walker and Teresa Wiltz, Publisher Simon & Schuster 388 Great Hairstyles by Margit Rudiger, Renate Von Samson, Publisher Sterling PublicationsMAGAZINESThere is a wide range of magazines available about haircare andhairdressing most of which can be bought in newsagents e.g.International Hairdressers JournalTotal HairHairHair NowHair FlairRESOURCES33HAIR AND BEAUTY HAIRCAREUSEFUL ADDRESSESIrish Hairdressers Federation, 19 Bradford Ave, D.16LOreal, 88 Lr Leeson St, Dublin 2WELLA (Ireland)Ltd, Wella Studio, Terminus Mills, Clonskeagh, D.6Colet International, 140 Slaney cl, Glasnevin, D.11Schwarzkopf (Ireland) Ltd, Block 3, The Harcourt Ctr, Harcourt Rd, D.2Tom Ivers, 76 Ballykeeffe, LimerickN. OReilly, Hairdressers Supplies, Cahir Rd, ClonmelSalon Services (Dublin Ltd), 4 Red Cow Interchange Est., Ballymount Rd, D.12 (Off Naas Rd)Salon Services, Unit 36, Kinsale Rd, Commercial Centre, CorkSalon Services, Unit 1, Addley Pk, Tuam, Co GalwayHealth Promotion Unit, Dept. of Health, Hawkins House, Dublin 2.COMPUTER SOFTWAREiStyle Personal Makeover, Sierra Home 1999 Sierra on line, Inc.Provides the opportunity to select different hairstyles, hair colours,accessories, make up etc. Scan in your own photograph and select whatsuits you best by trying out different styles, colours etc.Cosmopolitan Virtual Makeover, Soft Key, 1999 The learning Company, Inc.Similar features to CD- Rom. Above.WEB SITESThere are numerous web sites on topics related to this module. The following list of addresses is intended to provide a starting pointonly. Note articles found via the Internet are not always accurate.http://www.clairol.com/ - Clairol http://www.loreal.com/us/noflash.asp - LOREAL http://www.hairdos.com Hairstyleshttp://www.vidalsassoon.com Vidal Sassoon site includes a sectionwhere you can have a style personalised for youhttp://www.informatik.tu-muenchen.de/~kuerten/spec/stars/stars.html- Site about bob hairstyles34I designed a chart listing a range of different hair types,hair problems and conditions and I suggested a productsuitable for eachAs part of a group I identified the main items of equipment needed for haircare and costed them locallyI kept a log book of the haircare skills I have learnedI made a collage/poster or video of current trends and fashions in hairdressing.CHECKLISTKEY ASSIGNMENTSMODULE 2: HAIRCARE35HAIR AND BEAUTYMODULE 3BEAUTYCARE36HAIR AND BEAUTY BEAUTYCAREMODULE 3:BEAUTYCAREThe purpose of this module is to introduce students to theknowledge and understanding required to practice basic beautycare skills and routines. Students will develop the knowledge and skills required to selectsuitable beauty products and carry out simple routines in skincare, makeup, and hand and foot care. This module can help toenhance the personal care and appearance of the student and isuseful as a preparation for employment or possible futuretraining in the beauty or cosmetic industry. It should be notedthat the level of skill required for this module is basic and shouldnot be confused with that required of a student following aprofessional beauty therapy course.The module entitled Salon and Customer Care serves as afoundation for this module. It is recommended that it iscompleted before this module or integrated with it.PREREQUISITES PURPOSE37HAIR AND BEAUTY BEAUTYCAREThis Module aims: to develop students knowledge and understanding of beauty care to familiarise students with the range of products and equipment used in beauty care to provide opportunities for students to practise basic beauty care skills and procedures to develop students awareness of professional services available to enable students to apply the knowledge and skills they have acquired to improving their own personal presentation.Unit 1: Skin CareUnit 2: Hand careUnit 3: Foot and Leg CareUnit 4: Make-UpUnit 5: Beauty ProductsUnit 6: Beauty TreatmentsUNITSAIMS38HAIR AND BEAUTY BEAUTYCARE SKIN CARE Draw a diagram of the skin. Photocopy it and invite students to colour and label parts. Use IT skills to create a chart identifyingthe functions of the skin. Make a chart describing each of the fourmain types of skin normal, dry, greasyand combination. Working in pairs invite students toidentify each others skin types. Invite students to design checklists that will help them to identify their skin types. Use a magnifying lamp to take a closerlook at the skin. Research the range of skin care productsthat are available in local shops e.g.pharmacies, supermarkets, departmentstores and beauty salons. The productsmight include cleansers, toners,moisturisers, night creams, facialwashes, cleansing bars, eye make upremovers, facial scrubs, masks etc. Identify products suitable for men. Invite students to carry out a smallallergy patch test on themselves. Brainstorm the signs to look out for ifthere is an allergic reaction.The student will be able to:1. describe the structure and functions of the skin2. identify the main skin types3. identify a range of skin care productssuitable for each of the skin types4. carry out a simple allergy testLEARNING OUTCOMES TEACHER GUIDELINESUnit 1: Skin Care39HAIR AND BEAUTY BEAUTYCARE SKIN CARE Create a display of the materials andequipment needed and label each item. Role play e.g. greeting the client,explaining the treatment, protecting hairand clothes, removing jewellery andstoring it safely, making the clientcomfortable etc. Create a poster showing the sequence ofsteps involved in cleansing, toning andmoisturising the face and neck. Invite students to work in pairs andpractice the procedure on each other. Discuss a skin care routine suitable for men. Discuss the effects of smoking, sun, coldweather, central heating, airconditioning etc. Discuss routines for skin conditions suchas black heads, acne, cold sores etc. Design a problem page with questionsand answers about skin care. Keep a log of the knowledge and skillsdeveloped during this unit.5. select the materials and productsneeded to cleanse, tone and moisturisethe face6. prepare a client for a facial treatment7. demonstrate a simple cleansing, toning and moisturising routine for the face and neck8. discuss the effects of the indoor andoutdoor environment on the skin9. identify some of the common facialconditions and a skincare routinesuitable for each.LEARNING OUTCOMES TEACHER GUIDELINESUnit 1: Skin Care (Continued)40HAIR AND BEAUTY BEAUTYCARE HAND CARE Draw a diagram of the Nail. Photocopy it and invite students to colour and label parts. Make a large poster showing thestructure of the nail. Research the range of hand productsthat are available in local shops e.g.pharmacies, supermarkets, departmentstores and beauty salons. Make a collage of advertisements forhand care products found in magazines. Test a range of products and evaluatethem using a checklist drawn up bystudents. Headings might includeconsistency, colours, texture, perfume,feel after application, absorbency,packaging, instructions, ingredients, cost etc. Design a poster illustrating the dos anddonts in relation to hands and nails. Create a display of the materials andequipment needed and label each item. Invite a beauty therapist to demonstratea manicure and hand massage routine. Invite students to work in pairs andpractice the procedure on each other. Invite students to be creative and design a simple 3-minute hand massage routine.The student will be able to:1. describe the structure of the nail2. identify the range of products used to care for the hands3. describe a daily routine for the care of hands and nails 4. identify the materials and items ofequipment needed to carry out a basic manicure5. demonstrate a basic manicure routineincluding a simple hand massageLEARNING OUTCOMES TEACHER GUIDELINESUnit 2: Hand Care41HAIR AND BEAUTY BEAUTYCARE HAND CARE Brainstorm some of the commonproblems e.g. wavy nails, hang nails,brittle nails, white spots, nail splitting,nail biting etc. Divide problems and conditions betweenparticipants and invite each participantto research one problem and make a 3-5minute presentation on it. Invite students to investigate a range ofproducts and treatments e.g. acrylicnails, nail tips, hot oil manicures, Frenchmanicures, nail art etc. Keep a log of the knowledge and skillsdeveloped during this unit.6. identify some of the common problemsand conditions associated with nails7. identify some of the specialist productsand treatments available for hands and nails.LEARNING OUTCOMES TEACHER GUIDELINESUnit 2: Hand Care (Continued)42HAIR AND BEAUTY BEAUTYCARE FOOT AND LEG CARE Research the range of products andequipment available in local shops e.g. pharmacies, supermarkets,department stores, shoe shops andbeauty salons. Products and equipmentmight include foot spa, footdeodorant/powder, pumice stone, hard skin remover, shoe deodorantspray, support tights, nail clippers, body lotion, toe dividers, foot soak etc. Make a collage of advertisements forfoot and leg care products found inmagazines. Test a range of products and evaluatethem using a checklist drawn up byparticipants. Invite participants to design a posterwarning people of the dangers ofwalking barefoot at swimming pools. Investigate the different types of pumice stones available. Carry out a survey to find out howmany people use pumice stones. Invite participants to draw a diagramshowing the correct way to shorten toe nails.The student will be able to:1. identify the range of products andequipment available to help care forthe feet and legs2. discuss hygiene and safety in relation to walking barefoot in public areas3. describe how to use a pumice stone toremove hard skin from the feet4. describe how to shorten toe nailsLEARNING OUTCOMES TEACHER GUIDELINESUnit 3: Foot and Leg Care43HAIR AND BEAUTY BEAUTYCARE FOOT AND LEG CARE Brainstorm different approaches todealing with foot odour. Check retail outlets for products that claim to deal with the problem. Interview someone working in a shoe shop for their ideas on how to avoid foot odour. Interview a sales person in a shoe shopand following the interview draw up achecklist of factors that should beconsidered when purchasing footwear. Invite participants to polish/clean theirfootwear in class. Research the cost of shoe repairs locallye.g. new heals, soles etc. Brainstorm some of the more commonconditions e.g. ingrown toe nails,bunions, athletes foot, verruca,chilblains, corns, fallen arches etc. Interview a chiropodist about the type of work that they do. Find out how many chiropodists areworking in your locality, the servicesthey offer and the average cost of a visit.5. discuss different methods that can beused to control foot odour6. list factors that should be consideredwhen purchasing footwear7. describe how to care for footwear8. identify some of the conditionsassociated with feet and how thesecould be avoided.LEARNING OUTCOMES TEACHER GUIDELINESUnit 3: Foot and Leg Care (Continued)44HAIR AND BEAUTY BEAUTYCARE MAKE-UP Research make-up that is available for different part of the face e.g. skin,eyes, eyelashes, lips, cheeks etc. make a chart/collage of findings. Use advertisements and articles from magazines to illustrate findings. Using IT skills devise a checklist thatcould be used when selecting make-up.Include areas such as skin type,colouring, shape of face, occasion etc. Create a display of the items ofequipment needed to apply make-upand label each item. Invite a beauty therapist to demonstratetwo make-ups one suitable for the day e.g. suitable for work and a second suitable for a special occasion e.g. a party. Invite participants to practise doingmake up for each other. Invite a beauty therapist to demonstratethe correct method of removing make-up. Video the demonstration so that it can be viewed again later. Keep a log of the knowledge and skillsdeveloped during this unit.The student will be able to:1. identify different types of make-upavailable for different parts of the face2. list factors that should be consideredwhen selecting make-up3. identify the range of equipment used in the application of make-up4. demonstrate the application of make-up for different occasions5. demonstrate a routine for removingmake-up.LEARNING OUTCOMES TEACHER GUIDELINESUnit 4: Make-Up45HAIR AND BEAUTY BEAUTYCARE BEAUTY PRODUCTS Look at a range of product packagingand identify information found e.g.hypoallergenic, pH-balanced, fragrancefree, not tested on animals. Find outwhat each term means. Design an information guide explainingcosmetic label terminology. Design a leaflet entitled a guide to purchasing beauty products. List the different methods used bycosmetic companies to sell their products. Observe the media and techniques usedsuch as those in womens magazines,newspapers, mail outs, radio andtelevision, in store promotions, windowdisplays, free samples etc. Survey people of different ages to seewhich methods most influence themand why. Make a class recipe book of simple homemade beauty products. Test some of the recipes in the book and compare them with brand named products.The student will be able to:1. explain common information found onretail beauty product labels2. identify factors that should beconsidered when purchasing beautyproducts3. discuss techniques that are used bycosmetic companies to influence thepurchase of their products4. select a range of home made beautyrecipes that can be used as analternative to purchasing ready made products5. demonstrate the use of some of thebeauty recipesLEARNING OUTCOMES TEACHER GUIDELINESUnit 5: Beauty Products46HAIR AND BEAUTY BEAUTYCARE BEAUTY PRODUCTS Compare two similar retail products e.g.two moisturisers made by differentcompanies. Draw up a checklist ofheadings to compare the products under.Headings might include e.g. colour,perfume, texture, consistency, feel,absorbency, instructions, ingredients,weight/amount of product, packaging,cost, etc. Make a poster explaining each of theterms and giving examples of each. Carry out research to find out what is available in local supermarkets,pharmacies etc. Keep a log of the knowledge and skillsdeveloped during this unit.6. compare and contrast a range of similartypes of retail products 7. explain the difference betweenperfume, eau de cologne, and eau de toilette8. identify the range of after shaves andmale colognes available.LEARNING OUTCOMES TEACHER GUIDELINESUnit 5: Beauty Products (Continued)47HAIR AND BEAUTY BEAUTYCARE BEAUTY TREATMENTS Check out magazines for current trends in nail art. Make a collage of the findings. Visit stores to find out what products areavailable for nail art e.g. varnishes,transfers, decals etc. Practice designing nail art designs ontoblank nail shapes that have been drawnonto a page or onto false nails. Visit a number of shops that sell beautyproducts and investigate the varioustypes of facemasks available. Invite a beauty therapist to demonstratethe application and removal of afacemask. Video the demonstration sothat students can view thedemonstration afterwards. Invite students to work in pairs andpractice the procedure on each other. Visit a specialist shop that carries outbody piercing and tattooing. Interviewthem about health and safety issuesrelating to their services. Draw a diagram of the eyes andeyebrows. Label the diagram showinghow the eyebrows should be shaped. Interview a beauty therapist about therange of services offered in beautysalons and health farms. Collect samplesof price lists from different salons.Compare the prices and services offered. Keep a log of the knowledge and skillsdeveloped during this unit.The student will be able to:1. identify some of the current fashions in nail art 2. demonstrate the application of a simple nail art design3. identify the range of face masksavailable for different skin types4. demonstrate the application andremoval of a face mask5. discuss the pros and cons of bodypiercing and tattooing6. describe the procedure that is used to shape eyebrows7. identify a range of professional servicesand treatments available in beautysalons and health farms.LEARNING OUTCOMES TEACHER GUIDELINESUnit 6: Beauty Treatments48HAIR AND BEAUTY BEAUTYCAREBOOKSBeauty Therapy, The Official Guide to Level 2 by Lorraine Nordmann,Publisher: Macmillan Useful as a reference text for the teacher/tutor.The Beauty Therapy Fact File by Susan Cressy, Publisher HeinemannUseful as a reference text for the teacher/tutor.Skincare by Sally Noton, Publisher: Lorenz Books Easy to read book onbeautycare. User friendly with lots of photographsThe Art of Make-up by Kevyn Aucoin, Publisher PrionThe Beauty Bible by Sarah Stacey and Josephine Fairley, PublisherOverlook Press1001 Beauty Solutions: The Ultimate one step adviser for youreveryday beauty problems by Beth Barrick Hickey, Publisher: Sourcebooks TradeThe Hair & Beauty Handbook by Pat Baikie, Publisher: Chancellor Press Includes information on skin care, make-up, hair care, exercise and diet. Easy to read. Well illustrated.Nailart by Pansy Alexander, Publisher: Carlton Includes over 50 photographs and instructions for nailart designs.Colour Me Beautiful Make-Up by Carole Jackson, Publisher: Ballantine BooksMAGAZINESThere is a wide range of beauty magazines available most of which canbe bought in newsagents e.g.Good HealthMarie Claire Health & BeautyHeres HealthTop Sant Health & BeautyRESOURCESUSEFUL ADDRESSESBronwyn Conroy Beauty School, 10a The Crescent Monkstown, Co DublinClarins Cosmetics, 92 Georges St Upr, Dun Laoghaire, Co Dublin.Vichy Skincare Products, Merchants Hall, Merchants Quay, D.8.Oriflame Cosmetics, Sandyford Industrial Est., D.18Star Products International, 24 Idrone Mews, Blackrock, co Dublin7th Heaven Beauty Supplies, 30 Main St, Carrick on Suir.COMPUTER SOFTWAREiStyle Personal Makeover, Sierra Home 1999 Sierra on line, Inc.Provides the opportunity to select different hairstyles, hair colours,accessories, make up etc. Scan in your own photograph and select whatsuits you best by trying out different styles, colours etc.Cosmopolitan Virtual Makeover, Soft Key, 1999 The learning Company, Inc.Similar features to CD- Rom. Above.WEB SITESThere are numerous web sites on topics related to this module. The following list of addresses is intended to provide a starting pointonly. Note articles found via the Internet are not always accurate. http://www.boots.co.uk - Health and beauty advice and tips from Bootshttp://covergirl.com/ - Face, lips, eyes, nails and make-up tips and trendshttp://www.essentials-mag.co.za/ - Fashion tips and beautysuggestions from Essentials magazinehttp://www.ellemag.com/ - Fashion tips and beauty suggestionsfrom Elle magazinehttp://dolly.ninemsn.com.au/ - Australian teenage girls magazinefeaturing fashion, beauty and health tips http://www.beauty-guild.co.uk/treatmen/manicure.htm -Manicures and pedicureshttp://www.maybelline.com/ - Maybelline sitehttp://www.lancome.com/ - Lancome sitehttp://www.the-body-shop.com/ - Body shop site49HAIR AND BEAUTY BEAUTYCARE50Using a checklist I compared two similar beauty productsmade by two different companiesAs part of a group I produced a booklet of simple beautyrecipes and tried out one of the recipesI kept a log describing the practical beauty care skills that I learnt I interviewed a beautician to find out about the range ofprofessional services and treatments available in beautysalons or health farms. I kept a record of the interview. CHECKLISTKEY ASSIGNMENTSMODULE 3: BEAUTYCARE51HAIR AND BEAUTYMODULE 4BODYCARE52HAIR AND BEAUTY BODYCAREMODULE 4:BODYCAREThe purpose of this module is to introduce students to caring fortheir bodies by exploring the knowledge and skills that arerequired to understand and practise basic body care routines.Students develop knowledge and skills in areas such as personalhygiene, nutrition, health and well being, body treatments, suncare, leisure, exercise and rest. This module can help to enhancethe personal care and appearance of the student and is useful asa preparation for employment or possible future training in thebeauty or cosmetic industry.The module entitled Salon and Customer Care serves as afoundation for this module. It is recommended that it iscompleted before this module or integrated with it.PREREQUISITES PURPOSEThis Module aims: to develop students knowledge and understanding of body care routines to familiarise students with the range of products and equipment used in the care of the body to provide opportunities for students to practise basic body care skills and procedures to develop students awareness of professional services available to improve the overall health and well being of students to enable students to apply the knowledge and skills they have acquired to improving their own personal presentation.Unit 1: Personal HygieneUnit 2: NutritionUnit 3: Health and Well BeingUnit 4: Care of the BodyUnit 5: Sun CareUnit 6: Leisure, Exercise & RestUNITSAIMS53HAIR AND BEAUTY BODYCARE54HAIR AND BEAUTY BODYCARE PERSONAL HYGIENE Create a large poster highlighting areasof the body that require daily attention. Visit a shop or section of a store thatspecialises in bath and shower products.Report on the types of products found. Survey class members to find out which antiperspirants or deodorantsthey use and why. Test one deodorant product and oneantiperspirants product. Write anevaluation stating how they compare. Invite a dental health nurse to give a talk to the class. Prepare questions beforehand. Organise a dental health week. Invitestudents to set up displays on differenttopics related to teeth and oral hygiene. Write to some of the manufacturers oftampons or sanitary towels and requestinformation about personal hygieneduring menstruation. Brainstorm participants experiences ofwearing perfumes or after-shaves. Identify what to look for in aperfume/after shave suitable for:daytime/work and evening/recreational time.The student will be able to:1. describe a daily personal hygiene routine2. identify a range of products andequipment used to care for the body in the bath and shower3. identify the different types ofantiperspirants and deodorants and theadvantages and disadvantages of each4. describe a routine for caring for theteeth and ensuring fresh breath5. discuss the importance of a personalhygiene routine during menstruation6. list factors that should be consideredwhen choosing and wearing perfumesand after shavesLEARNING OUTCOMES TEACHER GUIDELINESUnit 1: Personal Hygiene55HAIR AND BEAUTY BODYCARE PERSONAL HYGIENE Discuss daily/weekly/seasonal routinesfor caring for clothing. (include bothcleaning and storage of clothing). Identify care labels found on clothingand their meanings. Brainstorm the types of clothing that require specialist cleaning in the dry cleaners.7. describe a routine for the care of clothing.LEARNING OUTCOMES TEACHER GUIDELINESUnit 1: Personal Hygiene (Continued)56HAIR AND BEAUTY BODYCARE NUTRIT ION Define a balanced diet. Look updefinitions in text books, the internet etc. Contact the Health Promotion Unit for leaflets on healthy diets. Make a poster of the food pyramid. Make a chart showing the dietary needsof different individuals e.g. children,teenagers, adults, older people etc. Make a display table of healthy snackfoods. Have a tasting session and get participants to select their favourite snacks. Make a collage of empty food containersand boxes showing the nutritionalcontent label of each. Brainstorm common deficiencies e.g. calcium, iron, fibre etc. and investigate them further at thelibrary or on the internet. Brainstorm a list of the most commonfood allergies e.g. milk, gluten etc. andinvestigate them further at the library or on the internet. Contact the Osteoporosis Society for information.The student will be able to:1. discuss the importance of a balanced diet2. describe the food pyramid3. state the daily dietary requirements ofdifferent individuals4. list examples of healthy snack foods5. identify the nutritional content of foodsas listed on packaging6. identify a range of common dietary deficiencies7. identify a range of common food allergies8. outline the main causes ofosteoporosis.LEARNING OUTCOMES TEACHER GUIDELINESUnit 2: Nutrition57HAIR AND BEAUTY BODYCARE HEALTH AND WELL BEING Design a poster highlighting theimportance of a healthy body. Contact the Irish Heart Foundation for information. Check out womens magazines for case studies on these topics. Brainstorm a variety of different sourcesof stress for individuals. Demonstrate a relaxation technique thatcould be used to help avoid stress. Carry out a vox pop to find out howstrongly people feel about smoking,alcohol and drugs affecting their health. Check out womens magazines forarticles on pre-menstrual tension. Contact the local health clinic or doctorssurgery for leaflets.The student will be able to:1. discuss the importance of a healthy body2. describe how to help maintain ahealthy heart3. discuss the causes and effects of eating disorders e.g. anorexia nervosaand bulimia4. list factors that can cause stress and approaches that can be used to cope with it5. discuss the short and long term effectsof substance abuse6. explain the term pre-menstrual tensionand how it can affect some women7. describe how to carry out regular self-examinations e.g. breasts, testicles,moles etc.LEARNING OUTCOMES TEACHER GUIDELINESUnit 3: Health and Well Being58HAIR AND BEAUTY BODYCARE CARE OF THE BODY Check out the range of exfoliating,moisturising and hair removal productsand equipment available in pharmaciesetc. Compile a report on your findings. Invite a beauty therapist to describe aroutine for moisturising the body. Research the various products and itemsof equipment that are used by men andwomen for hair removal. Check theseout in supermarkets, pharmacies,advertisements etc. Check a health book or home economicsbook for information on allergens. Invite a dental health nurse to visit the class. Organise a dental health promotion week. Invite a local optician to give a talk oneye care and selection and care ofspectacles etc.The student will be able to:1. describe different methods that can be used to exfoliate the body2. describe a routine for moisturising the body3. identify safe hair removal methods fordifferent parts of the body4. list examples of allergens and theireffects on the body5. discuss the importance of caring for the teeth 6. discuss the importance of eye care andregular eye testing7. list factors that should be consideredwhen selecting and caring forspectacles and contact lensesLEARNING OUTCOMES TEACHER GUIDELINESUnit 4: Care of the Body59HAIR AND BEAUTY BODYCARE SUN CARE Carry out research via the internet. Contact the Irish Cancer Society for information. Invite participants to bring in variousbrands of suntan lotions that they usethemselves. Check the labels on thebottles for information about SPF etc. Research the range of sunscreenproducts available locally. Invite participants to identify their skintype and work out a safe sun tanningroutine for themselves. Design an information leaflet for parents on the importance of sunprotection for children. Research the range of after sun productsavailable and describe how they areintended to be used. Check a first-aid book for treatment.Make a travel card that could be taken on holidays that lists step by step what to do in the case of overexposure to the sun. Research the range of tanning productsavailable locally and describe how theyare intended to be used. Invite a beauty therapist to demonstratethe application of fake tan to differentparts of the body.The student will be able to:1. describe the effects of sun on the skin2. explain the term sun protection factor (SPF)3. identify the range of products availableto protect the skin from the sun4. describe a safe tanning routine fordifferent skin types5. discuss the importance of sunprotection for children6. describe an after sun skin care routine7. describe the first aid treatment thatshould follow over exposure to the sun8. identify the different types of faketanning products available9. describe the method of applying faketan to different parts of the bodyLEARNING OUTCOMES TEACHER GUIDELINESUnit 5: Sun Care60HAIR AND BEAUTY BODYCARE SUN CARE Set up a debate arguing for and against the use of sun beds for tanning purposes. Brainstorm the styles and types ofclothing and fabrics suitable for aholiday in the sun.10. discuss safety relating to the use of sunbeds and sun tanning rooms11. identify styles of clothing and fabricssuitable for hot weather.LEARNING OUTCOMES TEACHER GUIDELINESUnit 5: Sun Care (Continued)61HAIR AND BEAUTY BODYCARE LEISURE, EXERCISE AND REST Make a poster highlighting the benefitsof good posture. Practise correct ways to stand, walk andsit. Video participants so that they canevaluate their own posture. Brainstorm as a group the benefits ofleisure time. Brainstorm how class members spendtheir leisure time. Link with a class in adifferent area/school and find out howthey spend their leisure time. Compareboth groups. Design a poster highlighting the benefitsof regular exercise. Divide up the local area into sectionsand invite different members of the classto investigate what exercise facilities areavailable in each section e.g. gyms,swimming pools, football pitches etc. Invite each person to investigate adifferent activity e.g. aqua aerobics,callanetics, step aerobics, toning tables etc.Invite each person to make apresentation on the area theyinvestigated. Contact a local leisure centre supervisor/manager to find out the range ofactivities on offer.The student will be able to:1. identify the benefits of good posture2. describe how to stand, walk and sit properly3. identify a range of leisure timeactivities and their benefits4. list the benefits of regular exercise5. identify the exercise facilities andactivities available locallyLEARNING OUTCOMES TEACHER GUIDELINESUnit 6: Leisure, Exercise and Rest62HAIR AND BEAUTY BODYCARE LEISURE, EXERCISE AND REST View a number of fitness videos anddiscuss their suitability for differentmembers of the family. Visit a sports shop and find out whatclothing and footwear is recommendedfor different forms of exercise. Survey groups of people of different agesto find out how much sleep they geteach night. Summarise the findings and plot these on a graph. Carry out a vox pop to ask people forsuggestion about how to ensure a goodnights sleep.6. describe a safe weekly exercise routine suitable for different members of the family7. select suitable clothing and footwearfor different forms of exercise8. identify the average amount of sleepneeded by different age groups9. list ways to ensure a good nights sleep.LEARNING OUTCOMES TEACHER GUIDELINESUnit 6: Leisure, Exercise and Rest (Continued)63HAIR AND BEAUTY BODYCAREBOOKSBeauty Therapy, The Official Guide to Level 2 by Lorraine Nordmann,Publisher: Macmillan Useful as a reference text for the teacher/tutor.Skincare by Sally Noton, Publisher: Lorenz BooksEasy to read book on beautycare. User friendly with lots of photographsThe Art of Make-up by Kevyn Aucoin, Publisher Prion Photographs of faces made up for various occasionsThe Hair & Beauty Handbook by Pat Baikie, Publisher: Chancellor Press Includes information on skin care, make-up, hair care, exercise and diet. Easy to read. Well illustrated.MAGAZINESThere is a wide range of beauty magazines available most of which can be bought in newsagents e.g.Good HealthMarie Claire Health & BeautyHeres HealthTop Sant Health & BeautyUSEFUL ADDRESSESIrish Cancer Society, 5 Northumberland Rd. Dublin 4Osteoporosis Society, Emoclew, Batterstown, DunboyneRESOURCES64HAIR AND BEAUTY BODYCAREBronwyn Conroy Beauty School, 10a The Crescent Monkstown, Co DublinClarins Cosmetics, 92 Georges St Upr, Dun Laoghaire, Co Dublin.Vichy Skincare Products, Merchants Hall, Merchants Quay, D.8.Oriflame Cosmetics, Sandyford Industrial Est, D.18Star Products International, 24 Idrone Mews, Blackrock, co Dublin7th Heaven Beauty Supplies, 30 Main St, Carrick on Suir.COMPUTER SOFTWAREiStyle Personal Makeover, Sierra Home 1999 Sierra on line, Inc.Provides the opportunity to select different hairstyles, hair colours,accessories, make up etc. Scan in your own photograph and select what suits you best by trying out different styles, colours etc.Cosmopolitan Virtual Makeover, Soft Key, 1999 The learning Company, Inc.Similar features to CD- Rom. Above.WEB SITESThere are numerous web sites on topics related to this module. The following list of addresses is intended to provide a starting pointonly. Note articles found via the Internet are not always accurate. http://www.boots.co.uk - Health and beauty advice and tips from Bootshttp://www.essentials-mag.co.za/ - Fashion tips and beauty suggestions from Essentials magazinehttp://www.ellemag.com/ - Fashion tips and beauty suggestions from Elle magazinehttp://dolly.ninemsn.com.au/ - Australian teenage girls magazinefeaturing fashion, beauty and health tips65Using my I.T. skills I made a chart showing the dietary/nutritional needs of different individualsI took part in a discussion about the health and safetyissues related to using sun beds or sun bathingAs part of a group I investigated the body care products,services and equipment available locallyI kept a log book of important information I learnt about caring for my body.CHECKLISTKEY ASSIGNMENTSMODULE 4: BODYCAREPublished by The Stationery OfficeTo be purchased directly from: Government Publications Sales Office,Sun Alliance House,Molesworth Street, Dublin 2.Or by mail order from:Government Publications, Postal Trade Section,4-5 Harcourt Road, Dublin 2.Tel: 01-647 6834/5 Fax: 01-475 2760Or through any bookseller.Price: 1.50This programme has been funded by the European Social FundDesigned by: Langley Freeman Design Group Limited 2000 Government of Ireland